Monday, July 25, 2016

What Every Educator Should Know About the New Easy-to-Use, Intuitive Galileo Menu Bar and Teaching Dashboard

The latest enhancements to Galileo designed specifically with teachers in mind were shared in a recent webinar presented by Jason Feld, ATI Vice President of Corporate Projects.  In this webinar, he showcased new interfaces including the streamlined menu bar and Teaching Dashboard. Dr. Feld demonstrated the ease in building and administering curriculum materials and assessments as well as accessing data to inform next instructional steps to promote learning. He also covered other highlights of the interfaces which include: 

  • Accessibility: one-click access to tools and student information including class roster, student passwords, and assessment history reports, plus new birthday alerts
  • Responsive Design: adaptable format enables use on various devices including tablets, Chromebooks, and laptops
  • Efficient: instructional recommendations and linked materials support immediate planning of differentiated instruction and personalized learning based on assessment results
  • Smart: auto-populated reports and drop-downs present available classroom data
  • Integrated: curriculum and assessment tools and information appear in one location including access to Digital Curriculum Platform features
  • Convenient Calendar: single location displays all scheduled curriculum materials and assessments and provides quick links to builder tools
View the webinar and share it with a co-worker.  


ATI webinars offer exciting insight into Galileo. They are complimentary and are recorded for later viewing. The recordings can be accessed from the ATI website along with many other helpful videos, Dialogs, and webisodes. 

Monday, July 18, 2016

High School Science- Physics or Chemistry?

by Michelle Ross

School districts often inquire about High School physics and chemistry items in Galileo. Our item bank currently contains over 3,400 High School physics and chemistry items combined, including selected response, open response, and a variety of technology-enhanced items; and this number is steadily growing. However, the organization of state standards can make locating the necessary assessment items challenging. This is because some states do not explicitly distinguish between physics and chemistry in their standards. Instead the subjects are merged together as “physical science.” Indeed there is notable overlap in what topics are typically covered in High School physics and chemistry, and there is variation in what particular topics are covered from one physics (or chemistry) course to another. However, the obstacle for teachers in states that merge physics and chemistry is that district assessment coordinators creating blueprints for Galileo K-12 benchmark exams may not know exactly which standards in a physical science scale are appropriate for physics assessment versus chemistry assessment.

Arizona, Colorado, Missouri, and the Next Generation Science Standards all merge their High School physics and chemistry standards together. Below, the Arizona High School physical science standards are color-coded to provide guidance as to how these standards may typically be covered within High School physics and chemistry courses. Other states’ standards are likewise color-coded in attached documents.

Note that input from instructors teaching these subjects may be required to further specify the precise set of standards addressed in a particular course.  

Green indicates a chemistry topic.
Blue indicates a physics topic.
Yellow indicates topics that may be taught in either or both physics and chemistry.

S5C1 STRUCTURE AND PROPERTIES OF MATTER
65. SHS-S5C1-01 Describe substances based on their physical properties.
 
66. SHS-S5C1-02 Describe substances based on their chemical properties.
 
67. SHS-S5C1-03 Predict properties of elements and compounds using trends of the periodic table (e.g., metals, non-metals, bonding – ionic/covalent).
 
68. SHS-S5C1-04 Separate mixtures of substances based on their physical properties.
 
69. SHS-S5C1-05 Describe the properties of electric charge and the conservation of electric charge.
 
70. SHS-S5C1-06 Describe the following features and components of the atom: protons; neutrons; electrons; mass; number and type of particles; structure; organization.
 
71. SHS-S5C1-07 Describe the historical development of models of the atom.
 
72. SHS-S5C1-08 Explain the details of atomic structure (e.g., electron configuration, energy levels, isotopes).
 
S5C2 MOTIONS AND FORCES
73. SHS-S5C2-01 Determine the rate of change of a quantity (e.g., rate of erosion, rate of reaction, rate of growth, velocity).
 
74. SHS-S5C2-02 Analyze the relationships among position, velocity, acceleration, and time: graphically; mathematically.
 
75. SHS-S5C2-03 Explain how Newton’s 1st Law applies to objects at rest or moving at constant velocity.
 
76. SHS-S5C2-04 Using Newton’s 2nd Law of Motion, analyze the relationships among the net force acting on a body, the mass of the body, and the resulting acceleration: graphically; mathematically.
 
77. SHS-S5C2-05 Use Newton’s 3rd Law to explain forces as interactions between bodies (e.g., a table pushing up on a vase that is pushing down on it; an athlete pushing on a basketball as the ball pushes back on her).
 
78. SHS-S5C2-06 Analyze the two-dimensional motion of objects by using vectors and their components.
 
79. SHS-S5C2-07 Give an example that shows the independence of the horizontal and vertical components of projectile motion.
 
