CPM – Initial Accreditation

May 2023

CPM Educational Program is proud to announce the official accreditation of CPM Professional Learning by the Middle States Association Commission on Elementary and Secondary Schools (MSA-CESS). This means that CPM teachers can earn continuing education credits when attending select professional learning and completing all course requirements. MSA-CESS 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.

Earning MSA-CESS accreditation, the gold standard for educational improvement, complements CPM’s vision, mission, and long-term plans to bring more math to more people. CPM Executive Director Elizabeth Coyner commented, “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.”

Achieving accreditation is the end result of a 3-year project which involved gathering input from every department of CPM, as well as 50,000 data items from over 500 Professional Learning participants. Gratitude for a job well done is extended to the Accreditation Leadership Team ( Jenni White, Mark Coté, Misty Nikula, and Sharon Rendon) and the Accreditation Planning Team (Astrida Lizens, Christine Edwards, Jann Palmer, Marcus Blakeney, Marianne Evashenk, and Rebecca Meeker).

“This accreditation milestone comes as the result 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”

Sharon Rendon, CPM Director of Professional Learning



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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.

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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.