The Colorado Department of Education

Offices | Staff Contacts | Colorado.gov

Educational Service Providers - Provider Detail

The information provided regarding Educational Service Providers is provided for information only. The Colorado Department of Education does not endorse, represent or warrant the accuracy or reliability of any of the information, content, services or other materials provided by these educational service providers. Any reliance upon any information, content, materials, products, services or vendors included on or found through this listing shall be at the user's sole risk.

Provider

Assessment Technology, Incorporated

Contact Information

Primary

Jason Feld
6700 E. Speedway Boulevard
Tucson, AZ 85710

Phone: (520) 323-9033
Email: Jason@ati-online.com

Secondary

Craig Mayhew
6700 E. Speedway Boulevard
Tucson, AZ 85710

Phone: (520) 323.9033
Email: Craig@ati-online.com

General Information

Website: ati-online.com
Screenshots / Demo: www.ati-online.com/galileok12/indexk12.html
Effectiveness Data: www.ati-online.com/galileok12/k12research.html
Type of Organization: For Profit Company
Organization is best described as: For-Profit
Age of Firm / Number of Years in Operation: 27 years
Level(s) services may be provided: - Elementary
- Middle
- High School
- District
Provides performance guarantees in contract: NO
Educational Services Provided Assessment
Comprehensive & Effective Planning
Content Curriculum Programs
Curriculum Alignment
Diagnostic Review
Educator Effectiveness
Instruction
Professional Development
School and District Improvement
Staff Evaluation
Technology
Unified Improvement Planning

Name of Schools/ Districts that this organization has served in Colorado:

St. Vrain Valley School District, Lauren Eker, 303.682.7243
Weld County 6 - Greeley, Dr. Stacie Datteri, 970.348.6267

Recent References:

Boston Public Schools, Kamal Chavda, 617.635.9450
Cartwright School District, Dr. Alfredo Barrantes, 623.691.4000
Vail Unified School District, Debbie Hedgepeth, 520.879.2006
Scottsdale Unified School District, Dr. Andi Fourlis, 480.484.6272
Twin Rivers Unified School District - Noralto Elementary School, Bradley Allen, 916.263.8411
St. Vrain Valley School District, Lauren Eker, 303.682.7243
Weld County 6 - Greeley, Dr. Stacie Datteri, 970.348.6267
Flowing Wells Unified School District, David Baker, Ph.D., 520.696.8805
Marana Unified School District, Jan Truitt, Ph.D., 520.682.4757
Phoenix Elementary School District, Kathi Marston, 602.257.3788
Tolleson Elementary School District, Lupita Hightower, Ed.D., 623.533.3904

Name of Schools/ Districts that this organization has served in other states:

Boston Public Schools, Kamal Chavda, 617.635.9450
Cartwright School District, Dr. Alfredo Barrantes, 623.691.4000
Vail Unified School District, Debbie Hedgepeth, 520.879.2006
Scottsdale Unified School District, Dr. Andi Fourlis, 480.484.6272
Twin Rivers Unified School District-Noralto Elementary School, Bradley Allen, 916.263.8411
St. Vrain Valley School District, Lauren Eker, 303.682.7243
Weld County 6 - Greeley, Dr. Stacie Datteri, 970.348.6267
Flowing Wells Unified School District, David Baker, Ph.D., 520.696.8805
Marana Unified School District, Jan Truitt, Ph.D., 520.682.4757
Phoenix Elementary School District, Kathi Marston, 602.257.3788
Tolleson Elementary School District, Lupita Hightower, Ed.D., 623.533.3904

Qualifications of this Organization (licensure, trademark, etc.):

Assessment Technology, Incorporated (ATI) has over 25 years of experience assisting educational programs to use assessment information to guide instruction. Galileo K-12 Online from ATI is a comprehensive, standards‑based instructional improvement and instructional effectiveness system (IIIES), providing assessment and instructional tools and containing an embedded Instructional Effectiveness Assessment System designed to help districts implement educator effectiveness initiatives. Built on the principles of science and supported by a commitment to research, Galileo K-12 Online is guided by a vision that everyone should benefit from the opportunities and transformations of technology. ATI's patented technology is uniquely qualified to address district goals when implementing both standards-based strategies to raise student achievement and educator effectiveness initiatives. Galileo K-12 Online continues to advance as educators' needs, federal and state requirements, research, and technology evolve. Galileo offers implementation planning, plus monitoring and management tools to facilitate district-wide collaborative action planning and problem solving.

