CPM and KPM Training Facilitation Guide

Facilitators could split the CPM training into multiple sessions, using different content from the online course.

Facilitator Reminder: Know Your District’s Assessment Requirements

Before conducting any training, facilitators should confirm the specific expectations of the district or LEA they are supporting. This includes:

• Which CPM measures the district requires teachers to assess
• The assessment window dates selected by the district

Each LEA sets its own assessment windows on CLI Engage. Additionally, districts now have access to an optional assessment lock feature, which prevents assessments from being administered outside the designated window.

Click the how-to guide for instructions on setting assessment windows: CLI Engage Assessment Lock

Session 1: Introduction (1 hour)

Overview of the Circle Progress Monitoring (CPM) system (20 minutes)
Introduction includes the purpose of the assessment, the Cycle of Teaching, benefits of using the CPM, using data to make informed decisions, and the direct and observable assessment areas.

Assessments Components (20 minutes)
Administration waves and times, benchmarks, cut points, and customization options for communities.

Administration Guidelines (20 minutes)
Guidelines for preparing and administering the Circle Progress Monitoring measures, technology requirements, and assessing offline.

Session 2: Administration Guidelines (3 hours)

Accessing the Assessment Tool (30 minutes)
Overview of the CLI Engage Dashboard and practice area for launching the assessment, scoring the responses, and availability of on-demand reports with child data.

Assessment Measures (30 minutes-2.5 hours*)
Overview that includes video examples of some measures. The measures reviewed include Rapid Vocabulary, Rapid Letter Naming, Phonological Awareness, Math, Book and Print, Science and Social Studies, Observables, Early Writing, Story Retell, and Comprehension.

*Training time varies based on the number and type of measures the teachers will be required to administer.

Session 3: Assessment Resources (1.5 hours)

Data & Reports (30 minutes)
Overview of Completion Reports, Growth Reports, Summary Reports, and Group Reports and recommended activities for further skill development.

Circle Activity Collection (30 minutes)
The Circle Activity Collection connects progress-monitoring results and includes annotated videos of the activities performed in real classrooms with heavy scripting to cue the teacher to best instructional practices.

Closing (30 minutes)
Provide participants with a review of available resources and an opportunity to ask questions.

Facilitators could split the KPM training into multiple sessions, using content from the three online courses.

Facilitator Reminder: Know Your District’s Assessment Requirements

Before conducting any training, facilitators should confirm the specific expectations of the district or LEA they are supporting. This includes:

• Which Circle KPM measures the district requires teachers to assess
• The assessment window dates selected by the district

Each LEA sets its own assessment windows on CLI Engage. Additionally, districts now have access to an optional assessment lock feature, which prevents assessments from being administered outside the designated window.

Click the how-to guide for instructions on setting assessment windows: CLI Engage Assessment Lock

Sample Training Session Schedule

Session 1: Introduction (60 Minutes)

Provide an overview of KPM, including the purpose of the assessment, descriptions of the domains being assessed, determining the language of administration, and assessing special needs populations.

• Introduces the purpose and structure of the KPM screener.
• Describes the domains assessed by KPM.
• Explains how to determine the appropriate language of administration.
• Provides guidance on assessing students with special needs.
• Step-by-step instructions for accessing KPM assessment tools via the CLI Engage platform.

Session 2: CLI Engage Demonstration (30 Minutes)

Introduce participants to the CLI Engage platform and demonstrate how to login and access KPM.

Session 3: Administration Guidelines (45-120 Minutes*)

Introduce participants to the CLI Engage platform with live, interactive demonstration and learn how to administer specific KPM measures as required by teachers’ administrators

These modules form part of a comprehensive guide designed to support both in-person and virtual training delivery. The materials feature facilitator tips, sample activities, and downloadable resources to help customize sessions for your audience.

*Training time varies based on the number and type of measures the teachers will be required to administer.

Session 4: Reporting Features (60 Minutes)

Introduce reporting features with live, interactive demonstration on how to print various reports for teachers and parents.

Session 5: Closing (30 Minutes)

Provide participants with a review of available resources, a brief introduction to the Overview for Administrators course, and answer questions.

As part of the teacher training, use the assessment practice area to practice administering measures, pulling reports, and learning how to read student results for instructional planning.

It is highly recommended that teachers practice administration and view all the items before administering them to students. In the assessment practice area, teachers can practice assessments in English and Spanish, pull sample reports, and practice using the small grouping tool. Teachers can also review the assessments in all three waves (Wave 1=beginning of year; Wave 2=middle of year; Wave 3=end of year) and both languages (English and Spanish).

• Teachers have five PRACTICE children in the assessment practice area. These practice children have no stored mock data, to practice starting, advancing, and completing assessments on CLI Engage.
• Teachers have ten DEMO children in the assessment practice area. These demo children have mock data stored, to review how the child’s scores will appear in the student view, as well as pull sample reports.

Integrating the Practice Area into Training Sessions

To make the training more interactive and practical, use the “Learn, Then Explore” approach. This method helps participants immediately apply what they’ve learned by practicing in the Assessment Practice Area.

