{"id":5956402051,"title":"uPAR online 1-10 Seats - 1 Year Subscription","handle":"9530-1","description":"\u003cp\u003eTake the guess work out of reading accomodations\u003c\/p\u003e\n\u003cp\u003euPAR 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.\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003eWhy PAR? Smarter, Faster Decision-Making\u003c\/strong\u003e\u003cbr\u003e\u003cbr\u003eRelying on subjective judgement, teachers are no better than chance at determining whether a student needs a read aloud accommodation (Fuchs \u0026amp; Fuchs, 2001; Helwig \u0026amp; Tindal, 2003). What happens when students get the wrong accommodations. \u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003e\u003cspan style=\"line-height: 1.4;\"\u003eThey don’t perform as well as they should\u003c\/span\u003e\u003c\/li\u003e\n\u003cli\u003e\u003cspan style=\"line-height: 1.4;\"\u003eThey don’t use their accommodations because they have the wrong ones\u003c\/span\u003e\u003c\/li\u003e\n\u003cli\u003e\u003cspan style=\"line-height: 1.4;\"\u003eTeachers and parents don’t agree about which accommodation the student needs\u003c\/span\u003e\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003euPAR turns this subjective decision-making into a data-driven diagnostic process that anyone on the IEP team can implement.\u003c\/p\u003e\n\u003cp style=\"text-align: center;\"\u003e\u003ciframe src=\"https:\/\/player.vimeo.com\/video\/80150650\" width=\"640\" height=\"360\" frameborder=\"0\" webkitallowfullscreen=\"\" mozallowfullscreen=\"\" allowfullscreen=\"\"\u003e\u003c\/iframe\u003e\u003c\/p\u003e\n\u003ch5 style=\"text-align: left;\"\u003eBenefits of uPAR\u003c\/h5\u003e\n\u003cp style=\"text-align: left;\"\u003e\u003cstrong\u003eReduce Backlogs and Wait Times:\u003c\/strong\u003e 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.\u003c\/p\u003e\n\u003cp style=\"text-align: left;\"\u003e\u003cstrong\u003eAppropriate Accommodations:\u003c\/strong\u003e 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.\u003c\/p\u003e\n\u003cp style=\"text-align: left;\"\u003e\u003cstrong\u003eAdaptable Accommodations:\u003c\/strong\u003e 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.\u003c\/p\u003e\n\u003cp style=\"text-align: left;\"\u003e\u003cstrong\u003eSystem-Wide Decisions:\u003c\/strong\u003e 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.\u003c\/p\u003e\n\u003cp style=\"text-align: left;\"\u003e\u003cstrong\u003eReducing Conflict:\u003c\/strong\u003e 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.\u003cbr\u003e\u003cbr\u003euPAR’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.\u003c\/p\u003e\n\u003ch5 style=\"text-align: left;\"\u003eHow it Works\u003c\/h5\u003e\n\u003cp style=\"text-align: left;\"\u003e1) Set up a group of students in minutes\u003c\/p\u003e\n\u003cp style=\"text-align: center;\"\u003e\u003cimg alt=\"Step 1 - Set up a group of students in minutes\" src=\"http:\/\/www.bridges-canada.com\/resources\/site1\/general\/UPar\/uPar%20setup%201.PNG\" style=\"float: none;\"\u003e\u003c\/p\u003e\n\u003cp style=\"text-align: left;\"\u003e2) Evaluate up to 30 students in one class period\u003c\/p\u003e\n\u003cp style=\"text-align: center;\"\u003e\u003cimg alt=\"Step 2 - Evaluate up to 30 students in one class period\" src=\"http:\/\/www.bridges-canada.com\/resources\/site1\/general\/UPar\/uPar%20setup%202.PNG\" style=\"float: none;\"\u003e\u003c\/p\u003e\n\u003cp style=\"text-align: left;\"\u003e3) Scoring is automatic. Reports clearly show independent reading level and reading level with accommodations.