CPM – Advancement to Candidacy

Announcements Icon

CPM Educational Program reached a professional milestone this past July; we have been formally accepted as a candidate for accreditation by 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. During its 125 year history, MSA-CESS has granted accreditation to 2,700 educational institutions and learning service providers in nearly all 50 states and in over 100 foreign countries.

“On behalf of CPM Educational program, I extend our sincerest thank you.   Attached is the signed Acceptance of Candidacy form. We are very excited to continue on this journey!” said CPM Executive Director Elizabeth Coyner. “This added layer of third-party validation highlights that CPM is dedicated to offering ongoing academic leadership aimed at making positive contributions to the world of mathematics education.”

All aspects of CPM, from its leadership to its faculty and staff to its curriculum and services, will be involved in an 18 month self-study; we are on track to meet the MSA-CESS standards for accreditation early in 2023. Upon completion, CPM Professional Learning participants will be able to earn academic credit through CPM after completing all course requirements.

“This accreditation candidacy milestone comes after several years of a shared vision, investment of time and capital, and just plain hard work. This step is just the first of many as we seek to improve and expand CPM’s Professional Learning opportunities. Watch for future news on our quest,” remarked Sharon Rendon, CPM Director of Professional Learning.

You are now leaving cpm.org.

Did you want to leave cpm.org?

I want to leave cpm.org.

No, I want to stay on cpm.org

Algebra Tiles Blue Icon

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.

Edit

Building on Instructional Practice Series

This series contains three different courses, taken in either order. The courses are designed for schools and teachers with a minimum of one year of experience teaching with CPM curriculum materials. Teachers will develop further understanding of strategies and tools for instructional practices and assessment.

Building on Equity

In this course, participants will learn how to include equitable practices in their  classroom and support traditionally underserved students in becoming leaders of their own learning. Participants will reflect on how their math identity and mindsets impact student learning. They will begin working on a plan for implementing Chapter 1 that creates an equitable classroom culture and curate strategies for supporting all students in becoming leaders of their own learning. Follow-up during the school year will support ongoing implementation of equitable classroom practices.

Building on Assessment

In this course, participants will apply assessment research to develop methods to provide feedback to students and to inform equitable assessment decisions. Participants will develop assessment action plans that will encourage continued collaboration within their learning community.

Building on Discourse

This professional learning builds upon the Foundations for Implementation Series by improving teachers’ 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 rigorous, team-worthy tasks with all elements of the Effective Mathematics Teaching Practices.