Assessment for Instructional Decisions: Toward a Proactive/Prevention Model of Decision-Making for Early Literacy Skills

In this article, a case study is used to illustrate a problem solving model of educational decision making using Dynamic Indicators of Basic Early Literacy Skills (DIBELS) measures to provide a local normative context, to monitor progress, and to evaluate the effects of interventions on an individual basis. The linkage between assessment information and educational decisions is demonstrated in the four phases of the problem solving model: Problem Identification, Problem Validation, Exploring Solutions, and Evaluating Solutions. Using DIBELS measures of early literacy skills, educators can intervene early to prevent serious reading difficulties later.