DIBELSnet Preliminary System-Wide Percentile Ranks for DIBELS Math Early Release

Transcription

1 DYNAMIC MEASUREMENT GROUP DIBELSnet Preliminary System-Wide Percentile Ranks for DIBELS Math Early Release Elizabeth N Dewey, M.Sc. Douglas P Rice, B.A. Courtney E Wheeler, Ph.D. Ruth A aminski, Ph.D. Roland H Good, III, Ph.D. Suggested Citation: Dewey, E. N., Rice, D.P., Wheeler, C.E., aminski, R. A., & Good, R. H. (2014) DIBELSnet Preliminary System-Wide Percentile Ranks for DIBELS Math Early Release (Technical Report No. 18). Eugene, OR: Dynamic Measurement Group. Last Updated September 25, 2017

2 Table of Contents Page Contents 2 Introduction 2 System-wide Percentile Ranks and Local Norms 4 Description of the Sample 4 System-Wide Percentile Ranks Interpretation 5 About the Authors of DIBELS Math 6 References 7 Table 1-7. Grade-Level Summary Tables for DIBELS Math System-wide Percentile Ranks 14 Table 8. System-wide Percentile Ranks for DIBELS Math Early Numeracy 17 Table 9. System-wide Percentile Ranks for DIBELS Math Computation 23 Table 10. System-wide Percentile Ranks for DIBELS Math Concepts and Applications 30 Table 11. System-wide Percentile Ranks for DIBELS Math Composite Score 1

3 Introduction The following report presents the system-wide percentile ranks for the DIBELS Math measures of early numeracy, computation, and concepts and applications for kindergarten through sixth grade. The results are presented by grade and time of year for which these measures are used for benchmark assessment (beginning-, middle-, and end-of-year). The DIBELS Math system-wide percentile ranks are based on data entered into Dynamic Measurement Group s DIBELSnet data reporting system ( for the school year. System-Wide Percentile Ranks and Local Norms The DIBELS Math system-wide percentile ranks allow a school or district to compare a student s performance to other students within the same data system. When examined in conjunction with local (school or district) norms, the DIBELS Math system-wide percentile ranks can be used as an additional frame of reference for evaluating a student s skill level in foundational mathematics. The primary interpretation of DIBELS Math scores, however, should continue to be with respect to the benchmark goals. DIBELS Math benchmark goals are empirically derived target scores that represent adequate progress in mathematics. If a student achieves a benchmark goal, then the odds are in favor of that student achieving later math outcomes if the student receives instruction from a research-based core curriculum. In order for the odds to be in favor of future success in mathematics, students need to score at or above the benchmark goal, regardless of where their score falls relative to system-wide or local norms. For more information about the benchmark goals, see the DIBELS Math Preliminary Benchmark Goals and Composite Score document at In addition, we recommend prioritization of local norms over system-wide percentile ranks when interpreting student performance. Local norms allow a school or district to compare an individual student s performance to other students in the same district. Local norms have the important advantage of being representative of the student s district, even if they are not necessarily representative of the national population. If the average achievement in a given district is below the national average achievement score, all percentile ranks would be affected. For instance, a student with an average score of 19 on DIBELS Math Computation (COMP) at the middle of third grade would be below the benchmark goal for the measure. This score would place the student at the 30th percentile according to system-wide percentile ranks, but may be at the 65th percentile on local norms if the average achievement in the district is below the system-wide average. When considering how to utilize limited resources for mathematicsbased intervention services, this student's local percentile may indicate lower priority for limited support resources than a student whose scores indicate much lower performance according to local norms. There are times, however, when system-wide percentile ranks can provide additional clarification regarding student performance. For example, this same student might appear to have average skills in the local context, but the system-wide normative information clarifies that the student s skills are below average in a larger context (see Table A). Taking into account benchmark goals and local norms, the DIBELS Math system-wide percentile ranks can provide a more complete and nuanced perspective on the student s skills and needs. 2