\u003c\/p\u003e\n\u003cp style=\"text-align: center;\"\u003e\u003cimg alt=\"Step 3 - Automatic scoring\" src=\"http:\/\/www.bridges-canada.com\/resources\/site1\/general\/UPar\/uPAR%20image.PNG\" style=\"float: none;\"\u003e\u003c\/p\u003e\n\u003cp style=\"text-align: left;\"\u003eThis 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:\u003c\/p\u003e\n\u003col\u003e\n\u003cli\u003e\u003cspan style=\"line-height: 1.4;\"\u003eno benefit\u003c\/span\u003e\u003c\/li\u003e\n\u003cli\u003e\u003cspan style=\"line-height: 1.4;\"\u003eabove independent reading level\u003c\/span\u003e\u003c\/li\u003e\n\u003cli\u003e\u003cspan style=\"line-height: 1.4;\"\u003egot to grade level\u003c\/span\u003e\u003c\/li\u003e\n\u003cli\u003e\u003cspan style=\"line-height: 1.4;\"\u003eexceeded grade level\u003c\/span\u003e\u003c\/li\u003e\n\u003c\/ol\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cspan style=\"line-height: 1.4;\"\u003eThe Assessment \u003c\/span\u003e\u003c\/strong\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cspan style=\"line-height: 1.4;\"\u003eStudents read passages under three conditions:\u003cbr\u003e\u003c\/span\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003e\u003cspan style=\"line-height: 1.4;\"\u003eindependently\u003c\/span\u003e\u003c\/li\u003e\n\u003cli\u003e\u003cspan style=\"line-height: 1.4;\"\u003ewith human recorded speech as an accommodation\u003c\/span\u003e\u003c\/li\u003e\n\u003cli\u003e\u003cspan style=\"line-height: 1.4;\"\u003eand a text reader (with word-by-word highlighting and controls to pause and change the rate of speech).\u003c\/span\u003e\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cspan style=\"line-height: 1.4;\"\u003e\u003cspan style=\"line-height: 1.4;\"\u003e\u003cspan style=\"line-height: 1.4;\"\u003eIndependent Reading Condition \u003c\/span\u003e\u003c\/span\u003e\u003c\/span\u003e\u003c\/strong\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cspan style=\"line-height: 1.4;\"\u003e\u003cspan style=\"line-height: 1.4;\"\u003e\u003cspan style=\"line-height: 1.4;\"\u003e\u003cspan style=\"line-height: 1.4;\"\u003eStudents 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. \u003c\/span\u003e\u003c\/span\u003e\u003c\/span\u003e\u003c\/span\u003e\u003c\/p\u003e\n\u003cp style=\"text-align: center;\"\u003e\u003cimg alt=\"Students self-select a passage to read.\" src=\"\/\/cdn.shopify.com\/s\/files\/1\/1192\/0390\/files\/uPAR-student-self-select-passage_grande.png?10581813805972783875\" style=\"float: none;\"\u003e\u003c\/p\u003e\n\u003cp style=\"text-align: center;\"\u003e\u003cspan style=\"line-height: 1.4;\"\u003e\u003cimg src=\"\/\/cdn.shopify.com\/s\/files\/1\/1192\/0390\/files\/uPAR-independent-read_grande.png?10581813805972783875\" alt=\"They read a passage at their independent reading level.\"\u003e\u003c\/span\u003e\u003c\/p\u003e\n\u003cp style=\"text-align: center;\"\u003e\u003cimg src=\"\/\/cdn.shopify.com\/s\/files\/1\/1192\/0390\/files\/uPar_testing_grande.PNG?10581813805972783875\" alt=\"Students take a comprehension quiz at the end of the reading passage.\"\u003e\u003c\/p\u003e\n\u003cp style=\"text-align: left;\"\u003e\u003cstrong\u003eHuman Reader Accommodation\u003c\/strong\u003e\u003c\/p\u003e\n\u003cp style=\"text-align: left;\"\u003eAfter 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.\u003c\/p\u003e\n\u003cp style=\"text-align: center;\"\u003e\u003cimg src=\"\/\/cdn.shopify.com\/s\/files\/1\/1192\/0390\/files\/uPAR-human-reader_grande.png?12020076956031357800\" alt=\"Students listen to the narrator read the passage simulating a human reader. After the passage, they take a quiz on the content.\"\u003e\u003c\/p\u003e\n\u003cp style=\"text-align: left;\"\u003e\u003cstrong\u003eText Reader Accommodation\u003c\/strong\u003e\u003c\/p\u003e\n\u003cp style=\"text-align: left;\"\u003eStudents 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.