Common Core-CTE Task Alignment
Workshop Facilitation Outline
The following is an outline for the Task Alignment workshop that facilitators can use to guide
planning and agenda development. This outline is based on a two-day agenda. It is important to
keep in mind that this outline should be modified to meet the needs of the specific state. Use
the following as guiding questions as you modify this outline:
 How many CTE and Math educators do you anticipate attending?
 What is the anticipated ratio of facilitators to educators?
 Will you have any subject matter experts attend?
 How will your secured facility accommodate the following outline?
 What CTE standards will you use? Note: Throughout this course, the term “CTE
standards” is used to represent the Common Career Technical Core, Knowledge and
Skill Statements, or state CTE standards. Select the CTE standard that most
appropriately fits your situation.
Day 1
Building a Foundation: Large Group Setting
Welcome and Workshop Goals
15 min
Materials
Key Components
Aligning Performance
 PowerPoint Slides 1-3
Tasks Workshop Slide
 Distribute agenda
Deck.pptx
 Share facility resources (restroom, break room, etc.)
 Introduce participants and facilitators
Agenda
 Clearly communicate goals specific to your state/district
Guiding Questions
 How will we make participants feel welcome?
 What are our specific goals for this experience?
 How will we begin building a sense of community and shared purpose?
Introduction to Instructional Tasks
30 min
Materials
Key Components
Aligning Performance
 PowerPoint Slides 4-14
Tasks Workshop Slide
 Distribute Participant Workshop Packet
Deck.pptx
 Review format for instructional tasks
 Provide sample instructional task (developed by facilitator or
Participant Workshop
taken from sample tasks provided)
Packet
 Read sample instructional task
 Invite participants to provide initial feedback regarding
Sample Task (may be on
language use and authenticity
PPT or hard copy)
Guiding Questions
 How will we create buy-in among all participants?
 How will we reinforce the goals and expectations of this workshop for our situation?
Evaluating and Modifying Practice Instructional Task
2 hours
Materials
Key Components
Aligning Performance
 PowerPoint Slides 15-27
Tasks Workshop Slide
 Introduce specific criteria for evaluating and modifying
Deck.pptx
instructional tasks
 Lead an in depth discussion around evaluating alignment to
Sample Task (may be on
CCSS in math or state standards.
PPT or hard copy)
 Lead an in depth discussion around evaluating alignment to
Career Cluster’s Knowledge and Skill Statements or state
standards.
 Collectively modify the task
Guiding Questions
 What CTE standards does this specific group use (state vs. national standards)? Cluster vs.
pathway?
 How can we use this process to introduce participants to the task development process?
Focused Collaboration: Small Group Setting
Focused Modification, Task #2
1 hour, 45 min
Materials
Key Components
 Break participants into smaller working groups, ideally 8-12
participants
Task to evaluate (may be
 Invite group members to introduce themselves
provided by facilitator or
 Clarify Expectations: Small groups will evaluate a second task
selected from Sample
and modify as necessary
Seed Tasks)
 Read Task #2 as a group
 Begin by assessing authenticity and language use
 Use criteria to evaluate and modify task
Guiding Questions
 How many facilitators will we have in each small group?
 How will we break participants into small groups and ensure fair representation from math
and CTE? K-12 and higher education?
 How will we leverage subject matter experts?
Bringing it All Together: Large Group Setting
Day 1 Debrief
Materials
45 min
Key Components
 Summarize progress from day 1
Evaluated Task #2




Ask participants to share challenges encountered
Ask participants to share the math and/or CTE areas addressed
thus far
Identify math and/or CTE areas of importance that should be
covered in future tasks
Preview Day 2
Guiding Questions
 How will we capture math and CTE areas addressed?
 How will we celebrate progress?
 How will we preview Day 2?
Day 2
Welcome to Day 2: Large Group Setting
Day 2 Welcome
Materials
Agenda
15 min
Key Components
 Review Day 1
 Review Goals
 Set expectations for Day 2
 Clarify transition: Yesterday was focused on REVISING tasks.
Today is focused on PRODUCING new tasks.
Guiding Questions
 How will we review Day 1?
 What logistics need to be addressed for Day 2?
 Based on Day 1 progress, what can we realistically accomplish in Day 2?
Focused Collaboration: Small Group Setting
Task Generation, Task #3
Materials
Ideas for Task #3
2 hours
Key Components
 Review lessons learned from Task #2 modification
 Select a content area not yet addressed (CTE or Math)
 Develop Task #3 from scratch*See Note in Guiding Questions
 Begin review and modification process
Guiding Questions
 How will we share collective areas addressed (information gathered in Day 1 Debrief)?
 How will we begin the task-generation process to create buy-in from all participants? Note:
This step marks a transition from REVISING provided tasks, to PRODUCING new tasks. Past
practice indicates greater buy-in is generated when participants begin this production
phase with a CTE task.
Sharing Progress: Large Group Setting
Task #3 Presentations
Materials
Evaluated Task #3
45 min
Key Components
 Small groups share Task #3 developed in small group setting
 Large group provides feedback
 Discuss challenges
 Identify content within the tasks that could be moved into
optional extension activities
 Brainstorm ideas for next small-group working session
Guiding Questions
 How will we facilitate the presentation and feedback process?
 How will we celebrate success?
Focused Collaboration: Small Group Setting
Review and Finalize Task #3
30 min
Materials
Key Components
 Identify valid feedback received from large group
Evaluated Task #3
 Incorporate valid feedback and modify as necessary
 Finalize Task #3
Guiding Questions
 How will we collect final task?
Task Generation, Task #4
Materials
Ideas for Task #4
2 hours
Key Components
 Review lessons learned from Task #3 finalization
 Select a content area brainstormed in large group setting
 Develop Task #4 from scratch
 Begin review and modification process
 Identify content within the tasks that could be moved into
optional extension activities
Guiding Questions
 How will we prioritize selection of final task?
 How will we collect final task?
Bringing it All Together: Large Group Setting
Debrief
Materials
Completed tasks
30 min
Key Components
 Small groups share work to date
 Identify steps to complete the modification of tasks to ensure
strong alignment to CCSS and KS Statements
Guiding Questions
 How will we accomplish final modification of tasks?
Next Steps and Appreciation
30 min
Materials
Key Components
 Discuss how the protocols and processes learned can be
Certificates of Completion
replicated at the district or school level
 Clarify next steps and how to access completed tasks
 Thank participants and celebrate progress
Guiding Questions
 How will we show appreciation to participants?
 What are the next steps for involvement?
 Where will we post final tasks? (OER Commons, State or District repositories)
Optional 3-Day Agenda Modification
If you have the opportunity to hold a 3-day training as opposed to the 2-day training outlined
above, use the following proposed outline as a guide for agenda development:
Day 1
Day 2
Day 3
Welcome and Goals of Workshop
(15 min)
Day 2 Welcome
(15 min)
Day 3 Welcome
(15 min)
Introduction to Instructional Tasks
(30 min)
Task Generation, Task #3
(2 hours)
Task Generation, Task #5
(2 hours)
Criteria for Evaluating and
Modifying Instructional Tasks
(2 hours)
Task #3 Presentations
(45 min)
Task #5 Presentations
(45 min)
Review and Finalize Task #3
(30 min)
Review and Finalize Task #5
(30 min)
Task Generation, Task #4
(2 hours)
Task Generation, Task #6
(2 hours)
Debrief
(30 min)
Next Steps and Appreciation
(30 min)
Focused Modification, Task #2
(1 hour, 45 min)
Day 1 Debrief
(45 min)