ATI's technology supports Colorado educators through valid, reliable assessments aligned to Colorado Academic Standards and a broad range of online modules offering rapid and flexible access to innovative assessment, reporting, instruction and intervention tools. Galileo assessment results provide immediate feedback, the ability to forecast and track student progress towards standards mastery, and the ability to inform instructional decisions. ATI ASK Technology provides educators the ability to import, schedule, deliver, administer (online or offline), automatically score and report on assessments created outside of Galileo K-12 Online. An interactive approach to standards-based instruction, through Instructional Dialogs, promotes mastery of standards by integrating assessment into the instructional process in real-time. Instructional Dialogs provide assessment feedback to students and teachers during instruction. Teachers can monitor student performance in real-time and make adjustments to instruction on the fly. Assessment and instructional tools are continuously updated by ATI's Assessment and Instructional Design Department. ATI created item banks currently contain over 100,000 items in content areas ranging from math, reading/English language arts, science, and writing (including advanced areas of science and math such as biology, chemistry, and trigonometry). Galileo also contains items written as part of the Community Assessment and Item Banking Initiative (CAIB) for non-state-tested content (e.g., social studies, foreign language, art, music and physical education/wellness). Item types written by ATI include traditional selected-response items, constructed-response items, and technology-enhanced items supporting the transition to PARCC assessments. ATI's extensive and continually updated item banks are integrated with assessment planning, scheduling, test production, and measurement technology and can support school autonomy through the development of tests customized at the school level. ATI uses Item Response Theory (IRT) to place customized tests from different schools in a district on a common scale so that scores can be compared.

ATI is the first company in the nation to provide a comprehensive instructional improvement system including a complete instructional effectiveness assessment component. The instructional effectiveness component provides educator effectiveness technology that combines value-added models and Categorical Growth Analysis of student performance and ratings of educator proficiency to produce an overall instructional effectiveness score. Ease of system use is enhanced by Dashboard technology that enables the implementation of tasks related to instructional effectiveness assessment from a single web page providing multiple sources of actionable information. ATI also recently established CAIB to support instructional improvement and instructional effectiveness. The initiative provides professional development aimed at enhancing teacher effectiveness in writing items that may be used in evaluating instructional effectiveness in areas not assessed in statewide testing programs. The initiative has already produced approximately 8,000 items that can be used to assess instructional effectiveness in non-state-tested areas including art, music, physical education, social studies, foreign languages, and career and technical education to name a few. ATI also offers a complete professional development system including online and on-site offerings designed to assist teachers, trainers, and administrative staff to use ATI technology to promote student achievement.

ATI has successfully provided services to diverse clients varying in location, technology readiness, and size. ATI currently serves 465 Pre-K and K-12 clients nationwide. Client satisfaction with ATI's services and products is evidenced by ATI's high client retention rate of approximately 95 percent. In addition to working with district partners, ATI works with organizations such as WestEd to support systemic change aimed at improving student achievement. ATI also works with state departments of education (e.g., Arizona, Colorado, Massachusetts) and is approved as a provider of assessment services in various capacities in several states including as an Electronic Learning Assessment Resource (ELAR) in California.

