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Since late in the ’90s, CPM has produced a newsletter. It was not always released on a regular schedule, often pulled together only when enough people were willing to write articles. During the 2010s, CPM started releasing several newsletters each year. In 2014, CPM decided to produce a newsletter on a regular basis. During the first week of every odd-numbered month, except July, CPM would release a newsletter. At the time, CPM did not have clearly defined departments or roles; instead, almost everyone who worked for CPM had to be a jack-of-all-trades, able to tackle a variety of projects. Articles typically addressed coaching, professional learning (“professional development” back then), curriculum, assessment, and technology. Every so often, a teacher was willing to share their expertise and submit an article. The newsletter was actually printed and mailed—with postage, in mailboxes, and everything—to thousands and thousands of teachers.

The every-odd-month pattern continued until right now. This May newsletter of 2023 will be the last newsletter in this format. In September, after a restful summer and lots of planning, the newsletter will take on a slightly new look and a new format.

No, we will not be returning to the printed and mailed newsletter. Instead, you will receive shorter, more focused newsletters directly to your inbox once a month. The same News You Can Use, just on a more frequent basis.

So with the launch of the new format in the fall, we invite you to share your experiences. Reply, forward, and even post your favorite article links on social media connecting you to the wider mathematics education community.

Newsletter production has changed, but what hasn’t changed is the CPM commitment to mathematics educators. More Math for More People means finding novel ways to get you the kind of thought-provoking and job-enriching ideas that bolster your work in the classroom and ripple out into the wider mathematics community.

CPM will still welcome articles written by teachers like you who are willing to share their experiences with other math teachers. Have something to share? Send it to newsletter@cpm.

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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.