A Statement from CPM’s Leadership Team

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CPM began as a math curriculum that would act as a pump rather than a filter, supporting students through math courses required for college admission rather than keeping students out of math classes. While CPM has been diligent in following the research in mathematics education, we have not been as attentive to the many issues (including racial and social) facing students. CPM is a predominantly white company and we have not fully understood the impact of our privilege. Even though individually some of us are aware of the inequities, collectively we have fallen short. We have begun to educate ourselves and are developing understanding of the issues and terminology regarding race and diversity. Work began over two years ago with the Professional Learning Department, expanded to the Curriculum & Assessment Department and CPM’s Leadership Team. We have started our learning journey by reading Principles to Actions, White Fragility, Culturally Responsive Teaching and the Brain, What It Means to Be White, numerous articles, and having weekly discussions.  It is past time for CPM to leverage our privilege and the position that we have, to speak out against inequities and racial injustice.

As we continue to learn, CPM Educational Program is committed to the following.

  1. CPM will continue to learn about the population we serve through surveys, meetings, and readings.
  2. CPM will create an open-minded inclusive organization that embraces diversity and values underrepresented voices and experiences.
  3. CPM will intentionally hire to create a collective expertise that reflects the diverse population we serve.
  4. CPM will create products and services that reflect and respect teachers, students, and parents.
  5. CPM will empower teachers with the tools and teaching practices to create learning environments where all are welcome and all will learn.
  6. CPM will speak out against systemic inequities to support the growth of all teachers, students, parents, and CPM employees.

CPM believes that a wide spectrum of perspectives must contribute to all areas of the organization to ensure the success of CPM Educational Program. CPM will continue to provide excellent curricular materials and professional learning events that support teachers in creating equitable classrooms. This work is continuing and we are eager to hear from those who want to share their passions and shape our future. We welcome your thoughts; email newsletter@cpm.org.

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Algebra Tiles Session

  • Used throughout CPM middle and high school courses
  • Concrete, geometric representation of algebraic concepts.
  • Two-hour virtual session,
  •  Learn how students build their conceptual understanding of simplifying algebraic expressions
  • Solving equations using these tools.  
  • Determining perimeter,
  • Combining like terms,
  • Comparing expressions,
  • Solving equations
  • Use an area model to multiply polynomials,
  • Factor quadratics and other polynomials, and
  • Complete the square.
  • Support the transition from a concrete (manipulative) representation to an abstract model of mathematics..

Foundations for Implementation

This professional learning is designed for teachers as they begin their implementation of CPM. This series contains multiple components and is grounded in multiple active experiences delivered over the first year. This learning experience will encourage teachers to adjust their instructional practices, expand their content knowledge, and challenge their beliefs about teaching and learning. Teachers and leaders will gain first-hand experience with CPM with emphasis on what they will be teaching. Throughout this series educators will experience the mathematics, consider instructional practices, and learn about the classroom environment necessary for a successful implementation of CPM curriculum resources.

Page 2 of the Professional Learning Progression (PDF) describes all of the components of this learning event and the additional support available. Teachers new to a course, but have previously attended Foundations for Implementation, can choose to engage in the course Content Modules in the Professional Learning Portal rather than attending the entire series of learning events again.

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Building on Instructional Practice Series

The Building on Instructional Practice Series consists of three different events – Building on Discourse, Building on Assessment, Building on Equity – that are designed for teachers with a minimum of one year of experience teaching with CPM instructional materials and who have completed the Foundations for Implementation Series.

Building on Equity

In Building on Equity, participants will learn how to include equitable practices in their classroom and support traditionally underserved students in becoming leaders of their own learning. Essential questions include: How do I shift dependent learners into independent learners? How does my own math identity and cultural background impact my classroom? The focus of day one is equitable classroom culture. Participants will reflect on how their math identity and mindsets impact student learning. They will begin working on a plan for Chapter 1 that creates an equitable classroom culture. The focus of day two and three is implementing equitable tasks. Participants will develop their use of the 5 Practices for Orchestrating Meaningful Mathematical Discussions and curate strategies for supporting all students in becoming leaders of their own learning. Participants will use an equity lens to reflect on and revise their Chapter 1 lesson plans.

Building on Assessment

In Building on Assessment, participants will apply assessment research and develop methods to provide feedback to students and inform equitable assessment decisions. On day one, participants will align assessment practices with learning progressions and the principle of mastery over time as well as write assessment items. During day two, participants will develop rubrics, explore alternate types of assessment, and plan for implementation that supports student ownership. On the third day, participants will develop strategies to monitor progress and provide evidence of proficiency with identified mathematics content and practices. Participants will develop assessment action plans that will encourage continued collaboration within their learning community.

Building on Discourse

In Building on Discourse, participants will improve their ability to facilitate meaningful mathematical discourse. This learning experience will encourage participants to adjust their instructional practices in the areas of sharing math authority, developing independent learners, and the creation of equitable classroom environments. Participants will plan for student learning by using teaching practices such as posing purposeful questioning, supporting productive struggle, and facilitating meaningful mathematical discourse. In doing so, participants learn to support students collaboratively engaged with rich tasks with all elements of the Effective Mathematics Teaching Practices incorporated through intentional and reflective planning.