Accelerate High Dosage Tutoring

Overview and Objectives
Literacy is a critical predictor of educational and lifelong success. Louisiana is working urgently to
improve literacy outcomes and ensure all students are reading on grade level by the end of grade 3, and
also recognizes that there is a need to continue building foundational skills beyond third grade. All
Louisiana students must be proficient in reading in order to successfully transition to higher grade levels
and to become college and career-ready.
Similarly, Louisiana is working to improve elementary math outcomes to ensure all students are
proficient in math. The coherent nature of mathematics requires all students to develop solid
foundational math knowledge and skills in preparation for success in Algebra and to become college and
career-ready.
Louisiana recognizes that high-dosage tutoring leads to increased student learning. The purpose of this
RFA is to identify organizations that will provide tutoring services through the Accelerate: High-Dosage
Tutoring Initiative. Local Education Agencies (LEAs) can choose providers for the Accelerate: High-
Dosage Tutoring Initiative and engage directly with those entities to provide tutoring services. The vendor
guide is provided for informational purposes only. Applicants approved through this RFA can partner
directly with Louisiana school systems to provide tutoring services for Accelerate: High-Dosage Tutoring.
Any contractual agreements that result from this RFA will be between Louisiana schools or school
systems that choose to enter into contracts with approved vendors, and the schools or school systems
are responsible for ensuring that their contracting processes comply with any applicable federal
procurement law, state procurement law, and local school/school systems procurement policies.
Accelerate: High-Dosage Tutoring
The Accelerate: High-Dosage Tutoring Initiative is a result of Senate Bill 508 of the 2024 legislative
session. This bill provides high-dosage tutoring for certain low-performing students in grades
kindergarten through five that is school-day embedded. Tutoring providers for this initiative must meet
all the following criteria:
1. Incorporate direct instruction by tutors using formative assessments aligned with grade-level
content and Tier 1 classroom instruction.
2. Be sustained for a minimum of ten weeks.
3. Be provided at least three times per week, in approximately thirty-minute sessions, which shall be
embedded in the school day.
4. Use assessments throughout the school year to monitor student progress.
5. Be based on high-quality instructional materials that are aligned with state content standards and
that are specifically designed for supplemental instruction.
6. Be individualized and provided at a ratio not higher than four students to one tutor.
7. Be provided by a high-quality tutor.
a. A person with training in using high-quality instructional materials and who receives
ongoing oversight while providing high-dosage tutoring.
b. Staff of a high-quality tutoring provider.
c. Current or retired teachers.
d. Trained paraprofessionals.
8. Be provided by a consistent tutor or by a limited, consistent set of tutors throughout the student's
supplemental instruction period.
9. Be provided in accordance with guidelines on research-based best practices grounded in the
science of reading and effective accelerated instruction strategies.
Beginning in the 2026-2027 school year, all Accelerate: High-Dosage Tutoring (HDT) funds for external
providers will operate under Outcomes-Based Contracting (OBC) structures. Under an OBC structure, a
portion of provider payment is tied to agreed-upon student outcomes and implementation expectations.
Louisiana Department of Education
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This approach is designed to strengthen accountability and ensure tutoring investments are aligned with
student progress and quality implementation.
Once approved, tutoring providers must continue to uphold the criteria mandated by the RFA to remain on
the Louisiana Accelerate: High-Dosage Tutoring approved provider list. LDOE may conduct periodic
reviews every two years to ensure providers continue to meet RFA requirements and deliver services
consistent with the approach outlined in their application. Where quality concerns are identified, LDOE
may require corrective action, evidence of improvement, and, if needed, reapplication for continued
inclusion on the approved provider list.
RFA Application/Selection Process
The table below outlines the RFA process for the Louisiana Tutoring Initiative. Current LDOE-approved
Accelerate: High-Dosage Tutoring Providers do not need to reapply at this time. The approved
applications will be reviewed periodically by the Louisiana Department of Education. To apply to become
an LDOE-approved Tutoring Provider, please follow the guidance document to create your My.La and
LDOE Professional Learning Partner accounts.
