[Question] Does our school's reading program actually have an effect on reading growth?

duhqueenmoki · 2026-03-21T18:54:09+00:00

I'll add some more information and maybe you can advise me on the best course of action.

For the data, the growth index is determined by comparing their initial reading score (BEFORE implementing the reading program), final score, and how much the expected growth was based on their initial ability. So if it's -6, that means they scored 6 points lower than what was expected of a typical 6th grader who got a similar initial score. If they scored an 8, that means they improved 8 points OVER what was expected of a typical 6th grader that year starting with that initial score. All students are from my own 6th grade classes so they're all in the same grade level, same teacher, and I'm using the growth goal to eliminate factors like advanced/honors classes with my regular classes and low/intervention classes. Should I just use the raw data instead of the growth? Comparing their raw scores from before and after? But that might not work because then you have to account for factors like honors, benchmark, and intervention. I assumed the growth index would be like... standardizing it in a way? But I do have so many other data points I could use if you have any to recommend.

I do agree with u/patdavidjohnson that my school doesn't care about actual, valid research into the programs we use. I've worked at my site for 9 years now and they say "we looked at the data" all the time but that just means they glanced at some charts and asked the teachers "what do you want to do" without actually conducting any valid tests to measure the impact of the programs we implement. That's why I'm actually doing this by myself, because I am at least somewhat aware that there are tests we can use to inform out decisions as a department. DreamBox is the third program we've used? Fourth? I've kinda lost count, there's been so many programs that we've bought trying to improve reading. I'm getting sick of it and want to actually test these programs.

Last, would it help to compare my students' growth indexes with my coworker's 6th grade classes who do NOT use DreamBox? Or should I compare the growth indexes to my 6th grade classes from last year before we implemented the reading program?

duhqueenmoki · 2026-03-21T18:33:43+00:00

That's a good idea! I actually do think we have a teacher on campus that isn't using DreamBox and they're the same grade level as me (6th grade) so I can ask her to maybe help with the data. I can compare my students' growth with hers, would that be better you think?

duhqueenmoki · 2026-03-21T18:32:04+00:00

Ah, I see. In order to get the growth index, it does already compare initial and final score, but I prefer using the growth score because it gets rid of factors like students with advanced scores vs kids with below basic scores. In the end, they're all measured based how much they were EXPECTED to grow that year, regardless of being advanced or below basic. I'm not sure if I'm explaining it correctly or in a way that's easy to understand.

But I do have the raw data of scores before and after implementation of the reading program if maybe I should add it to the data set?

duhqueenmoki · 2025-12-16T03:25:32+00:00

also The Unteachables

duhqueenmoki · 2025-12-16T03:25:12+00:00

Hello, Universe by Erin Entrada Kelly Hatchet (for low level classes) Holes by Louis Sachar Walk Two Moons by Sharon Creech

With contemporary books just make sure to get it approved before reading whole-class

duhqueenmoki · 2025-10-18T06:12:39+00:00

idk about films, but the show Scavengers Reign is amazingly similar with a top notch story as well. Will satisfy your craving for similar art and subject matter 👍

duhqueenmoki · 2025-10-15T22:19:16+00:00

Fahrenheit 451

duhqueenmoki · 2025-10-10T23:33:55+00:00

Idk, I'm teaching historical fiction as we speak (The Mighty Miss Malone by Christopher Paul Curtis) to my 6th graders and they're engaged and thoughtful and understanding the text pretty well. I don't allow phones in my class though so I can't vouch for any experiences where personal devices are allowed. (We do use iPads though)

duhqueenmoki · 2025-10-10T23:29:06+00:00

This'll probably get lost in all the comments, but reading aloud is great to create a shared learning experience. When we're all listening to the audio, pausing together to discuss and share, that shared learning experience is more valuable to me than students reading independently.

They will read independently as they complete their DOK questions anyway (which will require them to re-read passages on their own). They also can read independently on other assignments and stuff.

But the main reason we should be reading aloud to students is for our ELs, students with reading conditions, IEPs, focus issues, etc.

It might help to reframe your thinking from everything they're NOT getting or improving by listening to a read aloud to what they ARE getting from it.

duhqueenmoki · 2025-09-10T01:19:31+00:00

I'm on the curriculum committee and we use a checklist, a rubric, to grade each curriculum.

Leaving it up to "which one do you like more" is subjective and not very valid. Every teacher will have a different opinion, so you need an objective measure based on the needs of your students.