As discussed above, ATI's flagship application, Galileo K-12 Online, provides clients with a complete online IIIES including a broad range of online modules designed to promote student learning via rapid and flexible access to assessment, reporting, instructional, and intervention tools. The Galileo comprehensive assessment system includes ATI pre-built, standards-aligned student assessments (i.e., Comprehensive Benchmark Assessment Series [CBAS], Early Literacy Benchmark Assessment Series [EL-BAS], comprehensive pretests and posttests, instructional effectiveness pretests/posttests, Computerized Adaptive Testing (CAT), pre-built writing prompt assessments, Formative Assessment Series) as well as the capability to create customized standards-aligned assessments to serve a variety of purposes. Customized assessments that can be created within the Galileo IIIES include district/ school- wide student assessments customized to a district's curriculum and pacing guide as well as classroom assessments. ATI pre-built and customized district/school-wide assessments created within the Galileo K-12 Online IIIES have been demonstrated to be valid and reliable and have been successfully used to forecast standards mastery on statewide assessments. Moreover, the ATI-developed Instructional Dialogs have been used effectively to guide instruction toward standards mastery as making it possible for district staff to create or upload their own instructional materials.

Qualifications of Instructors/ Staff that Provide Services:

ATI brings the full expertise and experience of the entire company to each client district. As of this writing, ATI employs 54 professional staff, with 87 percent holding advanced degrees and 44 percent possessing an M.S., an M.A., or a Ph.D. The responsibilities of all ATI staff members are focused, in one way or another, on the various aspects of providing continuous instructional improvement and instructional effectiveness services to clients.

ATI has ongoing research and development, professional development, field services, educational management services, assessment and instructional design, informational technology, corporate projects, and operations/administration/special projects programs managed by professionals with educational and practical experience. Both ATI assessment and instructional design staff and professional development staff, in particular, have extensive and practical experience in the classroom teaching students of all ages and are well-versed in both educational theory and practice. Because they have been in the trenches of public education, they are sensitive to the everyday challenges facing educators, and include innovative and practical solutions in their offerings. ATI's Professional Development Department has instructed thousands of teachers on Galileo technology.

Cost:

The Galileo K-12 Online Instructional Improvement and Instructional Effectiveness System is based on an annual renewal per student licensing fee. For pricing information contact an ATI Field Services Coordinator at 1.877.442.5453.

Explanation of how we are able to provide differentiated services to meet the individual needs of schools and districts.

For over 25 years, ATI has successfully provided services to diverse clients varying in location, technology readiness, and size. In implementing Galileo K-12 Online differentiated and successful service is facilitated through a coordinated team effort involving both the ATI implementation team and the district team. The composition of each is determined by multiple factors including size, district goals and district resources. Most frequently the composition of the ATI Implementation Team includes the ATI Project Manager, the Field Services Director and other members of his staff, the directors of five other ATI departments: Information Technology, Professional Development, Research and Development, Educational Management Services, and Assessment and Instructional Design. As noted, the composition of the district team varies dependent on district specifics including district goals and staffing resources, but may include academic services staff, management information system (MIS) staff, and other key administrators and staff identified for Train-the-Trainer application training and professional development sessions.

The ATI Project Manager works with districts and the various departments within ATI in developing, formalizing, implementing, and monitoring the mutually agreed to Implementation Plan and timeline. The plan is designed to help ensure the successful provision of differentiated services by ATI and the successful deployment of Galileo by district staff. The details of implementation, ongoing communication, and district efforts in implementing Galileo are documented both in Galileo's online Implementation Plan and through the use of various management and monitoring tools within Galileo. During each phase of implementation, the ATI Project Manager and Implementation Team will guide ATI services required to implement the plan to achieve school district success in using Galileo to provide differentiated services to meet the needs of its district clients. Guidance includes ongoing interaction with ATI key staff and district key staff. Ongoing interaction allows plan adjustments including addressing in a timely fashion unforeseen issues that invariably arise during implementation. All implementation planning is conducted in the context of the ATI Partnership Model which engages ATI staff in collaboration with administrators and staff from a district and the ATI Instructional Improvement Cycle which links goal setting and planning with implementation and evaluation in a continuous iterative cycle.

