Washington State Teacher and Principal
Evaluation Project
Connecting College and Career Readiness Standards (CCRS)
and TPEP
Facilitator Guide
January 2015
Office of Superintendent of Public Instruction
Old Capitol Building, P.O. Box 47200
600 Washington St. S.E.
Olympia, WA 98504-7200
360-725-6000 | TTY 360-664-3631
www.k12.wa.us
1019_1/15
Contents
Overview of This Training Module ...................................................................................... 1
Audience......................................................................................................................... 2
Timing and Structure ...................................................................................................... 2
Preparing for the Session.................................................................................................... 4
Context ........................................................................................................................... 4
Agenda ........................................................................................................................... 4
Equipment and Materials ................................................................................................ 5
Participant Documents Needed................................................................................... 5
Work Session Supplies Needed .................................................................................. 5
Print Materials Needed ................................................................................................ 6
Preparation ..................................................................................................................... 7
Copies to Make Ahead of Time ................................................................................... 7
Posters to Make Ahead of Time .................................................................................. 7
Facilitator Guide ................................................................................................................. 8
Introductory Slide ............................................................................................................ 8
Connecting (Title Slide) ............................................................................................. 10
Learning 1: The Need for Creating Coherence (Title Slide) .......................................... 12
Learning 2: CIPs (Title Slide) ........................................................................................ 16
Implementing 1: Systems Review (Title Slide) ............................................................. 21
Implementing 2: Identifying Gaps and Action Planning................................................. 24
Reflection and Wrap-Up (Title Slide) ............................................................................ 26
Overview of This Training Module
This training module—developed collaboratively by the Office of Superintendent of
Public Instruction (OSPI), American Institutes for Research (AIR), and the nine
Educational Service Districts—is designed to prepare school leadership teams for the
deliberate alignment of teaching practices described in the instructional frameworks and
the expectations of the College and Career Readiness Standards (CCRS) through the
following intended outcomes:

Build a shared understanding and language for addressing professional learning
for CCRS, including the core instructional practices.

Elucidate and strengthen the connections between the CCRS and district teacher
evaluation systems.

Identify any gaps in support for teachers’ instruction, and discuss concrete steps
to address those gaps.
This module takes an in-depth look at classroom instruction and teaching practice. It is
not about understanding or implementing the mechanics of the teacher evaluation
system and, as such, its format differs from the other modules developed to support
TPEP. If you need support relating to the implementation of the teacher and principal
evaluation systems, refer to the following TPEP evaluation modules (http://tpepwa.org/trainingpd/tpep-training-modules/):

Introduction to Educator Evaluation in Washington

Using Instructional and Leadership Frameworks in Educator Evaluation

Preparing and Applying Formative Multiple Measures of Performance: An
Introduction to Self-Assessment, Goal Setting, and Criterion Scoring

Including Student Growth in Educator Evaluation

Conducting High-Quality Observations and Maximizing Rater Agreement

Providing High-Quality Feedback for Continuous Professional Growth and
Development

Combining Multiple Measures Into a Summative Rating
This facilitator’s guide and the module materials are based on materials developed by
the Center on Great Teachers and Leaders (GTL Center)—a federally funded technical
assistance center created to support state-led initiatives to grow, respect, and retain
great teachers and leaders for all learners. These materials have been modified in part
with permission from the GTL Center. For more information about the GTL Center, visit
www.gtlcenter.org.
Facilitator Guide: Connecting the College and Career Readiness Standards and TPEP
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Audience
This module is intended for school district teams of 8 to 12 people, depending on the
size of the district. OSPI highly recommends that each district team includes the
following participants:

Teacher leaders: They are critical to this module’s goals and the follow-up steps
for the district team that develop as a result of the module.

Principals: They need to understand both the instructional shifts discussed in this
module and the coherence between the Common Core and the instructional
frameworks that are part of TPEP.

