Literacy Screeners and Diagnostics

Literacy Screeners and Diagnostics RFA
Statement of Purpose
Literacy instruction grounded in the Science of Reading is a central priority for Louisiana's efforts to
ensure that all students can meet high academic expectations. As literacy demands increase across
grade levels, students must be supported by the Louisiana Tiered Pathways for Literacy Support
Framework, which enables educators to accurately identify literacy skill needs and respond with
evidence-based instruction.
In support of this priority, the Louisiana Department of Education (LDOE) is issuing this Request for
Applications (RFA) to identify and approve organizations with demonstrated expertise in literacy skills
screening for grades 4-12, literacy diagnostic assessment for grades K-12, and professional learning to
support implementation of literacy screeners and diagnostics in Louisiana school systems. To ensure a
shared understanding across applicants, the Department defines the following assessment types:
Literacy skills screeners are brief assessments designed for universal administration to identify
students who may be at risk for reading difficulties. Screening data provides an initial indication of
risk and is used to determine which students require additional diagnostic assessment,
intervention, or progress monitoring.
Literacy diagnostic assessments are assessments used by teachers to evaluate students'
strengths, weaknesses, knowledge, and skills in order to identify targeted areas for instruction.
Diagnostic assessments are typically low-stakes and do not contribute to a student's overall
grade or report card. These assessments are administered to students who score below
benchmark on a universal screener, perform at the basic level or below on state assessments
and/or demonstrate difficulty with grade-level ELA content, and are used to inform targeted
instruction, intervention, and progress monitoring.
The purpose of this RFA is to establish a vetted pool of providers capable of supporting school systems in
implementing coherent, evidence-aligned literacy assessment systems and strengthening educator
capacity to use assessment data to inform instruction and intervention. Organizations interested in
applying to this RFA may access the application at the Louisiana Department of Education Submission
Portal. Approved vendors will provide professional learning and direct support that strengthens schools'
ability to:
Implement literacy skills screeners in grades 4-12 to identify students who may be at risk for
reading difficulties
Use literacy diagnostic assessments in grades K-12 to determine skills-specific literacy needs for
students identified as "at risk" by the literacy screener
Support accurate administration, interpretation, and instructional application of assessment data
Align assessment practices to evidence-based literacy instruction and high-quality instructional
materials
Organizations approved through this RFA will be eligible to partner directly with Louisiana school
systems to provide assessment tools, diagnostic supports, and professional learning services aligned to
the Department's literacy priorities. Information regarding organizations approved through this RFA will
be provided to school systems for informational purposes only. Any contractual agreements that result
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from this RFA will be between Louisiana schools or school districts that choose to enter into contracts
with approved vendors, and the schools or school districts are responsible for ensuring that their
contracting processes comply with any applicable federal procurement law, state procurement law, and
local school/school district procurement policies. To provide consistency in measurement and results, as
well as alignment to grade-level standards, all screeners and diagnostics should be fixed-form
assessments that can be administered in person by a trained literacy professional uniformly across
students.
Statement of Need
Despite continued progress in early literacy outcomes, school systems require stronger assessment
systems to ensure that all students receive instruction aligned to their specific literacy needs across
grade bands.
Grades K-3: Need for Literacy Diagnostic Assessments
In kindergarten through grade 3, early literacy instruction is foundational and time-sensitive. While
universal screening practices are well established in the early grades through the state-wide universal
literacy screener, school systems report a continued need for high-quality literacy diagnostic
assessments that provide deeper insight into students' specific skill strengths and needs. Diagnostic
assessments in grades K-3 are essential for identifying the precise sources of reading difficulty,
including phonological awareness, phonics, fluency, vocabulary, and language comprehension, and for
informing targeted instruction, intervention, and progress monitoring.
Without access to validated, developmentally appropriate diagnostic tools, instructional responses may
lack precision, resulting in missed opportunities to address literacy gaps early and prevent long-term
reading difficulties. School systems, therefore, require diagnostic assessments that support accurate
interpretation and direct alignment to evidence-based early literacy instruction.
