State Network Educator (SNE) Workshop

July 2025

Wifi: Hilton Honors

Password/Promo Code: team

COLOR SAMPLER

WELCOME, EDUCATORS!

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DAY ONE

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Wifi: Hilton Honors

Password/Promo Code: team

Wifi: Hilton Honors

Password/Promo Code: team

Slides on SNE website and at tinyurl.com/SNE2025slide

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WELCOME!

Landmark Ballroom Salon A

Atrium Area

A

DAY ONE AGENDA (DETAILED AGENDA ON TABLES)

Morning

• 8:30 Welcome + Writing Conversations
• 10:00 Training 1/Planning Before You Write: Topic Worksheet
• 10:45 Morning Break
• 11:00 Training 2/Texts to Support Your Lesson: For Modeling and Revision + Copyright
• 11:30: Lesson Reflecting Time
• Noon Lunch in Atrium Area A

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Afternoon

• 1:00 Training 3/Language Goals, Success Criteria
• 1:45 Lesson Writing Time
• 3:00 Afternoon Snack Break
• 3:30 Table Teams Debrief
• 4:00 Table Leads, State Leads, Smarter Staff Debrief
• 5:00 Optional Reception in Atrium

WHO IS IN THE ROOM?

State Lead Team Members (SLTs)

State Network Educators (SNEs)

• New SNEs: add a blue dot to your badge
• Table leads: add a green dot
• Writing Content Conversation leads: add a yellow dot
• Five or more SNE workshops: add a red dot

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Smarter Balanced Staff:

• Sarah Birgé, Lead, Tools for Teachers
• Natasha Johnson, Assistant Director, ELA Content
• Carmen Orellana, Director, Accessibility and Inclusion
• Bobbi Ortega, Executive Administrator
• Tina Posner, Director, Tools for Teachers
• Jason Varcoe, Product Manager, Tools for Teachers

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YOUR SUPPORTS

• SNE Website: tinyurl.com/snesite (please bookmark)
• Guidelines and links in your writing template
• Table Leads, Table Team, Smarter Balanced Staff

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• Color-coded cards; add to table sign for quick help
• Writing Content/SmART website: pink
• English Learner and Student Accessibility Support: blue
• Copyright and Document Accessibility Support: green
• Google/tech help: yellow

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TAKING CARE

• Morning break, lunch, afternoon snack break
• Bio breaks, hydration, and movement
• Comfort is good,

discomfort is okay,

distress is not

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MEET YOUR TABLE TEAM + QUICK ICEBREAKER

• Introduce yourself with:
• your name
• where you are from
• role at your school/district

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• Icebreaker: what was your first email address? (Or the first one you remember.)

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Tools For Teachers �Updates

Jason Varcoe

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BASED ON TEACHER FEEDBACK

FEBRUARY 2025 - UPDATED NAVIGATION

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New!

Previous

FEBRUARY 2025 - PREVIOUS HOME PAGE

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Previous

FEBRUARY 2025 - UPDATED HOME PAGE

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New!!

MAY 2025 - INCREASED SEARCH SPEED

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MAY 2025 - GETTING STARTED PAGES

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New!!

MAY 2025 - FEEDBACK!

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New!!

Instructional Resource Lesson Updates

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BASED ON TEACHER FEEDBACK

TOOLS FOR TEACHERS LESSON UPDATE

These teacher-friendly improvements were suggested by SNEs participating in our 2023 lesson design feedback session and were vetted by State Lead Team (SLT) members for state/territory alignment. Some highlights:

• Format of most instructional resource lessons represents 20 minutes of instruction—the recommended length of time for a reteach (per SNE feedback). (For the longer lessons that remain, information about how to split instruction over two or more sessions is provided at the beginning of the lesson.)
• Lesson are trimmed of excess language, text is bulleted, and targeted scripting is called out, so that teachers can preview lessons quickly.
• Lessons offer more support for differentiation and language support for English Learners, with intentional instruction on content language.

