See how a student navigates the eBook and view the features within.
See how the teacher eBook complements the student eBook.
View the map to locate your region’s professional learning coordinator (RPLC).
CALIFORNIA ,Region 1 – Mícheál Marsh
NORTHWEST, Region 2 – Jenni White
SOUTHWEST, Region 3 – Sara Thompson
GREAT PLAINS, Region 4 – Lisa Comfort
The CPM Pilot Program is an opportunity for a school/district to implement the CPM curriculum with professional development and support as they navigate the adoption process. CPM believes that learning, change, and mastery take time. Because of this philosophy we prefer a semester or one year pilot.
All of the CPM books emphasize problem-solving, communication, collaboration, and critical reasoning by students. In order to be approved for the CPM Pilot Program the school/district is required to send teachers to scheduled CPM Professional Learning (some travel may be required).
If you would like to receive more information about a pilot, please complete the CPM Pilot Interest Form or email pilots@cpm.org.
If you are interested in adopting CPM as your mathematics curriculum, please complete the CPM Adoption Interest Form. If you require assistance with resources for your district adoption panel, contact adoptions@cpm.org.
CPM provides Review Documents and Tools for your convenience.
© 1989-2022 CPM EDUCATIONAL PROGRAM All rights reserved. CPM Educational Program is a 501(c)(3) educational nonprofit corporation.
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.
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.
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.
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.
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.