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Teachers report gains and reservation after first year using HMH 'Into Reading/Into Literature'
Summary
Teachers and administrators told the Owen J. Roberts SD board that HMH curriculum coaching and weekly assessments produced gains in vocabulary, grammar and writing, while raising concerns about assessment length and screen time; special-education adaptations and continued PD were discussed.
Teachers who piloted the HMH "Into Reading/Into Literature" curriculum told the board on May 4 that the first-year rollout produced early academic benefits but will require adjustments.
Presenters credited HMH coaches and in-school professional development with a structured rollout that gave teachers common pacing and assessment tools. One presenter said that the HMH assessments allow teachers to "target student need and strength" quickly because results return immediately, enabling responsive small-group instruction.
Teachers described measurable gains in vocabulary, grammar and writing, and administrators said district assessments have tracked improvement. At the same time, classroom teachers and committee members flagged concerns: weekly assessments can be long for younger students and screen time remains a concern in some grades. Teachers said the digital portal does provide accessibility tools — enlarged print, line readers and highlighter functions — that help students with specific needs.
Special-education supports were a recurring topic. Committee members raised concerns that weekly testing felt oppressive for some special-education students; teachers and administrators responded that assessments are adapted for special-education students, that co-teaching and supports were in place, and that the special-education department has worked to make adjustments throughout the year.
The district said it is planning professional development for year two, prioritizing onboarding for teachers new to HMH and exploring ongoing coach support. Administrators also said they will review assessment length and look for ways to reduce testing time while preserving the program’s diagnostic benefits.
The committee did not adopt formal policy changes at the working session; staff said policy or budget proposals would be returned to the full board if needed.