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TOOLS FOR TEACHERS LESSON UPDATE

• We first offered the original SNE writers an opportunity to participate and then selected curriculum vendors based on the sample revisions we rated for quality.
• The TIMS team created an archive of existing lessons in case they need to be referenced at a future date.
• We are revising over 700 lessons in order of most-to-least-used based on collected usage data.
• There will be no gap in lesson availability.
• We are working on a plan for synching up the revised instructional resource lessons to the UI launch and will share that soon.

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KEY DESIGN CONSIDERATIONS FROM FEEDBACK

• Quickly evaluate the lesson (30 seconds or less)
• Highlight the Lesson Objectives & Success Criteria
• Easy to understand what was needed for Lesson Preparation
• Once evaluation is complete - make it easy to teach from / use the Lesson for Instruction
• Include more detailed information for those that wanted to explore more
• Claim/Target/Standards Alignment
• Formative Assessment Process breakdown
• Learn more about the Strategies applied in this Lesson
• Design Consistency

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UPDATE CONSIDERATIONS - CLASSIC PAGE

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Previous

UPDATE CONSIDERATIONS - CLASSIC PAGE

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Previous

UI – QUICKLY EVALUATE THE LESSON

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New!!

UI – OBJECTIVES & SUCCESS CRITERIA

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New!!

UI – LESSON PREPARATION

New!!

UI – LESSON INSTRUCTION

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New!!

UI – LESSON INSTRUCTION

New!!

UI – ALIGNMENT & STRATEGIES

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New!!

UI – ALIGNMENT & STRATEGIES

New!!

UI – NOTES, PRINT, AND MORE!

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New!!

UI – NOTES, PRINT, AND MORE!

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New!!

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Content Conversations �

Sarah Birgé

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FOCUS ON

WRITING

ACTIVATOR: WRITING CONVERSATIONS

Why are we doing this?

• Centering teacher experience and knowledge
• “Cross-pollinating” with other educators to spark deep thinking about pedagogy
• Consider how writing instruction is unique

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ACTIVATOR: WRITING CONVERSATIONS

• Protocol: circulate around Content Conversation stations and engage in meaningful discussion about specific instruction topics.
• We’ll play a chime when we’re ⅓ and ⅔ of the way through so that you may switch stations.
• A big thank you to our writing Content Conversation Leads!

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Whole Group

Training I: Plan Before You Write

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TOPIC

ALIGNMENT WORKSHEETS

Tina Posner

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PLAN BEFORE YOU WRITE

1. Open the copy of the instructional resource template you made during the pre-training or make a copy now: tinyurl.com/SNEwritingtemplate.
2. Then, open the Interim Connections Playlist (ICP) with your assigned topic (see the table team assignments sheet).
3. Bookmark your writing template and ICP for easy reference.

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Table leads: Please make sure all writing templates from your table are located inside your team’s google folder. �

Raise your hand if you need help. Raise a yellow card when you’re done.

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UNDERSTAND YOUR TOPIC

Topic Worksheet: Fill in the first part.

• Step 1: Open the ICP your assigned and find the Performance Progression chart
• Step 2: Find the Topic and the Below/Near/Above descriptions.
• Step 3: Copy that information into your Topic Worksheet (it will be a handy reference while writing your lesson).

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Note: if you need any extra help along the way, there is a filled in sample of the Topic Worksheet with a video at the bottom of your writing template.

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UNPACK THE STANDARD

Topic Worksheet: Fill in the next part

• Step 4: Find the Claim, Target, and Standard information and copy it.
• Step 5: Look up the language of the Standards associated with this lesson: https://www.thecorestandards.org/ELA-Literacy/ and copy that as well.
• Step 6: Indicate which standard or partial standard is most relevant to the topic you were assigned.

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PLAN YOUR LESSON

Topic Worksheet: Brainstorm with your table team

• How much of the relevant standard(s) is reasonable to cover in one 20-minute reteach lesson?
• What skills are needed based on the language of the matching standard?
• Which skills can be considered prerequisites, so you can write a tightly focused lesson?
• What will your instructional approach to those skills be?
• What will students do to demonstrate that skill?