4 It is also important to consider the characteristics of students in a particular district. For example, a local district may have a very high proportion of English-language learners. While the DIBELS Math system-wide percentile ranks include English-language learners, the proportion may or may not be representative of the local district. A second consideration is the national distribution of demographic characteristics. System-wide percentile ranks may be more representative of some states than others. Specific norms for a particular state may be less representative of the nation as a whole, but more representative of students in the state. It is important for district and school leaders to review the demographic information presented in this report in order to assess the relevance of the DIBELS Math system-wide percentile ranks for their student population prior to making decisions about individual students or overall district performance. For system-wide, norm-referenced interpretations with DIBELS, descriptors for levels of performance are provided in Table A. The performance descriptors are intended to describe the current level of skill for a student in comparison to other students in DIBELSnet. They are not intended as statements of achievement and do not reflect what the student is capable of learning with targeted, effective instruction. Table A. Levels of Performance Percentile Rank Ranges 98th percentile and above 91st to 97th percentile 76th to 90th percentile 25th to 75th percentile 9th to 24th percentile 3rd to 8th percentile 2nd percentile and below Performance Descriptors: Compared to other students in the DIBELSnet sample, the student s performance is: Upper Extreme Well-Above Average Above Average Average Below Average Well-Below Average Lower Extreme Even when interpreting scores at the percentile level, the DIBELS measures should be viewed as screening and progress monitoring tools that help identify students who may need additional instructional support and monitor their progress toward meaningful goals. A student s future ability in mathematics is unknown and not fixed at the time of the initial screening. Instead, outcomes in mathematics are the result of both the student s initial skills and the targeted, differentiated instruction and intervention that are provided as a direct result of the screening information. If the initial screening predicts a less-than-adequate performance, then the instructional goal is to change the prediction for the better. For example, if a student's scores reflect Well-Below Average performance on the beginning-of-year second grade assessment, then he or she is likely to need additional instructional support to be successful. The goal is for the student to achieve improved outcomes, (i.e., Above Average scores in first third grade), as a result of providing targeted, differentiated instruction and early intervention. 3

5 Description of the Sample The percentile ranks for DIBELS Math are based on a large national sample of school-age children across the United States. This sample was collected and entered into DIBELSnet by school personnel at three benchmark assessment time points (fall or beginning-of-year, winter or middle-of-year, and spring or end-of-year) during the school year. Data were exported from DIBELSnet in July Students with recorded data from all three benchmark assessments were retained. The final sample included approximately 71,805 students in kindergarten through sixth grade from 387 schools within 181 school districts. Summaries of each measure's percentile score rankings for DIBELS Math are reported by grade in Tables 1 7 (pages 7-13). Exact percentile ranks for each score on each DIBELS Math measure are reported by measure in Tables 8 11 (pages 14-50). System-wide Percentile Rank Interpretation The percentile rank that corresponds to each score represents the system-wide skill level of the DIBELSnet population, and can be used to compare the performance of individual students to a nation-wide sample population. For example, if a third grade student scored 28 on DIBELS Math Computation at the middleof-year benchmark assessment, then, according to the summary Table 3 on page 9 and the exact percentile rank in Table 9 on page 17, her score falls at the 65 th percentile rank of the system-wide sample. This means that, in addition to scoring above benchmark on the measure, the student performed as well as or better than approximately 65% of other students within the DIBELS Math system-wide percentile ranks and was in the average range based on the performance descriptors in Table A. Alternatively, if the student scored 20 on DIBELS Math Computation, then her score falls in the average range. From Table 3, a score of 20 falls between the 30 th and the 35 th percentile. Table 9 provides the exact rank of the 34 th percentile. This means that 34% of other students within the DIBELS Math system-wide percentile ranks population scored as well as or lower than the student. 4

6 About the Authors of DIBELS Math Courtney E. Wheeler, Ph.D., NCSP, is a Research Scientist for Dynamic Measurement Group and leads the program of research and development for DIBELS Math. She also coordinates research on assessments related to early childhood language and literacy development. Dr. Wheeler obtained her doctorate in school psychology from the University of Oregon in She is a nationally certified school psychologist, and served two years as a school psychologist in rural and urban school districts. Dr. Wheeler has experience providing formal technical assistance and training to schools on the use of Curriculum-Based Measurement and on Response-to-Intervention through a variety of positions including her Institute of Education Sciences Postdoctoral Fellowship. Ruth A. aminski, Ph.D., is the Director of Research and Development for Dynamic Measurement Group and co-author of DIBELS. Dr. aminski s academic background includes degrees in Speech Pathology, Early Intervention, and School Psychology. For the past 20 years she has conducted research on assessment and preventative interventions for preschool and early elementary age children. Dr. aminski has extensive experience providing consultation to Head Start agencies and public schools throughout Oregon and the United States. In addition, she has over 10 years experience as a classroom teacher and speech/language clinician with preschool age children. In 2007, Dr. aminski was selected as the recipient of Pennsylvania State University's Excellence in Education Award, the highest honor bestowed on an alumnus of the College of Education. Roland H. Good, III, Ph.D., is President and Associate Director of Research and Development for Dynamic Measurement Group and co-author of DIBELS. Dr. Good completed his undergraduate degree in Elementary and Special Education, and he has two years experience as a teacher in elementary general education and special education classrooms. He earned his doctorate from Pennsylvania State University in School Psychology and served two years as a school psychologist. For the past 20 years, Dr. Good has led the program of research and development culminating in the Dynamic Indicators of Basic Early Literacy Skills (DIBELS). Dr. Good provides DIBELS professional development to educators and administrators throughout the United States. He has also served on the editorial boards for School Psychology Review, School Psychology Quarterly, and the Journal of Special Education and has presented more than 100 papers at national conferences. In 2005, Penn State awarded Dr. Good its Excellence in Education Award in recognition of his contributions to the field of education. 5

