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

2. 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

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

4. Assigning from Class Assessment Report 4

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

6. 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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16. 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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22. 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. 23 Assigning from Class Assessment Report

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26. 26 G 6 — Jake’s Blog

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29. 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

30. 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

31. 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. 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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36. 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

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

38. 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

39. 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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41. 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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45. 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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47. 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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50. 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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52. Building Custom Classes Useful for intervention groups afterschool programs Build through Management – Classes Create a New Class 52

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

54. 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