More Math for More People
CPM Educational Program is a non-profit publisher of math textbooks for grades 6-12. As part of its mission, CPM provides a multitude of professional learning opportunities for math educators. The More Math for More People podcast is part of that outreach and mission. Published biweekly, the hosts, Joel Miller and Misty Nikula, discuss the CPM curriculum, trends in math education and share strategies to shift instructional practices to create a more inclusive and student-centered classroom. They also highlight upcoming CPM professional learning opportunities and have conversations with math educators about how they do what they do. We hope that you find the podcast informative, engaging and fun. Intro music credit: JuliusH from pixabay.com.
More Math for More People
Episode 5.8 - Holly McCarty from Shawnee Mission SD talks about their CPM Implementation
First, it's National Toilet Paper Day! So we talk about how we will celebrate...
Then, what happens when a school district shifts from traditional math instruction to collaborative learning? Holly McCarty, Coordinator of Curriculum Instruction at Shawnee Mission School District in Kansas, takes us behind the scenes of their successful CPM implementation journey.
When Holly joined Shawnee Mission—a district serving 25,000 students across five high schools, five middle schools, and 34 elementary schools—she brought a vision for transforming mathematics instruction. Her goal was clear: move away from passive note-taking toward active learning environments where students develop lasting understanding through collaboration and problem-solving.
The implementation story offers valuable insights for any district considering curriculum change. Rather than mandating adoption across all classrooms simultaneously, Holly invited teacher teams who were ready and willing to pioneer the approach. This organic strategy created momentum as educators across all five high schools voluntarily chose to implement CPM with their Integrated Math courses.
What makes this story particularly compelling are the results. Holly shares a powerful anecdote about a high school student who, at the end of a Friday afternoon class, asked, "Can we do this again sometime? I was really engaged in what we were doing." Students have recognized the value of collaborative learning, with one noting that working together in teams "is just like real life."
Teachers report feeling more energized teaching with CPM than with traditional methods. The curriculum provides comprehensive resources to implement research-based instructional strategies without the exhausting hunt for quality materials that often burns educators out.
Whether you're a mathematics leader considering curriculum changes, a teacher curious about collaborative learning approaches, or an administrator supporting instructional shifts, this episode offers practical wisdom about implementation, professional development, and creating classrooms where both students and teachers thrive in their mathematical journey.
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Speaker 2:Boom. Okay, so we do know more about what the dog days of summer are. Yes, by the way we did find that out in between last session and this session we kind of looked it up yeah, we did look it up.
Speaker 2:So it's basically when the constellation Canis Major, which is the dog constellation, the greater dog, including the star Sirius, which is the dog star, are visible, probably in the northern hemisphere sky. Yeah, because I think it was a Greek origin. Uh, yeah, or probably, yeah, yeah, yeah, like ptolemy or whatever. Yeah, it's interesting because then it makes me think about, like, so when they see canis major in the southern sky, can they see it in there some? Or is it called dog days of winter there, because they can see it in the winter time? But that wouldn't make I don't know.
Speaker 1:can I mean even more questions? See, can I see I'm answering a question. Can you see every constellation from north? No, well, no, from the south to the?
Speaker 2:north. No, I mean they can't see like the pole, like the north, the north star, Because that's way too far north, but like if you're on the equator you could see a lot more right. But, like certain times a year, some of our stars are more visible. One because we're in a different part of our orbit, right. So we're facing a different part of the sky that's dark, and two because of the tilt of the Earth also.
Speaker 1:So now I'm curious if it's because we're in a different part of our orbit, then they could also see it, and maybe now it's the dog days of winter for them. It's like when we get a question, and yeah, we start answering a question and then you just have more questions.
Speaker 2:It just leads to more questions. I know it's silly, we should just not answer the questions.
Speaker 1:But we can answer this question.
Speaker 2:What is the national day today, which is August 26th?
Speaker 1:August 26th is National Toilet Paper Day.