Louisiana Tutoring Provider RFA Process
Tutoring applicants submit an application here. New users will need to create
Step 1
an account and select the Louisiana Tutoring Initiative Provider RFA.
The LDOE schedules and convenes review panels each year to review
Step 2 applications. Rejected applicants receive feedback and will have one
opportunity to reapply during a future review cycle.
Approved tutoring providers will be added as options in the Louisiana
Step 3
Accelerate: High-Dosage Tutoring Vendor Guide.
2026-2027 Review Cycle
Review Cycle Timeline: Submission and Review Process
July 15, 2026 The submission window opens.
September 30, 2026 The submission window closes.
October 1, 2026 -
The LDOE leads teams of reviewers in the state review process.
December 31, 2026
Louisiana Department of Education
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Required Application Components and Format
Tutoring applicants submit an application here. No cover letters, executive summaries, or organizational
marketing materials will be accepted.
Tutoring Provider Application Template: Required Components Description
Section Application Section Template Section Components
Contact information
Organization overview
mission statement
founding year
Tutoring Organization achievements or recognitions
1
Information corporate structure
operations
Supervision
Data security and technology compliance for Artificial
Intelligence (AI)
Organization goals
Organization Goals and Summary of tutoring experiences
2
Background Description of Outcomes-Based Contracting experience
Quality measurement of tutoring services
Approach to foundational literacy and numeracy instruction
Alignment to high-quality curriculum, assessments, and progress
monitoring
specific names of curriculum, instructional material, and
progress monitoring
data management system to track and report student
attendance, progress, and outcomes
Method of instruction/technologies used to deliver tutoring
Note: For virtual tutoring, providers must provide LDOE and
school system leaders with open access to tutoring session
links to observe sessions for monitoring and quality
Organization assurance.
3 Description Qualifications of tutors
and Scope of Services background checks must align with the school system's
expectations
Tutor effectiveness
monitoring
evaluation
support
training
Scope of services
number of tutors
tutor-to-student ratio
Supporting students with English as a second language
Supporting students with disabilities
Louisiana Department of Education
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Plan includes how the provider will engage and collaborate with
school system leaders and school leaders about:
Engagement and each child's progress and needs
4
Support coherence between classroom instruction and tutoring
services
students' performance data to effectively group students
Letters of Support
5 References head of organization
evidence of results
Instructional Materials Package
(Aligned to Louisiana Student Standards)
The provider will submit a comprehensive instructional materials
package for all grade levels K-5 demonstrating full alignment to the
Louisiana Student Standards. Materials may be shared through a
secure link (e.g., Google Drive), file upload, or platform access with
login credentials. Submissions that do not include all required
instructional materials cannot be fully reviewed and may be
considered incomplete.
Scope and Sequence
The provider will include detailed scope and sequence documents
for all grade levels, Kindergarten through Grade 5. Each document
will represent a complete tutoring cycle for each content area and
clearly outline the progression of skills and standards addressed.
Tutor Guides/Manuals/Lesson Plans
The provider will include all tutor-facing materials necessary to
effectively deliver instruction. This includes lesson plans, pacing
guides, unit overviews, and any additional instructional supports
that explain how content will be taught during tutoring sessions.
6 Appendix
Lesson plans must align with the submitted scope and sequence
and clearly demonstrate how instruction is delivered throughout
the tutoring cycle. Providers must include all materials
necessary to implement each lesson, including activities,
worksheets, text passages, assessments, and any other
referenced resources. If a lesson plan references a specific
program, curriculum, or instructional resource, the
corresponding materials must be included.
For high-quality instructional materials or core curricula not
specifically designed for tutoring, providers must explain how
lessons are selected, adapted, and sequenced for tutoring
sessions. Reviewers must be able to determine how students
progress through the tutoring cycle and how the instructional
materials support that progression.
