Monday, May 29, 2017

Galileo® Pre-K Online: Assessment and Curriculum Fidelity Tool

Galileo Pre-K Online provides early childhood educators a complete curriculum, fully integrated into an assessment and reporting system that links curriculum, assessment, planning, individualization, and program outcomes. Galileo provides a data-driven, research-based, and standards-aligned approach to providing developmentally appropriate learning opportunities for infants, toddlers, and children ages 3 through 5.

An integrated assessment and curriculum system such as Galileo Pre-K is most effective in promoting children’s learning when implementation is consistent, managed and monitored. Fidelity of implementation occurs when programs use the Galileo Pre-K Online system in the way that ATI designed it to be used. To assist programs in evaluating the fidelity of implementation, ATI has created the Galileo Pre-K Online: Assessment and Curriculum Fidelity Tool. Through monitoring efforts and observational data collected with the Assessment and Curriculum Fidelity Tool, appropriate use of Galileo Pre-K can be verified. The Assessment and Curriculum Fidelity Tool is divided into four focus areas: monitoring Galileo use, the physical classroom environment, professional practices, and management and instruction.  Each focus area is made up of guiding questions to assist the administrator in monitoring implementation and includes a Specific Examples/Notes section for documenting evidence, data sources, and special comments or notes. The administrator utilizing the Assessment and Curriculum Fidelity Tool can identify areas where support, feedback, training and professional development can further continuous improvement.

Learn more about this tool by attending the Assessment and Curriculum Fidelity Tool Learning on Demand Webinar.
Date:  Wednesday, July 12
Time: 1:00-1:30 pm EDT / 10:00-10:30 am MST

To register for the session contact ATI’s Professional Development Department at 1-800-367-4762 or register by clicking the Upcoming Tab.

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