Speaker 2:Well, national Toilet Paper Day. Well, I think that's a great day Toilet Paper Day, toilet paper, oh my gosh back in the quote-unquote. Old days, yeah, when they didn't like it was too expensive to make paper. So you wouldn't certainly make paper that you could wipe your tushy with no privates, whatever like that doesn't know why would you do that or that you would blow your nose into, so your? Options were other things no, thank you yeah yeah, so yes, I appreciate toilet paper. I think that I'm very fond of toilet paper.
Speaker 1:And I've been in situations where I haven't had toilet paper and that doesn't feel good, that does not feel like a time to celebrate.
Speaker 2:No, it's the time to wish you had celebrated more, or you had planned for a celebration, perhaps Definitely. I spent a couple different summers, but the first summer that I spent in Russia and we were getting all geared up because we had like buy all our supplies right Food, everything we were going to be way off the grid, like way off the grid and I remember that was one of the big things was we have this many people, how many rolls of toilet paper do we need to buy and there was clearly a lot of opinions on this and definitely the answer was generally more.
Speaker 2:And there was clearly a lot of opinions on this and definitely the answer was generally more. I mean, there was definitely people who were like nope, we still do not have enough toilet paper. Yeah, we do not want to run out of toilet paper. You don't want to. We could run out of beets, we could run out of onions. We could run out of lots of other things, but not toilet paper.
Speaker 1:We'd run ahead of lots of other things, but not toilet paper. At an early age my mom kind of instilled in me the importance of bathrooms and knowing where one is, knowing where the clean ones are, things like that, and I think that's trickled over. I travel with in my car. I have a bag of toilet paper, I have in my camping gear toilet paper. In my closet I have a good store of toilet paper and this is pre-pandemic. This isn't a pandemic thing, I was already on that road a long time ago.
Speaker 1:So yes, you should always do it. Well, I just have to ask when do you think toilet paper kind of made its appearance? I don't want to say when do you think the toilet paper kind of made its appearance? I don't want to say like when it was invented.
Speaker 2:So when was toilet paper invented, right?
Speaker 1:uh yeah, I'm gonna say probably around 1850 and that's closer to 1870, which is where toilet paper was first sold on a roll. In the 14th century, china was mass-producing toilet paper.
Speaker 2:But not on a roll. It doesn't say on a roll.
Speaker 1:It says not on a roll until August 26th of 1871, which is thus probably why we celebrate National Day on August 26th of 1871. Which is thus probably why we celebrate National August 26th.
Speaker 2:That makes sense, it's an anniversary 154 years anniversary of toilet paper Right.
Speaker 1:Yeah.
Speaker 2:Okay, so what are you going to do for National Toilet Paper Celebration Day?
Speaker 1:Probably it won't be anything unique that I don't already do. Some suggestions would be you could try out Toilogamy, which is origami with toilet paper.
Speaker 2:Toilet paper.
Speaker 1:Wow, you could treat yourself to the best toilet paper. That's sort of a thing. When I put the roll on, I recognize that I'm an over person. I want the toilet paper over.
Speaker 2:Oh, yes, for sure.
Speaker 1:Me too, so I'll think about that.
Speaker 2:I'll change the toilet paper at other people's houses?
Speaker 1:Yeah, why would they even do that? It's weird. It doesn't make any sense. How are you going to celebrate?
Speaker 2:I'm going to make sure I have lots of toilet paper. Okay, I might go check my stock, make sure that I'm not going to run out anytime soon. That's what I'm going to do.
Speaker 1:I like it All right. Go and celebrate National.
Speaker 2:Toilet Paper Day National Toilet Paper Day, all right. So we're here today with Holly McCarty, the Coordinator of Curriculum Instruction at Shawnee Mission School District for Secondary Math and Science. And Shawnee Mission. This is in Kansas, right?
Speaker 3:It is in Kansas.