Grades 4-12: Need for Literacy Skills Screeners and Diagnostic Assessments
Despite progress in early literacy, many students in grades 4-12 continue to struggle to access grade-
level text due to unidentified or insufficiently addressed foundational and language-based literacy skill
gaps. As literacy demands increase across content areas, educators require tools that efficiently identify
students at risk for reading difficulties and diagnostic measures that pinpoint the specific skill
breakdowns interfering with comprehension and academic success.
In the absence of appropriate screening and diagnostic measures, instructional decisions may rely on
incomplete or imprecise information, leading to generalized literacy supports that fail to address
students' underlying needs. Even when assessments are available, school systems often face challenges
related to assessment literacy, including inconsistent administration, misinterpretation of results, and
weak connections between assessment data and instructional planning.
To advance literacy outcomes for students in grades 4-12, school systems require access to high-quality
literacy skills screeners and diagnostic assessments, along with sustained professional learning that
supports educators in using assessment data to make targeted, evidence-based instructional decisions.
Application Process
The Department will accept applications from organizations seeking approval to provide literacy skills
screeners, literacy diagnostic assessments, and related professional learning to Louisiana school
systems serving students in grades K-12. Applications will undergo an initial screening to ensure
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alignment with the scope and priorities outlined in this RFA. Applications that meet the initial screening
requirements will be reviewed to determine whether they meet the established eligibility criteria for
inclusion as an approved provider. Organizations that do not meet eligibility criteria will be notified.
Organizations that meet all required criteria will be notified via email that their application has been
approved and that they are eligible for inclusion as an approved provider. Approved organizations may
partner directly with Louisiana school systems to provide services aligned to this RFA. The Department
may provide guidance and support to school systems to facilitate effective use of approved providers.
Applicants must clearly indicate the area(s) for which they are applying and demonstrate relevant
expertise. Applications will be accepted for the following areas of specialized support:
Literacy Skills Screeners (Grades 4-12): Literacy skills screeners that build the capacity of
educators and school systems to identify students who may be at risk for reading difficulties with
progress monitoring capabilities. Services in this area should support accurate administration,
interpretation, and instructional use of screening data aligned to the Science of Reading,
including but not limited to:
Word recognition and decoding
Reading fluency
Language and vocabulary development
Comprehension-related foundational skills
Written expression (as appropriate for screening purposes)
Literacy Skills Diagnostic Assessment (Grades K-12): Literacy diagnostic assessments that
support school systems in identifying specific literacy skill gaps that underlie reading difficulties.
Diagnostic assessments may include standardized assessments or informal tools (including
additional skills-specific screeners as described in Bulletin 1903). Services in this area should
support educators in using diagnostic data to inform targeted instruction and intervention aligned
to evidence-based literacy practices, including but not limited to:
Kindergarten and Fall Semester of Grade 1
Phonological awareness including onset and rime, rhyming, and syllable
manipulation
Rapid automatic naming skills of colors, objects, and/or numbers
Spring Semester of Grade 1 - 3rd Grade
Phonological/phonemic awareness including blending, onset and rime, rhyming,
syllable manipulation, phoneme segmentation, phoneme manipulation
Rapid automatic naming skills of colors, objects, and/or numbers
Encoding skills using spontaneous spelling
Oral and written language skills
Letter sound association
Grades 4-12
Advanced phonics and word reading patterns
Encoding skills
Automaticity and fluency breakdowns
Vocabulary knowledge
Comprehension processes
Syntax skills
Writing skills and conventions
Professional Learning on Assessment-Informed Literacy Instruction: Professional Learning
designed to build educator capacity to use screening and diagnostic assessment data to inform
instruction, intervention, and progress monitoring. Services in this area should emphasize:
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Purposeful use of assessment data to guide instructional planning
Alignment between assessment results and evidence-based literacy instruction
Integration of assessment practices within high-quality instructional materials
Ongoing monitoring of student progress and instructional adjustment
If application is denied, partners have the opportunity to submit one additional time within the
next open application period.