\u003cbr\u003e\u003cbr\u003eJust as in the other two conditions, students take a comprehension quiz after reading the passage.\u003c\/p\u003e\n\u003cp style=\"text-align: center;\"\u003e\u003cimg alt=\"The text reader highlights word-by-word as the computer-generated voice reads the text.\" src=\"\/\/cdn.shopify.com\/s\/files\/1\/1192\/0390\/files\/uPAR-text-reader_grande.png?8197924582197920894\" style=\"float: none;\"\u003e\u003cbr\u003e\u003cbr\u003e\u003c\/p\u003e\n\u003cp style=\"text-align: left;\"\u003eDepending 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.\u003c\/p\u003e\n\u003ch5 style=\"text-align: left;\"\u003eSetup\u003c\/h5\u003e\n\u003cp style=\"text-align: left;\"\u003eAdd student names. \u003c\/p\u003e\n\u003cp style=\"text-align: center;\"\u003e \u003cimg alt=\"Add student names \" src=\"http:\/\/www.bridges-canada.com\/resources\/site1\/general\/UPar\/uPAR-student-setup.png\" style=\"float: none;\"\u003e\u003c\/p\u003e\n\u003cp style=\"text-align: left;\"\u003eAdd grade level and independent reading level for each student.\u003c\/p\u003e\n\u003cp style=\"text-align: center;\"\u003e\u003cimg alt=\"Add grade level and independent reading level for each student.\" src=\"http:\/\/www.bridges-canada.com\/resources\/site1\/general\/UPar\/uPAR-grade-and-reading-levels.png\" style=\"float: none;\"\u003e\u003c\/p\u003e\n\u003cp style=\"text-align: left;\"\u003eGive 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.\u003c\/p\u003e\n\u003cp style=\"text-align: center;\"\u003e\u003cimg alt=\"Give students the instructions to start the assessment.\" src=\"http:\/\/www.bridges-canada.com\/resources\/site1\/general\/UPar\/uPAR-student-directions.png\" style=\"float: none;\"\u003e\u003c\/p\u003e\n\u003ch5 style=\"text-align: left;\"\u003eThe Data\u003c\/h5\u003e\n\u003cp style=\"text-align: left;\"\u003euPAR 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.\u003c\/p\u003e\n\u003cp style=\"text-align: left;\"\u003eSummary 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.\u003c\/p\u003e\n\u003cp style=\"text-align: center;\"\u003e\u003cimg alt=\"Summary data shows the number of students who can benefit from an accommodation and the number who don’t benefit from an accommodation.\" src=\"\/\/cdn.shopify.com\/s\/files\/1\/1192\/0390\/files\/uPAR-data-summary_grande.png?2609506992613556726\" style=\"float: none;\"\u003e\u003c\/p\u003e\n\u003cp style=\"text-align: left;\"\u003eSelecting 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).\u003c\/p\u003e\n\u003cp style=\"text-align: center;\"\u003e\u003cimg alt=\"Selecting a student name will display individual data. It shows how the student performed in each of the conditions.\" src=\"\/\/cdn.shopify.com\/s\/files\/1\/1192\/0390\/files\/uPAR-individual-data_grande.png?4800313036735849142\" style=\"float: none;\"\u003e\u003c\/p\u003e\n\u003ch5 style=\"text-align: left;\"\u003eRationale\u003c\/h5\u003e\n\u003cp style=\"text-align: left;\"\u003eData-driven decisions with uPAR improves several key areas:\u003c\/p\u003e\n\u003cp style=\"text-align: left;\"\u003e\u003cstrong\u003eDocumentation:\u003c\/strong\u003e 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.\u003c\/p\u003e\n\u003cp style=\"text-align: left;\"\u003e\u003cstrong\u003eEfficiency:\u003c\/strong\u003e 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.\u003c\/p\u003e\n\u003cp style=\"text-align: left;\"\u003e\u003cstrong\u003eInclusion:\u003c\/strong\u003e Teachers know when to accommodate rather than modify. uPAR takes the guesswork out of it!