This study examined expectations for reading proficiency in the context of Common Core State Standards assessments and how DIBELS Next can inform decisions about student skills relative to these expectations. Data for cohorts of students in grades 3-5 were analyzed to determine the concurrent and predictive validity of the DIBELS Next Composite Score (DCS) relative to outcomes on the Smarter Balanced Assessment Consortium (SBAC) English Language Arts (ELA) achievement standard. We examined the strength of the association between the DIBELS Next Composite Score and the SBAC ELA achievement standard. The percent of students who met or exceeded the grade-level SBAC ELA achievement standard was determined for each DIBELS Next benchmark status category. In addition, the likelihood of meeting or exceeding the SBAC ELA achievement standard given each DIBELS Next Composite Score was determined. Results are discussed with respect to implications for practice and future research.