• What is MBL?

    Mastery-Based Learning at PWHS focuses on a method of instruction that emphasizes the critical role of feedback in learning and involves a set of instructional methods which establishes a level of performance that all students must master before moving on to the next learning target.  

    Priority StandardsAlso known as Standards of Significance, Essential Standards, Power Standards, etc. Defined as a carefully selected subset of the total list of the grade-specific and course-specific standards within each content area that students must know and be able to do by the end of each school year in order to be prepared to enter the next grade-level or course 

    Learning Targets: A statement of intended learning  based on standards; i.e. thestandards unwrapped. In other words, a statement of what we wantstudents to learn and be able to do, in student friendly language. 

    Daily Measurable Objectives: These are detailed, specific, measurable descriptions, based on the learning targets, of what students will be able to know or do by the end of a learning activity. DMOs start lower on the DOK level at the beginning of a week and increase in difficulty as the week progresses. 

    Common Formative Assessments: These are collaboratively developed assessments for learning created for students expected to learn the same knowledge, skills, & dispositions that will be assessed at the same time or during a very narrow window of time. Team members use the evidence of student learning from the common formative assessments to inform their individual and collective practice in four ways:  

    1. To inform each teacher of the individual students who need intervention because they are struggling to learn or who needs enrichment because they are already proficient.    
    2. To inform students of the next steps they must take in their learning.  
    3. To inform each member of the team of his or her individual strengths & weaknesses in teaching skillsso each member can provide or solicit help from colleagues on the team.  
    4. To inform the team of areas where many students are struggling so that the team can develop and implement better strategies for teaching those areas.