Central office staff: Select staff who have responsibility for curriculum and
instruction, the Common Core, teacher evaluation and effectiveness,
professional development, or some combination of these areas.
This module may also be conducted with multiple teams from one school, one district
team, or one school team. If multiple districts are participating in a session, there are
facilitation tips embedded throughout the module that suggest possible modifications.
Prior to the session, determine whether or not the audience uses the Fundamentals of
Learning (FoLs) in their districts/schools. If they do not, facilitator notes throughout the
presentation will identify which sections should be skipped. You should also use the
handouts labeled “no FoLs” in the file name.
Because there are several ways this module can be modified to fit the type of audience
and to contextualize materials for the audience, please observe that the places in the
facilitator’s guide where notes for these types of modifications are marked with the
following icon
!
Timing and Structure
This module is designed to take a full day (6.5 hours), but it can be adapted to take
three or four hours if needed. Instructions for modifying the interactive activities are
included. The suggested “homework assignments” are intended to help participants
extend, integrate, and apply their learning and are designed to take about an hour.
This module is organized into four parts to help facilitators and participants pace the
content appropriately. The four segments of each module are as follows:

Connecting—Builds community, prepares the team for learning, and links to
prior knowledge, other modules, and current work

Learning—Describes key concepts and highlights various implementation
scenarios; supports teams in applying knowledge and sharing ideas

Implementing—Supports teams in problem solving and planning next steps for
schools and districts
Facilitator Guide: Connecting the College and Career Readiness Standards and TPEP
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
Reflecting—Engages participants in providing feedback, reflecting on learning,
and closing the session
This module is only intended to serve as an introduction and orientation for this topic.
Districts should seek more in-depth training from other sources.
Facilitator Guide: Connecting the College and Career Readiness Standards and TPEP
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Preparing for the Session
Context
Participants will have varying levels of knowledge about the connections and alignment
between the College and Career Readiness Standards (CCRS) and the instructional
frameworks used in TPEP. Some may have spent a significant amount of time
participating in training on the CCRS and instructional frameworks in the evaluation
system; some may be deep into implementation of the CCRS, the instructional
frameworks, or both the standards and the frameworks. Team members will also have
differing levels of readiness to implement the tools and ideas in this module.
!
The systems review section of the module can be significantly shortened based on the
needs and timing of the session you are facilitating. You can adjust the time needed to
work through the coherence process in the following ways:

Review your summative data from last year’s evaluations to identify the
instructional framework components with lots of staff in the “basic” category and
then focus on one of those areas.

Choose one or two “juicy” core instructional practices (CIPs) (e.g., number 3 for
English Language Arts [ELA], number 5 for mathematics).

Use the nine “generic” CIPs for alignment.These CIPs apply to all subjects.

Select either ELA or mathematics CIPs.
Determine which option you will pursue and adjust the PowerPoint slides accordingly.
Agenda
1. Entry Task and Welcome (Total: 5 minutes)
a. Entry Task: Three Reasons (3 minutes)
b. Welcome, Introductions, and Norms (2 minutes)
2. Connecting (Total: 15 minutes)
a. Connecting Activity: Four Corners (10 minutes)
b. Connecting Wrap-Up and Debrief (5 minutes)
3. Learning I: The Need for Coherence (Total: 40–50 minutes, depending on which
optional activity is used)
a. Learning Content : The Standards and Special Issues Brief (10 minutes;
optional activity 20 minutes)
b. Learning Content: Key Content Shifts (15 minutes)
c. Learning Activity: Teaching to the Standards and Debrief (15 minutes)
Facilitator Guide: Connecting the College and Career Readiness Standards and TPEP
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4. Learning 2: CIPs (Total: 65–105 minutes, depending on the number of CIPs used)
a. Learning Content: CIPs (10 minutes)
b. Learning Activity: Diving Into the CIPs (20 minutes)
c. Learning Content: Fundamentals of Learning (5 minutes)
d. Learning Activity: Aligning the CIPs and FoLs (20–60 minutes, depending on
the number of CIPs used)
e. Learning Wrap-Up and Debrief (10 minutes)
5. Lunch
6. Implementing I: Systems Review (Total: 65–140 minutes, depending on the
number of CIPs)
a. Implementing Content: The Coherence Protocol (10 minutes)
b. Implementing Activity: Systems Alignment (45–120 minutes, depending on
the number of CIPs)
c. Implementing Wrap-Up and Debrief (10 minutes)
7. Implementing 2: Identifying Gaps and Action Planning (Total: 35–65 minutes,
depending on whether or not the action planning is included in the session or as
a “homework” assignment)
a. Implementing Content: Implications Discussion (15 minutes)
b. Implementing Activity: Planning and Next Steps (5 minutes, or 45 minutes if
completed during the session)
8. Reflecting and Wrap-Up (5 minutes)
Equipment and Materials
Participant Documents Needed
Ask participants to bring a copy (at least one per team) of the following document:

The teacher evaluation professional practice framework or rubric in use at the
district or school (Danielson’s Framework for Teaching, University of
Washington’s Center for Educational Leadership [CEL] 5D+, or Marzano Teacher
Evaluation Model)
Work Session Supplies Needed

Computer with slide presentation for this module

Projector and screen

Name table tents (optional)

Poster paper (preferably the kind with adhesive backing; if not available, bring
masking tape to post the paper on the wall)
Facilitator Guide: Connecting the College and Career Readiness Standards and TPEP
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
Colored markers

Self-sticking notes, 1.5 inches x 1.5 inches in one color

Self-sticking notes, 3 inches x 5 inches in as many colors as you have teams
Print Materials Needed
Ensure that you have sufficient copies of the following materials:
!
!

Handout 1: Implementing Career and College Readiness Standards in
Washington State

Handout 2: College and Career Ready Connections (select one of the following
versions depending on your audience)

Version 1—Empty (for districts that have their own CIPs)

Version 2—All Subjects (for districts using the GTL Center’s CIPs)

Version 3—ELA and Math

Handout 3: Fundamentals of Learning Placemat

Handout 4: Alignment Template (select one of the following depending on your
audience)

Alignment Template—All subjects (if targeting instructional practices that cut
across content areas AND participants use the Fundamentals of Learning)

Alignment Template—All subjects, no FOLs (if targeting instructional
practices that cut across content areas but participants DO NOT use the
Fundamentals of Learning)

Alignment Template—Empty (if districts have their own set of CIPs AND
they use the Fundamentals of Learning)

Alignment Template—Empty, no FOLs (if districts have their own set of
CIPs and they DO NOT use the Fundamentals of Learning)

Alignment Template—ELA and Math (if using all the CIPs from the GTL
Center AND participants use the Fundamentals of Learning)

Alignment Template—ELA and Math, no FOLs (if using all the CIPs from the
GTL Center and participants DO NOT use the Fundamentals of Learning)

Handout 5: ELA/Literacy Anchor Standards and Mathematical Practice
Standards (optional, to be placed on chairs or in folders)

Handout 6: Coherence Protocol

Handout 7: Action Planning

Creating Coherence: Common Core State Standards, Teacher Evaluation,
and Professional Learning (optional). You can print copies of the online version
available at http://www.gtlcenter.org/sites/default/files/CreatingCoherence.pdf.
Facilitator Guide: Connecting the College and Career Readiness Standards and TPEP
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Preparation
Copies to Make Ahead of Time
Make copies of the materials listed under “Print Materials Needed” (noted previously).
Posters to Make Ahead of Time

For the Connecting Activity: Four Corners, create four posters, each with the
name of a sport on it. Possible sports include baseball, basketball, golf, football,
chess, swimming, rock climbing, flag football, and kick the can. Place each
poster in a different corner of the room.

For Slide 18 (Teaching to the Standards), create a poster on which participants
can note common themes, big ideas, key words, or terms that are associated
with the Common Core.

For Slide 32 (Group Practice), create the following chart for L-CIP1.
L-CIP1. Identify the learning goals for each lesson, align these goals with
the Common Core ELA/literacy anchor standards for the grade and
content areas, and identify the preceding and succeeding skills and
concepts within the appropriate learning progression.
Explicit Connections

Implicit Connections
For Slide 33 (System Alignment, Small Groups), write a CIP at the top of each
piece of chart paper and then create two columns labeled “explicit” and “implicit.”
If districts have their own CIPs, ask them to submit the CIPs to you ahead of time
so that you can create the charts. If attendees all use a different framework, you
will need to make duplicate sets of charts for each framework.
(Create one chart for each CIP and insert CIP here.)
Explicit Connections

Fundamentals of
Learning
Implicit Connections
Fundamentals of
Learning
Create a Parking Lot poster where participants can place self-sticking notes
with their questions and feedback for the facilitator.
Important Preparation Note
Some slides, notes, and materials use “Common Core State Standards” in the text but
the main focus is on College and Career Readiness Standards. There are facilitator
notes later in this guide to point this out and address it.
Facilitator Guide: Connecting the College and Career Readiness Standards and TPEP
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Facilitator Guide
Introductory Slide
This slide will probably not be displayed as Slide 2
outlines an entry activity that participants can do
while they get settled.
Materials:

3 inch x 5 inch sticky notes for each group

Handout 1: Implementing Career and College
Readiness Standards in Washington State

Chart paper
Slide 1
Slide 2 is the entry task slide.
During this slide, remind participants to complete
the instructions on the slide. Ensure all
district/school teams complete this task.
Alternative activity for entry task (requires altering
Slide 2 text): Draw a Venn diagram. Label one circle
“CCRS” and one circle “TPEP.” What overlaps?
What does not? Reference this activity during Slide
7 by asking people what’s different and similar,
noting that, given the overlaps, we must bring
coherence to these two reforms.
Slide 2
Welcome participants, introduce yourself, and ask
participants to briefly do the same with their first
name and role. If the group is large, ask for a quick
identification of district/school teams.
Explain the logistics for today’s session (restrooms,
food/beverages, etc.)
This slide lists the agenda for the session.
Explain: We will begin with a connecting activity to
help build community, prepare everyone for
learning, and link to prior knowledge and your
current work. We will then transition to two
interconnected learning segments, where the key
concepts for this module are explained and you will
Facilitator Guide: Connecting the College and Career Readiness Standards and TPEP
Slide 3
8
have the opportunity to practice this coherence
work. We’ll end with reflection and planning time so
that we can determine concrete next steps.
Explain: Let’s have a brief review of the norms for
today’s session. [Read the norms on the slide.]
Any comments about these norms? Any to add?
Now, with these norms in mind, let’s get started with
the module content.
Slide 4
Explain: The outcomes for today’s session are as
follows: [read slide]. Each segment of the session is
aligned with one or more of these outcomes, and
the divider “transition” slide between segments
articulates those outcomes.
Slide 5
Refer participants to Handout 1: Implementing the
Career and College Readiness Standards in
Washington State.
Explain: Our overarching purpose is to ensure
effective preparation for educators and students to
implement the CCRS using a two-pronged
approach. (Read bullet points 1 and 2.)
Slide 6
Facilitator Guide: Connecting the College and Career Readiness Standards and TPEP
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Explain: This module specifically addresses the
ongoing phase identified on page 2 of Handout 1.
This module will continue to deepen your
knowledge of the standards and related teaching
practices, as well as how to begin connecting the
expectations across initiatives. This is a good place
to note that in some places in this module we will
use the CCRS terms and in other places Common
Core State Standards (CCSS). With both, we are
focused on the set of learning standards that will
support ALL students to be ready for the future.
Slide 7
Connecting (Title Slide)
Materials:

Four Corner posters in each corner of the
room
Slide 8
Explain: You may have noticed that around the
room are four posters, each with the name of a
different sport on it.
I am going to read aloud a statement and ask you to
move to the corner with the sport that most aligns
with the statement I read.
After you are in your corner, I’m going to ask you to
talk with your group about why you picked that
corner. You will have two minutes, then we’ll briefly
discuss it as a whole group.
Slide 9
[Check for understanding.]
“Okay, we will be doing this twice, for two
statements.”
Facilitator Guide: Connecting the College and Career Readiness Standards and TPEP
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Explain: Here is the first statement:
“In my district, implementing the Common Core
State Standards or (College and Career Readiness
Standards) is like….”
Ask participants to move to the corner with the sport
that best represents their district situation. Remind
them to talk in their group about why they picked
that corner.
While participants are in their four corners,
encourage reluctant participants to talk by engaging
them separately or brokering introductions. After
about two minutes, have participants return to their
seats. Next, call the group back to order and
facilitate a share-out, with a representative from two
sports discussing what each group talked about.
Slide 10
Explain: Here is the second statement:
“In my district, implementing the teacher evaluation
system is like….”
Again, ask participants to move to the corner with
the sport that best represents their district situation.
After about two minutes, have participants return to
their seats. Call the group back to order and
facilitate a share-out, with a representative from two
sports discussing what each group talked about.
Slide 11
After the activity, have participants return to their
seats.
Facilitator Guide: Connecting the College and Career Readiness Standards and TPEP
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Learning 1: The Need for Creating
Coherence (Title Slide)
Slide 12 is the transition slide to the “learning”
segment of the session. This segment focuses on
building a shared understanding of the Common
Core or CCRS and CIPs. Read the outcome on the
slide to participants.
Materials:

Special Issues Brief: Creating Coherence

Chart paper
Explain: This brief and many of the materials for
this module were developed by the Center on Great
Teachers and Leaders. The GTL Center, as it’s
known, is a federally funded national technical
assistance center, created to support state-led
initiatives to grow, respect, and retain great
teachers and leaders for all learners. The focus for
the national center’s work is the coherence between
the Common Core and teacher evaluation, even
though the brief talk discusses professional learning
as well. This is one place in this session where we
will use the language Common Core – because the
GTL Center materials were developed that way.
Slide 12
Slide 13
Due to time limitations, we will only read the first
page so you can get a sense of what is contained in
the brief.
Allow participants 5 minutes to read.
Optional: Have participants read pages 2–5 and
18–23 and discuss the following questions:

Why is creating coherence important to
teachers?

How will this help our district/school?
Let the participants know that the session will dig
deeper into the CIPs and the alignment process
highlighted in the brief. They are welcome to read
the rest of the brief on their own.
Facilitator Guide: Connecting the College and Career Readiness Standards and TPEP
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Explain: The main idea of the graphic on this slide
is to represent the purpose and need for creating
coherence among multiple education reforms.
The WA State Standards for student learning—in
the circle—represent the destination. They describe
where we want students to be by the time they
graduate.
Instruction—the big, green arrow—is the primary
means for getting students to where they need to
be.
Slide 14
The purple and orange arrows—professional
learning and teacher evaluation systems—ideally
support instruction. They help lift and drive
instruction toward the goal.
This graphic represents the ideal situation, but in
too many places these arrows are pointed in
different directions and teachers receive incoherent
messages about the best ways to teach.
Alternatively, the arrows run parallel to each other,
rather than reinforcing and leveraging each other.
This is somewhat better but still problematic.
So, as you engage in the work today, one of the
goals is to understand and thoughtfully begin the
alignment process between learning, evaluation,
and support systems that support instruction for WA
State Standard goals.
For ELA/Literacy:
Foundational skills like print concepts and
alphabetic principle, phonological awareness,
phonics and word recognition, and fluency.
Although foundational skills are addressed prior to
Grade 6, students who struggle in these areas will
need further support.
Reading literature and informational texts, such
as a focus on teaching students reading skills to
engage with rigorous texts across a broad spectrum
of content, and balancing the types of texts students
read.
Facilitator Guide: Connecting the College and Career Readiness Standards and TPEP
Slide 15
13
Literacy (reading and writing) in history/social
studies, science, and other technical subjects,
with a focus on teaching key ideas and details,
using evidence from text to support conclusions,
contextual vocabulary acquisition, and point of view.
Writing standards, with a focus on teaching the
processes of writing, including a balance of text
types and the role of argument in history/social
studies, and science
Speaking and listening standards, with a focus
on teaching the use of rhetorical and critical thinking
in speaking, listening, and collaborative study, and
workin comprehension and collaboration,
presentation of knowledge and ideas, and
evaluating the speaker’s point of view.
Language standards that highlight teaching the
conventions of standard English, knowledge of
language in different contexts, and vocabulary
acquisition.
For Mathematics:
The shift is more focused on building knowledge
over time and linking knowledge grade by grade.
This is also a strong focus on conceptual
understanding, application, and fluency.
For Science and Engineering:
Explain: The science and engineering practices are
geared around asking questions (for science) and
defining problems (for engineering); developing and
using models; planning and carrying out
investigations; analyzing and interpreting data;
using mathematics and computational thinking;
constructing explanations (for science) and
designing solutions (for engineering); engaging in
arguments based on evidence; and obtaining,
evaluating, and communicating information.
Slide 16
There are also crosscutting concepts, such as
patterns; cause and effect; scale, proportion, and
quantity; systems and system models; energy and
Facilitator Guide: Connecting the College and Career Readiness Standards and TPEP
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matter; structure and function; and stability and
change.
For the disciplinary core ideas, there is physical
science, life science, earth and space science,
engineering, technology, and applications of
science.
These last two slides have illustrated what is taught
and how students can engage in the learning.
However, our focus today is on the “how.”
Allow participants a minute to read the quote and
then ask them the following questions: What is the
key idea here? How can we support the application
of this knowledge across grades and subject areas?
(Possible answers include building instructional
knowledge and skill, promoting skills and
constructivist learning, etc.)
We need to make sure that we have highly effective
educators who know HOW to teach the “what.” So,
what does the “how” look like? We’re going to
explore that for the next few minutes.
Slide 17
Explain: We hear the phrase “teaching to the new
standards or to the Common Core” frequently these
days, but what does this mean?
Ask participants to respond to the questions on the
slide one at a time as you facilitate a 5-minute
discussion about each one. Chart their responses to
Question 1.
Slide 18
Facilitator Guide: Connecting the College and Career Readiness Standards and TPEP
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Explain: With the last question in mind, this graphic
demonstrates that regardless of the standards in
focus, all teachers in all subjects and grade levels
are responsible for preparing students for college
and careers. Sometimes, there is a greater focus on
ELA or mathematics, but it’s important to keep in
mind that when we’re talking about the “how,” we’re
talking about it as it relates to ALL teachers. Later,
we’ll be looking at this through the lens of the
teacher observation rubric. The teacher observation
rubric does not identify specific “hows” for different
types of teacher. Instead, all teachers are held to
the same expectations and that is what is
underscored in this graphic.
Slide 19
Learning 2: CIPs (Title Slide)
Materials:
 Handout 2: College and Career
Ready Connections (select the version
appropriate for your audience)
!
 Handout 3: Fundamentals of
Learning Placemat