7 References Good, R. H., III, aminski, R.., Cummings,., Dufour-Martel, C., Petersen,., Powell-Smith,., Stollar, S., & Wallin, J. (2011). DIBELS Next Assessment Manual. Eugene, OR: Dynamic Measurement Group. Available: Good, R. H., III, aminski, R.., Dewey, E. N.,Wallin, J., Powell-Smith,.A, Latimer, R., J., (2013). DIBELS Next Technical Manual. Eugene, OR: Dynamic Measurement Group. Available: 6

8 Table 1. DIBELS Math System-wide Percentile Ranks Summary for All indergarten Measures Percentile Rank Beginning of Year Middle of Year End of Year BQD NIF NNF DMCS BQD NIF NNF DMCS BQD NIF NNF DMCS Note. N = 15,072. Data exported from Dynamic Measurement Group's data reporting system, DIBELSnet. Values reported are the lowest raw score at or above the corresponding percentile rank. All kindergarten measures are part of DIBELS Math Early Numeracy (EN). BQD = Beginning Quantity Discrimination. NNF = Next Number Fluency. NIF = Number Identification Fluency. DMCS = DIBELS Math Composite Score.

9 Table 2. DIBELS Math System-wide Percentile Ranks Summary for All First-Grade Measures Percentile Rank Beginning of Year Middle of Year End of Year NIF NNF AQD MNF COMP DMCS AQD MNF COMP DMCS AQD MNF COMP DMCS Note. N = 15,176. Data exported from Dynamic Measurement Group's data reporting system, DIBELSnet. Values reported are the lowest raw score at or above the corresponding percentile rank. AQD = Advanced Quantity Discrimination. NNF = Next Number Fluency. NID = Number Identification Fluency. MNF = Missing Number Fluency. DMCS = DIBELS Math Composite Score. The first-grade measures NNF, NIF, AQD, and MNF are part of DIBELS Math Early Numeracy (EN). 8

10 Table 3. DIBELS Math System-wide Percentile Ranks Summary for All Second-Grade Measures Percentile Rank Beginning of Year Middle of Year End of Year COMP CA DMCS COMP CA DMCS COMP CA DMCS Note. N = 12,596. Data exported from Dynamic Measurement Group's data reporting system, DIBELSnet. Values reported are the lowest raw score at or above the corresponding percentile rank. COMP = Computation, CA = Concepts & Applications, DMCS = DIBELS Math Composite Score. 9

11 Table 4. DIBELS Math System-wide Percentile Ranks Summary for All Third-Grade Measures Percentile Rank Beginning of Year Middle of Year End of Year COMP CA DMCS COMP CA DMCS COMP CA DMCS Note. N = 9,246. Data exported from Dynamic Measurement Group's data reporting system, DIBELSnet. Values reported are the lowest raw score at or above the corresponding percentile rank. COMP = Computation, CA = Concepts & Applications, DMCS = DIBELS Math Composite Score. 10

12 Table 5. DIBELS Math System-wide Percentile Ranks Summary for All Fourth-Grade Measures Percentile Rank Beginning of Year Middle of Year End of Year COMP CA DMCS COMP CA DMCS COMP CA DMCS Note. N = 8,252. Data exported from Dynamic Measurement Group's data reporting system, DIBELSnet. Values reported are the lowest raw score at or above the corresponding percentile rank. COMP = Computation, CA = Concepts & Applications, DMCS = DIBELS Math Composite Score. 11

