CPM Accreditation Update

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Mark Coté, Issaquah, WA  markcote@cpm.org

CPM is now 18 months into the accreditation process that began in January of 2021. During the summer of 2021, CPM was formally accepted as a candidate for accreditation. We are seeking accreditation status through the Middle States Association – Commissions on Elementary and Secondary Schools (MSA-CESS), which is recognized as a leading accrediting agency by the U.S. Department of Education. To accomplish this goal, we continue to work diligently toward successful completion of the two-year accreditation process. Major milestones accomplished in this process include the following:

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  • Build a case for candidacy – Feb. 2021
  • Apply for candidacy – March 2021
  • Gain candidacy – June 2021
  • Begin self-evaluation process – July 2021
  • Stakeholder research and analysis complete – May 2022
  • Self study 75% complete – July 2022
  • Visit preparation and final self-study tasks – July through Nov. 2022
  • MSA-CESS Team visit scheduled – Nov. 15, 2022
  • Anticipated announcement regarding full accreditation – Jan. 2023

The CPM Accreditation Leadership Team, with the support of the Accreditation Planning Team and additional CPM personnel, has completed about 75% of the accreditation process and anticipates delivery of the project by the end of the calendar year, meeting the timeline proposed in January of 2021. As part of this process, some 50,000 data responses were collected from over 600 key CPM stakeholders; findings have been analyzed and reported as indicators of quality to meet the 12 MSA-CESS Standards for Accreditation. We are excited to share our self-study results with the MSA review committed this November.

Thank you to the following members of the Accreditation Planning Team for their critical contributions: Marcus Blakeney, Christine Edwards, Marianne Evashenk, Astrida Lizens, Rebecca Meeker, Misty Nikula, Jann Palmer, Sharon Rendon, and Jenni White.

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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.