In an effort to improve upon Calculus I instruction at our institution, we designed a pilot study that incorporated a variety of evidence-based classroom practices. The goal was not to formally test known successful teaching interventions. Rather, the purpose was to develop and identify course materials and instructional methods that would not only foster active engagement in the classroom, but could also be easily used by Calculus I Graduate Teaching Assistant (GTA) instructors. Drawing upon results from the pilot study, we have designed an approach to course coordination for Calculus I that provides GTA instructors with the tools and techniques to utilize evidence-based practices in the Calculus I classroom, which in turn, is leading to sustainable instructional changes.