Bringing Research Into the Classroom
One of the things I value most about SALT Academy is that we never want to become a school that simply says, “This is how we’ve always done it.”
As I continue working toward my doctorate in Curriculum and Instruction, much of my coursework and research has focused on something that is at the heart of SALT: how to design instruction for students who learn differently while still maintaining high expectations.
For me, these classes are not separate from my work at SALT. I am constantly thinking about how the research can help our students, support our teachers, and strengthen the way we design instruction across our school.
Research That Reflects What We See Every Day
Throughout my recent doctoral coursework, I have been studying multimodal and multisensory instruction, differentiated learning, classroom management, technology, culturally responsive teaching, and strategies for diverse learners.
One of my research projects included feedback from educators about the instructional approaches they find most effective.
The findings strongly supported practices that are already central to the SALT model, including:
Visual supports
Explicit and systematic instruction
Multiple ways to access information
Hands-on and multisensory learning
Structured routines
Purposeful use of technology
Opportunities for students to demonstrate understanding in different ways
One of the strongest findings was that teachers overwhelmingly viewed multimodal instruction as beneficial for student access, engagement, confidence, and independence.
That is especially meaningful for the students we serve.
Many SALT students are bright, capable learners who may struggle when instruction is delivered in only one way. A student may understand a concept but need a visual model. Another may need manipulatives, repetition, additional processing time, explicit instruction, or the opportunity to talk through a problem before working independently.
The goal is not to make learning easier.
The goal is to make learning accessible.
Same Goal, Different Pathways
One idea has continued to come up throughout my research:
Students can work toward the same meaningful learning goal without all needing to get there in exactly the same way.
That philosophy is deeply connected to what we do at SALT.
Differentiation does not mean lowering expectations. It means understanding the learner well enough to identify what may be getting in the way of learning and then providing the right support.
Sometimes that support is a visual.
Sometimes it is explicit modeling.
Sometimes it is hands-on instruction.
Sometimes it is technology.
Sometimes it is a smaller group, additional processing time, or another way to demonstrate understanding.
The destination can remain the same even when the pathway looks different.
Technology With a Purpose
Another area I have been studying is the role of technology in education.
Technology can be incredibly valuable for students with dyslexia, dysgraphia, dyscalculia, ADHD, and other learning differences, but one of the most important findings from my research is that technology should never be used simply because it is available.
The question should always be:
What is this tool helping the student do better?
Does it improve access to text?
Does it provide meaningful practice or feedback?
Does it help a student organize ideas?
Does it reduce an unnecessary barrier?
Does it increase independence?
At SALT, we want technology to support instruction—not replace good teaching.
Classroom Management Is Part of Teaching
My doctoral work has also reinforced the importance of viewing classroom management as part of instruction.
Students need to be explicitly taught how to transition, participate in groups, ask for help, manage frustration, disagree respectfully, and work through conflict.
Predictable routines and clear expectations are especially important for students who struggle with executive functioning, processing speed, anxiety, or attention.
Redefine Success
It All Begins Here
Seeing Students, Not Scores: How SALT Thinks About Assessment
I’ve spent more than ten years watching assessment either build students up or shut them down. Some kids walk into school already convinced they’re “bad at learning” because of grades that told them more about their weaknesses than their potential. Others bloom when we finally choose assessments designed to understand them, not rank them.
So here’s where I stand today after years of trying, failing, improving, and repeating. This is my evolving philosophy of assessment.
Assessment Is a Conversation, Not a Judgment
If you ask teachers what assessment is, you’ll get a long list: tests, rubrics, quizzes, exit tickets, portfolios… the list goes on.
For me? Assessment is simply how I learn what my students need next.
It’s a tool to get curious, not to get a score. Researchers say assessment should guide instruction, not label kids (Hattie & Clarke, 2019; Brookhart, 2016), but honestly, I learned that by watching students shut down over a number they didn’t even understand.
How I Decide What to Assess
I don’t start with tests. I start with clear learning goals written in kid-friendly language:
“I can decode multisyllabic words.”