The ATI approach to year one implementation of Galileo services aligned with local school district goals involves three stages as depicted in the following schematic. Each stage is linked to a milestone goal and the objectives addressed within that stage are designed to guide implementation toward the achievement of that goal.

Year One Implementation Milestones
Milestone One: Goal-setting and planning
Milestone Two: Rollout and initial implementation
Milestone Three: Ongoing implementation

Milestone One focuses on goal-setting and planning. In the stage related to Milestone One, ATI and the district implement the ATI Partnership Model to: 1) develop a collaborative understanding of district goals related to start-up and project management needs, training/professional development needs, data management needs, assessment needs, reporting needs, curriculum and instructional needs, and 2) confirm procedures and tools within Galileo that will assist the district to meet these goals.

Milestone Two encompasses the rollout and initial implementation of the Galileo IIIES. In the stage related to Milestone Two, ATI and the district test, finalize, and implement procedures related to the Galileo IIIES agreed upon during Milestone One. As part of Milestone Two, initial Galileo professional development occurs including ATI on-site phase one professional development if desired by the district and the initial set of district-wide assessments is designed, created, and administered. Throughout the stage related to Milestone Two, ATI and the district continue to optimize and fine-tune the implementation plan and strategies as necessary. All Galileo rollout activities are scheduled to be completed within 30 days after contract award except importation of assessment content which will be completed within a timeline mutually agreed to by ATI and the district.

Milestone Three represents ongoing implementation of the Galileo IIIES solution. In the stage related to Milestone Three, ATI and the district continue to support stakeholders in maximizing the potential of Galileo IIIES tools for assessment, reporting, and instructional planning within the district. ATI staff continues to provide ongoing support including ATI on-site phase two professional development and web-based ongoing professional development if desired by the district. At the end of year one, ATI and the district conduct a collaborative review of implementation and finalize the implementation plan for the next year.

The details of implementation can easily be documented in the Galileo K-12 Online Implementation Plan. Use of the online Implementation Plan helps to ensure that information about the district initiative including goals, tasks, timelines, roles, and responsibilities is easily recorded and accessible to district stakeholders. Moreover, in those instances where adjustments are made to the plan, the online Implementation Plan provides a mechanism for rapid dissemination of these changes. The ATI Implementation Team works collaboratively with the district to complete the Implementation Plan at the beginning of the term of the contract between the district and ATI. Collaboration is essential for determining project goals, planning professional development offerings, establishing timelines, responsibilities and expected outcomes.

How will we evaluate our services and support to schools and districts and its effectiveness in school/ district/ student achievement?

The effectiveness of ATI services and support to districts and districts is and has been evaluated in many different ways. The evaluation of ATI effectiveness has been documented independently. For example, the effectiveness of the Galileo system in assisting districts to elevate student achievement has been investigated and the results documented by independent research. The research was funded by recipients of a federal grant administered by the Massachusetts Department of Elementary and Secondary Education and conducted by the MAGI Services Company. The MAGI Services report titled Galileo Instructional Data System Pilot Project Evaluation: Final Evaluation can be accessed through technical reports and publications located at http://www.ati-online.com/galileoK12/K12Research.html.

Another way in which ATI services and support are evaluated is through continuous research conducted by ATI's Research and Development Department. For example, ATI conducts ongoing research on the performance of items as well as research on the reliability, validity, and forecasting accuracy of a variety of types of assessments that have been administered District-wide and for which IRT analysis generating Developmental Level scores has been performed. The results of these analyses routinely indicate that items on Galileo assessments are functioning appropriately and that Galileo assessments are reliable, are valid, correlate well with statewide assessments and are effective forecasters of student performance on statewide assessments. Information gleaned from this research and utilized within Galileo reporting and instructional tools helps to facilitate district goals in elevating student achievement and reducing the risk of not meeting state standards. ATI research supporting the Galileo IIES can be accessed through technical reports and publications located at http://www.ati-online.com/galileoK12/K12Research.html.