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BREAK TIME

Get up, stretch, hydrate, and take care of yourself.

Please be back in your seats at 11:00.

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Whole Group

Training II: Using Texts with Lessons

FOR MODELING AND REVISION PRACTICE

Tina Posner

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USING TEXTS TO SUPPORT YOUR LESSON

• Writing lessons fall into two categories:
• Asking students to do original writing (either a genre or a part of genre).
• You could support this kind of lesson with models that can be annotated.
• Showing students how to revise or edit writing
• You might need a text to demonstrate and another for students to use in a practice activity.

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FINDING STUDENT SAMPLES IN SMART

• For writing models, search for student samples with high rubric scores.
• For revision and editing practice texts, search for student samples with low rubric scores.
• Go to smart.smarterbalanced.org (or google smarter annotated response tool)
• Select “Explore All Responses”
• Sort by grade, writing purpose (genre), trait, and rubric score
• For help with SmART, raise your pink card.

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OTHER TYPES OF WRITING MODELS

• If you prefer to use literature or nonfiction in the public domain as a writing model:
• Remember to must follow the rules for copyright compliance. See the copyright rules slides linked in your template and at tinyurl.com/SNE25copyrightinfo.
• For help with copyright, raise your green card.

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Individual Reflection Time

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“HAVE A BIT OF A THINK”

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LUNCH

Please head to the Atrium for a buffet lunch and be back in your seats promptly at 12:55.

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Whole Group

Training III: Language Goals and Language Success Criteria

SUPPORTING

LANGUAGE LEARNERS

Tina Posner & Carmen Orellana

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UNDERSTANDING “THE WHY”

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IN THIS TRAINING WE WILL

Frame the Language Success Criteria

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Support language success in your lesson

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Find Language Goals

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State the Goals

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LET’S DEFINE A LANGUAGE GOAL

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What is a Language Goal?

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• The Language Goal identifies WHAT language skill is being learnt in relation to skill/content.
• The Language Goal is teacher-focused and based on a language standard.
• Language Goals should reflect the language of the standard.
• They don’t need to be reviewed with students or included in student-facing materials.

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LET’S DRAFT A LANGUAGE GOAL

As we learned in the previous slide, a Language Goal is teacher focused and based on a language standard.

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Sample:�

Students will give evidence to show whether an author’s point of view is strong or not during a group discussion, using phrases such as: suggests that, leads to.

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Note: This goal explains what student will do in what context with what support for their language use.

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LANGUAGE STANDARDS INFORM GOALS

Language Goals are based on language standards. We are not representing a single set of standards but using the language to inform our goals. If you have your own state standards, you can use that reference. If not you can use the California (CA) ELD or Connecticut (CT) ELP standards.

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Go to the Documents for Language Goals resource folder at: https://tinyurl.com/SNE25language and/or linked in your writing template.

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HOW TO FIND CT ELP LANGUAGE STANDARDS

Search for an ELA standard that is connected to your topic:

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CCSS.ELA-Literacy.RI.6.6

Determine an author's point of view or purpose �in a text and explain how it is conveyed in the text.

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In the CT ELP guide:

• Go to Table of Contents
• Click on Grade [6] ELA Standards Matrix
• On the Matrix, search for ELA RI.6.6.�

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WHAT TO DO IF THE STANDARD ISN’T THERE

Choose best match for:

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ELA RI.6.6 Determine an author's point of view �or purpose in a text and explain how it is conveyed in the text

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Standard 8 chosen:

• analyze and evaluate the argument and specific claims made in texts or speech/presentations
• determine whether the reasoning is sound and the evidence is relevant and sufficient to support the claims
• cite textual evidence to support the analysis

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HOW TO CHOOSE THE CT ELP LANGUAGE LEVEL

In the CT ELP Standards, they are broken down into Levels 1-5.

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Level 5 is the complete standard. Levels below that are partial, with level 1 being the smallest part.