Speaker 2:Good memory for me, thanks. Welcome to the podcast, Holly. Thank you.
Speaker 1:Thanks for having me, thanks for being here.
Speaker 2:Absolutely, yeah. You. Thanks for having me, thanks for being here. Absolutely yeah. So we invited you onto the podcast because shawnee mission is kind of well. Has begun your implementation of cpm, right, and um, I know that at least we were told like it's going really well, right. So we want to, so we really want to tap into like what those things are that you've that you've really paid attention to and brought into your implementation to help it go well.
Speaker 2:So why don't you start by? If you want, you can give us a little bit of like I didn't tell you this before, but like, tell us a little bit about shawnee mission, right um size, etc. Where it is kind of school, and then a little bit of your process, of how you got to cpm for your right I?
Speaker 3:I would love to. I came to Shawnee Mission this is actually my fourth year in this role. Before that I was in another very big district in our same area and came over here because of the opening and the job. I did a very similar job in my old district. I was specifically K-12 math coordinator there and now I do secondary math and science here.
Speaker 3:I have been a big believer of a change in the way we teach mathematics for years and have worked really, really hard and researched all kinds of things along the way to help teachers start making shifts. So when I came to Shawnee Mission, that's what I started with. I just started with professional learning that talked about shifts in instruction, basically making things more student-centered, making things where students are actually doing the thinking and the work and not just a teacher at the board, kids copying down notes, regurgitating stuff and not remembering it the next day, let alone a test the next week, etc. And so then when I came to Shawnee Mission, we were a couple of years out of needing a new resource, and so in Shawnee Mission we do pilot. We have cadres in Shawnee Mission, so I have a math cadre, high school math cadre, middle school math cadre, et cetera. And on my high school cadre I usually take one teacher from every building at the different courses. So integrated one, integrated two, algebra two. Shawnee Mission has five high schools we are of a district of
Speaker 3:about 25,000. We have five high schools, we have five middle schools and we have 34 elementary schools, so it's a bigger district and so the cadres really help us in piloting and in professional learning to then take back to their buildings. So when we go to pilot, I first start looking for materials that I want to pilot. They need to pass all the ratings and have all the scores that they need before we ever bring them to. And then I always reach out to all my teachers to just say, hey, are there any other resources that you know about? And I actually had a teacher who had taught years ago in Junction City, kansas, and they had used CPM, so she had brought it to my attention and they had used CPM, so she had brought it to my attention. And then the first time I looked at it I was like, okay, this is what I want, but I can't just be the one that picks that, so it just for me and all of the professional learning I've done and the research, it was finally a resource that gave the teachers what they needed to be able to teach with those instructional shifts, rather than spending all of their time searching. You know great sites like Joe Bowler that we use, or Open Middle. We found all those, but then it takes teachers so much time to search those and a lot of times then we find teachers searching for things on their own that aren't research-based. They might have got from Teachers, pay Teachers or something and then it's like we don't know if that's a research-based strategy that's really going to work.
Speaker 3:So when I found CPM, I was very excited. So we piloted it, plus a couple other resources, and we did Carnegie at the time and we also did well, I can't even think of the name of it right now Uh, it's a McGraw Hill, um but anyway. So we have teachers that really pilot, so they take it into their classroom and, as you know, cpm is not something that you just kind of pick up and pilot because of the storyline. So we had to be very creative there and how we did that. So yeah, so then they piloted it. Did you do a full year pilot or a part year pilot? We did not do a full year pilot.
Speaker 3:It was more of a part year. It was more challenging. Looking back I might have done some of that a little bit differently, but with the way our system worked you had to follow that protocol and it still gave us a good taste of what it was. And then we use rubrics. We use our state rubrics and other rubrics to get feedback from both students and teachers and the rubric that we have is very much geared toward an instructional shift in mathematics. So the great thing was, even though I know CPM was challenging for some, we knew it really hit the mark on the rubric. So when we did all that, it did hit it. But then we had to really look deep and say to my bosses and my leadership is yes, it wins, it wins on the rubric, it is the highest scoring, but it is a huge shift in instruction and we have to make sure our leadership team is behind us 100% if this is what we are going to go with. And that's where the teacher conference came in.