Data-based success stories on the effectiveness of the Galileo IIIES can be viewed at http://www.ati-online.com/GalileoK12/K12WhatWorks_Success.html. These case studies document many different ways of evaluating the successful use of the Galileo IIIES including sustained increase in state test scores and increased educator involvement in data-based instructional decision-making,

In addition to evaluation of ATI services and support through independent and ATI generated research, ATI also provides client districts with tools to evaluate their use of the services and support and the outcomes of their use. For example, ATI utilizes the ATI Instructional Improvement Cycle as a key approach to the successful implementation of Galileo K-12 Online in a district. The ATI Instructional Improvement Cycle links goal-setting and planning with implementation and evaluation in a continuous iterative cycle. When used in the context of this cycle, Galileo K-12 Online supports the cyclical process of delivering, managing, evaluating, and refining standards-based education for the purpose of elevating student achievement.

Components of the ATI Instructional Improvement Cycle
Goal Setting and Planning>>Implementation>>Evaluation

The first phase of the Instructional Improvement Cycle involves collaborative goal-setting, planning, and start-up activities between the district and ATI in preparation for implementation of Galileo K-12 Online. These include, for example, design and delivery of professional development to identified groups, initial importation of the district student database, existing assessments, and prior assessment data into Galileo and scheduling import updates, and the collaborative development of a customized comprehensive assessment strategy. The second phase is the actual implementation of Galileo K-12 Online and associated district-ATI monitoring and management activities to support district assessment, reporting, instructional, and professional development efforts designed to increase student learning. The third phase is evaluating implementation impact on learning. Within the Instructional Improvement Cycle, the evaluation phase provides the district with critical information to inform planning in the next cycle of implementation including goal-setting and planning of instruction and intervention.

ATI's experience in working with numerous school districts suggests that use of the Instructional Improvement Cycle not only helps to facilitate and sustain implementation, but also provides a vehicle for building consensus and user adoption within the district. For example, in building consensus and adoption across the district, it is important to provide clarity to stakeholders in response to such fundamental questions as "What are our goals?" "Why are we doing this?" "How will this occur?" "What is the expected outcome?" "How will this initiative affect me, my time, and my responsibilities in the district?" The Instructional Improvement Cycle can be effectively used to assist the district in addressing these issues. The cycle supports consensus building activities at the very start of the initiative by encouraging a common understanding of the importance of school and district efforts to improve student learning and the important contributions that can be made to this effort by each stakeholder in the district. Moreover, the cycle supports consensus building activities in the district by supporting a collaborative context with the district for: 1) identifying realistic and relevant goals; 2) developing an agreed upon set of plans and procedures for achieving these goals; 3) managing and monitoring implementation over time; and 4) evaluating and utilizing results of implementation to inform further decision-making.

The Instructional Improvement Cycle can be applied in a variety of domains such as assessment, instruction, and professional development and provides a framework for effectively using information to guide decision-making within or across domains. For example, in the domain of assessment, a district or school might develop and implement a benchmark assessment that is aligned to the district curriculum and then use the results of that assessment to create a follow-up series of formative assessments targeting standards that were not mastered. The district/school could also use the results from that same benchmark assessment to revise curriculum and/or implement a professional development program targeting instructional practices related to standards on which student performance was generally poor.

The overall goal of this type of endeavor is to elevate the achievement of all students by careful evaluation of what is and is not working with regard to instruction and the subsequent adaptation of the plan based on the results of that tracking. This goal is supported by the wide variety of easy-to-use reports available within Galileo K-12 Online. These reports support the analysis and monitoring of practices and data at different levels of aggregation and disaggregation. All of the reports are designed to be as flexible as possible in order to meet the needs of users at various levels and to allow the easy aggregation and disaggregation of data. In addition, all reports are intuitive and provide relevant information about student progress in order to facilitate instructional goal-setting, intervention planning, and targeted professional development.