\u003c\/p\u003e\n\u003cp style=\"text-align: left;\"\u003e\u003cstrong\u003eWhy we need a process to identify students: a case study\u003c\/strong\u003e\u003c\/p\u003e\n\u003cp style=\"float: left;\"\u003eMeet 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.\u003c\/p\u003e\n\u003cp style=\"float: left;\"\u003e\u003cimg alt=\"image of Nichelle\" src=\"http:\/\/www.bridges-canada.com\/resources\/site1\/general\/UPar\/Nichelle.PNG\" style=\"float: left;\"\u003eWhen you have students like Nichelle in your classrooms, how do you find them? \u003cbr\u003e\u003cbr\u003euPAR 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.\u003c\/p\u003e\n\u003cp\u003e \u003c\/p\u003e\n\u003cdiv align=\"center\"\u003e\u003ciframe src=\"https:\/\/player.vimeo.com\/video\/70437842\" width=\"640\" height=\"480\" frameborder=\"0\" webkitallowfullscreen=\"\" mozallowfullscreen=\"\" allowfullscreen=\"\"\u003e\u003c\/iframe\u003e\u003c\/div\u003e\n\u003cp\u003e \u003c\/p\u003e","published_at":"2016-04-01T21:07:00-04:00","created_at":"2016-04-01T21:07:04-04:00","vendor":"Don Johnston Incorporated","type":"Software","tags":["Assessment","Chromebook","Filter_Intermediate\/Secondary","Filter_Teaching Strategies","GAFE","IEP","Intermediate\/Secondary","Learning Area_Reading","Literacy","reading","subscription","Teaching Strategies","Technology_Chromebook","Type_Exclusives","Type_Software","Type_Subscription","Type_Teaching Strategies"],"price":12500,"price_min":12500,"price_max":12500,"available":true,"price_varies":false,"compare_at_price":null,"compare_at_price_min":0,"compare_at_price_max":0,"compare_at_price_varies":false,"variants":[{"id":18232065411,"title":"Default Title","option1":"Default Title","option2":null,"option3":null,"sku":"22P77SEAT1Y","requires_shipping":false,"taxable":true,"featured_image":null,"available":true,"name":"uPAR online 1-10 Seats - 1 Year Subscription","public_title":null,"options":["Default Title"],"price":12500,"weight":0,"compare_at_price":null,"inventory_quantity":0,"inventory_management":"shopify","inventory_policy":"continue","barcode":null}],"images":["\/\/cdn.shopify.com\/s\/files\/1\/1192\/0390\/products\/upar-online-1-10-seats-1-year-subscription-software-don-johnston-incorporated-assistive-technology-670315.PNG?v=1571439653","\/\/cdn.shopify.com\/s\/files\/1\/1192\/0390\/products\/upar-online-1-10-seats-1-year-subscription-software-don-johnston-incorporated-assistive-technology-673375.jpeg?v=1571439653"],"featured_image":"\/\/cdn.shopify.com\/s\/files\/1\/1192\/0390\/products\/upar-online-1-10-seats-1-year-subscription-software-don-johnston-incorporated-assistive-technology-670315.PNG?v=1571439653","options":["Title"],"content":"\u003cp\u003eTake the guess work out of reading accomodations\u003c\/p\u003e\n\u003cp\u003euPAR 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.\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003eWhy PAR? Smarter, Faster Decision-Making\u003c\/strong\u003e\u003cbr\u003e\u003cbr\u003eRelying on subjective judgement, teachers are no better than chance at determining whether a student needs a read aloud accommodation (Fuchs \u0026amp; Fuchs, 2001; Helwig \u0026amp; Tindal, 2003). What happens when students get the wrong accommodations. \u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003e\u003cspan style=\"line-height: 1.4;\"\u003eThey don’t perform as well as they should\u003c\/span\u003e\u003c\/li\u003e\n\u003cli\u003e\u003cspan style=\"line-height: 1.4;\"\u003eThey don’t use their accommodations because they have the wrong ones\u003c\/span\u003e\u003c\/li\u003e\n\u003cli\u003e\u003cspan style=\"line-height: 1.4;\"\u003eTeachers and parents don’t agree about which accommodation the student needs\u003c\/span\u003e\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003euPAR turns this subjective decision-making into a data-driven diagnostic process that anyone on the IEP team can implement.