Take the guess work out of reading accomodations
uPAR helps your team make the right reading accommodation decisions so your students learn and perform their best. uPAR is the smarter, faster, data-driven way to assess students for reading accommodations.
Why PAR? Smarter, Faster Decision-Making
Relying on subjective judgement, teachers are no better than chance at determining whether a student needs a read aloud accommodation (Fuchs & Fuchs, 2001; Helwig & Tindal, 2003). What happens when students get the wrong accommodations.
uPAR turns this subjective decision-making into a data-driven diagnostic process that anyone on the IEP team can implement.
Reduce Backlogs and Wait Times: If reading accommodation testing can take a year or longer, not only is that valuable teaching ground lost, but significant backlogs can often create a chill for requesting new assessments or reassessments. uPAR is easy to access and implement efficiently across IEP teams with no staff training necessary. Group assessments mean quicker and richer assessments that can really make a dent in your wait times. You can also reassess students for whom an accommodation has been implemented to track on-going progress.
Appropriate Accommodations: Never before has there been an easy, systematic way to compare human reader accommodations vs. electronic text readers vs. no accommodation. Often assessors – teachers, consultants, psychologists etc. – have to guess which option is most appropriate. uPAR generates actionable data, clearly documented in a way that is understandable by all in the education community, ensuring the right accommodation recommendation is made and increasing acceptance.
Adaptable Accommodations: With easily accessible assessment tools of uPAR (Windows, iPad, Chromebooks) IEP teams can reassess students, ensuring that accommodation choices are adapted as students’ needs change.
System-Wide Decisions: For many districts, accommodation tools have accumulated and are deployed right across the district in significant numbers. uPAR allows administrators to get a big picture of what accommodation is working for whom.
Reducing Conflict: Clear, systemic data points to the best accommodation and creates a firm foundation for decision making. Parents, teachers, consultants, assessors, and students now have clear common ground for these important but often fraught decisions.
uPAR’s systematic, research driven process, means the right reading accommodation is chosen for your student as early as possible. And with uPAR’s ongoing data collection you can be certain that accommodation recommendations are updated and adapted based on valid data.
1) Set up a group of students in minutes
2) Evaluate up to 30 students in one class period
3) Scoring is automatic. Reports clearly show independent reading level and reading level with accommodations.
This data is based on actual uPAR school data of students identified as having reading disabilities. This group data shows the effect an accommodation had on each student:
Students read passages under three conditions:
Independent Reading Condition
Students self-select a passage to read. They read the passage at their independent reading level, followed by a comprehension quiz at the end of the reading passage.
Human Reader Accommodation
After completing the comprehension quiz for the independent reading condition, students self-select another reading passage to be read by a human narrator.Students listen to the narrator read the passage simulating a human reader. After the passage, they take a quiz on the content.
Text Reader Accommodation
Students then select another passage to be read by a text reader. The text reader highlights word-by-word as the computer-generated voice reads the text. Students can choose the rate of speech and can pause and continue the passage as needed.
Just as in the other two conditions, students take a comprehension quiz after reading the passage.
Depending on how students do in each accommodation condition, they are given additional passages at more difficult levels (if they did well with grade-level reading passages with the accommodations) or easier levels (if they didn’t do well with grade-level reading passages). The process continues for each of the accommodated conditions until a level is reached where the student is challenged but successful.
Add student names.
Add grade level and independent reading level for each student.
Give students the instructions to start the assessment. Administer individually or up to 30 students can take it together in a lab or on their own devices.
uPAR will automatically generate and download the assessment data, including one page for each student, making it a perfect portfolio. Both individual and group data is available to educators and administrators.
Summary data shows the number of students who can benefit from an accommodation and the number who don’t benefit from an accommodation. The chart breaks down the percentage who may need both accommodations and interventions or modifications and more intensive interventions. It also shows the average grade level increases achieved with human reader or text reader accommodations. Student names are colour coded as a visual reference.
Selecting a student name will display individual data. It shows how the student performed in each of the conditions. In the case below with Ryan Stanton, he scored 43% on a comprehension quiz after reading the 5th grade reading passage independently. He scored 75% in both the adult reader and text reader conditions at his grade level (8th grade).
Data-driven decisions with uPAR improves several key areas:
Documentation: Inaccurate subjective decision-making is replaced with well documented and clearly presented data. So parents, teachers, and administrators feel confident with the recommendations and are more likely to support accommodations.
Efficiency: Individual evaluations are replaced by more efficient group evaluations so educators can keep up with the demand for accommodations. PAR can dramatically reduce wait times for assessments and the conflicts that generates.
Inclusion: Teachers know when to accommodate rather than modify. uPAR takes the guesswork out of it!
Why we need a process to identify students: a case study
Meet Nichelle. She was excited for the first day of kindergarten—she couldn’t wait to go, but she quickly found out that she didn’t learn the same way as the other students. She struggled through every grade and received modified materials until she was assessed for accommodations in her freshman (grade 9) year. Now she’s getting A’s and B’s in general curriculum classes with her new tools. Watch her tell her story in the video below.
When you have students like Nichelle in your classrooms, how do you find them?
uPAR gives you a quick way to find students who need reading accommodations. With uPAR, making data-driven decisions just got easier for your whole IEP team.
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