80. SHS-S5C2-08 Analyze the general relationships among force, acceleration, and motion for an object undergoing uniform circular motion.
 
81. SHS-S5C2-09 Represent the force conditions required to maintain static equilibrium.
 
82. SHS-S5C2-10 Describe the nature and magnitude of frictional forces.
 
83. SHS-S5C2-11 Using the Law of Universal Gravitation, predict how the gravitational force will change when the distance between two masses changes or the mass of one of them changes.
 
84. SHS-S5C2-12 Using Coulomb’s Law, predict how the electrical force will change when the distance between two point charges changes or the charge of one of them changes.
 
85. SHS-S5C2-13 Analyze the impulse required to produce a change in momentum.
 
86. SHS-S5C2-14 Quantify interactions between objects to show that the total momentum is conserved in both collision and recoil situations.
 
S5C3 CONSERVATION OF ENERGY AND INCREASE IN DISORDER
87. SHS-S5C3-01 Describe the following ways in which energy is stored in a system: mechanical; electrical; chemical; nuclear.
 
88. SHS-S5C3-02 Describe various ways in which energy is transferred from one system to another (e.g., mechanical contact, thermal conduction, electromagnetic radiation.)
 
89. SHS-S5C3-03 Recognize that energy is conserved in a closed system.
 
90. SHS-S5C3-04 Calculate quantitative relationships associated with the conservation of energy.
 
91. SHS-S5C3-05 Analyze the relationship between energy transfer and disorder in the universe (2nd Law of Thermodynamics).
 
92. SHS-S5C3-06 Distinguish between heat and temperature.
 
93. SHS-S5C3-07 Explain how molecular motion is related to temperature and phase changes.
 
S5C4 CHEMICAL REACTIONS
94. SHS-S5C4-01 Apply the law of conservation of matter to changes in a system.
 
95. SHS-S5C4-02 Identify the indicators of chemical change, including formation of a precipitate, evolution of a gas, color change, absorption or release of heat energy.
 
96. SHS-S5C4-03 Represent a chemical reaction by using a balanced equation.
 
97. SHS-S5C4-04 Distinguish among the types of bonds (i.e., ionic, covalent, metallic, hydrogen bonding).
 
98. SHS-S5C4-05 Describe the mole concept and its relationship to Avogadro’s number.
 
99. SHS-S5C4-06 Solve problems involving such quantities as moles, mass, molecules, volume of a gas, and molarity using the mole concept and Avogadro’s number.
 
100. SHS-S5C4-07 Predict the properties (e.g., melting point, boiling point, conductivity) of substances based upon bond type.
 
101. SHS-S5C4-08 Quantify the relationships between reactants and products in chemical reactions (e.g., stoichiometry, equilibrium, energy transfers).
 
102. SHS-S5C4-09 Predict the products of a chemical reaction using types of reactions (e.g., synthesis, decomposition, replacement, combustion).
 
103. SHS-S5C4-10 Explain the energy transfers within chemical reactions using the law of conservation of energy.
 
104. SHS-S5C4-11 Predict the effect of various factors (e.g., temperature, concentration, pressure, catalyst) on the equilibrium state and on the rates of chemical reaction.
 
105. SHS-S5C4-12 Compare the nature, behavior, concentration, and strengths of acids and bases.
 
106. SHS-S5C4-13 Determine the transfer of electrons in oxidation/reduction reactions.
 
S5C5 INTERACTIONS OF ENERGY AND MATTER
107. SHS-S5C5-01 Describe various ways in which matter and energy interact (e.g., photosynthesis, phase change).
 
108. SHS-S5C5-02 Describe the following characteristics of waves: wavelength; frequency; period; amplitude.
 
109. SHS-S5C5-03 Quantify the relationships among the frequency, wavelength, and the speed of light.
 
110. SHS-S5C5-04 Describe the basic assumptions of kinetic molecular theory.
 
111. SHS-S5C5-05 Apply kinetic molecular theory to the behavior of matter (e.g., gas laws).
 
112. SHS-S5C5-06 Analyze calorimetric measurements in simple systems and the energy involved in changes of state.
 
113. SHS-S5C5-07 Explain the relationship between the wavelength of light absorbed or released by an atom or molecule and the transfer of a discrete amount of energy.
 
114. SHS-S5C5-08 Describe the relationship among electric potential, current, and resistance in an ohmic system.
 
115. SHS-S5C5-09 Quantify the relationships among electric potential, current, and resistance in an ohmic system.
 

Monday, July 11, 2016

NEW: Easy-to-Use, Intuitive Menu Bar and Teaching Dashboard

It is now easier than ever to build and administer curriculum materials and assessments as well as to access data which can inform next instructional steps to promote learning. Galileo's powerful tools have two new interfaces including a streamlined menu bar and an easy-to-use Teaching Dashboard offering a fresh look and enhanced functionality designed specifically with teacher use in mind. 

