DIBELSnet Preliminary System-Wide Percentile Ranks for DIBELS Math Early Release
|
|
- Magnus Gilbert
- 6 years ago
- Views:
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 >
DIBELSnet System- Wide Percentile Ranks for. DIBELS Next. Elizabeth N Dewey, M.Sc. Ruth A. Kaminski, Ph.D. Roland H. Good, III, Ph.D.
2011-2012 DIBELSnet System- Wide Ranks for Introduction DIBELS Next Elizabeth N Dewey, M.Sc. Ruth A. Kaminski, Ph.D. Roland H. Good, III, Ph.D. The following report presents the system- wide percentile
More informationFAMU Completers Satisfaction Survey Results 2010
FAMU Completers Satisfaction Survey Results 2010 Non-Member record_type Frequency Percent Percent Cumulative Percent 35 100.0 100.0 100.0 Race: Frequency Percent Percent Cumulative Percent Black 30 85.7
More informationRESEARCH ON ASSESSMENTS
hmhco.com RESEARCH ON ASSESSMENTS HMH Reading Inventory: Estimated Average Annual Growth 3 4 Houghton Mifflin Harcourt (HMH) is committed to developing innovative educational programs and professional
More informationLinking the Mississippi Assessment Program to NWEA MAP Tests
Linking the Mississippi Assessment Program to NWEA MAP Tests February 2017 Introduction Northwest Evaluation Association (NWEA ) is committed to providing partners with useful tools to help make inferences
More informationLinking the Alaska AMP Assessments to NWEA MAP Tests
Linking the Alaska AMP Assessments to NWEA MAP Tests February 2016 Introduction Northwest Evaluation Association (NWEA ) is committed to providing partners with useful tools to help make inferences from
More information2018 Linking Study: Predicting Performance on the NSCAS Summative ELA and Mathematics Assessments based on MAP Growth Scores
2018 Linking Study: Predicting Performance on the NSCAS Summative ELA and Mathematics Assessments based on MAP Growth Scores November 2018 Revised December 19, 2018 NWEA Psychometric Solutions 2018 NWEA.
More informationLinking the Florida Standards Assessments (FSA) to NWEA MAP
Linking the Florida Standards Assessments (FSA) to NWEA MAP October 2016 Introduction Northwest Evaluation Association (NWEA ) is committed to providing partners with useful tools to help make inferences
More informationLinking the Indiana ISTEP+ Assessments to NWEA MAP Tests
Linking the Indiana ISTEP+ Assessments to NWEA MAP Tests February 2017 Introduction Northwest Evaluation Association (NWEA ) is committed to providing partners with useful tools to help make inferences
More informationLinking the New York State NYSTP Assessments to NWEA MAP Growth Tests *
Linking the New York State NYSTP Assessments to NWEA MAP Growth Tests * *As of June 2017 Measures of Academic Progress (MAP ) is known as MAP Growth. March 2016 Introduction Northwest Evaluation Association
More informationLinking the Virginia SOL Assessments to NWEA MAP Growth Tests *
Linking the Virginia SOL Assessments to NWEA MAP Growth Tests * *As of June 2017 Measures of Academic Progress (MAP ) is known as MAP Growth. March 2016 Introduction Northwest Evaluation Association (NWEA
More informationLinking the North Carolina EOG Assessments to NWEA MAP Growth Tests *
Linking the North Carolina EOG Assessments to NWEA MAP Growth Tests * *As of June 2017 Measures of Academic Progress (MAP ) is known as MAP Growth. March 2016 Introduction Northwest Evaluation Association
More informationLinking the Kansas KAP Assessments to NWEA MAP Growth Tests *
Linking the Kansas KAP Assessments to NWEA MAP Growth Tests * *As of June 2017 Measures of Academic Progress (MAP ) is known as MAP Growth. February 2016 Introduction Northwest Evaluation Association (NWEA
More informationLinking the Georgia Milestones Assessments to NWEA MAP Growth Tests *
Linking the Georgia Milestones Assessments to NWEA MAP Growth Tests * *As of June 2017 Measures of Academic Progress (MAP ) is known as MAP Growth. February 2016 Introduction Northwest Evaluation Association
More informationDunlap Community Unit School District #323 Balanced Scorecard. Updated 12/13/16
Dunlap Community Unit School District #323 Balanced Scorecard d 12/13/16 Goal # 1: Promote Growth and Achievement in the Dunlap School Community # 1.A Nov Measure Increase student growth and achievement
