Personalized Mastery Learning (PML) allows for students and advisors to determine which outcomes are to be learned, how they will be learned, and when the learning happens.  (Learning outcomes are based on Common Core standards and other guidelines established for CA public schools ). Students and advisors work together to establish relationships and relevance in learning, to define each student’s learning path, to determine learning expectations and then to develop methods for students to reflect and defend their learning in order to show mastery.

Advisors should understand where they and their students fall on the PML Continuum and should regularly evaluate their teaching and students' learning using the following advisor self assessment tool: 

PML Continuum and Rubrics - Advisor Self Assessment

What is PML? 

The PML classroom is alive with student learning that is rigorous, engaging and relevant. Student voice and choice is at the heart of the PML classroom and students are engaged in both task and process learning and reflection. In a PML classroom, students not only learn how to advocate for themselves as learners and people but learn how to advocate for others as well.  Equity and inclusion drive the PML experience. Examples of best practices in the PML classroom: 

• Relationships are prioritized

• Anti-racist curriculum and practices are universal

• Workshop model (mini-lesson, work time with conferring, sharing/reflection) is consistent across all content areas

• Talking to individual and groups of students about their learning

• Students talking to each other about their learning

• Students can articulate what they are learning and why they are learning it 

•  Projects based learning

• Offering multiple modalities for learning

• Learning goals are data-based and instruction is data-driven 

• Parents/guardians are invited to participate in student learning as key members of the advisor-student-family triad

In order for students to experience an exemplary PML model of instruction and learning, instructional staff need to adhere to school-wide PML expectations. The following are those expectations: 

• Using school-wide curricula

• Adhering to content pacing guides/plans

• Using an advisor choice lesson plan format that shows intentional lesson planning that aligns to student data, curriculum pacing/guides and learning outcomes

• Aligning instruction to academic and SEL outcomes

  • Outcomes: At ASL, we use SEL and academic learning outcomes derived from the California Common Core State Standards as well as other resources to help inform what students should be learning. Students will be assessed using these outcomes which will be reported three times per school year via student progress reports. Advisors collaborate each year to determine student benchmark outcomes. 

    1. SEL Outcomes

    2. PML Outcomes

• Utilizing assessment data to drive small group instruction across all content areas

• Collecting student work samples

• Using Interactive notebooks & Cornell Notes (3rd - 5th) in lieu of worksheets

• Collaborating with special education Inclusion Specialists

• Participating in data discussions and planning with colleagues. It is expected that colleagues collaborate as needed and during the following times: 

  • Student enrichment class time 

  • During established professional development time

  • On Mondays during May-do/Must-do Advisor collaboration time 

  • During cadre meetings as established by the cadre team, but no less than one time per week

• Communicating with parents/guardians as frequently as is needed to support student learning 

Use of Instructional Time 

The PML classroom uses every ounce of instructional time to maximize teaching, learning and reflecting. Advisors are very judicious with how they spend their instructional time. However, the hard work of learning should absolutely be recognized and celebrated!  The following expectations should be followed when deciding how to celebrate learning at ASL: 

• Parties - Class parties are reserved for curricularly aligned celebrations and are not to be had for the sake of having a party. Examples might include: end of year class potluck, culminating a unit on poetry with a poetry jam session, completing a week of assessments with afternoon outside games, completing a reading unit with a pj/tent reading party in class, learning about another culture's food traditions and celebrating with a potluck, etc. 

• Birthdays - Birthdays are absolutely celebrated at ASL! Aveson celebrates each student’s birthday in a special way, organized by the advisor, such as a “birthday shower” where the student receives compliments from his/her classmates. Cupcakes or other snacks may not be brought to school to share with classmates. Keeping the classroom treat-free helps ensure that every student is treated equitably and honors the school’s healthy living tenet. 

• Holidays - One of Aveson’s key values is respect for students of all cultures and religions. We take pride in learning and studying about the customs, traditions, holidays, foods and languages of our diverse student body. We often ask families if they would be willing to share their family traditions during school volunteering opportunities. Aveson does not place value on one group’s holidays and traditions over another. As such, we do not participate in school-wide celebrations such as Halloween, Valentine’s Day or Christmas. However, ASL does celebrate “Friendship Day'' in February, “Read Across America'' day in March and does participate in school-wide events during Hispanic Heritage Month, Spirit Week, Black History Month and Asian American Pacific Islander Heritage Month. 

• Movies and Screen Time - Movies are used very sparingly at ASL and must be curricularly aligned and Director approved before showing to students. There are no exceptions to this. In addition, screen time should be used very sparingly and intentionally. The following expectations should be followed: 

  • Students may use an Aveson device only. No electronics are allowed from home.

  • When students are on a computer, advisors and staff must be able to monitor the screens at all times.

  • Students may only use computers if they are doing curricularly aligned work: iReady My Path lessons, drafting/publishing a written piece, computer center time, projects research. Video games are not allowed at ASL. 

  • All students should sign the student tech use agreement (see Student Tech Use page). 

  • Computers must stay inside the classrooms at all times. 

  • Computers are to be used communally.  Students are not assigned a specific computer, and the expectation should be that we share the computers.