1.5 inch x 1.5 inch sticky notes for each
group
Slide 20
Slide 20 is the transition slide to the second learning
segment of the module.
Remind the group of the purposes of this segment
(listed on the slide).
!
Facilitator Prep note:
There are four ways to facilitate the next
section, depending on what districts come to the
table with and their needs:

If districts have their own set of CIPs (i.e.,
Tahoma has their “big classroom 10” list),
they should select some or all of these to use
in the Alignment Template and Coherence
Protocol. (Handout 2: Connections—Empty)

Districts can engage in the alignment work
Facilitator Guide: Connecting the College and Career Readiness Standards and TPEP
16
using the 10 ELA and 10 mathematics CIPs
identified by the GTL Center. (Handout 2:
Connections—ELA and Math)

Districts can engage in the alignment work
using the 10 ELA OR the 10 mathematics
CIPs from the GTL Center. (Handout 2:
Connections—ELA and Mathematics;
remove the set you will not be using prior to
printing.)

Districts can engage in the alignment work
using nine CIPs that are not content-specific.
(This will only take an hour, depending on
how many people are in the room and
whether you divide up the CIPs between
partners, trios, or small groups). (Handout 2:
Connections—All subjects.)
Regardless of which is used, the main purpose is to
teach the process and protocol. Any CIPs can be
applied now or later to the process and protocol.
Ask participants to answer the question on the slide.
Explain: Let’s be clear—there are a lot of
instructional practices out there, and many districts
have developed their own. Whatever is used, the
bottom line is that a set of practices have been
identified as the critical things teachers need to be
doing in classrooms. The important thing is that we
learn this process around coherence, which can be
done with any set of CIPs.
!
Facilitator Note: If you are not using the
GTL Center’s CIPs, you will need to
revise the slide.
Facilitator Guide: Connecting the College and Career Readiness Standards and TPEP
Slide 21
17
Facilitator Note: If you are using the GTL 20 CIPs, a
subset of these CIPs, or the generic nine, use this
slide and:
Explain: The set of CIPs in this session was
created by content experts from American Institutes
for Research and reviewed by an external
committee of