Student Materials
The provider will include all materials that students will use directly
during tutoring sessions. This includes digital content, workbooks,
worksheets, assessments, and instructional activities aligned to the
standards and scope of the tutoring cycle.
Certify Application Signature and date required for consideration
Louisiana Department of Education
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Application Evaluation Criteria
Evaluation Criteria
LDOE provides rigorous evaluation criteria for RFA applications. Applications are evaluated based on:
1) Ability of the provider to help Louisiana achieve key education goals
2) Commitment of the provider to serve young learners, including English language learners and
students with disabilities
3) Quality of tutoring, coherence with school-based learning, and proposed instructors
4) Commitment of the provider to engage stakeholders
All determinations of whether or not an application meets these evaluation criteria will be indicated on a
"Pass/Not Pass" basis. The LDOE will interpret these evaluation criteria as indicated in the table below.
How the Evaluation Criteria will be Assessed:
Evaluation Criteria
Evaluation Sub-Components
Section 1: Provider's 1a) Provider's tutoring organization information aligns with the Louisiana
information and mission Accelerate: High-Dosage Tutoring Initiative.
align with Louisiana 1b) Provider's organizational mission aligns with the goals of the
Accelerate: High-Dosage Louisiana Accelerate: High-Dosage Tutoring Initiative.
Tutoring. 1c) Provider includes founding year and corporate structure.
1d) Provider using AI must agree with the following data privacy
statement: "No student personally identifiable or confidential data
shall be shared in an AI system."
Providers must submit a signed statement on official
organizational letterhead, addressed to the Louisiana Department
of Education (LDOE), confirming that:
No student personally identifiable or confidential data will be
shared with any AI system.
Agrees to submit their program for final school system
approval.
Section 2: Provider 2a) Provider's organizational goals align with the goals of the Louisiana
communicates Accelerate: High-Dosage Tutoring Initiative.
organization goals and 2b) Provider has relevant experience to conduct the work. Provider has a
background. history of effective completion of work and/or favorable reviews.
2c) Provider includes a brief description of Outcomes-Based Contracting
experience.
2d) Provider includes a plan for quality measurement of the organization's
services. Include specific data collected.
Section 3: Provider 3a.1) Literacy: Provider's methodology and approach to reading instruction
demonstrates the ability are aligned with structured literacy. Literacy instruction is also
to achieve key tutoring aligned with the science of reading.
program goals.
3a.2) Math: Provider's methodology and approach to math instruction are
aligned with the locally adopted HQIM and embeds an acceleration
approach to addressing unfinished learning. *Tutors must also agree
to complete the required foundational numeracy training.
3b) Literacy
3b.1) Provider communicates a sound strategy to support reading
achievement through specific progress monitoring.
3b.2) Provider will align services to the high-quality curriculum used in
Louisiana schools. Providers must include the curriculum name.
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Materials must align with the science of reading and avoid three-
cuing.
3c) Mathematics
3c.1) Provider communicates a sound strategy to support math
achievement through specific progress monitoring.
3c.2) Provider will align services to the high-quality curriculum used in
Louisiana schools. Providers must include the curriculum name.
Materials must align with numeracy foundational skills.
3d) Provider describes the data management system used to track and
report student attendance, progress, and outcomes.
3d1) Provider includes examples of data management system reports or
dashboards that illustrate student outcomes.
3e) Provider presents a clear plan for the use of technology to deliver
services. Note: For virtual tutoring, providers must provide LDOE and
school system leaders with open access to tutoring session links to
observe sessions for monitoring and quality assurance.
3f) Provider lists reasonable qualifications, hiring process, and
background checks for tutors.
Accelerate: High-Dosage Tutoring requires tutoring to be provided
by an individual who meets at least one of the following criteria:
(a) A person with training in using high-quality instructional
materials and who receives ongoing oversight while providing
the high-dosage tutoring.