Join us July 19 at 3 pm EDT or July 20 at noon EDT for a complimentary webinar showcasing highlights of the enhanced Galileo K-12 interfaces which are: 

  • Accessible: one-click access to tools and student information including class roster, student passwords, and assessment history reports, plus new birthday alerts 
  • Responsive Design: adaptable format enables use on various devices including tablets, Chromebooks, and laptops 
  • Efficient: instructional recommendations and linked materials support immediate planning of differentiated instruction and personalized learning based on assessment results 
  • Smart: auto-populated reports and drop-downs present all classroom data 
  • Integrated: curriculum and assessment tools/content appear in one location including access to Digital Curriculum Platform features 
  • Convenient Calendar: single location displays all scheduled curriculum materials and assessments and provides quick links to builder tools 

Each webinar will conclude with a Question and Answer session and offer attendees the opportunity to access Galileo K-12 Online for a hands-on demonstration. Register today!

The Galileo Teaching Dashboard offers a fresh look and enhanced functionality.

Monday, July 4, 2016

Galileo Data Importation for 2016-17

July is here, and school administrators are busy planning schedules and pre-enrolling students. Rosters will be finalized prior to students arriving, and data shipped to ATI to update class lists and rosters in Galileo K-12 Online.

For districts new to Galileo, the best way to create your class lists and rosters is through Galileo Data Import (GDI).  The GDI process involves three basic steps:
  1. The district or charter school provides an export from their Student Information System (SIS) that lists all classes, teachers and students.  
  2. ATI staff import this data to a test database and perform a thorough quality assurance review – any problems are resolved with the submitter during the QA process.
  3. ATI staff import the provided information directly into Galileo K-12 Online.

Detailed instructions for GDI can be found in the Tech Support section of Galileo K-12 (and Pre-K) Online or via link at the end of this post.  Importation instructions are updated for each school year.  

In preparation for 2016-17, GDI staff are introducing a new “recommended GDI column format.”  The new, optional formatting is intended to enable more efficient processing for districts following this column format.  

As you prepare your data for importation, please remember the following important points:
  1. Be sure to include all the required information listed in the importation instructions in your file.
  2. Recommended information is not required in the Galileo database, but failure to include this information will prevent some report filtering.

    • Any omitted optional data can be imported at any time during the school year, either as part of GDI or as a separate process – contact ATI for more information.

  3. If TeacherID or StudentID fields change within your SIS, please notify ATI prior to providing any import files to ensure proper transition within the Galileo database. Large-scale ID changes may require extra processing time so please notify ATI as far in advance as possible so we can help you plan accordingly. 
  4. Due to new class structures and teacher assignments, the quality assurance process is typically longest during the first upload of the year. Getting uploads underway as soon as data is available will help ensure adequate processing time before your first assessments of the year.  Files often require a full seven business days to complete, so allocating extra time is beneficial. 
  5.  Participation in Instructional Effectiveness (IE) initiatives with ATI may require a roster for all responsible teachers to be imported.  
  6. Participation in No-Evaluation Importation (NEI), the process of preparing for frequent updates to rosters and data within Galileo K-12 Online, requires three successive no-change imports at the beginning of each school year.  Working alongside our import specialists to adjust your import format may be necessary during this process.
If you have any questions about GDI, please refer to the Galileo Data Importation instructions at http://www.ati-online.com/pdfs/ImportInstructionsK-12.pdf or contact us at GalileoDataImport@ati-online.com.

Monday, June 27, 2016

All Aboard! The Full Switch to the New Galileo K-12 Student-Parent Center is Slated for July 3

On July 3, the Galileo transition from the classic view to the new K-12 Student-Parent Center will be fully completed. We encourage you to get an even earlier start by taking a moment now to switch over to the new view today and immediately enjoy the benefits it provides. Explore the sleek new interface designed to easily communicate information between students and teachers and between teachers and parents. Communications to students and parents can focus on curriculum and instruction including scheduled lessons and assignments, on assessments and assessment results, and on instructional resources for home use. Experience for yourself the enhanced Dashboard, user-friendly icons, responsive design accommodating use on various screen sizes, search capabilities, and the integration of Google Translate.

Learn how easy it is to switch to the new K-12 Student-Parent Center today. If you have any questions, contact our friendly Field Services Coordinators to answer any questions.