Speaker 3:It was in February and so I begged at leadership that I needed to take about. I think we took about 10 people.
Speaker 2:I took some teachers.
Speaker 3:I took a couple admin, I took an instructional coach, I took a special education coordinator, so we had the lens of a lot of people.
Speaker 2:And that was when you were finishing your pilot, before you actually started really implementing throughout your high school as well.
Speaker 3:Yeah, so we had kind of done the pilot in the fall and into kind of January, and then that was in February. Sure, so it worked out perfect, because I wanted to go to that before we made a recommendation to our board. Wow. And so we did and we like, had this team and we just gelled and we loved the conference. We did go to the pre-conference also because I wanted everyone in one of those sessions, and then we came together as a team and we decided what their vision, what's our mission? Is this what we're going to? You know, cause it's not going to be easy. Those teachers were all excited and ready, but, we know, not everyone is as excited and ready. Yeah, for sure.
Speaker 2:Yeah, and that's. That's one of those pieces right around the the like shifts and changes are always can be challenging, for sure, right? And I think you're saying, like CPM, like shifts and changes are always can be challenging, for sure, right? And I think you're saying, like CPM, like it gives you all the resources and the pieces to do it, and like I mean, taking on any new curriculum is a challenge, right, like anything you pick up. So, and because there's so many instructional shifts that are part of CPM for people, then the degree of that shift could be much more right.
Speaker 2:If I'm really locked in with my stand and deliver, then I might be more challenged to move towards CPM than if I'm already working with teams and doing more of that, facilitating 100%.
Speaker 3:And so when we then decided to implement, we decided to give some choice. So what I did was to all of my high schools and the math departments. I told them I want who's ready, who's willing, who's wanting to jump in and who's wanting to go, and they had to come in as a PLC see, so they couldn't have two people on the team that said yes and one that they all had to be on board, and giving that choice helped open those doors and get the people that were ready and excited to get in. On that ground level, what happened across the district was all five of the high schools ended up picking their integrated one teams, which worked out just as I planned.
Speaker 2:I love it when that happens. Well, you've been in this for a while, you kind of know how to do it.
Speaker 3:And then I did have a few other schools that were like we want to jump in with integrated two. And then I had a couple teachers who taught honors algebra two and they were the only teacher in their building teaching that. They're like Holly, we want to do it too. So we went to our board and we kind of talked about the implementation plan. We talked to them about the shifts in instruction and got their approval and so-.
Speaker 2:How did the board take it when you went to the board and you talked to them? Because, like, the board is generally parents and you know other people in the community right Like, how did you communicate to them that shift and the importance around it?
Speaker 3:When I go to the board, which I've gone to lots of times and varying districts, but I always start with math, and so I started with the, which one doesn't belong, the one I always use, and so I got them going and so I started talking to them about. This is math, this is discussion and discourse and building on all the different things you all said and that's what we want to see in our classrooms, and we talked about the research and we talked about the three pillars of collaborative learning and problem-based learning and the mixed-based practice and shared with them. When we go to the board, we have to give them something in advance. We have a presentation so they were able to look at it in advance, but they were gung-ho about it and trying to really explain to them that it is a shift and it won't be easy, but that we were ready to make that move.
Speaker 2:So then from there, you built an implementation plan. It sounds like you, you, you know got the teachers who wanted to do it first, you did, you know, did the pilot, you were ready to start going with it. You got a part of the teachers, and then how did you what? What did you do then to like, prepare for that next stage of implementation and to support the teachers through that?
