One complete system for birth through age five providing early childhood educators with standards-based authentic assessment, lesson planning, and reporting tools.
Complete, standards- and evidence-based early childhood curriculum including an empirically based scope and sequence. Learn more
Multi-method, standards-based, authentic ongoing assessment of children from infancy through 5 years. Learn more
ATI is proud to be the first company in the nation to provide early childhood educators and other stakeholders a complete, fully integrated, standards-aligned approach to the Electronic Management of Learning for children from infancy through age five. Galileo Pre-K offers educators an easy-to-use, comprehensive, online system that seamlessly integrates curriculum, assessment, and reporting. This is made possible through our staff who are experts in education, content development, measurement, research, software programming, and web design.
The content of the Galileo G3 scales is based on more than 20 years of dedicated research in the field of early childhood development. Galileo is also one of only a few early childhood tools that use valid, reliable scales and procedures based in Item Response Theory (IRT) to provide a measure of child ability as well as information about child progress towards standards mastery and school readiness. This research makes it possible for Galileo Pre-K to continuously evolve in response to client needs, changes in federal and state legislation, research in assessment and instruction, and advances in technology. The principal distinguishing features of the system include:
Galileo Pre-K is a fully integrated assessment, curriculum, and reporting system linking planning, individualization, outcome documentation, and program enhancement in ways that are directly articulated to the Head Start Early Learning Outcomes Framework and state standards as available. Galileo Pre-K is aligned with state and national early learning standards and guidelines. Please select a state on the map to download the relevant alignment document in PDF form.
ATI incorporates the Electronic Management of Learning (EML) to achieve valued learning goals. The EML benefits all stakeholders in a learning community including children, teachers, parents, administrators, specialist, policy makers, and researchers. The process begins by establishing purposeful learning goals for children which become the driving force for educational decision-making. Plans are then made to achieve the goals. The next steps are to monitor the goals and determine to what extent the goals are being achieved. The EML process can occur continually throughout the program year to provide data to help ensure successful outcomes.
An integral part of the EML
Online Reporter helps to provide those in administrative and policy-making roles with rapid access to information for use in setting educational goals, making and implementing plans to achieve those goals, and evaluating goal attainment. This is accomplished by generating a variety of multi-level reports (class, center, agency, and multi-agency) that reflect child outcomes including patterns of progress. Outcomes can be generated for the entire agency as well as for various groupings of children (e.g., children at a specific center or at specific delegate agencies). Additionally, state departments of education can generate reports to review data collectively and separately at all programs within their jurisdiction. Learn more
Helping to plan appropriate learning opportunities for children
The Galileo system is built on a path-referenced approach to assessment measuring ability. The path-referenced approach makes it possible for programs to assess children's abilities in a variety of developmental areas (e.g., language and literacy) and to electronically link ability information to goal setting and the planning of learning opportunities that promote development. In Galileo, the Developmental Level (DL) score provides information about ability in terms of an individual's position along a path of development. The path is comprised of a series of empirically ordered capabilities. The ordering of these capabilities reflects a validated progression of the construction of knowledge for a given developmental area. The DL score is used along with other information to compute the probability that a child will be able to perform each of the capabilities on a developmental path. These probability estimates are converted to readiness levels that can be used to guide the planning of learning opportunities for children.
A better way to measure progress
The DL score is highly beneficial in documenting program outcomes because it does not measure growth against a changing standard such as a norm group as is the case when traditional norm-referenced techniques are used. Rather, progress is measured directly in terms of change in position on a continuous developmental ability scale.
The DL score makes it possible to link measures across age levels and program years to assess growth over an extended time span.
The DL score makes it possible to document children's accomplishments in a direct and easily understood fashion. It provides information that can be used by administrators, teachers, and parents to plan learning opportunities to promote development.