Monday, August 22, 2016

New 2015-16 ATI Research Briefs Assist Pre-K Programs to Interpret Developmental Level (DL) scores

Galileo Pre-K is a reliable and valid assessment tool that can be used to define, assess, and track learning. ATI applies procedures based in Item Response Theory (IRT) to information gained through observational assessment to estimate a measure of child learning called the DL score. The DL score indicates a child's position on a developmental path and provides information about which capabilities the child has learned and which capabilities the child is ready to learn. Each year, ATI conducts research to evaluate how a child's DL score relates to both a child's age as well as to the time a child is enrolled in a preschool program. The results of the research are summarized in the following two research briefs and can be used to gauge child growth. 

  • Estimated Growth for Children Birth through 5 Years Based on 2015-16 Assessment Data: The change in the DL score over time can be used to evaluate child growth. ATI's research may be used to estimate child growth for various time periods. This information can be used by early childhood providers to evaluate whether children are demonstrating adequate growth over time. Read the full brief. See sample excerpt of data below.


  • Predicted Developmental Level Scores for Children Birth through 5 Years Based on 2015-16 Assessment Data: ATI conducts annual research that can be used to predict the DL score for children at various ages. Early childhood providers can use the up-to-date information provided by this research to evaluate whether children are progressing appropriately over time relative to their peers. Read the full brief. See sample excerpt of data below.

Access more research briefs by ATI, click here

Thursday, August 11, 2016

Ready to Use! New Galileo Menu Bar and Teaching Dashboard

Galileo's two newest interfaces are now live. ATI is excited to provide the streamlined menu bar and Teaching Dashboard each offering a fresh look and enhanced functionality. The new interfaces offer many user-friendly features such as one-click accessibility, responsive design, efficiency, integration, smart technology, and convenience. The new menu bar is being used by everyone at this time. Districts and charters have the option to begin using the new Teaching Dashboard now or later in the year. We encourage you to preview the new Dashboard and see for yourself how easy it is to both build and administer curriculum materials and assessments as well as to access data to inform next instructional steps for promoting learning.

Several resources are available to help guide you through interacting with the new interfaces including:

  • Easy to follow instructions on how to preview the Dashboard
  • A webinar demonstrating the efficiency of both interfaces, and 
  • Quick reference guides (QRG) offering step-by-step illustrations of the menu bar and Teaching Dashboard

Teaching Dashboard user friendly interface.


Monday, August 1, 2016

Ensure that Your District Assessments are Ready When Needed!

At the beginning of each school year, ATI recommends that districts and charters contact their ATI Educational Management Services (EMS) coordinator to begin the assessment planning process. EMS staff will help district/charter personnel to create a comprehensive assessment plan that addresses their goals and that answers questions such as:

  • How many benchmarks assessments will there be during the year?
  • When will benchmark testing occur?
  • Which subjects and grade levels will be tested?
  • Should technology enhanced items be included on assessments? 

EMS staff works closely with district personnel to ensure that the resulting benchmark assessments are of the highest possible quality. Of course, quality requires time so we ask that you please allow for a 2 week delivery window for pre-made assessments and a 6 week window for assessments aligned to district curriculum

Email or call 1.800.367.4762 to speak to an EMS Coordinator today and get the process started.

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.