When I was a primary classroom teacher, it was my goal for each student to make one year’s worth of growth in reading over the school year. My same-grade teachers stuck to that goal, too. It made sense because not only did it feel attainable, it also felt like a reasonable amount of progress to ask students to make in a single school year. I was so invested in my students’ reading that often I tacked my success as a teacher directly to their progress on whatever measurements I was tasked with using, such as DIBELS, Fountas and Pinnell’s assessments, an Orton-Gillingham-based assessment, and others. Never far from reach, my reading clipboard was piled with pages of class scores, conference comments, and reading group notes