(b) Staff of a high-quality tutoring provider.
(c) Current or retired teacher.
(d) Trained paraprofessionals.
3g) Provider describes a plan to assess tutor effectiveness. Plan includes
how tutors will be monitored, evaluated, and supported.
3h) Provider includes tutor training requirements.
3i) Provider includes the current number of available tutors and the
maximum tutor-to-student ratio for tutoring sessions.
3j) Provider is committed to serving all learners, including students with
disabilities and English Learners.
Section 4: Provider 4a) Provider describes a plan for collaborating with school system leaders
engages and and school leaders to ensure instructional coherence.
collaborates with all 4b) Provider describes a plan for collaborating with school leaders on
stakeholders. student goals and performance data.
4c) Provider describes a plan for collaborating with school leaders on
grouping students.
Section 5: References All references attached should be one-page documents. Provider includes:
5a) Letter of support from head of organization
5b) Letter of support with evidence of results for school-day
embedded High-Dosage Tutoring
Section 6: Appendix Instructional Materials Package
(Aligned to Louisiana Student Standards)
The provider will submit a comprehensive instructional materials package
for all grade levels K-5 demonstrating full alignment to the Louisiana
Student Standards. Materials may be shared through a secure link (e.g.,
Google Drive), file upload, or platform access with login credentials.
Submissions that do not include all required instructional materials cannot
Louisiana Department of Education
doe.louisiana.gov | P.O. Box 94064 * Baton Rouge, LA * 70804-9064 Page 7

be fully reviewed and may be considered incomplete.
Scope and Sequence
The provider will include detailed scope and sequence documents for all
grade levels, Kindergarten through Grade 5. Each document will represent
a complete tutoring cycle for each content area and clearly outline the
progression of skills and standards addressed.
Tutor Guides/Manuals/Lesson Plans
The provider will include all tutor-facing materials necessary to
effectively deliver instruction. This includes lesson plans, pacing
guides, unit overviews, and any additional instructional supports that
explain how content will be taught during tutoring sessions.
Lesson plans must align with the submitted scope and sequence and
clearly demonstrate how instruction is delivered throughout the
tutoring cycle. Providers must include all materials necessary to
implement each lesson, including activities, worksheets, text passages,
assessments, and any other referenced resources. If a lesson plan
references a specific program, curriculum, or instructional resource,
the corresponding materials must be included.
For high-quality instructional materials or core curricula not
specifically designed for tutoring, providers must explain how lessons
are selected, adapted, and sequenced for tutoring sessions. Reviewers
must be able to determine how students progress through the tutoring
cycle and how the instructional materials support that progression.
Student Materials
The provider will include all materials that students will use directly during
tutoring sessions. This includes digital content, workbooks, worksheets,
assessments, and instructional activities aligned to the standards and
scope of the tutoring cycle.
Certify Application Provide signature and date to certify application responses
Evaluation Process Notes
LDOE evaluation teams will evaluate each application based on the Evaluation Criteria.
Applications must "pass" all six eligibility standards to be accepted. In order to "pass" a standard,
the provider must meet each sub-component of that standard.
A provider's application package will be accepted and listed on the Louisiana Tutoring Initiative
Provider Page if:
the application achieves a "pass" on all six evaluation criteria; and
the application conforms with all of the RFA's administrative and legal requirements.
No appeals will be considered at any stage.
Unsuccessful applicants are encouraged to submit new proposals during future RFA application
processes.
LDOE may observe approved programs and review resources periodically to ensure alignment with
tutoring program quality.