More informationSchool Progress. Elementary, Middle, and High Schools, K 12 Campuses, AEAs, and Districts
Updated 5/21/2018 Domain School Progress School Progress measures district and campus outcomes in two areas: the number of students that grew at least one year academically (or are on track) as measured
More informationKEY STAGE. Level threshold tables and age standardised scores for key stage 2 tests in English, mathematics and science KEY STAGE KEY STAGE KEY STAGE
KEY STAGE 2 2003 2003 Level threshold tables and age standardised scores for key stage 2 tests in English, mathematics and science This booklet provides: tables for converting test marks into national
More informationTest-Retest Analyses of ACT Engage Assessments for Grades 6 9, Grades 10 12, and College
ACT Research & Policy ACT Stats Test-Retest Analyses of ACT Engage Assessments for Grades 6 9, Grades 10 12, and College Jeff Allen, PhD; Alex Casillas, PhD; and Jason Way, PhD 2016 Jeff Allen is a statistician
More informationLinking the Indiana ISTEP+ Assessments to the NWEA MAP Growth Tests. February 2017 Updated November 2017
Linking the Indiana ISTEP+ Assessments to the NWEA MAP Growth Tests February 2017 Updated November 2017 2017 NWEA. All rights reserved. No part of this document may be modified or further distributed without
More informationInstructionally Relevant Alternate Assessments for Students with Significant Cognitive Disabilities
Instructionally Relevant Alternate Assessments for Students with Significant Cognitive Disabilities Neal Kingston, Karen Erickson, and Meagan Karvonen Background History of AA-AAS as separate from instruction
More informationLinking the PARCC Assessments to NWEA MAP Growth Tests
Linking the PARCC Assessments to NWEA MAP Growth Tests November 2016 Introduction Northwest Evaluation Association (NWEA ) is committed to providing partners with useful tools to help make inferences from
More information2018 Linking Study: Predicting Performance on the TNReady Assessments based on MAP Growth Scores
2018 Linking Study: Predicting Performance on the TNReady Assessments based on MAP Growth Scores May 2018 NWEA Psychometric Solutions 2018 NWEA. MAP Growth is a registered trademark of NWEA. Disclaimer:
More informationScale Score to Percentile Rank Conversion Tables Spring 2018
Bert Stoneberg, Ph.D. K-12 Research Idaho September 27, 2018 (Revised) ISAT 2018 Percentile Ranks for Idaho The Idaho Standards Achievement Tests (ISAT by SBAC) Scale Score to Percentile Rank Conversion
More information2018 Linking Study: Predicting Performance on the Performance Evaluation for Alaska s Schools (PEAKS) based on MAP Growth Scores
2018 Linking Study: Predicting Performance on the Performance Evaluation for Alaska s Schools (PEAKS) based on MAP Growth Scores June 2018 NWEA Psychometric Solutions 2018 NWEA. MAP Growth is a registered
More informationWe trust that these data are helpful to you. If you have any questions, feel free to contact Dr. Joe Ludlum at or
September 21, 216 Dear Colleague: The Office of Assessment has processed the 2-216 Course/Instructor Opinion Survey (CIOS) results for the Institute. For 69 academic terms (39 quarters and 3 semesters
More informationInventory of Best Practices for Learning Support Centers in Higher Education
Inventory of Best Practices for Learning Support Centers in Higher Education 1. The LSC has a mission statement congruent with its department and institutional mission GENERAL Agree Disagree N/A Blank
More informationA Correlation of. Scott Foresman. Reading Street. Common Core. to the. Arkansas English Language Arts Standards Grade 3
A Correlation of Scott Foresman Reading Street Common Core 2013 to the To the INTRODUCTION This document demonstrates how Scott Foresman Reading Street Common Core, 2013 meets the. Correlation page references
More informationFALL 2007 MBA EXIT SURVEY (Sample size of 29: 15 responses from the San Marcos location and 14 responses from the RRHEC location)