Sample of services offered for a school or district:

Under 500 Students:

The Galileo K-12 Online IIIES is designed for maximized use across districts of varying technology readiness, location, resources and size including those serving fewer than 500 students. ATI recognizes the unique needs and constraints of small school districts which frequently include technology readiness issues and limited staff resources available for implementation and sustained technology innovations over time. Not only does ATI customize their support to accommodate districts with these constraints but the whole design of Galileo and the support system also work in favor of minimizing demands on district staff. For example, ATI provides full service support to all districts regardless of district size. This support can include the expertise and experience of ATI's Field Services, Information Technology, Professional Development, and Educational management Services teams. Second, the Galileo IIIES is a fully integrated online system that supports the empowerment of small school district to exercise local control over implementation. The fact that the Galileo IIIES is a comprehensive and integrated system not only makes it economically feasible for a small district to implement, but in addition, greatly reduces the need for implementing multiple systems that may oftentimes be disconnected and present challenges to the district with regard to data management. The fact that the system is a web-based online system relieves the district of many demands on district resources including the need to maintain servers and download updates. Third, in those instances where a district may not have the resources for customized district assessments, ATI can provide a comprehensive assessments fully alignment with the state blueprint for state-wide testing. Fourth, given the technology readiness of a small school district, the Galileo IIIES assessments can be administered online, offline with plain-paper or high-speed scanning, or with response pad technology. For more information about the ways in which ATI and Galileo can effectively be implemented in districts fewer than 500 students please contact us at 1.800.367.4762.

As is the case for all ATI clients irrespective of district size, ATI's flagship application, Galileo K-12 Online, provides clients with a complete online IIIES including a broad range of online modules designed to promote student learning via rapid and flexible access to assessment, reporting, instructional, and intervention tools. The Galileo comprehensive assessment system includes ATI pre-built, standards-aligned student assessments (i.e., Comprehensive Benchmark Assessment Series [CBAS], Early Literacy Benchmark Assessment Series [EL-BAS], comprehensive pretests and posttests, instructional effectiveness pretests/posttests, Computerized Adaptive Testing (CAT), pre-built writing prompt assessments, Formative Assessment Series) as well as the capability to create customized, standards-aligned assessments to serve a variety of purposes. Customized assessments that can be created within the Galileo IIIES include district/school-wide student assessments customized to a district/school's curriculum and pacing guide as well as classroom assessments. ATI pre-built and customized district/school-wide assessments created within the Galileo K-12 Online IIIES have been demonstrated to be valid and reliable and have been successfully used to forecast standards mastery on statewide assessments. In addition to assessments, Galileo also provides standards-aligned online instructional materials (i.e., Instructional Dialogs) that have been used effectively to guide instruction toward standards mastery as well as the capability for district staff to create or upload their own instructional materials.

500-1000 Students:

As mentioned in regard to small (fewer than 500 students) districts, the Galileo K-12 Online IIIES is designed for maximized use across districts of varying technology readiness, location, resources, and size and this includes for districts with 500 to 1,000 students. ATI recognizes the unique needs and constraints of districts of this size. These can include several of those mentioned above for districts serving less than 500 students (e.g., technology readiness constraints and limited resources) as well as for those discussed below for districts serving 1,000+ students (e.g., interoperability with other data systems, project management, streamlining of administrative tasks). Please refer to these sections for illustrations of the kinds of services that may also apply to a district serving 500-1,000 students. As is always the case, ATI Field Services, Information Technology, and Educational Management Services teams work with districts serving 500-1,000 students in ways that make it possible for them to plan and implement the Galileo IIIES in ways that best meet their district goals. With regard to the overall services offered to districts of 500-1,000 students please refer to material about ATI's flagship application, Galileo K-12 Online as discussed in the under 500 student section of this document. For more information about the ways in which ATI and Galileo can effectively be implemented in large districts please contact us at 1.800.367.4762.

