Similar to many states, the Louisiana Department of Education (LDOE) does not mandate the use of specific literacy screening or progress monitoring tools. LDOE sought a measurement approach that resulted in accurate and reliable information on student progress and outcomes, yet respected local control. This state spotlight presents initial benefits and challenges that LDOE found when using a categorical data analysis approach that could be employed across multiple data types and systems. [This resource was developed by members of the NCSI Data Use Service Area Team in collaboration with Kristi-Jo Preston.]