Speaker 3:So, as we were going through that first year of implementation, so we had people in all buildings implementing and then when we have like professional learning days throughout the year, we have three of them and of course those implementing were with CPM. So you know they were with Cheryl Tucker for us and Jesse and then, I would take all the other teachers and give them.
Speaker 3:We would do lots of general stuff around collaborative learning. We would talk about the roles, we would talk about how they could use some of those things in their classroom and that would help prepare them. We looked at research. That would help prepare them. We looked at research. I did different examples with them out of some of the CPM materials, just to kind of to get them going so that the following year this year, if they were implementing it wasn't like it was brand new.
Speaker 1:They knew the research.
Speaker 3:They knew the pillars. We have a lot of our high schools that will take their math teacher and during their supervision hour that will be going math teacher and during their supervision hour that will be going into like an integrated one class, so you have two teachers in there, and so they were able to kind of see CPM working also.
Speaker 2:I love that because, like that, that you, you know, like you're saying, you're doing a staged implementation, right Of like, rolling it in course by course, year by year, and, at the same time, not setting up this division between like, oh well, these teachers are doing CPM now and these teachers aren't yet Really greasing the wheels and getting that moving, rolling it forward at the same time. I love that. I love that.
Speaker 3:Brilliant, and along that role we also. We meet with administrators and our instructional coaches. So we meet with them about two times to three times a year and so when I would work with them we would also do tasks and activities. I never pulled them straight from CPM, but you guys know the diehard one about the jugs and it's the little diehard and so.
Speaker 3:I use that with my administrators and my instructional coaches because they could all get into that and do it. We do it on vertical, vertical surfaces. And then we use the, the walkthrough tool, to talk about. You know, where did you see the collaborative learning? What was the problem base? And we talked through it. So we kind of build their repertoire throughout the year also, and we'll continue to do that this year.
Speaker 2:Yeah, that's such an important piece around helping administrators and other supervisors understand what looks different in the classroom and and how the learning is still happening and in what ways, um, so that when they're doing their walkthroughs or walkarounds and various things, going into classrooms and and you know, evaluating, they're looking at those same things. I love them.
Speaker 3:Yeah.
Speaker 2:Um so, uh, uh, did you so. So 23, 24, you did her pilot. 24, 25, you started rolling out, mostly with integrated one and a few others, and now this year 25, 26, you're running on yep.
Speaker 3:So we have integrated one, integrated two and anyone that teaches geometry. So we have kind of a weird system and we have where you could take algebra in eighth grade.
Speaker 3:So if I take algebra in eighth grade then my freshman year I'm in geometry but, if I take math eight in eighth grade, then I go into integrated one and then integrated two. So this happened before I I came here. They, they used to have algebra one in geometry in high school and they switched it. Um, so we still used to have Algebra 1 and Geometry in the high school and they switched it. So we still have to have a Geometry, which kind of makes things a little wonky, but basically all freshman courses this year. So the Integrated 1 and Geometry, all sophomore courses, which was our Integrated 2. And then, like I said, out of the five high schools we have three of them doing some Algebra 2, whether it's just honors or they've put it in Next year everyone will be doing Algebra 2. So that's where our resource adoption ended. Our pre-calculus will come up in a few years for adoption and I'm very hopeful that we will move into the CPM pre-calculus.
Speaker 3:We'll have to go through the pilot and those things, Totally totally.
Speaker 1:Well, it sounds like you're getting administrators and teachers on board and you have this great plan of you know, continuing that professional development. I'm curious about the students. Have you seen changes in students and the community itself?
Speaker 3:Great question For me. When I'm out in classrooms, the students you know are actively engaged and so I love it. I mean and again, it's not like 24-7 they're engaged. We know sometimes they're talking about other things.
Speaker 1:They're high school kids, right yeah, so are we.