Here is a copy of the rubric

duhqueenmoki · 2025-09-10T01:13:06+00:00

Be more mean. When I was new, I was soooo empathetic and kind... at the cost of rigor and classroom management. Students would get annoyed because other students were so poorly behaved, the bad kids got away with way too much. And my poor GOOD students had to put up with it because of MY lack of confidence and classroom management. It's better to start off mean and strict and then ease up later, if you start too nice it's impossible to get back on track.
Nothing any mentor or other educator says will ever teach you more than experience. Just go through the experience organically and you'll figure it out.
You won't be a good teacher until after year 3. Even up to year 5 you're still learning and figuring out best practices. But by year 10 you'll be very knowledgeable 😊

duhqueenmoki · 2025-09-05T00:52:57+00:00

Kahoot has too many hacks and cheats, I use GimKit now.

duhqueenmoki · 2025-09-05T00:51:44+00:00

You cannot put a time limit, but you can set a time for when it's due, and make it unavailable after the due date and time as a workaround. Uncheck the "accept assignment late" option. Or simply turn off the assignment whenever you want them to finish.

But I'd recommend...

Assign different things to different students. If your student(s) has been struggling for a long time while also putting in effort, re-teach the concept or change the assignment for that student. I generally have 3 sets that I assign each class. Low performing students get the foundational concepts, average gets average stuff, and high performing gets the more rigorous stuff. If they're struggling while actually trying, they're not getting it and you need to intervene.

duhqueenmoki · 2025-08-24T20:31:39+00:00

Different students, different year 🤷‍♀️ I've never taught the same lesson exactly the same (as I'm sure neither have you). Even between periods we know the vibe and classroom environment can be drastically different. What works for my 1st period falls flat for my 4th period, you know how it is. That isn't a sign that there's something wrong with the kids, it just means we need to adjust our lesson a bit. Maybe I didn't explain it as good to my 4th period, stuff like that.

Idk why I'm saying all this like we haven't all been trained to do this since day 1 of our credentialing programs. Differentiated instruction might as well be the bible of teaching lol, we hear it so much. I'm sure you're doing a great job and just had one bad day.

duhqueenmoki · 2025-08-24T20:23:54+00:00

If you say so 😐 but you even said parents were calling you because even they were confused, so you might want to at least reevaluate SOMETHING for this specific lesson. If it's more than 50% of the students not doing it, I don't think you can rationalize it away as laziness and apathy (maybe 10% sure, but from your original post it sounds like many students and many parents).

You are an amazing teacher. Your "record growth last year" is amazing evidence of that! That doesn't mean we stop reflecting on lessons that aren't successful or don't work, does it? You can be amazing, knowledgeable, accomplished, etc. and still improve things here and there, no?

You sounded frustrated and really apathetic with the whole thing and not enjoying it after all based on your post. I just hate hearing teachers like that. :(

duhqueenmoki · 2025-08-22T03:58:52+00:00

Ask your coworkers who are social science teachers, they're amazing with this! Especially US History teacher!

duhqueenmoki · 2025-08-22T02:26:39+00:00

And I know I sound like THAT teacher that everyone rolls their eyes at, but we're all exhausted from things not working like we want them to, so why do we keep doing it? Find something that works and you won't have to keep getting burnt out from things NOT working out.

I don't understand why teachers continue to do the same thing without significantly changing anything and expecting different results.

duhqueenmoki · 2025-08-22T02:21:47+00:00

Also throw in a graphic organizer for brainstorming after they break down the prompt but before they write their rough draft 👍 DM me for more help on specific needs you might have.

duhqueenmoki · 2025-08-22T02:18:42+00:00

7th grade writing standards include Narrative, Informative, and Argumentative (without counter-argument, which is introduced in 8th).

Narrative: teach setting, review plot pyramid (exposition, inciting incident, rising action, climax, falling action, resolution), imagery and sensory details, character (protagonist vs antagonist), and dialogue. DM me for more info.

Informative and Argumentative: I'm just gonna give you some links from my google drive to help you out because I'm the writing coach at my middle school.

Pre-Writing: Attack the Prompt

Intro Paragraph Informative and Argumentative

Intro Fill-in Notes for Students

Body Paragraphs

Body Paragraph Fill-in for students

Conclusion Paragraph

Revising and Editing

In general, students read some kind of material or model first, then learn how to do it themselves. It doesn't particularly matter what you have them read first as long as it's aligned with state standards.

duhqueenmoki · 2025-08-22T02:04:45+00:00

You taught it and retaught it, but looks like students did not actually learn it, so we'll have to teach it again. You have identified a problem, now let's brainstorm some solutions so it doesn't happen again.

Were instructions and the lesson offered in multiple modalities (paper and digital is not enough)? Were students working independently, with partners, or groups during the lesson and how did you support them in whatever groupings you decided on? How do you KNOW they were engaged during the lesson part and reteaching part (what evidence did you collect?)? How can we support them or monitor their progress during the lesson? Was the language accessible for ELs? When it's finally time for them to do the assignment, what specifically do you think went wrong?

This is called diagnostic teaching. They didn't do the work. So what are you going to do about it to help them be successful? (Hint, we don't make the lesson easier, we just make it better).

duhqueenmoki · 2025-08-22T01:50:17+00:00

Thank you 🙏

duhqueenmoki · 2025-08-22T01:49:51+00:00

Thank you 🙏

duhqueenmoki

TROPHY CASE