As educators increasingly are held responsible for student achievement, school personnel struggle to find ways to effectively document student responsiveness to interventions and track progress toward important outcomes. While many educators focus on high-stakes tests as a means of documenting student achievement of important outcomes, other assessment approaches may be better suited to assessing student progress. Assessment that can be used to adapt teaching to meet student needs is called formative assessment. Because the primary purpose of formative assessment is to support student learning, it may arguably be considered the most important assessment practice in which educators engage. This paper will focus on linking assessment to instruction to improve student outcomes through the use of Dynamic Indicators of Basic Early Literacy Skills (DIBELS) within an Outcomes-Driven Model.

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