Martin Technology Academy (MTA) Logic Model/Incorporating Moby Max Into Each Classroom Amanda Stallings

MEDT 8480-SP19

The purpose of Moby Max (adaptive/online program) is to close the learning gaps of our struggling/reluctant learners, while simultaneously allowing our gifted students to
advance their knowledge. Moby Max utilizes data from placement tests (in all subject areas grades K-8) to personalize curriculum being taught to each student. Grades K and 1
have iPad carts that can be used, as well as 4-6 devices per classroom to use in stations or with teacher guidance. Grades 2-5 at MTA are 1:1 (Chromebooks). All lessons/sessions
are accessible through the Moby Max website that is linked to our home page provided by Hall County Schools.

Inputs Activities Outputs Intended Outcomes

Resources invested into the
program.
Personnel
-MTA teachers and
paraprofessionals
-Instructional Coach at MTA
Program Participants
-All teachers divided into
respective professional
learning (PLC) groups
-All students grades K-5
Funding
-Moby Max is provided by
our county
Partners
-Parent Teacher Organization
(PTO)
-Local businesses who are
current partners
-Parental support
Professional Development
-Overall training of staff
-PLC meetings (bi-monthly)
-Grade-level data monitoring
How are the inputs utilized
to complete the mission?
School Level
-Informational training given
to the full staff
-Concise directions of
mandatory usage times and
tips of how to incorporate
into lessons
-Calendar of events planned
by our coach
-Coach prepares spreadsheet
to document time spent per
student and placement test
levels
-PLC meetings are focused
on Moby Max data entry
once per month
Community Level
-PTO/business partners could
help to secure more devices
for K-1
-PTO could provide
incentives for those meeting
the time requirements per
month
-Parent information on
involvement sent home
Student Level
-Understand expectations
and value of practice time
-Participate as required
The intended product of
program activities.
School Level
-Added practice shows an
improvement on grade-level
content standards/unit tests.
Community Level
-Parents are able to see their
practice sessions and help at
home
-PTO/partners can see the
impact on student learning as
noted in PLC conversations
(invite them to a session)
Student Level
-Student engagement
-Tailored for all levels of
learners
Data/Evaluation
-Data is easily maintained on
school spreadsheet so any
teacher (Early Intervention,
Special Education, English
Language Learners, etc.) can
see each child’s progress in
one location
What changed for individuals during or after program activities?
Short-term
-Students know their initial
placement score and what
they are striving to meet for
the intermediate level of
outcomes
-Parents are also notified of
baseline data
-Students will be more
confident in their classroom
abilities in ELA and math
-Students will be more likely
to share their thoughts on
regular class assignments if
gaps are closed and
confidence is increased
-PLC groups will start a
pointed discussion on the
improvements
-PLC groups will document
data (time on Moby Max per
student) during meetings
-Teachers can formulate
groups based on skill gaps
Intermediate
-Students will show a gain of
.5 years from where they
initially scored on the
placement test
-PLC groups will
maintain/present data
showing the percentage
maintaining the .5 year
growth in each content area
(this will be shown on
placement tests given at the
mid-year point)
-Parents are notified of
growth on the placement test
-Students who fail to make
the intended growth will be
added to Response to
Intervention (RtI) in the
respective subject
-Teachers can continue to
formulate groups based on
skill gaps
-Parents will feel more
empowered to help their
child at home if students are
using the program with
fidelity in both locations.
Long-term
-Moby Max practice will
continue to close gaps, making
more students on grade-level
in ELA and math
-PLC groups will provide
documentation on time spent
overall per student (in
spreadsheet)
-PLC groups will be able to
communicate how this model
worked at MTA and
potentially have more schools
utilizing Moby Max as the
extra practice students require
in ELA and math
-Instructional coach can filter
data given by classroom
teachers and be able to
definitively show the impact
on student growth (this can be
shared at the school
improvement meeting to see if
it will continue for the
following school year)
-Milestones testing would
identify more children as
progressing or mastering
concepts at the end of the year

Data/Evaluation -(only for 5th grader) Less

-Analyze weekly data in students needing remedial
grade level or PLC courses in middle school