I am wondering if someone can clear this up for me. Our district uses aimsweb for progress monitoring of sped/RtI students, as well as benchmarking for gen ed students. They consider the benchmark score that everyone should get to be the 50th percentile. We typically don't use dibels, but we have an intervention teacher this year who started using it instead of the r-cbm for fluency. The problem we're running into is that the dibels benchmarks are different than the aims benchmarks- aims are higher. So although what she's using as the "benchmark" for dibels is correct, in some cases this is significantly lower than the aims benchmark and what we as a school/district consider to be "grade level." Are the dibels words harder? Why is there a difference? Can we say that a student who met the dibels benchmark is on grade level, even if this is 10-20 words off the grade level aims benchmark? For example, in first grade the aims benchmark is 67 wpm, while dibels is only 54. The discrepancy only grows as students get older- by 5th grade, the dibels benchmark is more than 20 wpm lower than aims. As we're looking at trend lines for RtI students, this becomes an issue because it looks like these kids aren't really too far behind grade level, when in fact they may be 20-30 words off our "real" benchmark level. So, would you change your dibels goal to match the aims benchmark? Would that invalidate the test? Or just know that dibels is a different assessment, and as long as they're on grade level for that it's okay?