Learning, change, and mastery take time. That's why every CPM curriculum purchase includes a structured, multi-year professional learning plan — not just a one-time workshop.
Every CPM implementation plan combines live learning, self-paced modules, and in-classroom support — each reinforcing the others.
Foundations for Implementation Series across Summer, Fall, and Spring. Live Learning Events, On-Demand Modules, and Implementation Support Visits. Leadership onboarding included.
Building on Instructional Practice Series with choice of Live Learning or On-Demand. Site-Based Leadership Program to build in-house expertise. Continued Implementation Support Visits.
New teacher onboarding through continued purchase of Teacher Edition. eBook license renewals include On-Demand access and live event participation. Site-Based Leaders sustain the program internally.
The first year combines the Foundations for Implementation Series for teachers with leadership onboarding — all included with purchase.
This 30-minute session is intended for leaders at sites who have adopted the CPM program. CPM provides complimentary professional learning for teachers and leaders with live and on-demand content. This session will provide leaders with an understanding of the professional learning progression and the opportunities available to their teachers to support successful implementation.
This learning is designed for leaders to understand the principles and practices necessary to support a successful implementation of CPM materials.
Schedule & RegistrationIncluded with purchase: the Building on Instructional Practice Series and Site-Based Leadership Program to support districts in maintaining their implementation.
Choice of one within the series
Available on a contracted basis for schools and districts with unique needs
Math staffing changes over time. CPM's implementation plan is designed to support your school through transitions and keep every teacher — new and experienced — connected to professional learning.
Districts are encouraged to support their Site-Based Leaders in continued participation in the Site-Based Leadership Program.
Your CSM is your dedicated point of contact for implementation support, professional learning questions, and school success. They can walk you through the plan and help you make the most of what's included.
2.3.4
Defining Concavity
4.4.1
Characteristics of Polynomial Functions
5.2.6
Semi-Log Plots
5 Closure
Closure How Can I Apply It? Activity 3
9.3.1
Transition States
9.3.2
Future and Past States
10.3.1
The Parametrization of Functions, Conics, and Their Inverses
10.3.2
Vector-Valued Functions
11.1.5
Rate of Change of Polar Functions
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.
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.
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.
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.
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.