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Goal100™LEARNING

← Schools · Districts · Logic model · Pilot measures

Evidence and logic model

What Goal100 is designed to change, how it is meant to work, and how a school could measure it in a free 60-day pilot.

Plain truth first. There are no outcome studies of Goal100 yet. We do not claim higher test scores or any measured result. The model on this page shows what Goal100 is designed to do. A pilot is how your school finds out what actually happens.

The logic model

Read it from top to bottom: inputs make activities possible, activities produce things we can count, and those are expected to lead to outcomes.

Goal100 logic modelFive boxes from top to bottom: inputs, activities, outputs, short-term intended outcomes, long-term intended outcomes. Outcome boxes are dashed because they are not yet measured.1. Inputs (what we bring)NYS-matched courses: Required and Extra3D models, games, practice testsTeacher side: answer keys, standardsListen button, Spanish helpYour teachers' time and devices2. Activities (what people do)Students: one step at a time, mastery checks“I'm stuck” ladder, “Not yet” retriesSpaced review: 1 day, 1 week, 1 monthTeachers: paste codes, reteach groupsFamilies: practice at home, EN / ES3. Outputs (what we can count)Lessons opened and mastery checks takenCodes sent to teachersReview sessions completedReteach groups formed4. Short-term outcomes (intended)More lessons reach Mastered (95%+)Students use help instead of stoppingTeachers see mastery by lesson soonerFamilies know how to help at homeNOT YET MEASURED5. Long-term outcomes (intended)Stronger mastery of NYS standardsMore confident, independent learnersLess time lost to re-teachingNOT YET MEASUREDSolid boxes: what exists today.Dashed boxes: what we hope to change.
Our own diagram. Outcomes are goals, not results.

Assumptions and outside factors

We assume

  • Students have regular time on a device with a current browser.
  • Teachers look at codes at least once a week.
  • Mastery checks match what is taught in class (NYS standards).
  • Spaced review (1 day, 1 week, 1 month) helps learning last. This is a design choice based on learning research, not a Goal100 study.

Outside factors

  • Attendance, schedules and testing weeks.
  • Device access at school and at home.
  • How the school's own curriculum is paced (Goal100 does not have every school's local pacing calendar).
  • Teacher time to review codes.

How a 60-day pilot could measure it

The Schools page lists the pilot steps: pick a team, use code mode (no student accounts or data), agree on goals, then a one-page report. The measures in the table are examples; your team chooses its own before the pilot starts.

Measure (example)How to collect itLogic-model box
Lessons masteredCount lessons marked Mastered (95%+) in the teacher class table built from student codes.Short-term outcome
Time on taskA simple tally of class minutes used, kept by the teacher.Output
Teacher survey5 short questions (1 to 5 scale) at the start and end, for example “I know which students need a reteach.”Short-term outcome
Review completedA tally of refresh reviews students report, if your team tracks them.Output
Example with made-up numbers

One grade-6 team, 60 days

Students: 120 · Lessons assigned: 20 Possible lesson masteries: 120 × 20 = 2,400 Mastered at day 60 (made-up): 1,800 Share mastered: 1,800 ÷ 2,400 = 0.75 = 75% Class minutes (made-up): 3 sessions × 15 minutes × 8 weeks = 45 × 8 = 360 minutes = 6 hours per class Teacher survey average (made-up): start 3.1 → end 3.8 Change: 3.8 − 3.1 = 0.7 points on a 1-5 scale

How to read it honestly: with no comparison group, these numbers describe what happened; they do not prove Goal100 caused it. The report should say that.

ESSA evidence tiers, in the Department of Education's words

The Every Student Succeeds Act (ESSA) uses four tiers of evidence. The Institute of Education Sciences (part of the U.S. Department of Education) summarizes them this way:

TierSummary (from IES, Regional Educational Laboratory Central)
Tier 1 · StrongAt least one study that “meets WWC group design standards without reservations” (well-run randomized trials), with a large multisite sample and at least one statistically significant positive outcome.
Tier 2 · ModerateAt least one study that “meets WWC group design standards with reservations”, with a large multisite sample and at least one statistically significant positive outcome.
Tier 3 · PromisingAt least one correlational study with statistical controls for selection bias showing a statistically significant positive effect.
Tier 4 · Demonstrates a rationale“a well-specified logic model with one intended outcome of interest that aligns with a stakeholder need”, supported by “existing or ongoing research demonstrating how it is likely to improve the outcomes identified in the logic model.”
What this means for Goal100. We do not claim any ESSA tier. Goal100 has no Tier 1, 2 or 3 studies. This page offers a logic model, which is one part of what Tier 4 describes; whether any program meets a tier for a funding purpose is decided by the district and the rules of that program. Ask your state or federal program office.

Sources

Rules can change. If a link and this page ever disagree, the official page or the signed agreement wins.