\u003c\/p\u003e\n\u003cp style=\"text-align: center;\"\u003e\u003ciframe src=\"https:\/\/player.vimeo.com\/video\/80150650\" width=\"640\" height=\"360\" frameborder=\"0\" webkitallowfullscreen=\"\" mozallowfullscreen=\"\" allowfullscreen=\"\"\u003e\u003c\/iframe\u003e\u003c\/p\u003e\n\u003ch5 style=\"text-align: left;\"\u003eBenefits of uPAR\u003c\/h5\u003e\n\u003cp style=\"text-align: left;\"\u003e\u003cstrong\u003eReduce Backlogs and Wait Times:\u003c\/strong\u003e 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.\u003c\/p\u003e\n\u003cp style=\"text-align: left;\"\u003e\u003cstrong\u003eAppropriate Accommodations:\u003c\/strong\u003e 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.\u003c\/p\u003e\n\u003cp style=\"text-align: left;\"\u003e\u003cstrong\u003eAdaptable Accommodations:\u003c\/strong\u003e 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.\u003c\/p\u003e\n\u003cp style=\"text-align: left;\"\u003e\u003cstrong\u003eSystem-Wide Decisions:\u003c\/strong\u003e 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.\u003c\/p\u003e\n\u003cp style=\"text-align: left;\"\u003e\u003cstrong\u003eReducing Conflict:\u003c\/strong\u003e 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.\u003cbr\u003e\u003cbr\u003euPAR’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.\u003c\/p\u003e\n\u003ch5 style=\"text-align: left;\"\u003eHow it Works\u003c\/h5\u003e\n\u003cp style=\"text-align: left;\"\u003e1) Set up a group of students in minutes\u003c\/p\u003e\n\u003cp style=\"text-align: center;\"\u003e\u003cimg alt=\"Step 1 - Set up a group of students in minutes\" src=\"http:\/\/www.bridges-canada.com\/resources\/site1\/general\/UPar\/uPar%20setup%201.PNG\" style=\"float: none;\"\u003e\u003c\/p\u003e\n\u003cp style=\"text-align: left;\"\u003e2) Evaluate up to 30 students in one class period\u003c\/p\u003e\n\u003cp style=\"text-align: center;\"\u003e\u003cimg alt=\"Step 2 - Evaluate up to 30 students in one class period\" src=\"http:\/\/www.bridges-canada.com\/resources\/site1\/general\/UPar\/uPar%20setup%202.PNG\" style=\"float: none;\"\u003e\u003c\/p\u003e\n\u003cp style=\"text-align: left;\"\u003e3) Scoring is automatic. Reports clearly show independent reading level and reading level with accommodations.\u003c\/p\u003e\n\u003cp style=\"text-align: center;\"\u003e\u003cimg alt=\"Step 3 - Automatic scoring\" src=\"http:\/\/www.bridges-canada.com\/resources\/site1\/general\/UPar\/uPAR%20image.PNG\" style=\"float: none;\"\u003e\u003c\/p\u003e\n\u003cp style=\"text-align: left;\"\u003eThis 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:\u003c\/p\u003e\n\u003col\u003e\n\u003cli\u003e\u003cspan style=\"line-height: 1.4;\"\u003eno benefit\u003c\/span\u003e\u003c\/li\u003e\n\u003cli\u003e\u003cspan style=\"line-height: 1.4;\"\u003eabove independent reading level\u003c\/span\u003e\u003c\/li\u003e\n\u003cli\u003e\u003cspan style=\"line-height: 1.4;\"\u003egot to grade level\u003c\/span\u003e\u003c\/li\u003e\n\u003cli\u003e\u003cspan style=\"line-height: 1.4;\"\u003eexceeded grade level\u003c\/span\u003e\u003c\/li\u003e\n\u003c\/ol\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cspan style=\"line-height: 1.4;\"\u003eThe Assessment \u003c\/span\u003e\u003c\/strong\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cspan style=\"line-height: 1.4;\"\u003eStudents read passages under three conditions:\u003cbr\u003e\u003c\/span\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003e\u003cspan style=\"line-height: 1.4;\"\u003eindependently\u003c\/span\u003e\u003c\/li\u003e\n\u003cli\u003e\u003cspan style=\"line-height: 1.4;\"\u003ewith human recorded speech as an accommodation\u003c\/span\u003e\u003c\/li\u003e\n\u003cli\u003e\u003cspan style=\"line-height: 1.4;\"\u003eand a text reader (with word-by-word highlighting and controls to pause and change the rate of speech).