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LDOE lays out eight-step process for outcomes-based tutoring contracts
Summary
LDOE staff walked district leaders through an eight-step process for designing outcomes-based contracts for high-dosage tutoring, including student eligibility, required assessments (DIBELS, numeracy screener, LEAP), rate card creation, accountability mechanisms and eGMS reporting.
April, a presenter with the Louisiana Department of Education, led an in-depth walk-through of eight guidance steps districts should follow to develop outcomes-based contracts for high-dosage tutoring. She opened the section by saying, "Developing and implementing an outcomes based contract is a structured process that helps school systems clearly define expectations before the tutoring begins," and stressed that measurable goals, agreed assessments and shared accountability are central to the approach.
April identified the steps districts should prioritize: analyze data and select eligible students (step 1); select aligned student outcomes, including growth and achievement measures, and use Louisiana’s required assessments (step 2); complete a rate card that lists outcomes, metrics and payment amounts (step 3); and document responsibilities and accountability mechanisms (step 4). She explicitly listed DIBELS, the Louisiana numeracy screener and LEAP as possible assessment components and said, "Outcomes based contracts must use Louisiana's required state assessments to measure the student outcomes." The presenter recommended regular data-review meetings, process outcomes for mid-cycle adjustments, and a final pre-execution checklist to verify timelines, the 10-week cycle and assessment dates.
The session emphasized that the Center for Outcomes Based Contracting provides templates, an annotated exemplar contract and a rate card calculator to assist districts.