FALL 2007 MBA EXIT SURVEY (Sample size of 29: 15 responses from the San Marcos location and 14 responses from the RRHEC location) EVALUATION OF MBA CURRICULUM Scale items: 1 = Very Satisfied 6 = Very Dissatisfied
More informationOR Neah Kah Nie SD N Third Rockaway Beach OR Division 22 Assurances Form. Due February 15, 2019
OR Neah Kah Nie SD 56 504 N Third Rockaway Beach OR 97136 503 355 2222 2/19/2019 Division 22 Assurances Form Due February 15, 2019 Please Note: To fulfill Division 22 Assurance requirements, all districts
More informationOR Hillsboro SD 1J 3083 NE 49th Pl Hillsboro OR Division 22 Assurances Form. Due February 15, 2019
OR Hillsboro SD 1J 3083 NE 49th Pl Hillsboro OR 97124 503 844 1500 2/01/2019 Division 22 Assurances Form Due February 15, 2019 Please Note: To fulfill Division 22 Assurance requirements, all districts
More informationLevel threshold tables and age standardised scores
KEY STAGE 2 Level threshold tables and age standardised scores for key stage 2 tests in English, mathematics and science 2007 National curriculum assessments The Qualifications and Curriculum Authority
More informationecognition of Prior Learning (RPL)
ecognition of Prior Learning (RPL) EVIDENCE GUIDE FOR INSPECT AND LUBRICATE AN AUTOMOTIVE SYSTEM Evidence Guide inspect and lubricate an automotive system Page 1 of 15 National Certificate in Professional
More informationNorming Tables for the Student Testing Program (STP97)
CAB D0009233.A2/Final December 2003 Norming Tables for the Student Testing Program (STP97) Catherine M. Hiatt William H. Sims 4825 Mark Center Drive Alexandria, Virginia 22311-1850 Approved for distribution:
More informationAlphabetical Listing of Unified Pay Scale Positions SY Effective: July 1, 2017
Alphabetical Listing of Unified Pay Scale Positions Work Calendar Annual Hours Daily Hours Grade Exemption Status Minimum Mid Point Maximum Minimum Mid Point Maximum ADM Division Superintendent EXC Exempt
More informationCollege Board Research
College Board Research June 2, 2016 Concordance Tables for the New and Old SAT As part of determining that scores from the new SAT are valid for intended uses, College Board used equipercentile methods
More informationPolice Operations: Tachograph Equipment Inspection
Higher National Unit Specification General information for centres Unit code: F0N9 35 Unit purpose: This Unit is designed to enable candidates to analyse tachograph recording equipment and use the information
More informationArapahoe Community College Castle Rock Campus Assessment Plan Data
Arapahoe Community College 2012-13 Castle Rock Campus Assessment Plan Data Organization Castle Rock Campus Assessment Period 2012-2013 Outcome/Goal Measure 1 Type: Measure 1 Description: Measure 1 Sample
More informationArizona Common Core Standards English Language Arts Grade 3
A Correlation of Scott Foresman Reading Street Common Core 2013 to the Grade 3 INTRODUCTION This document demonstrates how Common Core, 2013 meets the for. Correlation page references are to the Teacher
More informationIowa Test of Basic Skills: A Update November 1999 Authors: Chuck Dulaney ( ) and Glenda Burch ( )
Iowa Test of Basic Skills: A 1998-99 Update November 1999 Authors: Chuck Dulaney (850-1903) and Glenda Burch (850-8878) BACKGROUND Each year the Wake County Public School System (WCPSS) administers the
More informationSpelling Scoring Guide
Guide This chart depicts the Spalding Assessment Guide and provides the following analysis information... s of achievement Assessment numbers of grade equivalency for each assessment S/V word list where
More informationBachelor of Arts in Economics - Business Specialization (Fall 2016) Student
Bachelor of Arts in Economics - Business Specialization (Fall 2016) Student Student ID# Anticipated Graduation Term Advisor Minimum GPA 2.00 Today's Date 2016-2017 Undergraduate Catalog Requirements System
More informationKansas College and Career Ready Standards for English Language Arts Grade 4
A Correlation of Scott Foresman Reading Street Common Core 2013 To the Kansas College and Career Ready Standards for English Language Arts Grade 4 INTRODUCTION This document demonstrates how meets the.