Louisiana Department of Education
doe.louisiana.gov | P.O. Box 94064 * Baton Rouge, LA * 70804-9064 Page 8

List of Appendices
Appendix 1: Miscellaneous Resources
Resource URL Link Information Included
National standards that provide
teachers a set of criteria for
effective online learning to
INACOL National http://www.inacol.org
guarantee that the teachers are
Standards for /wp-content/uploads/2015
better able to understand the
Quality Online /02/national-standards-for-quality-
technology, new teaching methods
Teaching online-teaching-v2.pdf
and digital course content to foster
a personalized online learning
environment for every student.
https://louisianabelieves.com/acade
Curriculum vetted and annotated by
Instructional mics/ONLINE-INSTRUCTIONAL-
the instructional materials review
Materials Review MATERIALS-REVIEWS/curricular-
process.
resources-annotated-reviews
Appendix 2: Definitions
1. Application Time Frame
1.1. Applications are accepted during designated windows. It is solely the responsibility of all applicants to
make sure their application is completed.
2. Applicant Code of Conduct
2.1. Applicants are responsible for determining that there will be no conflict or violation of the Ethics
Code once they begin working with students, schools, and families. Ethics issues are interpreted
by the Louisiana Board of Ethics.
3. Public Disclosure
3.1. All materials submitted in response to this request become the property of the State. Selection
or rejection of an application does not affect this right.
3.2. Only information that is in the nature of legitimate trade secrets or non-published financial data
may be deemed proprietary or confidential. Any material within an application identified as such
must be clearly marked in the applications and will be handled in accordance with the Louisiana
Public Record Act, R.S. 44: 1-44 and applicable rules and regulations. Any application marked as
confidential or proprietary in its entirety may be rejected without further consideration or
recourse.
3.3. By submitting, the applicant grants the State of Louisiana Department of Education the right
and license to republish its application, if the Department so chooses, as an example or sample
application for the edification of other applicants.
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4. Determination of Responsibility
4.1. Determination of the applicant's responsibility relating to this RFA shall be made according to
the standards set forth in LAC 34: 136. The State must find that the applicant:
4.1.1. Has adequate financial resources for performance, or has the ability to obtain such
resources as required during performance.
4.1.2. Has the necessary experience, organization, technical qualifications, skills, and facilities, or
has the ability to obtain them.
4.1.3. Is able to comply with the proposed or required time of delivery or performance schedule.
4.1.4. Has a satisfactory record of integrity, judgment, and performance.
4.1.5. Is otherwise qualified and eligible to receive an award under applicable laws and
regulations.
4.1.6. Applicants should ensure that their application contains sufficient information for the State
to make its determination by presenting acceptable evidence of the ability to perform the
services called for by this RFA.
5. Right to Prohibit Award
5.1. Any public entity is authorized to reject an application from, or not award the contract to, a
business in which any individual with an ownership interest of five percent or more has been
convicted of or has entered a plea of guilty or nolo contendere to any state felony or equivalent
federal felony crime committed in the solicitation or execution of a contract or bid awarded
under the laws governing public contracts under the provisions of Chapter 10 of Title 38 of the
Louisiana Revised Statutes of 1950, professional, personal, consulting, and social services
procurement under the provisions of Chapter 16 of this Title, or the Louisiana Procurement Code
under the provisions of Chapter 17 of this Title.
6. RFA Addenda
6.1. The State reserves the right to change the calendar of events or revise any part of the RFA by
issuing an addendum to the RFA at any time.
7. Waiver of Administrative Informalities
7.1. The State reserves the right, at its sole discretion, to waive administrative informalities
contained in any applications.
8. Application Rejection
8.1. Issuance of this RFA in no way constitutes a commitment by the State to award a contract. The
State reserves the right to accept or reject, in whole or part, all applications submitted and/or
cancel this announcement if it is determined to be in the State's best interest.
9. Withdrawal and Resubmission of Applications
9.1. An applicant may withdraw an application that has been submitted at any time up to the date
and time the application is due. To accomplish this, a written request signed by the authorized
representative of the applicant must be submitted to the RFA Coordinator.
10. Subcontracting Information
10.1. Unless provided for in the contract with the State, the prime contractor shall not contract with
any other party for furnishing any of the work and professional services herein contracted for
Louisiana Department of Education
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