“I can support my answer with text evidence.”
If students don’t understand the goal, how can they possibly hit it?
Assessment should tell us something useful, not just something reportable.
Which Type of Assessment Is Best? The Annoying Truth: It Depends.
Teachers love to debate:“Performance tasks are best!”“No, we need selected-response tests!”
Here’s the honest answer: different assessments serve different purposes (Pellegrino, 2014; Stiggins, 2018).
Selected-response works well when I just need a quick snapshot: phonics checks, vocabulary quizzes, math facts.
Open-ended questions show me how students think, not just what they know.
Performance tasks reveal how learning holds up in the real world, can a child do something meaningful with what they learned?
Assessment is like baking, changing the recipe changes the outcome. You need the right tool for the right job.
Effort Grades: Helpful or Misleading?
Effort grades are the gold stars of grading systems. They reward hard work, homework completion, and participation. And yes, effort absolutely matters, especially for struggling learners who desperately need encouragement (Dweck, 2014).
But there’s a catch…
If a student tries really, really hard and still doesn’t master the standard… should they earn an A?
And if a gifted student masters the skill with minimal effort… should they get a C for not trying “hard enough”?
My Balanced View
I do acknowledge effort, but not in the same score that measures mastery.
Why? Because grades should answer the question: What do students know and what can they do?
I don’t want effort inflating mastery or mastery punishing kids who try their best.
Let Students Reflect: They’ll Learn More
I’ve seen self-assessment change the way students show up in their learning. When kids reflect on their choices, strategies, and outcomes, they become more motivated and more accurate about their own progress (Panadero, 2017).
It doesn’t need to be complicated:
“How did I do on this?”
“Which strategy helped me?”
“What’s one goal for next time?”
Should Students Help Create Rubrics?
YES! (when it’s guided). Research shows kids learn more when they help create the criteria (Andrade, 2019). I’ve watched students who once hated writing suddenly take ownership because they helped build the scorecard.
They aren’t just being graded: they’re understanding how learning works.
Portfolios: Letting Growth Tell Its Story
Some progress can’t be captured in a single test, and portfolios fix that.
They showcase growth over time and reveal the slow victories that matter most. For neurodiverse students, especially those with dyslexia, dyscalculia, ADHD, or anxiety, portfolios make progress visible and celebrated, not just measured (Siemens & Tittenberger, 2020).
Why We Love Them
✔ They show real learning
✔ They make conferences powerful
✔ Students feel proud, not defeated
✔ Families finally see the growth we see
Why They’re Hard
⚠ They take time
⚠ Teachers need organization systems
⚠ Some schools want scores, not stories
But I’d rather tell a story than stamp a number on a child.
Sometimes Data Needs a Picture
Visuals like graphs and tables help everyone, teachers, parents, and especially students, understand progress (Ainsworth & Viegut, 2021).
Kids love seeing pocharts. Parents love it too. And teachers? It tells us where to go next.
Assessment Should Be a Lighthouse
Whether we’re talking about standardized tests, student behavior, or parent-teacher conferences, one thing stays true:
Assessment should illuminate the path, not punish the traveler.
Standardized tests might give the 30,000-foot view, but they don’t show the full journey (Au, 2016). Data should inform instruction, not define a child’s identity.
If assessment doesn’t make learning better for students: why are we doing it?
REFERENCES
Ainsworth, L., & Viegut, D. (2021). Common formative assessments.Andrade, H. (2019). Frontiers in Education, 4(87).Au, W. (2016). Social Science Research, 55.Brookhart, S. (2016). How to make decisions with data.Dweck, C. (2014). Mindset.Hattie, J., & Clarke, S. (2019). Visible learning: Feedback.Panadero, E. (2017). Frontiers in Psychology, 8(422).Pellegrino, J. (2014). Assessment in Education.Siemens, G., & Tittenberger, P. (2020). Handbook of emerging technologies for learning.Stiggins, R. (2018). The perfect assessment system.