13 Table 6. DIBELS Math System-wide Percentile Ranks Summary for All Fifth-Grade Measures Percentile Rank Beginning of Year Middle of Year End of Year COMP CA DMCS COMP CA DMCS COMP CA DMCS Note. N = 7,117. Data exported from Dynamic Measurement Group's data reporting system, DIBELSnet. Values reported are the lowest raw score at or above the corresponding percentile rank. COMP = Computation, CA = Concepts & Applications, DMCS = DIBELS Math Composite Score. 12

14 Table 7. DIBELS Math System-wide Percentile Ranks Summary for All Sixth-Grade Measures Percentile Rank Beginning of Year Middle of Year End of Year COMP CA DMCS COMP CA DMCS COMP CA DMCS Note. N = 4,346. Data exported from Dynamic Measurement Group's data reporting system, DIBELSnet. Values reported are the lowest raw score at or above the corresponding percentile rank. COMP = Computation, CA = Concepts & Applications, DMCS = DIBELS Math Composite Score. 13

15 Table 8. DIBELS Math Percentile Ranks for indergarten () and First Grade (1) DIBELS Math Early Numeracy (EN) Measures BQD AQD NNF NIF MNF EN Score BOY MOY EOY 1 BOY 1 MOY 1 EOY BOY MOY EOY 1 BOY BOY MOY EOY 1 BOY 1 BOY 1 MOY 1 EOY <1 3 <1 <1 5 <1 <1 <1 1 <1 <1 <1 3 <1 < <1 7 1 < < <1 < < < <1 < <1 < > > > >99 > > >99 > > >99 >

16 Table 8. DIBELS Math Percentile Ranks for indergarten () and First Grade (1) DIBELS Math Early Numeracy (EN) Measures BQD AQD NNF NIF MNF EN Score BOY MOY EOY 1 BOY 1 MOY 1 EOY BOY MOY EOY 1 BOY BOY MOY EOY 1 BOY 1 BOY 1 MOY 1 EOY > >99 > > > >99 > > > >99 >99 >99 27 > >99 >99 99 > >99 >99 >99 28 > >99 >99 99 > >99 >99 >99 29 > > >99 > > >99 > > >99 > > > > > > > > > > > > > > >99 >99 99 > > > > > > > > > > >

17 Table 8. DIBELS Math Percentile Ranks for indergarten () and First Grade (1) DIBELS Math Early Numeracy (EN) Measures BQD AQD NNF NIF MNF EN Score BOY MOY EOY 1 BOY 1 MOY 1 EOY BOY MOY EOY 1 BOY BOY MOY EOY 1 BOY 1 BOY 1 MOY 1 EOY 51 > >99 > >99 > >99 > >99 > >99 > >99 > >99 > >99 > >99 >99 > Note. Sample sizes by grade: kindergarten = 15,072, first grade = 15,176. Data exported from Dynamic Measurement Group's data reporting system, DIBELSnet. EN = DIBELS Math Early Numeracy. = kindergarten, 1 = first grade. BQD = Beginning Quantity Discrimination. AQD = Advanced Quantity Discrimination. NNF = Next Number Fluency. NIF = Number Identification Fluency. MNF = Missing Number Fluency. BOY=beginning of year, MOY=middle of year, and EOY=end of year. Percentile ranks are listed for valid DIBELS Math Early Numeracy scores only; a blank space indicates that the corresponding score is invalid or above the maximum possible for that grade level and time of year. 16

18 Table 9. DIBELS Math Percentile Ranks for DIBELS Math Computation (COMP) COMP First Grade Second Grade Third Grade Fourth Grade Fifth Grade Sixth Grade Score BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY 0 3 <1 <1 <1 <1 <1 <1 <1 <1 <1 <1 <1 <1 <1 <1 <1 <1 < <1 2 <1 <1 1 <1 <1 <1 <1 <1 <1 <1 <1 <1 <1 < <1 5 1 <1 1 <1 <1 <1 <1 <1 <1 <1 <1 <1 <1 < <1 <1 1 <1 <1 1 <1 <1 <1 <1 < <1 1 <1 <1 1 <1 <1 <1 <1 < <1 1 1 <1 <1 <1 < < <1 <1 < <1 < < < <

19 Table 9. DIBELS Math Percentile Ranks for DIBELS Math Computation (COMP) COMP First Grade Second Grade Third Grade Fourth Grade Fifth Grade Sixth Grade Score BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY > > > > > > > > > > > > > > > > > > > >99 > >99 >99 97 > > > > > > > >99 > >

20 Table 9. DIBELS Math Percentile Ranks for DIBELS Math Computation (COMP) COMP First Grade Second Grade Third Grade Fourth Grade Fifth Grade Sixth Grade Score BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY