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Choose Level 5 to construct your Language Goal. Keep the other levels in mind for reference. You can use them as lesson options for students who have beginning levels of proficiency.

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HOW TO FIND CA ELD STANDARDS

In the CA ELD guide

• search [command “f” and type in grade]
• skim Overview to locate your ELA standard

RI.6.6 Determine an author's point of view or purpose

in a text and explain how it is conveyed in the text

• See Part 1 B
• Best match is 6.B

Express inferences and conclusions based on close reading of grade-level texts and viewing of multi-media using some frequently used verbs (e.g., suggests that, leads to).

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HOW TO CHOOSE THE CA ELD LANGUAGE LEVEL

The language levels in the CA ELD are the same standard with varying levels of support:

• Emerging: Substantial Support
• Expanding: Moderate Support
• Bridging: Minimal Support

This is advice you can replicate in your Lesson Options. If you would like some specific advice on how to provide those levels of support inside the lesson, put the blue card in your table stand.

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IF NEITHER STANDARD IS QUITE RIGHT…

RI.6.6 Determine an author's point of view or purpose

in a text and explain how it is conveyed in the text

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CT ELP:

• analyze and evaluate the argument and specific claims made in texts or speech/presentations
• determine whether the reasoning is sound and the evidence is relevant and sufficient to support the claims
• cite textual evidence to support the analysis�

CA ELD: Express inferences and conclusions based on close reading of grade-level texts and viewing of multimedia using some frequently used verbs (e.g., suggests that, leads to).�

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BLEND THEM!

RI.6.6 Determine an author's point of view or purpose in a text and explain how it is conveyed in the text

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Blended:

Cite evidence in text to support whether author’s point of view is sound based on a close reading and using verbal phrases, such as: suggests that, leads to.

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DRAFTING A LANGUAGE GOAL

The Language Goal explains (1) what the student will do, (2) in what context (listening, speaking, reading, writing) and (3) with what support for their language use.

Blended Standard:

Cite evidence in text to support whether author’s point of view sound based on a close reading and using verbal phrases such as suggests that, leads to.

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Drafted Language Goal:

(1) Students will give evidence to support whether the author’s point of view is strong (2)during a group discussion (3) using phrases, such as: suggests that, leads to.

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DEFINING THE SUCCESS CRITERIA

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• The Success Criteria identifies WHAT the student will be able to do as a result of the lesson.
• The Success Criteria should be observable and measurable.
• The Success Criteria should be reviewed with students.
• If relevant, the Success Criteria should be included in student-facing materials.

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What are Language Success Criteria?

DRAFTING THE LANGUAGE SUCCESS CRITERIA

Turn the Language Goal into “I can” statements, phrased in student-friendly language.

Language Goal Example:

Students will give evidence to support whether the author’s point of view is strong during a group discussion using phrases such as, suggests that, leads to.

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Language Success Criteria Example:

• I can tell you the author’s main point.
• I can list examples of the support the author the author gives and say whether it is strong support or not.
• I can use verbs, such as suggests that and leads to when I explain.

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LANGUAGE GOALS VS LESSON GOALS

You want the Language Goal to add some additional support to the Lesson Goal. That’s why it’s important to think about how the Language Goal will be supported in the lesson.

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Think about supporting language learners in two different ways:

• INPUTS: Listening and Reading
• OUTPUTS: Speaking and Writing

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EXAMPLES OF LANGUAGE SUPPORT

• Supply Sentence Frames.
• Offer alternate forms of expression: Thumbs Up/Thumbs Down, Visualizing/Pictorial Sketches
• Have students work with partners or in groups.

Support INPUTS

Support OUTPUTS

• Read Aloud and/or Text-to-Speech.
• Look for Cognates.
• Text-to-Spanish Speech support or other translation supports for home language.
• Pre-teach vocabulary.

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Brainstorm more ideas with your tablemates. Raise a blue card for help!

