Protocol for Accommodations in Reading (PAR)

PAR Introduction to Protocol for Accommodations in Reading

Assistive Technology Services Heartland AEA 1/2015

What Is PAR? � A process for making

informed decisions about reading accommodations

� A screening tool to determine a student’s optimal reading method

Purpose of PAR � To examine the effectiveness of

reading accommodations that may help a student access the curriculum

� Not to test �  Reading ability or to �  Identify reading interventions

How Does It Work? � Reading material is presented through

� Student read aloud

� Adult reader

� Text reader

� Optimal reading method is determined by the student’s ability to answer comprehension questions

Profile for Accommodation in Reading � An evidence-based approach to

compare the effectiveness of reading accommodations

� Student’s oral reading

� Adult reader

� Text reader

As Needed: Move to lower grade level passages to identify optimal levels of comprehension

using accommodationed reading methods

Students’ Oral Reading � Establishes a baseline

�  Students’ reading speed �  Independent reading level

� Crucial Question �  Is the student able to comprehend text

at his or her documented grade level?

Adult Reader �  Indicates comprehension ability

when listening to an adult reader reading grade level text

� Crucial Question �  Is the student able to comprehend text

using the adult read-aloud accommodation at his or her documented grade level?

Text Reader �  Indicates comprehension ability

when listening to a text reader while reading grade level text

� Crucial Question �  Is the student able to comprehend text

using a text reader accommodation at his or her documented grade level?

Who is Targeted for PAR? � Students who struggle to decode or read

with fluency, but demonstrate the ability to comprehend at a significantly higher level when an adult reads aloud

� Students receiving reading interventions who are struggling to keep up in content level classes

Who is Targeted for PAR? � PAR manual

�  Students with documented disabilities �  Students in tier two or three of

Response to Intervention (RtI) �  General education students

struggling with reading �  English language learners

�  Iowa �  AEM Screening

How Much Time? � AEM screening

�  5-minutes per student

� PAR screening �  15 minutes per reading passage

�  PAR can be administered across all three conditions in about 30-45 minutes

�  Can be administered in 2-3 short sessions

AEM Screening Tool � Developed by AEA 9 in collaboration

with the Iowa AT liaison group � Purpose

�  Determine need for and provide alternate forms of print-based text to students who require AEM in order to provide access to, engagement with and demonstration of learning of core curricular materials

AEM

Sc

ree

ning

AEM Screening � Answer the five screening questions

for all of these students �  Grades 4-11 �  Level I �  Level II �  Have an IEP with a reading goal

� Answers are based on the current IEP and teacher’s knowledge of the student

AEM Screening: Question 1 � Student will still be below grade

level reading if the current reading goal is achieved?

AEM Screening: Question 2 � Student understands grade level

reading material when it is read to him/her at a significantly higher level than when he/she reads it independently.

AEM Screening: Question 3 � Student has accommodations listed

in the IEP that require an adult reader at specific times �  For example, testing, worksheets,

chapter books, etc.

AEM Screening: Question 4 � Student may read near grade level.

However, the time required for use of the text is substantially longer than same-grade peers to the extent that it may interfere with access and engagement with core related materials.

AEM Screening: Question 5 � Does this student's IEP currently reflect

that this student will be provided with digital access to print based curricular materials? �  For example, textbooks,

worksheets, lab reports

PAR Screening Tool � Download manual, passages and forms

� Organize print materials �  Data forms �  Reading materials

� Organize digital materials �  Text reader �  Digital files

� Administer PAR

� Determine appropriate accommodations

PAR in Action � PAR administration demonstration

�  http://vimeo.com/71040929

Download PAR � Don Johnston, Inc.

�  donjohnston.com/par/

� Click the link �  Fill out the form �  A link to the download

will be emailed

Downloaded PAR Materials

� 12.1 MB, 249 items

PAR Screening Materials � Computer or iPad

� Text reader

� Digital files of all reading passages

� Printed reading materials

� Data forms

� Timer

� Likert graphic

Text Readers � Platform

�  Mac, Windows, mobile device

� Reading features �  Student sees �  Student hears �  Student interacts

� Availability in student’s environments � Ease of acquiring e-text

Text Readers: Student Sees � Student sees

�  Font style, size �  Foreground/background contrast �  Number of lines of text visible �  Highlight-as-read

Voice Dream Reader

NaturalReader HD

Text Reader: Student Hears � Student hears

�  Voice quality �  Reading rate

�  WPM range �  Adjustability

Text Readers: Student Interacts � Student interacts

�  Start/stop tool or command �  Reads from insertion point �  Highlighting required �  Reading unit �  Platform

Kurzweil 3000

vBookz PDF Voice Reader US

PAR Documents � For each of the three conditions

�  Student’s oral reading �  Adult reader �  Text reader

� Background data

� A grade level comprehension scoring form

� PAR administration results

PAR Background Data � Document the student’s

�  Disability type �  Relevant evaluation data �  Prior experience with reading

accommodations

� Determine which grade level passage to administer at the student’s independent oral reading level

Ask Comprehension Questions � Student keeps the paper text or

digital text is visible on the screen

� Ask the comprehension questions

� Stop after three incorrect responses or if frustration is evident

�  If student does not pass the comprehension portion, consider a lower grade level

Student Rates Each Session � Using the Likert scale to determine

whether they liked or disliked each reading modality

� “Tell me how you liked… �  reading to yourself.” �  having someone read to you out loud.” �  having the computer read to you.”