Speaker 3:But I just love that I see less of direct instruction from our teachers and I see more of kids. I just don't think we a lot of times keep our expectations high enough for our students. We automatically say they can't do something. And I'm like you know, guys, if they do something, they look it up, they find it, they do it. You know they can do the same thing. I tell the story. It was at the end of last year, before we did the podcast for our district, and we went into one of the classrooms. It was a regular Algebra 2 classroom and she also uses a lot of Peter's stuff with building thinking classrooms. It was a Friday afternoon seventh hour block period and she had the kids up almost the entire class Kids were engaged working. It's the most fun part of my job because I just join groups and start you know going around.
Speaker 3:But at the end of that period the kids were leaving Friday afternoon and this boy looked at her and said Mrs Ogle, can we do this again sometime? Because I was really engaged in what we were doing and I'm like you don't see a high school boy say that very often. You just don't.
Speaker 3:And our kids that we had on our podcast one of the young men. He was so cute. He was like you know, sometimes you get people they don't say anything. Other people talk. You gotta learn how to work with them and you're like, yes, you do.
Speaker 1:I saw that podcast and I, as Julie, in his name, I can't remember and he yes, and he said but it's just like real life.
Speaker 2:It is just like real life. It is just like real life.
Speaker 3:And it is you know we.
Speaker 3:to pretend like everything is just going super smooth would not be true, you know we used to have, you know, teachers that are still very unsure or they don't think it's quite right or they don't think the kids are learning enough. You know we still have the kids that are, you know, a challenge to get them to work together. But I think, especially as our kids continue to go through this you know we're integrated too. Now this year it's like okay, those kids have done that and just really continuing to support our teachers is my biggest goal. To let them know they are supported and we're here for them. And it's hard and you know teaching is hard work.
Speaker 2:It just is.
Speaker 3:It's hard work.
Speaker 2:So I'm curious too, if you, if there were particular things that you did or included in this piece of your implementation to reach out to the community, to parents, to other community members, to help them understand also, you know, my teacher's not teaching right Like how do you, how did you counter those?
Speaker 3:We have not had as much as that at all and my especially at my position, I've had no phone calls, which is nice. Now we did put out the video and the podcast and that kind of thing, but we have not done something very specific with our community. In the past I've done things like that. What happens is a lot of times elementary school, you get tons of parents out. Middle school it starts to drop, and by high school it's very hard to get parents because I always like them to come in for an hour and feel it, experience it and do it. So we haven't really done any math nights like we've talked about, but mostly it's just because of trying to get that participation is really tough and right now, if our schools are battling any of that with appearance, I haven't heard about it. So I guess that's a good thing.
Speaker 2:Yeah, yeah, yeah, and now they're hiding it from you.
Speaker 1:They're hiding it?
Speaker 2:Yeah, hopefully, not. So. So what are your next steps from here? Like you're going to continue the implementation, but what are the things you're really focusing on, you know, as you continue to move forward?
Speaker 3:Really continuing to focus on getting better, getting better at being that facilitator in the classroom, supporting my teachers to really understand how to ask questions and probe and continue to use STTS. Now that you've got a year under your belt, let's really use those, because I don't think sometimes our teachers realize how powerful the roles and the STTS are, because I think sometimes they might not be comfortable with one of them or something and it's like that is how we really continue to get our kids to be interdependent rather than continuing to count on us. So we're continue to get our kids to be interdependent rather than continuing to count on us. So we're going to keep pushing through the hut. We will, um, like I said, the supports of cpm are so impressive to me.
Speaker 3:Um, the people that come out that work, that, just the genuine support, um, that we have through jesse and cheryl and l and now that I've met John Hayes, so we'll continue that. I continue to do my best to get out into buildings and come into classrooms so they know that support is there. Unfortunately, you know, everything gets sidetracked so often with that which makes it hard.
Speaker 3:And we'll continue with our principals. That's another place. We will really continue to push our admin in trying to really understand what they should be seeing and how they can support their teachers in the roles, and so, yeah, so we're just really going along with CPM's plan. This summer we had those that had taught it for a year. We had um, there was jesse that did.
