Title I, Part A
Support for schools serving students from low-income families.
View funding source ↗Wisconsin · Schools & districts
High-impact tutoring for Wisconsin schools.
Live, small-group virtual tutoring in K–12 math and ELA. Connect Wisconsin’s personal reading plans, mathematical reasoning, and multi-level supports with focused instruction, student discussion, and a practical plan for your school.
A closer look at Wisconsin
Your state’s priorities.
Your students’ next steps.
What Wisconsin is prioritizing
State priorities.
Focused support.
Science-based early reading support. Math instruction that builds understanding and agency. Intervention connected with strong classroom instruction and the evidence your team uses to plan.
Official sources checked November 5, 2026
01Early literacy. Make the reading plan specific.
Wisconsin’s emphasis
Wisconsin’s Act 20 requires personal reading plans for at-risk readers in 5K through grade 3. Plans connect identified skills with science-based reading instruction, clear goals, interventions, weekly progress monitoring, and communication with families.
The Cignition connection
Share the specific reading need and the school’s plan. Review proposed lessons with your literacy team so tutoring reinforces the intended skill. Agree on what evidence will be shared and how the school will use it to adjust support.
02Mathematics. Build understanding and agency.
Wisconsin’s emphasis
Wisconsin’s mathematics standards emphasize mathematical identity and agency, flexible use of mathematics, deep understanding, and connections across grades. Students need opportunities to reason, represent ideas, and use mathematics meaningfully.
The Cignition connection
Start with a concept students are still developing. Discuss how visual models, purposeful questions, and student explanations can connect prerequisite support with classroom learning. Review proposed lessons against the standards your district has adopted.
03WiMLSS. Connect intervention with the core.
Wisconsin’s emphasis
Wisconsin’s framework for Multi-Level Systems of Supports brings together high-quality instruction, strategic use of data, and collaboration. A strong universal level supports a continuum of services that responds to each learner’s needs.
The Cignition connection
Coordinate tutoring with your school’s existing team and learning sequence. Build a recurring schedule, identify who reviews student evidence, and decide how additional support will connect with classroom instruction.
Our curriculum. Your instructional goals.
From a learning target
to student thinking.
Start with the skill your students need next. Connect the learning goal, the task, and the explanation that shows how a student is thinking.
The Wisconsin connection · A closer look at instruction
From a learning need to the work students do.
Wisconsin’s emphasis on Act 20 reading plans, mathematics agency, and responsive intervention provides context for reviewing this sample. Examine how a learner connects sounds and print, responds to prompts, and practices a foundational reading skill.
Compare the task and prerequisites with your classroom sequence and student work.
Explore a sample lesson
Elementary literacy
ELA · K–5 sample. Open the student lesson to examine the tasks for yourself.
Open the elementary literacy sample ↗
What should we look for?
Consider how a learner connects sounds and print, responds to prompts, and practices a foundational reading skill. Which responses would help your team decide what the student understands and what to teach next?
How would this connect with our curriculum?
Compare the learning goal, task, language, and prerequisites with your classroom materials. Your school’s learning sequence and the students’ starting points guide that discussion.
How should we use this example?
This grade-band sample illustrates selected instruction. It has not been customized for Wisconsin and is not a comprehensive state standards alignment. For a specific alignment question, share the standard and classroom materials with our team.
Inside a school partnership
A shared plan.
People to keep
it moving.
Cignition brings live virtual instruction, purpose-built lessons, a dedicated program manager, and participation and learning information. For example, a Wisconsin school could explore supplemental reading instruction after reviewing the proposed assignment, licensure, and the school’s personal reading plans. Your school provides protected time, technology, and local support. This is a planning illustration; service eligibility and the agreed scope shape any partnership.
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Turn the instructional need into a workable plan.
Your school team
Identify the students and reading or math goals, share classroom and screening information, and protect recurring time. Your team names an onsite contact and checks devices, connectivity, and the proposed use of school funds.
The Cignition team
Your program manager coordinates planning with your school. Cignition prepares tutor assignments, small groups, instructional materials, and launch arrangements around your Wisconsin school’s Act 20 reading plans, mathematics agency, and responsive intervention.
Keep the session focused and students connected.
Your school team
Help students join on time, maintain a supervised learning space, and support participation or connection issues. Classroom teachers continue core instruction; tutoring provides additional targeted learning time.
The Cignition team
Experienced, carefully vetted tutors lead live virtual instruction using Cignition’s purpose-built curriculum, questions, models, and discussion. They respond to student work and record attendance, participation, and learning information.
Use the information. Keep the conversation going.
Your school team
Share classroom observations and school assessment context, review participation with your onsite contact, and identify questions about student learning or the routine.
The Cignition team
Your program manager shares participation and learning information and coordinates follow-up. Cignition’s instructional and implementation teams use that information with your school to consider grouping, learning targets, or scheduling adjustments.
Wisconsin funding landscape
Understand the investment.
Find a relevant pathway.
Explore Title I-A, rural-district funding, and current after-school awards. Start with the students and instructional need, then confirm the approved use and available funds.
Selected federal funding for Wisconsin
FY 2026 · Published statewide awards
Title II, Part A
Educator effectiveness and instructional capacity.
View funding source ↗Title III, Part A
English-language acquisition and support for English learners.
View funding source ↗21st Century Community Learning Centers
Academic enrichment during non-school hours.
View funding source ↗Read the WISCONSIN row and Fiscal Year 2026 column in each federal award table. Links highlight the row in supporting browsers. These are statewide allocations, not unspent local funds or a dedicated tutoring budget. Title II generally supports educator capacity. Confirm your district’s allocation, allowable use, and available balance before planning an expense.