More information2016 Annual Statistical Report on the HiSET Exam
2016 Annual Statistical Report on the HiSET Exam hiset.ets.org Table of Contents About HiSET About ETS...1 About ITP...1 Test Content...1 Overview The HiSET Tests...2 Scoring the HiSET Tests...2 Explanation
More informationWest Ada School District Fluency Guidelines Grades 1-5 Reporting Topic 3
West Ada School District Fluency Guidelines Grades 1-5 Reporting Topic 3 Reading researcher Tim Rasinski (2013) identifies the components of fluency as accuracy, rate, and expression in service to solid
More informationSouth Carolina State University Program Enrollment Fall Semesters
BS 520301 Accounting 144 125 128 113 100 84 62 49 52 42 899 89.9 BS 10102 Agribusiness 14 18 20 22 30 25 24 22 20 25 220 22.0 MBA 520101 Agribusiness & Entrepreneurship 11 10 12 17 13 9 20 26 29 31 178
More informationRESEARCH AT THE NATIONAL AND EUROPEAN LEVELS ON THE MAIN FIELDS OF INTERVENTION COVERED BY THE EU DIRECTIVE ON ROAD INFRASTRUCTURE SAFETY MANAGEMENT
RESEARCH AT THE NATIONAL AND EUROPEAN LEVELS ON THE MAIN FIELDS OF INTERVENTION COVERED BY THE EU DIRECTIVE ON ROAD INFRASTRUCTURE SAFETY MANAGEMENT The Experience of a National Research Laboratory (LNEC)
More informationEngineering Diploma Resource Guide ST280 ETP Hydraulics (Engineering)
Engineering Diploma Resource Guide ST80 ETP Hydraulics (Engineering) Introduction Hydraulic systems are a fundamental aspect of engineering. Utilised across a variety of sectors including aviation, construction,
More informationArizona Common Core Standards English Language Arts Grade 5
A Correlation of Scott Foresman Reading Street Common Core 2013 to the Grade 5 INTRODUCTION This document demonstrates how Common Core, 2013 meets the for. Correlation page references are to the Teacher
More informationScott Foresman Reading Street Common Core Grade 6, 2013
A Correlation of Scott Foresman Reading Street Common Core, 2013 To the New Jersey Model Curriculum English Language Arts INTRODUCTION This document demonstrates how Scott Foresman Reading Street Common
More informationAcademic Course Description
BEE305- ELECTRICAL MACHINES Academic Course Description BHARATH UNIVERSITY Faculty of Engineering and Technology Department of Electrical and Electronics Engineering BEE305- ELECTRICAL MACHINES Third Semester,
More informationJune Safety Measurement System Changes
June 2012 Safety Measurement System Changes The Federal Motor Carrier Safety Administration s (FMCSA) Safety Measurement System (SMS) quantifies the on-road safety performance and compliance history of
More informationGraduate Two Year-At-A-Glance
Graduate 20-20 Two Year-At-A-Glance Name ES SU SP-1 ES SU ACC 7000 Accounting Theory Online - - - - OL - ACC 7100 Advanced Financial Accounting Reporting Online - - - - - OL ACC 7200 Advanced Income Taxation
More information2013 Revised Alabama Course of Study English Language Arts Grade 3
A Correlation of Scott Foresman Reading Street Common Core, 2013 to the 2013 Revised Alabama Course of Study English Language Arts Introduction This document demonstrates how meets the English Language
More informationCollect and analyze data on motorcycle crashes, injuries, and fatalities;
November 2006 Highway Safety Program Guideline No. 3 Motorcycle Safety Each State, in cooperation with its political subdivisions and tribal governments and other parties as appropriate, should develop
More information2017 Annual Statistical Report on the HiSET Exam
2017 Annual Statistical Report on the HiSET Exam hiset.ets.org Table of Contents About HiSET About ETS...1 About ITP...1 Test Content...1 Overview The HiSET Tests...2 Table 1. of Test Items and Time Limits...2
More informationScott Foresman Reading Street Common Core 2013
A Correlation of Scott Foresman Reading Street Common Core 2013 To the College-and Career-Readiness Standards for English Language Arts INTRODUCTION This document demonstrates how meets the College- and
More informationMetropolitan Community College Proposed Plan to Administer the General Fund Budget By Area and Cost Center
B13 Academic Affairs 10000 - INSTRUCTION REPORTING AND RECON 51 - PERSONNEL $474,425 $249,517-47.41% 52 - OPERATING $55,000 $50,000-9.09% 53 - SUPPLIES -$110,000 -$246,000 123.64% 54 - TRAVEL $127,500