As is the case for all ATI clients irrespective of district size, ATI's flagship application, Galileo K-12 Online, provides clients with a complete online IIIES including a broad range of online modules designed to promote student learning via rapid and flexible access to assessment, reporting, instructional, and intervention tools. The Galileo comprehensive assessment system includes ATI pre-built, standards-aligned student assessments (i.e., Comprehensive Benchmark Assessment Series [CBAS], Early Literacy Benchmark Assessment Series [EL-BAS], comprehensive pretests and posttests, instructional effectiveness pretests/posttests, Computerized Adaptive Testing (CAT), pre-built writing prompt assessments, Formative Assessment Series) as well as the capability to create customized, standards-aligned assessments to serve a variety of purposes. Customized assessments that can be created within the Galileo IIIES include district/school-wide student assessments customized to a district/school's curriculum and pacing guide as well as classroom assessments. ATI pre-built and customized district/school-wide assessments created within the Galileo K-12 Online IIIES have been demonstrated to be valid and reliable and have been successfully used to forecast standards mastery on statewide assessments. In addition to assessments, Galileo also provides standards-aligned online instructional materials (i.e., Instructional Dialogs) that have been used effectively to guide instruction toward standards mastery as well as the capability for district staff to create or upload their own instructional materials.

1000+ Students:

As mentioned in both preceding sections relevant to serving small and midsized districts, the Galileo K-12 Online IIIES is designed for maximized use across districts of varying technology readiness, location, resources and size including those with 1,000 and more students where many factors such as scalability supported by project management tools, tools supporting ease in accomplishing administrative tasks, and provision of timely and actionable data play an increasingly important role. Effective scalability accommodating large districts is achievable for a number of reasons, some of which are discussed here. First, the Galileo IIIES is designed for interoperability with other data management systems used by larger districts (e.g., student information systems, data warehouse systems) containing huge amounts of data. In this regard, ATI and Galileo flexibly support districts in accomplishing a variety of importation, exportation, and updating tasks via three Galileo modules: the Galileo Data Import (GDI) Module, the Galileo Data Extraction (GDE) Module, and the Student Interoperability Framework (SIF) Module. ATI has successfully used the three modules to manage the data transfer needs of numerous districts of varying sizes nationwide including those with 60,000 students. These modules are designed to transfer a large volume of data quickly and accurately. For example, the GDI module allows ATI to import and update several million student records annually. Second, ATI has years of experience and expertise in large district project management. ATI works closely with large districts to develop, implement, and monitor a project plan and timeline documented through the online Implementation Plan within the Galileo IIIES. Third, the Galileo IIIES is comprised of an array of administrative monitoring and management tools making is possible for large districts to streamline tasks such as scheduling assessments for an entire district through Galileo Bulk Scheduler, track completion of scheduled assessments by students and completion of Instructional Dialogs through Galileo Testing Activity Reports and Dialog Monitoring Reports, respectively. Fourth, the ATI research program enables continuous adaption to the changing and diverse needs of large school districts. Specifically, ATI's ongoing research enables the Galileo IIIES to evolve based on district needs, federal/state legislation, assessment/instruction research, and technology advances. Moreover, ATI's research on innovative item content, technology, and analyses helps to facilitate the goals of a large Colorado district during their transition to and implementation of PARCC assessments. Fifth, the Galileo IIIES provides timely and actionable assessment results in multi-level reports to all the stakeholders in a large school district and in a format that can be quickly and efficiently used across the district for educational decision-making. ATI generates results using state-of-the-art measurement techniques (e.g., IRT, value-added modeling, Categorical Growth Analysis). Many multi-level (i.e., student, class, grade, group, school, district) reports available immediately support data-driven instructional decision-making, strategic planning, and accountability at the district and other levels. Sixth, ATI-provided application maintenance and upgrades are completed without service interruption to all districts. With regard to the overall services offered to districts of 1,000+ please refer to material about ATI's flagship application, Galileo K-12 Online as discussed in the under 500 student section of this document. For more information about the ways in which ATI and Galileo can effectively be implemented in large districts please contact us at 1.800.367.4762.

<< Return to Provider List