Fill In Metadata

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Sarah Birgé

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THE FIRST PART OF YOUR WRITING TEMPLATE

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ADDING METADATA TO YOUR INSTRUCTIONAL RESOURCE: WORK TIME

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1. Open your individual writing template.

If you need to create an individual copy, go to tinyurl.com/SNEtemplate25. In the far right of the Google Docs menu bar, click File. Then click Make a copy. Select Share with the same people. Your template will open in a new tab or window. Make sure to move your copy to your team’s Google subfolder.

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• Open the Interim Connections Playlist (aka ICP, aka playlist) with your assigned topic.

You can navigate to this through your table team spreadsheet or by searching on Tools for Teachers.

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Table leads: help navigate as needed. Use a yellow card for Google/tech support.

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ADDING METADATA TO YOUR INSTRUCTIONAL RESOURCE: WORK TIME

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3. Fill out most of the metadata, using information from your playlist as needed. Come back to lesson length, title, and copyright later.

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Table leads: help navigate as needed. Use a yellow card for Google/tech support.

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INSTRUCTIONAL RESOURCE LESSON

WRITING

TIME

Reminders

• Be concise in your writing!
• Aim for about 20 minutes

of instructional time

• Strive for active student engagement—avoid “sit ‘n git.”
• Include differentiation: extra supports, challenge options.

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SNACK BREAK

Please grab a snack and a beverage outside the meeting room and be back in your seat promptly at 3:30.

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INSTRUCTIONAL RESOURCE LESSON

WRITING

TIME

Reminders

• Be concise in your writing!
• Aim for about 20 minutes

of instructional time

• Strive for active student engagement—avoid “sit ‘n git.”
• Include differentiation: extra supports, challenge options.

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TABLE TEAM DEBRIEF

Thank you so much for all your efforts today! As a table, use the prompts below to start your discussion. Ensure that everyone gets a chance to share out.

• What worked?
• What didn’t?
• What do you need to prepare for successful Instructional Resource writing time tomorrow?

Reminder that tomorrow is an optional Affinity Day. Wear clothing that represents your school/district, hobby/sports team you are passionate about, etc.

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Thank You For All Your Hard Work!

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SEE YOU TOMORROW AT 8:30.

DAY TWO

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Wifi: Hilton Honors

Password/Promo Code: team

Wifi: Hilton Honors

Password/Promo Code: team

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WELCOME!

DAY TWO AGENDA (DETAILED AGENDA ON TABLES)

Morning

• 8:30 Teaching Tips, Hacks, and Best Practices Activator
• 9:15 Training 4/Accessibility: Document Checks and Strategies
• 9:45 Lesson Writing Time
• 10:45 Morning Break: Option to Continue Content Conversations from Day One
• 11:15 Lesson Writing Time
• Noon Lunch in Atrium Area A

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Afternoon

• 1:00 Training 5/Formative Assessment Review
• 1:30 Lesson Writing Time
• 3:00 Afternoon Snack Break
• 3:15 Lesson Writing Time
• 4:15 Table Teams Debrief
• 4:30 Table Leads, State Leads, Smarter Staff Debrief

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WHO IS IN THE ROOM?

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ACTIVATOR

• Why are we doing this?
• Start the day by centering teacher experience and knowledge
• “Cross-pollinating” with other educators to spark deep thinking about pedagogy
• Activate thinking about instructional moves before digging into instructional resource lesson writing

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• Gallery Walk and Blanket the Table are Formative Assessment Strategies on the Tools for Teachers website (think back to the pretraining).

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GALLERY WALK + BLANKET THE TABLE

• Protocol:
• grab a writing tool, sticky notes, and a strip of dots from your table
• circulate around the “gallery” looking at the posted prompts.
• use sticky notes to “blanket” the prompts with your ideas.
• use dots to indicate any ideas that resonate with you
• some ideas/prompts have been provided for you
• other posters are blank; share your favorite teaching tips, hacks, and best practices
• Responding to others’ notes and side conversations are encouraged!
• We’ll play a chime when we’re ⅓ and ⅔ of the way through as a reminder to circulate.