More informationAlphabetical Listing of Instructional Positions SY
CODE POSITION CODE POSITION 2001 1st Grade Teacher 2215 ISAEP Teacher 2002 2nd Grade Teacher 2610 Japanese Teacher 2003 3rd Grade Teacher 2120 Journalism Teacher 2004 4th Grade Teacher 2323 Keyboarding
More informationIndiana Academic Standards English/Language Arts (2014) Grade 3
A Correlation of Scott Foresman Reading Street Common Core, 2013 To the English/Language Arts (2014) Introduction This document demonstrates how meets the English/Language Arts (2014). Correlation page
More informationMetropolitan Community College Proposed Plan to Administer the General Fund Budget By Area and Cost Center
B13 Academic Affairs 10000 - INSTRUCTION REPORTING AND RECON 51 - PERSONNEL $535,845 $474,425-11.46% 52 - OPERATING $160,000 $55,000-65.63% 53 - SUPPLIES -$110,000 N/A 54 - TRAVEL $127,500 $127,500 0.00%
More informationCluster Knowledge and Skills for Business, Management and Administration Finance Marketing, Sales and Service Aligned with American Careers Business
for Business, Management and Administration Finance Marketing, Sales and Service Aligned with American Careers Business About American Careers Correlations The following correlations are provided to demonstrate
More information2010 Prince Edward Island Department of Education and Early Childhood Development P.O. Box 2000, Charlottetown Prince Edward Island Canada, C1A 7N8
2010 Prince Edward Island Department of Education and Early Childhood Development P.O. Box 2000, Charlottetown Prince Edward Island Canada, C1A 7N8 Tel. (902) 368-4600 Fax. (902) 368-4622 http://www.gov.pe.ca/eecd/
More informationSQA Advanced Unit specification: general information
SQA Advanced Unit specification: general information Unit title: Electrical Machine Principles Unit code: HT83 47 Superclass: XJ Publication date: August 2017 Source: Scottish Qualifications Authority
More informationAutomotive Repair Technician
Automotive Repair Technician Inland Empire/Desert Region (Riverside-San Bernardino-Ontario Metropolitan Statistical Area) Summary Employment for the automotive repair occupational group is expected to
More information2010 National Edition correlated to the. Creative Curriculum Teaching Strategies Gold
2010 National Edition correlated to the Creative Curriculum Teaching Strategies Gold 2015 Big Day for PreK is a proven-effective comprehensive early learning program that embraces children's natural curiosity
More informationGet Instant Access to ebook Pls 5 Screener PDF at Our Huge Library PLS 5 SCREENER PDF. ==> Download: PLS 5 SCREENER PDF
PLS 5 SCREENER PDF ==> Download: PLS 5 SCREENER PDF PLS 5 SCREENER PDF - Are you searching for Pls 5 Screener Books? Now, you will be happy that at this time Pls 5 Screener PDF is available at our online
More informationWEST VIRGINIA PROFESSIONAL AND SERVICE PERSONNEL STATE MINIMUM REQUIRED SALARY SCHEDULES FOR THE YEAR
WEST VIRGINIA PROFESSIONAL AND SERVICE PERSONNEL STATE MINIMUM REQUIRED SALARY SCHEDULES West Virginia Department of Education Office of School Finance TEACHERS' STATE MINIMUM SALARY SCHEDULE STATE BASIC
More informationTechnical Manual for Gibson Test of Cognitive Skills- Revised
Technical Manual for Gibson Test of Cognitive Skills- Revised Normative Summary Sample Selection The Gibson Test of Cognitive Skills - Revised (GTCS) was normed on a sample of 2,305 children and adults
More informationUnit title: Tractor Operations and Attachments (SCQF level 5)
National Unit specification: general information Unit code: H28R 11 Superclass: SK Publication date: August 2012 Source: Scottish Qualifications Authority Version: 01 Summary This Unit develops the knowledge
More informationEmployee Compensation 2015 Band 60, ,999.99
Employee Compensation 2015 60,000.00-74,999.99 Accessibility Counsellor (1) Administrator (2) Administrator Officer (1) Advisor (1) Analyst (9) Application Architect (1) Assistant Director, Facilities
More informationThe Virtual Check Ride (VCR) as a Diagnostic and Remediation System
University of Iowa Iowa Research Online Driving Assessment Conference 2007 Driving Assessment Conference Jul 12th, 12:00 AM The Virtual Check Ride (VCR) as a Diagnostic and Remediation System Ron Tarr
