Mt. Adams School District

Teachers are expected to embrace research-based instructional strategies during their classroom lessons to engage students in their learning.  Because this is an important aspect of effective teaching and learning, our district has developed district-wide instructional expectations, with input from classroom teachers, known as The ESSENTIALS.  The ESSENTIALS define the expected behaviors of each and every classroom teacher and the implementation of them contribute to the success of our students. 

Purpose of Essentials: The Mount Adams School District ESSENTIALS were created to ensure high levels of teaching and learning through the implementation of Washington State Learning Standards supported by English Language Proficiency Standards.

• Our ESSENTIALS are research based to accelerate student growth and will lead to high levels of learning for ALL students.  
• Observables were identified for each ESSENTIAL through a collaborative effort between district and building administrators,  teacher leaders and all teachers through the PLC process. (2020-21)These observables are what we (teachers and administrators) expect to see when walking classrooms.The MASD School Board is committed to preserving the professional learning teams process by allowing time during the school week where staff  focus on these questions:
  • What is it we expect each student to learn?
  • How will we respond when a student experiences difficulty in learning?
  • How will we know when each student learned what is expected?
  • How will we respond when a student already knows what is expected?

The ESSENTIALS are:

1.  Learning Targets with Success Criteria
2. Evidence Based Practices
3. Culturally Responsive Classroom Environment
4. Student Ownership of Learning
5. Assessment that Informs Instruction
6. Multi-Tiered Systems of Support

For definitions and look fors for each ESSENTIAL, see The ESSENTIALS.

In the graphic below, you see the instructional actions that work together in a loop, with focused practices inside that make the loop effective.  

Main circle — three ongoing steps (they repeat and feed into one another)

• Planning — Teachers set clear goals for what students should learn and what success looks like. (Label: Learning Targets and Success Criteria)
• Instruction — Teachers deliver lessons using research-backed methods and help students take responsibility for their own learning. (Labels: Evidence‑Based Practices and Student Ownership of Learning)
• Assessment — Teachers check what students know and use those results to improve future teaching. (Label: Assessment that Informs Instruction)

Inner cycle — these actions work together to create something important

• At the center the diagram says these combined efforts “Leads to Student Engagement.” In other words, clear planning, strong teaching methods, student ownership, and smart use of assessments help students stay interested and succeed.

Two important supports that strengthen teaching and learning:

• Multi‑Tiered Systems of Support — This means students get different levels of help based on their needs (extra help when needed; less intensive support when not).
• Culturally Responsive Classroom Environment — Classrooms honor and reflect students’ cultural backgrounds so learning is relevant, respectful, and inclusive.