Full Protocol Definition: 

• A Full Protocol is the complete uPar process.  A teacher may assign a student to repeat a full uPar protocol.  
• A Full Protocol provides both an Independent Level data and an Accommodation Level data.
• A Full Protocol is designed to take no more than 20 minutes.

When to do additional Full Protocols:

• Student Engagement: When a teacher knows that a student did not give their best effort on an initial Full Protocol.
• Historical Data: At the start of each school year, if the student has completed uPar protocols previously.  This makes it possible to see updated Independent Levels for the current school year.
• Progress monitoring: To monitor progress of students’ independent reading level growth, teachers may wish to give the Full Protocol several times in the same school year.  While these decisions should be made for individual students, a recommended cadence is beginning, middle, and end of the school year.

Recheck Definition: 

• A Recheck is a quick, formative look at a student’s ability to comprehend text using text to speech. 
• A Recheck does not re-assess or provide new data on a student’s Independent Level.
• The recheck starts one grade level above the previous grade level that the student was able to successfully comprehend.  It will allow students the option to continue moving up grade levels if the student is successful.  
• Rechecks are intended to take less time than a Full Protocol, but it may take additional time if a student is successful and interested in trying higher grade level texts.  

When to do a Recheck:

• Formative Data: Rechecks are a quick way to see if students are growing. A Recheck will let a teacher know if text to speech accommodation is improving a student’s ability to comprehend more complex texts by showing possible grade level growth.  These quick rechecks can be done between Full Protocols over the course of a school year in a standard progress monitoring cycle.
• Student Motivation:  Rechecks are an efficient way for teachers to allow students to see their own growth when using the text to speech accommodation.  This can enhance student agency, increasing the likelihood that the text to speech accommodations will be in everyday use for the student.

Progress monitoring guidance by uPar result type:

• No Benefit: Some students may benefit from progress monitoring.
• Time Benefit with Accommodation: Students may benefit from progress monitoring.
• Above Independent Grade Level: Students may benefit from progress monitoring.
• Got To Grade Level:  Students may benefit from progress monitoring.
• Exceeded Grade Level: No progress monitoring recommended. 
• Independent Reader (Accommodation may benefit Comprehension): No progress monitoring recommended.