21 Table 9. DIBELS Math Percentile Ranks for DIBELS Math Computation (COMP) COMP First Grade Second Grade Third Grade Fourth Grade Fifth Grade Sixth Grade Score BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY > > > > > > > > > > > > > > > > > > > > > > > > > >

22 Table 9. DIBELS Math Percentile Ranks for DIBELS Math Computation (COMP) COMP First Grade Second Grade Third Grade Fourth Grade Fifth Grade Sixth Grade Score BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY 110 > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > >99 >99 97 > > >99 >99 97 > > >99 >99 97 > > >99 >99 98 > >99 > >99 >99 98 > >99 > >99 >99 98 >99 >99 99 >99 > >99 >99 99 >99 >99 99 >99 > >99 >99 99 >99 >99 99 >99 > >99 >99 99 >99 >99 99 >99 > >99 >99 >99 >99 >99 99 >99 > >99 >99 >99 >99 >99 99 >99 > >99 >99 >99 >99 >99 >99 > >99 >99 >99 >99 >99 >99 >99 >99 21

23 Table 9. DIBELS Math Percentile Ranks for DIBELS Math Computation (COMP) COMP First Grade Second Grade Third Grade Fourth Grade Fifth Grade Sixth Grade Score BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY 138 >99 >99 >99 >99 >99 >99 >99 > >99 >99 >99 >99 >99 > >99 >99 >99 >99 >99 > >99 >99 >99 >99 >99 > >99 >99 >99 >99 >99 > >99 >99 >99 > >99 > >99 > >99 Note. Sample sizes by grade: kindergarten = 15,072, first grade = 15,176, second grade = 12,596, third grade = 9,246, fourth grade = 8,252, fifth grade = 7,117, sixth grade = 4,346. Data exported from Dynamic Measurement Group's data reporting system, DIBELSnet. COMP = DIBELS Math Computation. BOY=beginning of year, MOY=middle of year, and EOY=end of year. Percentile ranks are listed for valid DIBELS Math Computation scores only; a blank space indicates that the corresponding score is invalid or above the maximum possible for that grade level and time of year. 22

24 Table 10. DIBELS Math Percentile Ranks for DIBELS Math Concepts and Applications (CA) CA Second Grade Third Grade Fourth Grade Fifth Grade Sixth Grade Score BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY 0 1 <1 <1 <1 <1 <1 <1 <1 <1 <1 <1 <1 <1 <1 <1 1 2 <1 <1 1 <1 <1 <1 <1 <1 1 <1 <1 1 1 < <1 2 1 <1 1 <1 <1 1 1 < < <1 <1 1 1 < <1 <1 2 1 < < < < <

25 Table 10. DIBELS Math Percentile Ranks for DIBELS Math Concepts and Applications (CA) CA Second Grade Third Grade Fourth Grade Fifth Grade Sixth Grade Score BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY

26 Table 10. DIBELS Math Percentile Ranks for DIBELS Math Concepts and Applications (CA) CA Second Grade Third Grade Fourth Grade Fifth Grade Sixth Grade Score BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY > > > >

27 Table 10. DIBELS Math Percentile Ranks for DIBELS Math Concepts and Applications (CA) CA Second Grade Third Grade Fourth Grade Fifth Grade Sixth Grade Score BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY > > > > > > > > > > > > >99 > > >99 > > >99 > > >99 > > >99 > > > > > > >99 > > > > > > > > >

28 Table 10. DIBELS Math Percentile Ranks for DIBELS Math Concepts and Applications (CA) CA Second Grade Third Grade Fourth Grade Fifth Grade Sixth Grade Score BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY > > > > > >99 > > >99 >99 98 > > >99 >99 98 > > >99 99 > > >99 99 > > >99 99 > > >99 99 > > >99 >99 > > >99 > > > >99 >99 99 > >99 >99 99 > >99 >99 99 > >99 >99 >99 > >99 >99 >99 > >99 >99 > >99 >99 > >99 > >99 > >99 > >99 > >99 > >99 >

29 Table 10. DIBELS Math Percentile Ranks for DIBELS Math Concepts and Applications (CA) CA Second Grade Third Grade Fourth Grade Fifth Grade Sixth Grade Score BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY 138 >99 > >99 > >99 > >99 > >99 > >99 > >99 > >99 > >99 > >99 > >99 > >99 > >99 > >99 > >99 > >99 > >99 > > > > > > > > > > > >99 28

