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