Teachers

Teacher educators

Curriculum and assessment developers
Slide 22
The CIPs we’ll be using today can be found on
Handout 2.
If you are not using the GTL Center’s CIPs,
replace this slide with one of your own that
explains what your district uses as CIPs,
why, and how they were created or selected.
!
Facilitator Note: If you are using the GTL 20 CIPs, a
subset of these CIPs, or the generic nine, use this
slide.
Read the slide bullets.
If you are not using the GTL Center’s CIPs,
replace this slide with one of your own that
explains what your district CIPs are not, so
as to make clear how they should be used.
!
Slide 23
!
Facilitator Note: If you want to shorten your
session, you can skip this activity or do
one or two CIPs as a whole group.
Read the instructions on the slide and ask
participants to complete the activity.
Depending on the number of CIPs, provide 10–15
minutes for reading and highlighting, 5 minutes for
table group reporting, and 5 minutes for wholegroup share-out.
Facilitator Guide: Connecting the College and Career Readiness Standards and TPEP
Slide 24
18
!
Facilitator Note: If a district does not use
the Fundamentals of Learning, skip the
next four slides.
Explain: Perhaps you’re wondering how this all fits
with the Fundamentals of Learning. The
Fundamentals of Learning are different from the
CIPs in that they outline what students are doing,
not what the teacher is doing. The FoLs are also not
content-specific, so they may seem to apply to more
teachers than just the ELA and mathematics CIPs.
However, it’s important that we take a bit of time to
explore the connections between the two so that
you understand how they interact. We are going to
spend a few minutes looking at how the CIPs and
the FoLs align with one another.
!
Slide 25
Facilitator Note: You can shorten this
activity by assigning a few specific CIPs to
each group.
Read the directions on the slide.
Explain: Write each CIP on a sticky note.
Determine through consensus which FoL aligns with
the CIP and place the sticky note on the
corresponding FoL. Jot down a few words that
explain your rationale. You can reference Handout 2
as needed. Repeat this process for each CIP.
Before you get started, let me show you an
example.
Slide 26
Click to bring up the next slide and explain that the
yellow boxes are the sticky notes. When done,
return to this slide so that the directions are up while
groups are working.
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Show this slide to participants as an example of
what they will be doing for the activity on the
previous slide. When done, pull up Slide 26 as a
reference for the audience as they work through
aligning their CIPs.
Slide 27
When groups look like they are done (after about
15–20 minutes), ask them to share out their findings
and respond to the questions on the slide.
Explain: This activity helps us see that most of the
CIPs apply to all content and grade-level teachers,
even if they are written more for ELA and
mathematics teachers. We can see that the
practices teachers choose to engage in directly
impact the types of activities and behaviors students
engage in, and therefore their mastery of the CCRS.
Slide 28
After lunch, we’ll engage in a hands-on exploration
of the CIPs, the FoLs [if participants use them], and
the teacher evaluation framework from your district.
!
Facilitator Note: If you are not including
lunch time, delete this slide or replace it
with a break slide.
Slide 29
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Implementing 1: Systems Review
(Title Slide)
!
Facilitator Note: If your audience does not
use FoLs, participants will skip Step 4 of
the protocol.
Materials:

Handout 4: Alignment Template

Handout 5: WA Standards (if using)