30 Table 10. DIBELS Math Percentile Ranks for DIBELS Math Concepts and Applications (CA) CA Second Grade Third Grade Fourth Grade Fifth Grade Sixth Grade Score BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY BOY MOY EOY Note. Sample sizes by grade: kindergarten = 15,072, first grade = 15,176, second grade = 12,596, third grade = 9,246, fourth grade = 8,252, fifth grade = 7,117, sixth grade = 4,346. Data exported from Dynamic Measurement Group's data reporting system, DIBELSnet. CA = DIBELS Math Concepts & Applications. BOY=beginning of year, MOY=middle of year, and EOY=end of year. Percentile ranks are listed for valid DIBELS Math Concepts & Applications scores only; a blank space indicates that the corresponding score is invalid or above the maximum possible for that grade level and time of year. 29

31 Table 11. DIBELS Math Percentile Ranks for the DIBELS Math Composite Score (DMCS) indergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade Sixth Grade DMCS B M E B M E B M E B M E B M E B M E B M E 0 <1 <1 <1 <1 <1 <1 <1 <1 <1 <1 <1 <1 <1 <1 <1 <1 <1 <1 <1 <1 <1 1 <1 <1 <1 <1 <1 <1 <1 <1 <1 <1 <1 <1 <1 <1 <1 <1 <1 <1 <1 <1 <1 2 1 <1 <1 <1 <1 <1 <1 <1 <1 <1 <1 <1 <1 <1 <1 <1 <1 <1 <1 <1 <1 3 2 <1 <1 <1 <1 <1 1 <1 <1 <1 <1 <1 <1 <1 <1 <1 <1 <1 <1 <1 <1 4 4 <1 <1 <1 <1 <1 1 <1 <1 <1 <1 <1 <1 <1 <1 <1 <1 <1 <1 <1 <1 5 5 <1 <1 <1 <1 <1 2 <1 <1 <1 <1 <1 <1 <1 <1 <1 <1 <1 <1 <1 <1 6 6 <1 <1 <1 1 <1 2 <1 <1 <1 <1 <1 <1 <1 <1 <1 <1 <1 <1 <1 <1 7 8 <1 <1 <1 1 <1 3 <1 <1 1 <1 <1 <1 <1 <1 <1 <1 <1 <1 <1 <1 8 9 <1 <1 <1 1 <1 4 1 <1 1 <1 <1 <1 <1 <1 <1 <1 <1 <1 <1 < <1 <1 <1 1 <1 5 1 <1 1 <1 <1 <1 <1 <1 1 <1 <1 <1 <1 < <1 <1 1 <1 6 1 <1 1 <1 <1 <1 <1 <1 1 1 <1 1 <1 < <1 <1 2 <1 7 1 <1 1 <1 <1 <1 <1 <1 1 1 <1 1 <1 < <1 < <1 2 <1 <1 <1 <1 <1 1 1 <1 1 <1 < <1 < <1 <1 1 <1 2 1 <1 1 1 < <1 < <1 1 1 < < < <1 1 1 < < < <1 1 1 < < < < < < < < <

32 Table 11. DIBELS Math Percentile Ranks for the DIBELS Math Composite Score (DMCS) indergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade Sixth Grade DMCS B M E B M E B M E B M E B M E B M E B M E

33 Table 11. DIBELS Math Percentile Ranks for the DIBELS Math Composite Score (DMCS) indergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade Sixth Grade DMCS B M E B M E B M E B M E B M E B M E B M E

34 Table 11. DIBELS Math Percentile Ranks for the DIBELS Math Composite Score (DMCS) indergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade Sixth Grade DMCS B M E B M E B M E B M E B M E B M E B M E > > >

35 Table 11. DIBELS Math Percentile Ranks for the DIBELS Math Composite Score (DMCS) indergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade Sixth Grade DMCS B M E B M E B M E B M E B M E B M E B M E >99 98 > >99 98 > >99 98 > >99 98 > >99 99 > >99 99 > >99 99 > >99 99 > >99 99 > >99 99 > >99 99 > >99 99 > > >99 >99 > > >99 >99 > > >99 >99 > > >99 >99 > > >99 >99 > > >99 >99 > > >99 >99 > > >99 >99 > > >99 >99 > > >99 >99 >99 > > >99 >99 >99 > > >99 >99 >99 > > >99 >99 >99 > > >99 >99 >99 > > >99 >99 >99 > > >99 >99 >