\u003c\/span\u003e\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cspan style=\"line-height: 1.4;\"\u003e\u003cspan style=\"line-height: 1.4;\"\u003e\u003cspan style=\"line-height: 1.4;\"\u003eIndependent Reading Condition \u003c\/span\u003e\u003c\/span\u003e\u003c\/span\u003e\u003c\/strong\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cspan style=\"line-height: 1.4;\"\u003e\u003cspan style=\"line-height: 1.4;\"\u003e\u003cspan style=\"line-height: 1.4;\"\u003e\u003cspan style=\"line-height: 1.4;\"\u003eStudents 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. \u003c\/span\u003e\u003c\/span\u003e\u003c\/span\u003e\u003c\/span\u003e\u003c\/p\u003e\n\u003cp style=\"text-align: center;\"\u003e\u003cimg alt=\"Students self-select a passage to read.\" src=\"\/\/cdn.shopify.com\/s\/files\/1\/1192\/0390\/files\/uPAR-student-self-select-passage_grande.png?10581813805972783875\" style=\"float: none;\"\u003e\u003c\/p\u003e\n\u003cp style=\"text-align: center;\"\u003e\u003cspan style=\"line-height: 1.4;\"\u003e\u003cimg src=\"\/\/cdn.shopify.com\/s\/files\/1\/1192\/0390\/files\/uPAR-independent-read_grande.png?10581813805972783875\" alt=\"They read a passage at their independent reading level.\"\u003e\u003c\/span\u003e\u003c\/p\u003e\n\u003cp style=\"text-align: center;\"\u003e\u003cimg src=\"\/\/cdn.shopify.com\/s\/files\/1\/1192\/0390\/files\/uPar_testing_grande.PNG?10581813805972783875\" alt=\"Students take a comprehension quiz at the end of the reading passage.\"\u003e\u003c\/p\u003e\n\u003cp style=\"text-align: left;\"\u003e\u003cstrong\u003eHuman Reader Accommodation\u003c\/strong\u003e\u003c\/p\u003e\n\u003cp style=\"text-align: left;\"\u003eAfter 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.\u003c\/p\u003e\n\u003cp style=\"text-align: center;\"\u003e\u003cimg src=\"\/\/cdn.shopify.com\/s\/files\/1\/1192\/0390\/files\/uPAR-human-reader_grande.png?12020076956031357800\" alt=\"Students listen to the narrator read the passage simulating a human reader. After the passage, they take a quiz on the content.\"\u003e\u003c\/p\u003e\n\u003cp style=\"text-align: left;\"\u003e\u003cstrong\u003eText Reader Accommodation\u003c\/strong\u003e\u003c\/p\u003e\n\u003cp style=\"text-align: left;\"\u003eStudents 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.\u003cbr\u003e\u003cbr\u003eJust as in the other two conditions, students take a comprehension quiz after reading the passage.\u003c\/p\u003e\n\u003cp style=\"text-align: center;\"\u003e\u003cimg alt=\"The text reader highlights word-by-word as the computer-generated voice reads the text.\" src=\"\/\/cdn.shopify.com\/s\/files\/1\/1192\/0390\/files\/uPAR-text-reader_grande.png?8197924582197920894\" style=\"float: none;\"\u003e\u003cbr\u003e\u003cbr\u003e\u003c\/p\u003e\n\u003cp style=\"text-align: left;\"\u003eDepending 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.\u003c\/p\u003e\n\u003ch5 style=\"text-align: left;\"\u003eSetup\u003c\/h5\u003e\n\u003cp style=\"text-align: left;\"\u003eAdd student names. \u003c\/p\u003e\n\u003cp style=\"text-align: center;\"\u003e \u003cimg alt=\"Add student names \" src=\"http:\/\/www.bridges-canada.com\/resources\/site1\/general\/UPar\/uPAR-student-setup.png\" style=\"float: none;\"\u003e\u003c\/p\u003e\n\u003cp style=\"text-align: left;\"\u003eAdd grade level and independent reading level for each student.