DeCoste Writing Protocol
Access to eLearning
Complex Needs eLearning Curriculum
Learning Recovery Toolkit
Dyslexia & Dysgraphia
Learning is For Life
Google for Education
“Knowing” is a powerful platform and place to start—knowing exactly what a student with dyslexia needs to access the curriculum. The fact is that teachers need some help working with students who have dyslexia. And uPAR™ can get it to them. Dr. Denise DeCoste developed the uPAR Protocol that gives educators the tools to make the right decisions on read-aloud accommodations. It shows each student’s comprehension using a reading accommodation compared to reading independently. Knowing what a student needs gives you a chance against Dyslexia.
of children who have delayed language development go on to have reading, writing, and spelling deficits.
of classroom teachers say they are somewhat or not too confident in their ability to implement IEP/504 plans.
Teachers are no better than chance at determining whether a student needs a read-aloud accommodation (Fuchs & Fuchs, 2001; Helwig & Tindal, 2003).
Identifying dyslexia early is essential to giving students a fighting chance to excel in school and life.
Evaluative tools like uPAR can show how students perform under different reading conditions (read-aloud accommodations vs. independent reading).
Popular approaches to instruction focus on multisensory structured language education (MSLE) and include Orton-Gillingham.
Read-aloud accommodations have been found effective for most students with Dyslexia. Students should be evaluated for with uPAR to show whether read-aloud accommodations will work.
uPAR shows if read-aloud accommodations are right for each student. It also shows the specific level of text (by grade level) each student can comprehend with a read-aloud accommodation—even comparing human read-aloud conditions with text-to-speech.
see students frustrated after performing poorly
and teachers don’t agree about which accommodation the student needs
don’t use their accommodations because they have the wrong ones
For educators, understanding dyslexia can be a difficult task. Historically, schools have been hesitant to even label a child as dyslexic (that was often left to physicians), let alone provide that student the assistance they need to be successful. Now the way students are screened and served is changing with new dyslexia legislation.
Assistive Technology Facilitator
uPAR lets you organize and setup a group of students easily to evaluate, giving you data that shows the way each student learns best—and the specific level of text that can be understood by each student when listening (with a reading accommodation) compared to independent reading.
Learn the way students comprehend text best, whether reading independently or by listening with a read-aloud accommodation.
Easily set up a group of students to test.
an entire group of students the same time.
uPAR scores automatically, giving you the results instantly.
Reading levels with accommodations are compared to independent reading levels (on file).
Helps fight Dyslexia by delivering real information on how students read.
Can find out, for each student in their classroom, the right level of accommodation for success.
uPAR™ can give you the data to show parents in an IEP meeting if a reading accommodation will work their your child or not, and whether it will help to comprehend grade-level classroom content.
Can see their self-esteem rise as they realize that, with a different approach to reading, they can often read even above grade level.
the free PDF version of PAR one-on-one or automate the process with uPAR! With uPAR, IEP teams can quickly see which students benefit and which are disadvantaged by accommodations.
No Credit Card Required
School- or District-Wide License
per student annually
(based on total student enrollment)
Per Seat licenses are also available
Diana Petschauer, M.Ed, ATP
Laurie McIntosh, MS, OTR/ L, ATP
Kati McIlroy, OT/L, ATS
Ruth Ziolkowski, OTR, M.B.A.
Dr. Denise DeCoste
Maricris Formoso-Santos, PT, ATP,
Mark Surabian, Founder of ATHelp.org
What are other districts finding with uPAR?
When the data comes out, there’s typically a lot of surprise in the room—typically quite a few students who have been receiving accommodations are shown to perform better without. Quite a few students are found who can get to or even above grade level with accommodations, and many of these students were unnecessarily getting modified materials in the classroom. uPAR turns subjective decision-making based on opinion into objective decision-making based on data.
How long does it take for students to be tested?
The uPAR process takes up to one class period (under 40 minutes). Districts are typically implementing uPAR in a lab with up to 25 students. We recommend another class period to go over the data with each student and train on accommodations for the students who need them.
My state has new requirements for proving students need accommodations on the new assessment. Will uPAR give me this information?
Most states are requiring a diagnostic process to prove that a student needs reading accommodations. This is exactly the type of data uPAR gives. You can export specific student data or print it out as proof a student needs a reading accommodation. PAR is even written into the guidance recommendations in at least one state.
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