More informationStudent-Level Growth Estimates for the SAT Suite of Assessments
Student-Level Growth Estimates for the SAT Suite of Assessments YoungKoung Kim, Tim Moses and Xiuyuan Zhang November 2017 Disclaimer: This report is a pre-published version. The version that will eventually
More informationBusy Ant Maths and the Scottish Curriculum for Excellence Year 6: Primary 7
Busy Ant Maths and the Scottish Curriculum for Excellence Year 6: Primary 7 Number, money and measure Estimation and rounding Number and number processes Including addition, subtraction, multiplication
More informationInquiry-Based Physics in Middle School. David E. Meltzer
Inquiry-Based Physics in Middle School David E. Meltzer Mary Lou Fulton Teachers College Arizona State University Mesa, Arizona U.S.A. Supported in part by a grant from Mary Lou Fulton Teachers College
More informationEmployee Compensation 2016 Band 60, ,999.99
Employee Compensation 2016 60,000.00-74,999.99 Accessibility Counsellor (1) Administrator (2) Administrator Officer (1) Advisor (2) Analyst (2) Application Architect (1) Assistant Dean, Humber College
More informationEnrollment and Educator Data ( School Year) About the Data
Massachusetts School and District Profiles Parthum Middle School Parthum Middle School (01490027) Peter L LeFebre, Prcipal Mailg Address: 255 East Haverhill Street Lawrence, MA 01841 Phone: (978) 691-7224
More informationEnrollment and Educator Data ( School Year) About the Data
We will be redesigng school and district report cards 2018. Please complete our survey to tell us what formation you thk would be most valuable on a school or district report card. Massachusetts School
More informationAuto Service Technician
Auto Service Technician Organization Washburn Institute of Technology Program Number 47.0604 Instructional Level Certificate Target Population Grades 11 & 12 Post-secondary Description The Auto Service
More information-SQA- SCOTTISH QUALIFICATIONS AUTHORITY NATIONAL CERTIFICATE MODULE: UNIT SPECIFICATION GENERAL INFORMATION. -Module Number Session
-SQA- SCOTTISH QUALIFICATIONS AUTHORITY NATIONAL CERTIFICATE MODULE: UNIT SPECIFICATION GENERAL INFORMATION -Module Number- 2210034 -Session-1994-95 -Superclass- -Title- ZJ MOTOR VEHICLE INSPECTION: TACHOGRAPHS
More informationCase Studies on NASA Mars Rover s Mobility System
Case Studies on NASA Mars Rover s Mobility System Shih-Liang (Sid) Wang 1 Abstract Motion simulation files based on Working Model 2D TM are developed to simulate Mars rover s mobility system. The rover's
More informationPolitics Philosophy Economics Undergraduate Degree Plan Curriculum Map New Plan Proposal: Appendix C
Politics Philosophy Economics Undergraduate Degree Plan Curriculum Map 2016 New Plan Proposal: Appendix C Politics Sub-Plan Learning Outcomes Philosophy Sub-Plan Economics Sub-Plan Politics Sub-Plan (POPE)
More informationCharging Battery with Clean Energy
Charging Battery with Clean Energy By Mr. Raksapol Thananuwong Senior Academic Staff The Institute for the Promotion of Teaching Science and Technology (IPST), Thailand Raksapol Thananuwong BA in Physics
More informationAdvanced RiderCourse SportBike Techniques Frequently Asked Questions. 1. What is the MSF Advanced RiderCourse SportBike Techniques (ARC-ST) course?
Advanced RiderCourse SportBike Techniques Frequently Asked Questions 1. What is the MSF Advanced RiderCourse SportBike Techniques (ARC-ST) course? The ARC-ST is the public version of the Military SportBike
More informationPERSONAL DATA. Position: Associate Professor (Petroleum Engineering) Cell Phone Number: +2 ( ) Work Phone and fax Number: +2 ( )
DR. SAID KAMEL ELSAYED SALEM Associate Professor (Petroleum Engineering) Suez Canal University, Faculty of Petroleum and Mining Engineering, Suez, Egypt PERSONAL DATA Position: Associate Professor (Petroleum
More informationEnsure you as parents have the information you require to support your daughters through this year
Ensure you as parents have the information you require to support your daughters through this year To ensure channels of communication are open and clear To think ahead to future pathways and options Our
More informationMaterial World How Does the USA Compare?