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SUPPORTING FEEDBACK

When to get feedback?

• When you’re finished planning a lesson
• After you draft the steps of your lesson
• When the table leads do a final sign-off

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Whole Group

Training IV: Accessibility

DOCUMENT CHECKS AND STRATEGIES

Tina Posner and Carmen Orellana

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OUR COMMITMENT TO ACCESSIBILITY

• Tools for Teachers is committed to the idea that learning should be accessible to all students.
• Two ways we live up to this commitment:
• By making sure all lesson documents are accessible
• By adding Accessibility Strategies to the lessons
• to support differently abled students.
• to support language learners.

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ACCESSIBLE DOCUMENTS

• Create lesson materials in Microsoft Word and presentation slides in PowerPoint.
• Microsoft offers a helpful accessibility check feature.

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RUN ACCESSIBILITY CHECKS IN MICROSOFT

• Remember to run accessibility checks.
• Look under the Review menu
• Click on Check Accessibility Icon
• Suggestions for making the document �or slides accessible will appear in the right-hand menu.
• Raise a blue card if you need help.

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• Before you upload these documents to your team folder–STOP �and check your Google Drive settings.

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CHECK YOUR GOOGLE DRIVE SETTINGS

• Google Drive is where your team folders are and where you store your lesson template and any documents you create to go with your lesson.
• After you check the accessibility of your documents and before you upload them to the team folder, go to your Google Drive Settings.
• This is what the icons look like:

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UNCHECK “UPLOADS” BOX

• Under General settings, you will see �this menu.
• Be sure the box next to Uploads is NOT checked.
• Now you can upload the documents �that you have checked for accessibility, �and they will remain in Microsoft.
• For help with Google settings, �raise your yellow card.

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ACCESSIBILITY STRATEGIES IN LESSONS

• Inside your lessons, be sure to include Accessibility Strategies.
• For an overview, see

smartertoolsforteachers.org/landing/accessibility

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WHY WE HAVE ACCESSIBILITY STRATEGIES

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Promote Equity: Support equitable access to content and remove barriers to learning.

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Provide Student Support: Support the implementation of individualized education programs (IEPs) and 504 plans, and provide support to students with unique learning needs and preferences.

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Support English Learners (ELs) by removing barriers to make content accessible and comprehensible.

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CHOOSING ACCESSIBILITY STRATEGIES

• In your writing template, under Strategies, we have made two drop-down menus for you regarding Accessibility.

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• All are Accessibility�Strategies, but we broke out �those that are specifically �helpful for English Learners.

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PLACING ACCESSIBILITY STRATEGIES IN LESSONS

• As you work on your lesson consider the places where a student might struggle
• visually
• auditorily
• physically
• cognitively.
• Build in options and consider adding an Accessibility Strategy.
• Choose strategies that are instructional and not ones that are embedded tools or designated supports meant for assessment.
• For help with Accessibility Strategies, raise your blue card.

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INSTRUCTIONAL RESOURCE LESSON

WRITING

TIME

Reminders

• Be concise in your writing.
• Aim for about 20 minutes

of instructional time

• Strive for active student engagement—avoid “sit ‘n git.”
• Include differentiation: extra supports, challenge options.
• Don’t forget to solicit timely feedback.

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BREAK TIME

During this break, you have the option to find a Writing Content Conversation Lead and continue yesterday’s conversation.

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Please be in your seats promptly at 11:15.

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INSTRUCTIONAL RESOURCE LESSON

WRITING

TIME

Reminders

• Be concise in your writing.
• Aim for about 20 minutes

of instructional time

• Strive for active student engagement—avoid “sit ‘n git.”
• Include differentiation: extra supports, challenge options.
• Don’t forget to solicit timely feedback.

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LUNCH TIME

Please go the Atrium for a buffet lunch and be back in your seats promptly at 1:00.