Speaker 3:That was like building on the foundation where we had the new people and then, um, john and jesse did assessment stuff um with ours this year, so just continuing to take, uh, what cpm offers and what we can do um here. Luckily, we've had strong support for leadership.
Speaker 2:Nice, and are you planning or hoping to bring more teachers down to the teacher conference?
Speaker 3:That's the goal. The first year it was much easier because we still had ESSER funds. Last year the district paid for so many and then each building paid for one of theirs because we had College Now funds. Those are kind of starting to go away. So we're going to see. My goal is to at least send one teacher per building I can. So I'm really hopeful that we can do that. I'll be going.
Speaker 2:I know You're going to be presenting.
Speaker 3:So I really think again we'll be able to at least send one from each building.
Speaker 1:Oh, fantastic.
Speaker 2:Yeah, I feel like those, like I love how you're talking about the. You know taking advantage of the CPM, you know offered professional learning pieces, you know continuing that right. Teachers need that to keep doing those things. There's so much at the beginning and you can only take in so much. So having that reinforcement, having that mixed space practice for the teachers as well, and the teacher conference, I think, just infuses so many great connections and ideas and enthusiasm, because everything there is about DPM enthusiasm um, because everything there is about cpm.
Speaker 2:You know it does for the teachers, just like you know there's. You're not going to go like oh, I'm not, don't want to go to that one, because it's about something else that doesn't apply to me.
Speaker 3:So it's now, it's an incredible conference and, um, I've been to lots of conferences and I've been lucky to go see joe bowler three different times and, uh, dan, I've seen tons but CTM conferences, but I was so blown away by CPM's conference and just how much I learned and my all, the every group that I brought you know they just they come back, just like you said, they're motivated, they're excited and they're ready to go and and also, I think it's really important for our teachers to see that one CPM has been around a long time and that's what I really tried to tell even our board and our leaders.
Speaker 3:This isn't new, it's just that we need to be doing it. But also for our teachers to see okay, this is hard everywhere, Like it doesn't just happen, it doesn't just go in and click and everything's perfect. You know, and I told them just like when you were teaching, there were good days and there were days that didn't go so good, and it's just you know the same thing, but what a support network CPM has if you choose to take advantage of it.
Speaker 1:Well, and you talked about some energy there and again with your podcast. You had another teacher on there and as a change agent, you can probably appreciate this, but when you change something and you're doing something. She said that she was more energized teaching this way than she was before, so at the end of the year she still felt like she could keep going.
Speaker 3:Yeah, yeah, yeah, that's awesome yeah, I always tell my teachers, you shouldn't be the one exhausted at the end of the day the kids should be. So if you are saying the same thing every hour and doing it, I mean how boring Right? No?
Speaker 2:doubt, no doubt. Well, thank you so much for coming on the podcast today and sharing with us. We really appreciate you telling us about your journey and your next steps, and we wish Shawnee Mission all the best, and I'm sure we'll continue to hear from you and be connected with you as we move forward. So thank you so much.
Speaker 3:Well, thank you, thank you very much.
Speaker 1:Yeah, thanks.
Speaker 2:So that is all we have time for on this episode of the More Math for More People podcast. If you are interested in connecting with us on social media, find our links in the podcast description, and the music for the podcast was created by Julius H. It can be found on pixabaycom. So thank you very much, julius. Join us in two weeks for the next episode of More Math for More People. What day will that be, joel?
Speaker 1:It'll be September 16th, collect Rocks Days, and the day to collect rocks is to kind of think about digging and exploring and finding out about rocks, and we'll give you some ideas of how to celebrate this day. I know in some places it's not a good idea to collect rocks, say, like a national park, things like that. There's other places where it's interesting to collect rocks, but either way, geology is pretty fascinating and I can't wait to talk to what Misty's experience has been with rocks and share my own as well. So we'll see you on September 16th to talk about collecting rocks, thank you.