Wisconsin funding pathways
Funding reviewed November 10, 2026Additional instruction.
Start with the school’s plan.
Ongoing federal formula funding · Approved local use required
Who / what it supports
Wisconsin’s Title I-A program supports schoolwide programs or targeted assistance for eligible students. The school’s program model, needs assessment, and plan determine how funds may be used.
Where tutoring could fit
Review additional math or literacy instruction against the school’s identified needs and approved plan. Wisconsin’s guidance calls for appropriately licensed teachers; confirm the licensure required for the proposed staff and assignment.
Practical next step: Ask your federal programs lead to confirm eligible students, the approved activity, staffing qualifications, available balance, purchasing, and documentation. Statewide awards do not establish a local tutoring budget.
Review Wisconsin’s Title I-A guidance ↗An eligible rural district.
A route worth checking.
FY 2026 REAP eligibility · Current award and approved use required
Who / what it supports
The Rural Education Achievement Program includes Small, Rural School Achievement (SRSA) and Rural and Low-Income School (RLIS) funding. The current federal eligibility file includes Wisconsin districts. Rural location alone does not establish eligibility or an award.
Where tutoring could fit
An eligible district with a current award can review math or literacy support against its REAP program, approved activities, and budget. SRSA is administered by the U.S. Department of Education; RLIS awards flow through the state. A district cannot receive both in the same year.
Practical next step: Check your district in the FY 2026 eligibility file, then confirm the actual award, remaining balance, allowable activity, and purchasing requirements with your federal programs lead. This is not an open grant competition.
Check FY 2026 Wisconsin district eligibility · XLSX ↗Learning beyond the bell.
Build on an existing award.
Wisconsin 21st CCLC · Current grantees only
Who / what it supports
Wisconsin’s 21st Century Community Learning Centers support academic enrichment during non-school hours, including before school, after school, and breaks. Programs also offer broader enrichment and family engagement.
Where tutoring could fit
A current grantee can consider tutoring as part of its approved program, aligned with students’ academic needs and the school day. Tutoring must fit the grant’s goals, schedule, and budget; it does not replace the wider program.
Practical next step: Work with the existing grantee to confirm the award, approved activities, available funds, and procurement. This describes a current-award pathway, not an open application or a grant automatically available to every school.
Review Wisconsin’s current-grantee resources ↗A specific tutoring option for participating AGR schools
Achievement Gap Reduction allows participating K–3 classrooms to use data-informed, one-to-one tutoring during regular school hours. DPI requires a licensed teacher and a program found effective by the What Works Clearinghouse, with subject-specific licensure rules. No new schools may enroll in AGR. An existing participant must verify the actual tutor, instructional program, contract, and reporting requirements; this is not automatic eligibility for Cignition’s small-group model.
Wisconsin · Program fit & purchasing
Start with fit.
Plan the details.
For early literacy, work through the proposed approach with your literacy team and Wisconsin’s science-based reading requirements. The school remains responsible for its required screening, personal reading plans, monitoring, and family communication. Tutoring can be one part of that coordinated support.
Match the service to the funding route. Wisconsin’s Title I guidance calls for appropriately licensed teachers. Confirm the Wisconsin licensure required for the proposed assignment and the qualifications of the actual staff before contracting. For REAP or an existing 21st CCLC award, review the approved activity and budget with your program lead.
Agree on virtual delivery, local supervision, purchasing, and student-data protections. Funding eligibility does not establish state approval of a provider, curriculum, or diagnostic assessment.
A few useful questions
What would you like to work through?
Start here, then bring the questions specific to your students and school.
How can tutoring support an Act 20 personal reading plan?
Begin with the student’s identified reading need and the school’s personal reading plan. Review proposed lessons for the intended skill and science-based reading approach, and agree on how tutoring information will inform school decisions. The school retains responsibility for required assessments, the plan, weekly monitoring, and family communication.
Does Act 20 automatically pay for tutoring?
No. Wisconsin’s Act 20 diagnostic-assessment reimbursement covers qualifying assessment costs. DPI explicitly excludes instruction, practice, and tutoring from that reimbursement. Identify a separate approved funding source and confirm the service and staff meet its requirements before arranging tutoring.
What qualifications should assigned tutors meet?
Requirements depend on the assignment and funding source. Wisconsin’s Title I guidance calls for appropriately licensed teachers. Before contracting, have your school and program leads confirm the Wisconsin licensure and other qualifications required for the proposed role, then review the actual staff assigned. Discuss preparation for the grade level, content, reading approach, and virtual instruction.
Can a rural district use REAP for tutoring?
Possibly, if the district is eligible, has a current SRSA or RLIS award, and the proposed activity meets that program’s allowable-use and local-plan requirements. Being rural does not by itself establish eligibility or available funds. Check the current federal eligibility file, then confirm the award and approved use with your federal programs lead.
Could tutoring fit an existing 21st CCLC program?
Yes, when a current grantee determines it fits the approved program and budget. Wisconsin’s program operates during non-school hours and combines academic support with broader enrichment and family engagement. Coordinate with the grantee on student needs, staffing, schedule, procurement, and progress information. The funding pathway above is not an open grant application.
What if I’m looking for help for my own child?
This page focuses on school and district partnerships. For tutoring arranged directly by a family, explore Cignition’s family plans and discuss your child’s learning goals, grade level, and scheduling needs.
Your school’s next step
Let’s plan around
your students.
Planning around Act 20 reading plans, mathematics agency, and responsive intervention? Request curriculum examples, implementation details, evidence, or funding information for your Wisconsin school before deciding whether to book a call.
On our contact page, choose “Another question” for an information request or “School or district tutoring” to explore a program.