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Whole Group

Training V: Formative Assessment

Strategy Guidance

Tina Posner

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FORMATIVE ASSESSMENT WORKS

According to “What Works” by CERI (Centre for Educational Research and Innovation):

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“Formative assessment has shown that it is perhaps one of the most important interventions for promoting high performance ever studied.”

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IT IS A COLLABORATIVE PROCESS

The formative assessment process is a set of steps that teachers and students engage in during learning. It is both powerful and empowering.�

• Teachers monitor student understanding to meet students’ individual needs.
• Students monitor their own understanding to take an active role in learning.

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IT WORKS BEST WHEN APPLIED SYSTEMATICALLY

Consistent use of the strategies helps teachers and students internalize the process and know what to expect so more time can be spent on instruction.

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WHEN AND HOW TO CLARIFY

Teachers prepare to enact Learning and Language Goals that are aligned to academic standards. They use strategies to prompt students to share relevant background knowledge, personal experiences and/or funds of cultural knowledge and identity. �

Students acknowledge the Success Criteria and Language Success Criteria, which are the Learning Goals restated in student-friendly language, often as an “I can…" statement. Students share relevant prior knowledge as a schema for attaching new information.

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At the beginning and end of the lesson, or any time that students need help reorienting to their purpose.

WHEN AND HOW TO ELICIT

Teachers organize a practice activity designed to generate evidence of learning. The activity might include collecting individual work to assess or it might be an opportunity to monitor students as they work in collaborative groups.

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Students express needs, interests, and learning preferences as they practice in order to best demonstrate their understanding.

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As students work in guided practice, collaborative work, independent practice, or skill application.

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WHEN AND HOW TO INTERPRET

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Teachers observe students in action and/or collect evidence of students’ progress toward learning goals. This evidence helps identify the gap between where students are and the success criteria for this learning goal.

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Students participate by assessing their own work and/or confidence level. They can share achievements and struggles. Students can also offer feedback to peers.

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As students work during the lesson or using evidence collected during the lesson.

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WHEN AND HOW TO ACT

Teachers can address misconceptions and make corrective moves during the lesson or plan for additional instruction or additional practice after the lesson with a small group or individually.

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Students should understand what they do well and what they need to work on to meet the success criteria. They should feel encouraged to take ownership of their learning process.

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As students work in the lesson or in preparation for the next lesson.

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LET’S GET META

Let’s use a formative assessment strategy to elicit your understanding of the formative assessment process. �

Fist to Five

• Fist = I don’t understand.
• Five fingers= I’m an expert.
• Two to four fingers = somewhere in between.

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USE FORMATIVE ASSESSMENT PURPOSEFULLY

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THINK ABOUT IT

Q1: What purpose would you use this strategy for–

• To measure proficiency?
• To foster growth?
• To have students reflect?

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Q2: Where in a lesson

would you use this strategy?

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CHOOSING STRATEGIES FOR YOUR LESSON

Aim for up to 3 Formative Assessment Strategies in your instructional resource.

• Consider where you might add them:
• At the beginning, to clarify what students to know going in.
• During practice to observe individual student or whole group needs.
• At the end to see if further instruction is needed.
• Don’t forget to think about the strategy that best fits your purpose!

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WORKING IN THE WRITING TEMPLATE

• Choose at least one strategy that collects evidence from individual students. (We have broken out those in two drop-down menus on the template.) �
• At the end of the template, we ask you summarize the places in the lesson where a teacher is prompted to Clarify, Elicit, Interpret, and Act. A brief statement for each step is all that’s needed.

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EX: FORMATIVE ASSESSMENT STRATEGIES IN TEMPLATE

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A SUMMARY OF OUR STRATEGIES!

Now you see how our

• Formative Strategies
• Accessibility Strategies
• English Learner Strategies

are designed to support the lesson you’re writing.

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English Learners

Accessibility

AND HOW THE STRATEGIES ARE DIFFERENT!

Formative Assessment: Active to collect information about what students know and can do!

Accessibility: To be sure all students can participate in learning.

English Learners: Accessibility Strategies that are particularly helpful for language learners.