Handout 6: Coherence Protocol

Chart paper and markers for each group

Teacher Evaluation Rubric

Pre-made Alignment Chart for whole group
practice

3 inch x 5 inch sticky notes for each group
Slide 30
Slide 30 is the introductory slide for the first
“implementing” section.
Remind participants of the outcome of this section
by reading the outcome listed on the slide.
You will need to decide if you are going to
assign a specific set of CIPs for each team
to work on or whether the entire group will
work through all the CIPs. Typically, teams can get
through five CIPs in an hour. You just need to
ensure that all of the CIPs are distributed among the
teams.
!
!
If it is helpful, you can insert a slide after
Slide 32 with a breakdown of which groups
are working on which set of CIPs.
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Explain: So now we’re going to practice using a
protocol that will help us look for alignment between
the framework and the CIPs.
Read the steps on Handout 6: Coherence Protocol
and explain that each group will have chart paper
and markers to complete the steps as they work
through the CIPs.
Slide 31
Explain: So now we’re going to practice using the
protocol together. We’ll use CIP 1 from ELA because
really this CIP could be applied to any content area.
After reading the CIP and the criterion, you’re going
to look through your framework for places of explicit
and implicit connections.
I’ll give everyone about 10 minutes to look through
their framework and find as many explicit and
implicit connections as possible, and then we’ll call
them out and discuss.
Slide 32
Questions may arise about the differences between
implicit and explicit, how far to stretch the definition
of implicit (i.e., anything can be implicit because we
can justify anything…), and so on. The groups just
need to be in agreement on the answers to these
questions before moving on to the next activity.
Once participants are done, ask them to share and
lead a discussion to obtain consensus. When
consensus has been reached, jot down the
components on 3 inch x 5 inch sticky notes and
place them on the sample chart in the
corresponding column.
Explain: Okay, let’s move to Step 4 [if you’re doing
it]. Go back to the alignment work we did earlier
between the CIPs and the FoLs. In the last column of
the chart, you will check off the FoLs that are aligned
with that CIP. Let’s do that together now. Which FoLs
would I check off on my template? [Jot the FoL on a
sticky note and place on sample chart.]
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For Step 5, you will look at the connections you
identified and make a note of any gaps in the
bottom row. Those will be revisited at the end of the
day. When you complete one CIP, repeat these
steps for the remaining CIPs. Any questions?
Facilitator Note: You can decide if you’d
like to ask participants to create chart
paper versions of their alignment work or if
working on their templates will suffice. Using chart
paper can be helpful to identify trends across the
room and determine whether there is general
agreement on alignment. Adjust the slide as
necessary.
!
Explain: Identifying these implicit and explicit
connections will be our focus for the next chunk of
time in this session.
Slide 33
Read the directions on the slide.
Explain: With your partner, trio, or team, you will
follow these steps, all of which we have just run
through. Each group will place their connections on
the corresponding charts around the room.
Check in on progress every 30 minutes. Depending
on time constraints and how you have divided the
CIPs, you may need to adjust the time and
assignment. You can also assign a set of primary
CIPs to the teams and then a set of secondary CIPs
to teams so that a mechanism is created for teams
to “calibrate” a bit around the alignment work.
For example:
Team 1: Primary CIPs = 1 and 2; secondary CIPs=
3 and 4
Team 2: Primary CIPs = 3 and 4; secondary CIPs=
7 and 8
Team 3: Primary CIPs = 7 and 8; secondary CIPs =
1 and 2
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Make sure all chart papers are posted on the walls
and can easily be seen by the whole group.
When teams have completed their work, engage the
whole group in a discussion about what is reflected
on the chart paper using the questions on the slide.
Chart their responses on a blank piece of chart
paper.
Explain: Now that we’ve identified some trends,
let’s talk about the implications of those trends and
then what we might do about them.
Slide 34
Implementing 2: Identifying Gaps and
Action Planning
Read the outcome on the slide to draw participant
attention to the purpose of this section.
Slide 35
Materials:

Handout 7: Action Planning

Handout 4: Alignment Template (completed)

Chart paper and markers for each group

Special Issues Brief: Creating Coherence
(optional)
As the team moves from discussing trends to
discussing the implications of those trends, engage
them in a whole-group discussion about implications
using the questions on the slide.
Slide 36
Teams or table groups will chart responses on blank
chart paper.
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Facilitator Note: If you are shortening your
session, you can assign the action
planning for “homework.” You will want to
review the slides, but then you can assign the work
to participants to complete later.
!
Ask the group(s) to turn to pages 15–17 in the
Special Issues Brief for an overview of next steps to
consider. Ideas might include the following (taken
from the GTL Special Issues Brief): Teacher
Evaluation. Possible strategies to create more
coherence between the Common Core and the
professional practice framework include creating
supplemental guidance to make the connections
between the CCRS and teacher evaluation more
explicit, adding clarifying language or “look-fors” to
the framework for some or all teachers, and
modifying the framework language.
Slide 37
Explain: When determining a course of action for
addressing each gap in alignment, consider whether
the CIP pertains to teachers of specific grade levels
or subjects, or whether it is a critical practice for all
teachers to incorporate into their approach. Second,
consider how any change might impact the reliability
and validity of the framework. (Any significant
change to the framework language will require
revalidation of the tool.) Finally, consider all
potential changes from a usability standpoint: Does
adding language to the framework make it more
complicated and harder to use? For specific
suggestions, see “Guiding Principles for Modifying
Professional Practice Frameworks” (page 17 of the
brief).
Your team might also find pages 23–25 useful.
Now it is time for the whole group to engage in
some planning. Use Handout 7: Action Planning
and spend 30–45 minutes planning with your team.
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Reflection and Wrap-Up (Title Slide)
Slide 38
Review the outcomes for the session and get
feedback (thumbs up, sideways, or down) from the
audience.
Slide 39
Ask participants to share a few comments on two
sticky notes, using the prompts on the slide.
Thank the participants for coming and make sure
you have shared your e-mail address and other
contact information on this slide so that they can get
in touch regarding any follow-up questions.
Slide 40
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Reference slide
Slide 41
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