# How can Acuity be used as an Instructional Tool? Title I School Improvement Workshop Waterfront Place Hotel April 1 & 2, 2009 1.

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How can Acuity be used as an Instructional Tool? Title I School Improvement Workshop Waterfront Place Hotel April 1 & 2, 2009 1

Available for many WV CSOs Mini-lessons which include three sections  Instruction  Guided practice  Mini-quiz Assigned from a variety of reports  assessment report (class & student)  roster reports (class & student) 2 Instructional Resources

They can also be assigned using the navigation bar on the left side of the Acuity screen. 3

Assigning from Class Assessment Report 4

Scroll down below the tier distribution chart to “test performance section” 5

Example of Instructional Resource RLA — CSO 5.1.5 Students will select defining characteristics, construct background knowledge and develop reading skills to understand a variety of literary passages and informational texts by West Virginia, national and international authors: myth fantasies biographies autobiographies science fiction tall tales supernatural tales historical fiction 6

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Example of Instructional Resource Mathematics – M.O.7.4.1 Students will select and apply an appropriate method to solve (including, but not limited to, formulas) justify the method and the reasonableness of the solution, given a real-world problem solving situation involving perimeter circumference area surface area of prisms (rectangular and triangular) volume of prisms and cylinders distance and temperature (Celsius, Fahrenheit ) 16

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Distractor Analyses Provide rationales for correct and incorrect answer choices DOK3 items often have more than 1 right answer Rationales allow teachers to discuss the critical thinking and reasoning that is needed to find the best answer Useful for instruction 22

23 Assigning from Class Assessment Report

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26 G 6 — Jake’s Blog

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Which of the following best states the theme of the passage? A: “It’s funny how there are so many things we like that are similar, yet in some ways we are very different.” Rationale A: The theme is relationships. This discusses similarities and differences. 29

B: “I don’t think Frank and I look alike and neither do my parents, but lots of people get us confused.” Rationale B: The theme is relationships. This discusses physical characteristics. 30

C: “Anyway, while we were away we each bought a CD for our Wii. When we got home Frank showed me the one he bought and I showed him the one I got.” Rationale C: The theme is relationships. This is simply a recounting of an incident. 31

32 D: “Like everything else, having a twin has good and bad points, but on the whole, as much as Frank can annoy me, I’m really glad he’s my brother.” Rationale D: This expresses the theme of relationships. In spite of issues between them, the brothers care for each other.

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A: A + B because adding the length and width will give the area of any rectangle Rationale A: This response finds the semi- perimeter of the figure. 36

B: A × B because multiplying the length and width will give the area of any rectangle Rationale B: This is the correct response 37

C: A + B + A + B because adding all of the sides together will give the area of any rectangle Rationale C: This response finds the perimeter of the figure. 38

D: A × A + B × B because multiplying the lengths and widths then finding the sum will give the area for any rectangle. Rationale D: This response combines components of finding area with perimeter. 39

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Using Acuity Reports Assessment Reports Provide data regarding a particular assessment Snapshot of Standards/CSOs covered by the assessment. Provides opportunity to assign Instructional Resources Groups students by quartiles or can be customized at the district level 41

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Using Acuity Reports Roster Reports These reports provide overall score data for a group of students. Can be sorted by name or score Gives a quick snapshot of student performance overall 45

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Using Acuity Reports Item Analysis Reports Provide data regarding individual items. Provide rationales for answer choices Provide lists of students who chose a particular answer choice to use for diagnosis and correction of common errors. Available as a classroom Matrix report created in Excel spreadsheet format 47

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Useful when computer access is limited Students can take a pencil and paper test and responses can be input into Acuity manually Reports will include data from online and offline assessments 50 Hand Scoring Assessments

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Building Custom Classes Useful for intervention groups afterschool programs Build through Management – Classes Create a New Class 52

Acuity Upgrades Auto Assignment of Instructional Resources Matrix Report July 2009 Next Upgrade of Acuity Platform 53

Contact Information 54 Sandy Foster, Lead Coordinator slfoster@access.k12.wv.us slfoster@access.k12.wv.us Allegra Kazemzadeh, RLA/Social Studies Coordinator akazemzadeh@access.k12.wv.usakazemzadeh@access.k12.wv.us John Miller, Technology Coordinator jpmiller@access.k12.wv.us jpmiller@access.k12.wv.us Sonya White, Math/Science Coordinator snjwhite@access.k12.wv.us snjwhite@access.k12.wv.us Office of Assessment/Accountability 304-558-2546

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