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English Learners

Accessibility

INSTRUCTIONAL RESOURCE LESSON

WRITING

TIME

Reminders

• Be concise in your writing.
• Aim for about 20 minutes

of instructional time

• Strive for active student engagement—avoid “sit ‘n git.”
• Include differentiation: extra supports, challenge options.
• Don’t forget to solicit timely feedback.

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BREAK TIME

Get up, stretch, hydrate, and take care of yourself.

Please be back in your seats at 3:10.

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TABLE TEAM DEBRIEF

Thank you so much for all your efforts today! As a table, use the prompts below to start your discussion. Ensure that everyone gets a chance to share out.

• What’s your favorite Smarter Balanced tool and how do you use it?
• What additional feedback do you have for us that you didn’t share yesterday?

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Thank You For All Your Hard Work!

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SEE YOU TOMORROW AT 8:30.

DAY THREE

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Wifi: Hilton Honors

Password/Promo Code: team

Wifi: Hilton Honors

Password/Promo Code: team

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WELCOME!

DAY THREE AGENDA (DETAILED AGENDA ON TABLES)

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• 8:30 Lesson Writing Time
• 11:00 Check Out Time (Hotel)
• 11:30 Working Lunch (Box Lunches)
• 12:30 Workshop Closing and Reminders

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You are welcome to continue working in this space until 4:00.

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FORMATTING CHEAT SHEET: SEE LINKED HOUSE STYLE GUIDE AT THE TOP OF YOUR TEMPLATE

• All Strategies should be in title case.
• Ex: Anchor Chart, not anchor chart.
• Teacher language should be in italics only.
• Ex: Which piece of evidence is most relevant? Why? not “Why?” or “Why?” or Why?
• Depth of knowledge should be in brackets after the question or questions.
• Ex: Which of these sentences has correct capitalization? [DOK 1].
• Supports for learners (including English Learners) and challenge opportunities should be in bold.
• Ex: Challenge students to identify and use more complex sentence structures. Refer ELs and other students who would benefit to their Sentence Frames.

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FEEDBACK OPTIONS

• Table Lead
• Table Team
• Sign-up Sheets: add a sticky note with your name and table to get either a full review or feedback on one section
• Remember that you’ll need to get a final review from your table lead
• Tip: google comments and/or suggestion mode may be a good way to offer feedback within a writing template

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REMINDERS: REIMBURSEMENTS AND STIPENDS

• GEARS handles reimbursements.
• Reimbursements for dinners, meals on travel days, parking, etc. are due July 31, 2025.
• FAQ and forms are on the SNE website (tinyurl.com/snesite) and in the “know-before-you-go” email you were sent on Thursday, July 10.

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Reimbursement forms received after July 31, 2025

will take longer than 30 days to process.

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REMINDERS: REIMBURSEMENTS AND STIPENDS

• GEARS handles invoices for stipend, which you receive when your lesson is complete. (Table leads may invoice immediately after the workshop.)
• You should have received an email on July 10 from GEARS with stipend invoicing information.
• Your table lead will confirm with Smarter Balanced that you’re cleared to invoice. Then, you’ll be notified.
• Stipend FAQ and forms are on the SNE website (tinyurl.com/snesite) and in the “know-before-you-go” email you were sent on Thursday, July 10.�

Invoices for your stipend must be submitted by August 19, 2025.

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INSTRUCTIONAL RESOURCE LESSON

WRITING

TIME

Reminders

• Be concise in your writing.
• Aim for about 20 minutes

of instructional time

• Strive for active student engagement—avoid “sit ‘n git.”
• Include differentiation: extra supports, challenge options.
• Don’t forget to solicit timely feedback.

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THANK YOU SO MUCH FOR ALL YOUR HARD WORK!

Please reach out if we can help support your use of Tools for Teachers in the upcoming school year.

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USE TO MAKE NEW SLIDES (ALL CAPS, MONTSERRAT 32)

• Calibri 34
• font hex code color is #2b4254
• custom spacing: 1.1
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