PAR Administration Process � Condition

� Action

� Evaluator instructions

� Record student’s �  Reading rate �  Responses to comprehension questions

� Comments and observations

Administer the PAR � Tell the student

�  “Today we’re going to find out the ways you like to read.”

�  “First you’re going to read, then I’m going to read to you, then you’re going to listen to the computer.”

Administering Student’s Oral Reading

� Action �  Student reads a passage out loud independently

at the assessed independent reading level

� Evaluator instructions �  Passage at the student’s independent level �  Time the student’s oral reading, words per

minute reading rate to help set a reading speed that is comfortable for the student in the text reader condition

�  Exceptions �  If oral reading level is below 2nd grade, or

if reading is exceptionally slow or arduous, skip this condition

Student’s Oral Reading � Student reads aloud a passage at his/her

documented independent reading level

� Give the student a copy of the paper text

� Before reading, cover the passage and read the title

�  “What do you think this story will be about?” �  “Read this out loud. I’ll ask you some

questions when you’re done.”

Student’s Oral Reading �  The student should finish

reading the passage

� Note misread words, substitutions and omissions

� Record number of words per minute �  Circle the last word at the end of one minute

� Ask comprehension questions

�  Student rates whether they liked or disliked the reading modality

Administering Adult Reader � Action

�  The adult reads a passage to the student at the student’s current grade level

� Evaluator instructions �  Read passage at the student’s grade

level to determine the effectiveness of this accommodation

�  Exceptions �  If you are sure that the student will not

comprehend at grade level, then use a lower grade level passage. In general, guess high, not low, unless you know that the student is likely to become frustrated with the process if asked to read passages that are too challenging.

Adult Reader At Student’s Grade Level � Give the student a

paper copy of the text

� Before reading �  Cover the passage and read the title �  “What do you think this story will be about?”

Adult Reader Accommodation � The adult reads a passage to

the student at the student’s current grade level

� Read the passage at a rate that is 20% faster than the student’s oral reading rate �  20% is interpreted as a rate “slightly faster”

than the student’s oral reading rate`

Administering Text Reader � Action

�  Student uses a text reader to read a passage at the student’s current grade level

� Evaluator instructions �  Set the words-per-minute rate 20% higher than

the student’s oral reading rate �  Use the Text Reader Practice passage to allow

the student to adjust speed and font size �  Use a passage at the same grade level as the

Adult Reader condition to determine if a text reader can be an effective alternative

Text Reader At Student’s Grade Level � Open the Text Reader Practice passage

� Before reading, cover the passage on the screen and read the title. Have student read and predict what it might be about.

� Open the grade level passage, set the text reader to a speed that corresponds to the student’s oral reading rate plus 20%

� Consider options to change the voice and speed

Text Reader Accommodation � The computer or mobile device

reads a passage to the student at the student’s current grade level

� The text speed is set at a rate that is 20% faster than the student’s oral reading rate.

Final Question For Student � “Which type of reading did you like best?”

�  “Reading by yourself, having an adult read to you, or using the computer?”

� Document preference on the PAR Admin Results Form

PAR Administration Results � Record the results of each session

�  Student’s oral reading, adult and text readers

�  Include the name of the reading passage, the grade level and the words per minute

�  Identify the number of items correct, the student’s Likert rating, and color associated with the comprehension accuracy rate from the bottom of the grade level scoring form

Quartiles � Comprehension accuracy is represented

in a color coded system

� Upper quartile (green): 75-100% accuracy

� Mid-2 quartiles (yellow): 25-75% accuracy

� Bottom quartile (red): 0-25% accuracy

� Guidance for quartiles is provided at the bottom of each scoring form

Document Comprehension � Document the quartile levels on the

PAR Administration results document �  Write the number correct out

of number possible �  Highlight red, yellow, or green

according to quartile

� Complete additional observations

� Provide recommendations

Recommendations � Reading conditions that

are or are not effective

� Student preferences

� Strategies to promote reading independence

� Availability of school resources

� Professional development for staff

� Strategies for home

uPAR � Universal Protocol for

Accommodations in Reading �  http://donjohnston.com/upar/

� Online version that automates assessing student reading levels with and without accommodations

� Demonstration �  http://

vimeo.com/80150650

PAR Webinar � Determine the most suitable reading

accommodations for specific students �  http://vimeo.com/71282411

PAR Community � AT Collective

�  http://atcollective.com/

Reference � DeCoste, Denise, and Linda B. Wilson. Protocol

for Accommodations in Reading. 1st Edition. 2/2012. Volo: Don Johnston Incorporated, 2012. eBook. www.donjohnston.com/par

� PAR Manual �  Rationale For the Consideration of

Effective Reading Accommodations �  A Protocol For Accommodations in Reading:

The PAR Process �  Case Studies �  PAR Background Form �  PAR Administration Results Form �  Likert Graphic �  References