Applications will be accepted on a bi-yearly basis in the spring and fall. For inquiries about application
windows, email louisianaliteracy@la.gov,
Required Application Components and Format
Applicants must submit a complete application here. No cover letters, executive summaries, or
organizational marketing materials will be accepted. Applications that do not adhere to the required
format or omit required components may not be considered.
Applicants must respond to all required sections outlined below. Applications will be evaluated based on
the completeness, clarity, and quality of the information provided.
Section Section Title Required Section Components
Applicants must submit the following organizational
information and clearly indicate the assessment
category(ies) for which they are applying.
Assessment Category Selection:
Grades K-12 Literacy Skills Diagnostic
Assessments
Grades 4-12 Literacy Skills Screeners
Combination Approval
Organizational Information:
1 Organization Information
Organization contact information
Organization overview, including:
Mission statement
Founding year
Relevant experience in literacy assessment
and/or professional learning aligned to the
selected assessment category(ies)
Organizational structure, including roles related
to:
Assessment development and validation
Professional learning design and delivery
Implementation and instructional data use
support
Organizational Goals and Description of organizational goals related to
2
Background literacy assessment and instruction
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Section Section Title Required Section Components
Summary of prior experience supporting literacy
skills screening, diagnostic assessment, and/or
assessment-informed instruction in grades K-12
Description of how the organization measures the
quality and effectiveness of its services, including
specific data sources or indicators
Applicants must provide a detailed description of each
literacy skills screener and/or diagnostic assessments for
which approval is sought, descriptions must align to the
grade band(s) and assessment type(s) selected in the
application.
All proposed screeners and diagnostic assessments must:
Be aligned to the science of reading and evidence-
based literacy practices
Be fixed-form; computer-adaptive assessments
are not permitted
Not include leveled assessments, or practices
aligned to three-cueing, in accordance to ACT 517
Clearly describe the literacy domains assessed
(e.g., word recognition, decoding, fluency,
language, comprehension, writing)
Clearly distinction between screening and
Description of Literacy
diagnostic purposes
3 Screening and Diagnostic
Describe how assessment results are used to
Assessments
inform instruction, intervention, and progress
monitoring
Provide evidence of validity and reliability for each
proposed assessment
Grades K-3: Literacy Diagnostic Assessment
Expectations
Applicants seeking approval for K-3 literacy diagnostic
assessments must describe how the assessment:
Is designed for use in grades K-3
Measures foundational and language-based
literacy skills, including phonological awareness,
phonics, word recognition, fluency, vocabulary,
and language comprehension
Provides precise, skill-level diagnostic information
to inform targeted instruction, intervention, and
progress monitoring
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Section Section Title Required Section Components
Supports early identification and prevention of
persistent reading difficulties
Describes the amount of time to complete the
assessment
Describes the availability of appropriate
accommodations for students with specialized
plans.
Grades 4-12): Literacy Skills Screener and Diagnostic
Assessment Expectations
Applicants seeking approval for grades 4-12 literacy
skills screeners and/or diagnostic assessments must
describe how the assessment:
Is designed for use in grades 4-12 and appropriate
for content-area reading demands
Assesses adolescent literacy skills, such as:
Advanced word recognition and
automaticity (e.g., multisyllabic word
reading, morphological awareness)
Language comprehension (e.g., vocabulary,
syntax, background knowledge)
Reading comprehension of complex literary
and informational texts
Clearly distinguishes between screening purposes
and diagnostic purposes
For screeners, is intended for universal
administration, ideally three times per year
Provides actionable, skill-specific data that
supports instructional planning and targeted
intervention in both ELA and content-area
classrooms
Describes the amount of time to complete the
assessment
Describes the availability of appropriate
accommodations for students with specialized
plans.