\u003c\/p\u003e\n\u003cp style=\"text-align: center;\"\u003e\u003cimg alt=\"Add grade level and independent reading level for each student.\" src=\"http:\/\/www.bridges-canada.com\/resources\/site1\/general\/UPar\/uPAR-grade-and-reading-levels.png\" style=\"float: none;\"\u003e\u003c\/p\u003e\n\u003cp style=\"text-align: left;\"\u003eGive 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.\u003c\/p\u003e\n\u003cp style=\"text-align: center;\"\u003e\u003cimg alt=\"Give students the instructions to start the assessment.\" src=\"http:\/\/www.bridges-canada.com\/resources\/site1\/general\/UPar\/uPAR-student-directions.png\" style=\"float: none;\"\u003e\u003c\/p\u003e\n\u003ch5 style=\"text-align: left;\"\u003eThe Data\u003c\/h5\u003e\n\u003cp style=\"text-align: left;\"\u003euPAR 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.\u003c\/p\u003e\n\u003cp style=\"text-align: left;\"\u003eSummary 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.\u003c\/p\u003e\n\u003cp style=\"text-align: center;\"\u003e\u003cimg alt=\"Summary data shows the number of students who can benefit from an accommodation and the number who don’t benefit from an accommodation.\" src=\"\/\/cdn.shopify.com\/s\/files\/1\/1192\/0390\/files\/uPAR-data-summary_grande.png?2609506992613556726\" style=\"float: none;\"\u003e\u003c\/p\u003e\n\u003cp style=\"text-align: left;\"\u003eSelecting 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).\u003c\/p\u003e\n\u003cp style=\"text-align: center;\"\u003e\u003cimg alt=\"Selecting a student name will display individual data. It shows how the student performed in each of the conditions.\" src=\"\/\/cdn.shopify.com\/s\/files\/1\/1192\/0390\/files\/uPAR-individual-data_grande.png?4800313036735849142\" style=\"float: none;\"\u003e\u003c\/p\u003e\n\u003ch5 style=\"text-align: left;\"\u003eRationale\u003c\/h5\u003e\n\u003cp style=\"text-align: left;\"\u003eData-driven decisions with uPAR improves several key areas:\u003c\/p\u003e\n\u003cp style=\"text-align: left;\"\u003e\u003cstrong\u003eDocumentation:\u003c\/strong\u003e 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.\u003c\/p\u003e\n\u003cp style=\"text-align: left;\"\u003e\u003cstrong\u003eEfficiency:\u003c\/strong\u003e 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.\u003c\/p\u003e\n\u003cp style=\"text-align: left;\"\u003e\u003cstrong\u003eInclusion:\u003c\/strong\u003e Teachers know when to accommodate rather than modify. uPAR takes the guesswork out of it!\u003c\/p\u003e\n\u003cp style=\"text-align: left;\"\u003e\u003cstrong\u003eWhy we need a process to identify students: a case study\u003c\/strong\u003e\u003c\/p\u003e\n\u003cp style=\"float: left;\"\u003eMeet 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.\u003c\/p\u003e\n\u003cp style=\"float: left;\"\u003e\u003cimg alt=\"image of Nichelle\" src=\"http:\/\/www.bridges-canada.com\/resources\/site1\/general\/UPar\/Nichelle.PNG\" style=\"float: left;\"\u003eWhen you have students like Nichelle in your classrooms, how do you find them? \u003cbr\u003e\u003cbr\u003euPAR 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.\u003c\/p\u003e\n\u003cp\u003e \u003c\/p\u003e\n\u003cdiv align=\"center\"\u003e\u003ciframe src=\"https:\/\/player.vimeo.com\/video\/70437842\" width=\"640\" height=\"480\" frameborder=\"0\" webkitallowfullscreen=\"\" mozallowfullscreen=\"\" allowfullscreen=\"\"\u003e\u003c\/iframe\u003e\u003c\/div\u003e\n\u003cp\u003e \u003c\/p\u003e"}
uPAR online 1-10 Seats - 1 Year Subscription - Bridges Canada

uPAR online 1-10 Seats - 1 Year Subscription

$125.00

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-MakingRelying on subjective judgement, teachers are no be...


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