Facilitators are encouraged to use the online modules in ways that best support their session goals, participant needs, and preferred learning styles. Whether you’re leading a short workshop or a full-day training session, the modules can be adapted to create an engaging and effective learning experience.

Facilitation Strategies

Assign Modules Before the Session
Have your participants complete online training independently ahead of time. Use your facilitated session to deepen understanding through hands-on activities, focused discussions, and clarification of key concepts.

Facilitate First, Assign Later
Use your session to introduce the domain and spark interest. Participants can then complete the full module on their own afterward to reinforce and expand their learning.

Targeted Module Assignments Based on Roles
Customize module assignments based on participant roles or experience levels.

For example, new teachers might complete the full module before the session, while returning teachers focus only on updates or advanced sections. Use the session to bring everyone together for shared practice and discussion.

Mix-and-Match by Topic
When time is limited or participants have varied experience levels:

• Select specific sections or topics from different modules that are most relevant to your group. Example: “We’ll cover the assessment administration portion of Module 3 together, and you’ll complete the scoring and data interpretation sections on your own.”
• Present these parts live and assign the remaining content for independent completion.

Peer-Led Learning
For experienced groups or collaborative teams:

• Assign different modules or sections to small groups ahead of time. During the session, each group presents a summary or leads a short activity based on their assigned content. This encourages ownership and deeper engagement.
• Example: “Group A will walk us through the Vocabulary measure, and Group B will lead a practice activity for Listening.

“Much of the difference between success and failure has to do with one simple word: preparation” (Lawson, 2006).

Effective facilitation begins with thoughtful planning. Most of your time will be spent preparing rather than delivering the session. Consider the following:

• Know Your Audience:
  Are your participants teachers, instructional coaches, or administrators? Understanding their roles will help you tailor the content and delivery style.
• Set Clear Goals:
  Define what you want participants to learn. Identify at least three specific, measurable outcomes for each session.
• Create a Session Agenda:
  Develop an agenda that aligns with your audience’s needs. Consider sending a brief pre-session survey to gather insights into participants’ experience with CPM or KPM and their training goals.

• Review the modules thoroughly. Focus on the domain(s) relevant to your session.
• Make notes or talking points, especially for areas where you may need additional clarity.
• Select specific module components (activities, examples) that align with your session goals.

• Ensure all materials (slides, handouts, workbooks) are clear, accurate, and aligned.
• Help participants navigate materials by referencing slide numbers or workbook pages.
• Reinforce how each activity or discussion connects to the session’s learning objectives.

The Circle Activity Collection is a robust instructional resource that directly connects to assessment results from CPM and KPM. It features annotated classroom videos, scripted lessons, and targeted activities aligned with the Texas Pre-K Guidelines, TEKS, and Head Start Outcomes—making it an ideal tool for bridging assessment and instruction.

As a facilitator, you can use this collection to:

• Model data-driven instruction by showing how Group Reports link to specific recommended activities.
• Demonstrate best practices through real classroom video examples that help participants visualize effective teaching strategies.
• Guide hands-on exploration by having participants navigate the collection and identify activities that support areas of need highlighted in sample reports.
• Reinforce the assessment-to-instruction cycle, helping educators understand how to move from data collection to intentional, skill-building instruction.

Facilitation Tip

Walk participants through a sample Group Report and demonstrate how to locate aligned activities in the Circle Activity Collection. This helps solidify the connection between assessment data and instructional planning.

Optional Practice Activities for Training Sessions

To deepen understanding and application, consider incorporating these interactive elements:

• Data Interpretation Exercises – Analyze mock reports to practice interpreting results and planning targeted instruction.
• Role-Playing – Rehearse how to explain assessment results to families or colleagues to strengthen communication skills and confidence.

Go through the presentation aloud many times before the session. Practice activities, think about how you will distribute handouts or materials, and navigate the presentation when the room is full of participants. If the session is online, additional practice of video conferencing features will be necessary.

The following are suggestions of features that should be practiced in advance. For example, know how to:

• Share your screen and how to allow others access to sharing if required.
• Mute yourself or all participants at once if needed. Ensure that video audio can be heard by all participants if applicable.
• Show a video or embed it in your PowerPoint and ensure that it works the way that you need it to.
• Start call and let participants into the meeting.
• Enable a virtual background so that you have a professional setting selected.

It is important to arrive early to ensure the room is arranged appropriately, technology is working, and training materials (whether online or in person) are organized. It is also essential to show punctuality by valuing participants’ time. This means starting on time and ending on time.

If your session is online, consider having a co-host who can facilitate the session in the event of internet interruptions.

The Texas Early Childhood Professional Development System (TECPDS) offers a free certificate generation tool to create and deliver certificates for online and face-to-face training, workshops, professional learning communities (PLC), and coaching/mentoring sessions. Certificates generated through TECPDS can be printed, emailed, and delivered to attendees’ personal TECPDS accounts. These standardized certificates can include all state-required information for professional development certificates for various groups.

If they do not have a tool to award certificates for training attendance, trainers and facilitators are encouraged to use the free Certificate Generation Tool on TECPDS.