Applicants must describe the professional learning and
implementation support provided to school systems,
Professional Learning and including:
4
Implementation Support
Professional learning designed to support
accurate assessment administration
Guidance for interpreting assessment results
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Section Section Title Required Section Components
Support for translating assessment data into
instructional and intervention decisions
Adult learning approach and delivery methods
(e.g., in-person, virtual, hybrid)
Description of any ongoing coaching, follow-up
support, or implementation guidance
Authorization Requirement: If an applicant proposes to
provide professional learning, or implementation support,
for an assessment that the organization did not develop,
or does not own, the application must include a written
authorization from the assessment publisher, or owner,
confirming that the applicant is approved to deliver
training and implementation support for that assessment.
Alignment to grade-level standards used in
Louisiana schools
Connection between assessment results and
instructional planning, intervention, and progress
Alignment and
5 monitoring
Instructional Coherence
How assessment data supports teacher decision-
making within literacy instruction
One letter of support from the head of the
organization
6 References At least one additional reference demonstrating
evidence of successful implementation or results
with school systems or schools
Proposed pricing and fee structures, if applicable
Sample assessment items or tasks (as
appropriate)
7 Appendix Sample assessment reports or data outputs
provided to educators and families
Sample professional learning agendas or
materials
Evaluation Criteria
Each application and submitted accompanying materials will be scored according to criteria set forth by
LDOE's Literacy team. All determinations of whether or not an application meets these evaluation criteria
will be indicated on a "Pass / Fail" basis. The LDOE will interpret these evaluation criteria as indicated in
the table below.
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How the Eligibility Indicators will be Assessed:
Eligibility Indicators
Evaluation Criteria
1a) Vendor's organizational mission aligns with the goals
of at least one area of specialized support.
1b) There is a clear plan to measure the quality and
Indicator 1: Program Description
effectiveness of services.
1c) Vendor has a history of effective completion of work
and/or favorable reviews.
2a) Vendor's methodology and approach to foundational
skills instruction and/or given content area are
evidence-based in the Science of Reading, and free of
three-cueing, in accordance with Act 517.
2b) Vendor is qualified to conduct high-quality
professional development or support in the area of
specialized support for which they are applying.
Indicator 2: Design 2c) Vendor will align services to the high-quality
curriculum used in Louisiana schools.
2d) Vendor is committed to serving all learners, including
students with disabilities, English Learners, and
families with cultural or language differences.
2e) Vendor includes a plan for support, including
partnership services that vary in duration, and
intensity of support.
3a) Clear objectives are defined for participants and are
addressed throughout the presentation materials.
3b) The provider uses multiple modalities to
Indicator 3: Communication and Delivery communicate and engage with participants and/or
families.
3c) Vendor offers flexible options for in-person delivery
and/or virtual delivery.
4a) Proposed rate(s) is/are at fair market value
considering material, activities, and qualifications.
Indicator 4: Logistics 4b) The fees, if any, associated with the provider's
services are reasonable and appropriate. (If no fees,
mark this criterion as "pass.")
Evaluation Process Notes
The LDOE evaluation team will evaluate each application based on the Evaluation Criteria.
Applications must "pass" all four eligibility indicators to be accepted. In order to "pass" a
standard, the provider must meet each criteria of that indicator.
A provider's application package will be accepted and listed as an approved provider if:
the application achieves a "pass" on all four eligibility indicators; and
the application conforms with all of the RFA's administrative and legal requirements.
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No appeals will be considered at any stage.
Unsuccessful applicants are encouraged to submit new proposals during future RFA application
processes.
RFA Selection Process
The table below outlines the RFA selection process for the Literacy Screeners and Diagnostics Vendor
Guide.
Literacy Screeners and Diagnostics RFA Process Timeline
Step 1 Vendor applicants submit an application via LDOE April 30 - May 30
Professional Learning Platform here. October 1 - October 31
Step 2 The LDOE schedules and convenes review panels Reviewed by the LDOE panel by June 30
to review applications. Rejected applicants receive and November 30
ratings.
Step 3 Approved applicants will be added as approved Within 7 days after notification
vendors in the Vendor Catalog.
For inquiries about the application timeline, contact louisianaliteracy@la.gov.
Related Resources
Louisiana Tiered Pathways for Literacy Support Framework
Comprehensive Literacy State Plan
Professional Learning Partner Guide
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