Material World How Does the USA Compare? Center for Energy and Environmental Education, University of Northern Iowa WR teacher training 24-25/Website/Lessons/Material World How Does the USA Compare? Written
More informationCarroll County Public Schools Transportation Services Department
Carroll County Public Schools Transportation Services Department The mission of the Transportation Services Department is to support the learning process by providing safe, adequate, efficient, and economical
More informationStockton Enrollment % % %
Overview Enrollment Summary - Overview Headcount (HC) Full-time Equivalent Students (FTES) Mean Unit Load (MUL) Last Year Current Change % Change Last Year Current Change % Change Last Year Current Change
More informationHARLEY-DAVIDSON. Motorcycle Technician Training & Professional Development Program
HARLEY-DAVIDSON Motorcycle Technician Training & Professional Development Program 274 N. Industrial Drive Frontenac, KS 66763 (FSCC LOGO) (620) 231-3819 www.fortscott.edu HARLEY-DAVIDSON & Fort Scott Community
More informationStockton Enrollment % % %
Overview Enrollment Summary - Overview Headcount (HC) Full-time Equivalent Students (FTES) Mean Unit Load (MUL) Last Year Current Change % Change Last Year Current Change % Change Last Year Current Change
More informationArticulation Course Guide and High School Teacher Requirements
Articulation Course Guide and High School Teacher Requirements This document outlines courses approved by FV for high school articulation consideration along with teacher qualification and certification
More informationThe Midas Touch Guide for Communication Management, Research and Training/ Education Divisions Page 2
The Midas Touch Guide for Communication Management, Research and Training/ Education Divisions Page 2 o o o o o o o o o o The Midas Touch Guide for Communication Management, Research and Training/ Education
More informationWORTHINGTON SCHOOLS ENROLLMENT PROJECTIONS REPORT FEBRUARY 14, 2018
FEBRUARY 14, 2018 PREPARED FOR: Worthington Schools 200 E. Wilson Bridge Rd. Worthington, OH 43085 T 614.450.6000 PREPARED BY: Cooperative Strategies 3325 Hilliard Rome Road Hilliard, OH 43026 T 614.798.8828
More informationA REPORT ON THE STATISTICAL CHARACTERISTICS of the Highlands Ability Battery CD
A REPORT ON THE STATISTICAL CHARACTERISTICS of the Highlands Ability Battery CD Prepared by F. Jay Breyer Jonathan Katz Michael Duran November 21, 2002 TABLE OF CONTENTS Introduction... 1 Data Determination
More information2011 ANNUAL COMMITMENTS
2011 ANNUAL COMMITMENTS CPN Program Goals Goal 1: During 2011, CPN will create and begin implementing the first year of a 3-year prioritized resource infusion plan in each of the four CPN elementary schools
More informationVehicle Speeds in School Zones
Vehicle Speeds in School Zones THE POSTED SPEED LIMIT IN SCHOOL ZONES IS 20 MPH, AND VARIOUS TYPES OF SIGNS THAT INFORM DRIVERS OF THE SCHOOL-ZONE SPEED LIMIT ARE IN USE. THE STUDY DISCUSSED IN THIS FEATURE
More information2009 Community College of Student Engagement (CCSSE) College Results: Frequency Distributions
2009 Community College of Student Engagement (CCSSE) College Results: Frequency Distributions Institutional Research & Effectiveness Frequency Distributions This report summarizes the observed frequencies
More informationWhat is an Average Leg? Fairbanks Start
What is an Average Leg? Fairbanks Start Developed by: Jennifer Reiter, 2014 Iditarod Teacher on the Trail UPDATED 12/17 Discipline / Subject: Math Topic: Mean, Median, Mode, and Range Grade Level: Fourth,
More informationAchievement transfer from BSA to Trail Life USA
Achievement transfer from BSA to Trail Life USA Despite the fact that Trail Life USA is a new, unique and separate youth outdoor activity from the Boy Scouts of America, many people have asked whether
More informationPrepared: November 2010
Page Introduction 3 Graph: Enrollment Summary 4 Classroom Capacities and Enrollments 5 Enrollment History and Forecast Summary 6 Graph: Five Year Enrollment Forecast 7 Graph: Census vs. Enrollment 8 Summary
More informationReading Standards for the Archdiocese of Detroit Grade 1
A Correlation of Scott Foresman Reading Street Common Core 2013 To the Introduction This document demonstrates how Common Core, 2013 meets the. Correlation references are to the Teacher s Edition and are
More information