Monday, June 20, 2016

Several Options Offered in the Galileo Comprehensive Assessment System

Galileo K-12 Online offers a full range of assessments with actionable reporting and school-comparison capability. The Galileo comprehensive assessment system provides clients with both prebuilt and customized assessment options. The prebuilt component includes high quality benchmark and formative assessments, pretests and posttests, placement tests, universal screeners, interim and end of course examinations, summative assessments, and multi-stage computerized adaptive tests. The customized assessment component in Galileo provides districts/charters the capability to create a wide variety of customized standards-aligned assessments reflective of district curriculums/ pacing guides. Users may also import assessments made outside of Galileo with Automated Scoring Key (ASK) technology. Plus, districts/charters may prepare students for statewide assessments by including, in any online test, technology enhanced (TE) items representative of those likely to be encountered on statewide assessments.

A summary of the Galileo comprehensive assessment system:

  • Comprehensive Blueprint Assessment Series (CBAS) 
  • Technology Enhanced  Early Literacy and Math Series (TE EL and TE EM) 
  • Comprehensive Pretests/Posttests 
  • Instructional Effectiveness Pretests/Posttests 
  • Multi-Stage Computerized Adaptive Tests (CAT)
  • Screening Assessments 
  • Placement Assessments 
  • Pre-built Writing Prompt Assessments
  • Formative Assessment Series and Progress Monitoring Assessments 
  • Customized district-wide assessments 
  • Customized school-wide and classroom assessments 

Learn more about Galileo assessments and take a moment to watch the webinar, “Seeing the Big Picture with Galileo’s Comprehensive Assessment System.” It gives insight into the different components of the Galileo comprehensive assessment system and addresses the following basic questions about an assessment system: 

  • What is the Galileo comprehensive assessment system?
  • What makes a benchmark series comprehensive?
  • How do teachers use the data on student performance including standards mastery, growth, and risk that is generated through and available in Galileo?
  • What tools does Galileo offer to incorporate student performance data into measures of instructional effectiveness? 

View the Webinar 

Monday, June 13, 2016

Keeping it Simple with Galileo Assessments

It’s summer again, and that means many districts are in the thick of planning for next year’s assessments and maybe looking closer at all that Galileo has to offer, too. And since Galileo is constantly being refreshed, revitalized, and rejuvenated with updates, upgrades, and even new features, there’s a lot to explore, including technology enhanced (TE) items, digital curricula, and of course all the usual enhancements to learning that have made Galileo the stalwart resource that it has been for many years. Summer is a great time for teachers and administrators to get better acquainted with the various reports and test creation platforms that are so helpful to teachers who are guiding student learning. As an ATI Educational Management Services Coordinator, I often hear from school districts who are clearly not getting the most out of what Galileo can do. A great way to peruse the untapped possibilities is to meander through the help files in Galileo, where there is a wealth of useful and easy-to-find information about a myriad of relevant topics—reports, digital curriculum, scheduling, scoring, printing, the Dashboard, student records, data setup, user accounts, etc., etc.—virtually everything except how to tie your shoes, and yes, including assessment planning.  

As one who works exclusively with districts that design their own assessments using the Galileo tools, benchmark assessment planning is the focus of my time at this point in the year. Fortunately, assessment planning doesn’t require participation of a rocket scientist. My advice is to keep a couple basic principles in mind:  keep it simple, and let the system work for you. If there is not a strong reason to get fancy with your testing, then don’t! You’ll be spinning your wheels just to end up at the same place you would be if you let the ship fly on autopilot. What do I mean? Well, ATI has a series of ready-to use comprehensive assessments and a whole system built around them to provide reliable growth and achievement data that teachers can use to quickly see and target areas of student weakness. A good standard approach is a pretest, 1 to 3 mid-year benchmarks, and a posttest. And while certainly it is true that we don’t want to over-burden and discourage students with comprehensive tests that repeatedly test them on areas where they have not yet received instruction, ATI’s comprehensive pre- and posttests can be combined with quarterly or other periodic curriculum-aligned assessments designed by the district to effectively glean both the information on annual performance that administrators want to see, and the information on student progress that teachers need to support their vital and central role in the educational process. 

In Galileo’s Assessment Planner, the districts that choose to design their own tests can select the standards desired for each curriculum-aligned test and the number of items needed for each standard. We do the rest! Whenever questions come up, ATI’s trained and experienced staff is here to offer guidance and support. Keep in mind, the Test Review phase of test construction is your opportunity to tweak the particular items on a test, not a license to turn it inside out. Why? Because the drafts we deliver have been carefully balanced and designed to provide the best, most reliable data that can be provided within the confines of the particular blueprint; too many changes to the test carry the possibility of unknowingly upsetting that balance and causing that reliability to drift. So, keep it simple, enjoy your summer, and let Galileo work for you.   

Contributed by
Ben Tucker,  Educational Management System Coordinator