In 2024–25, AERDF’s Reading Reimagined program partnered with two professional learning organizations to pilot the Rapid Online Assessment of Reading (ROAR) in grades 6–12. RPPL worked with each of these organizations to study the pilot year, culminating in this guidebook that captures lessons, strategies, and recommendations for implementing foundational reading assessments in later grades.
Successful implementation of the Rapid Online Assessment of Reading (ROAR) depends on several key enabling conditions, beginning with carefully designed professional learning (PL). High-quality PL helps leaders, coaches, and teachers deepen their knowledge of the foundational reading skills that ROAR assesses. At the same time, districts must review and streamline their assessment systems to ensure that every measure serves a clear purpose and contributes to improving student outcomes. Equally important is building the infrastructure to support targeted interventions based on assessment results.
During ROAR implementation, districts must complete between three and four cycles of administration, data analysis, and intervention. Districts use powerful framing and create communication plans to support multiple stakeholders to navigate the logistics of ROAR administration. Coaches lead analysis of ROAR data using data analysis protocols and scheduled, collaborative data analysis sessions. Finally, the results from the ROAR assessment drive data-informed decisions about tailoring instruction to student needs.
Authors:
- Kea Bekkedahl, Annenberg Institute at Brown University, Research Partnership for Professional Learning
- Winnie Chan, Advanced Education Research and Development Fund
- Brendon, Krall, Annenberg Institute at Brown University, Research Partnership for Professional Learning
- Olga Pagán, Annenberg Institute at Brown University, Research Partnership for Professional Learning
- Sara Solar, Advanced Education Research and Development Fund
- Nate Schwartz, Annenberg Institute at Brown University, Research Partnership for Professional Learning
