August 26, 2025 • 33 mins
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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The More Math for More People Podcast is produced by CPM Educational Program.
Learn more at CPM.org
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Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:17):
You are listening to the More Math for More People
podcast.
An outreach of CPM educationalprogram Boom.
An outreach of CPM EducationalProgram.
Speaker 2 (00:31):
Boom.
Okay, so we do know more aboutwhat the dog days of summer are.
Yes, by the way we did findthat out in between last session
and this session we kind oflooked it up yeah, we did look
it up.
So it's basically when theconstellation Canis Major, which
is the dog constellation, thegreater dog, including the star
Sirius, which is the dog star,are visible, probably in the
(00:55):
northern hemisphere sky.
Yeah, because I think it was aGreek origin.
Uh, yeah, or probably, yeah,yeah, yeah, like ptolemy or
whatever.
Yeah, it's interesting becausethen it makes me think about,
like, so when they see canismajor in the southern sky, can
they see it in there some?
Or is it called dog days ofwinter there, because they can
(01:16):
see it in the winter time?
But that wouldn't make I don'tknow.
Speaker 1 (01:19):
can I mean even more questions?
See, can I see I'm answering aquestion.
Can you see every constellationfrom north?
No, well, no, from the south tothe?
Speaker 2 (01:28):
north.
No, I mean they can't see likethe pole, like the north, the
north star, Because that's waytoo far north, but like if
you're on the equator you couldsee a lot more right.
But, like certain times a year,some of our stars are more
visible.
One because we're in adifferent part of our orbit,
(01:49):
right.
So we're facing a differentpart of the sky that's dark, and
two because of the tilt of theEarth also.
Speaker 1 (02:01):
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 ofwinter for them.
It's like when we get aquestion, and yeah, we start
answering a question and thenyou just have more questions.
Speaker 2 (02:08):
It just leads to more questions.
I know it's silly, we shouldjust not answer the questions.
Speaker 1 (02:11):
But we can answer this question.
Speaker 2 (02:12):
What is the national day today, which is August 26th?
Speaker 1 (02:16):
August 26th is National Toilet Paper Day.
Speaker 2 (02:22):
Well, national Toilet Paper Day.
Well, I think that's a greatday Toilet Paper Day, toilet
paper, oh my gosh back in thequote-unquote.
Old days, yeah, when theydidn't like it was too expensive
(02:45):
to make paper.
So you wouldn't certainly makepaper that you could wipe your
tushy with no privates, whateverlike that doesn't know why
would you do that or that youwould 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 oftoilet paper.
Speaker 1 (03:04):
And I've been in situations where I haven't had
toilet paper and that doesn'tfeel good, that does not feel
like a time to celebrate.
Speaker 2 (03:11):
No, it's the time to wish you had celebrated more, or
you had planned for acelebration, perhaps Definitely.
I spent a couple differentsummers, but the first summer
that I spent in Russia and wewere getting all geared up
because we had like buy all oursupplies right Food, everything
we were going to be way off thegrid, like way off the grid and
(03:33):
I remember that was one of thebig things was we have this many
people, how many rolls oftoilet paper do we need to buy
and there was clearly a lot ofopinions on this and definitely
the answer was generally more.
And there was clearly a lot ofopinions on this and definitely
the answer was generally more.
I mean, there was definitelypeople who were like nope, we
still do not have enough toiletpaper.
(03:53):
Yeah, we do not want to run outof toilet paper.
You don't want to.
We could run out of beets, wecould run out of onions.
We could run out of lots ofother things, but not toilet
paper.
Speaker 1 (04:02):
We'd run ahead of lots of other things, but not
toilet paper.
At an early age my mom kind ofinstilled in me the importance
of bathrooms and knowing whereone is, knowing where the clean
ones are, things like that, andI think that's trickled over.
I travel with in my car.
I have a bag of toilet paper, Ihave in my camping gear toilet
(04:23):
paper.
In my closet I have a goodstore of toilet paper and this
is pre-pandemic.
This isn't a pandemic thing, Iwas already on that road a long
time ago.
So yes, you should always do it.
Well, I just have to ask whendo you think toilet paper kind
of made its appearance?
(04:44):
I don't want to say when do youthink the toilet paper kind of
made its appearance?
I don't want to say like whenit was invented.
Speaker 2 (04:50):
So when was toilet paper invented, right?
Speaker 1 (04:51):
uh yeah, I'm gonna say probably around 1850 and
that's closer to 1870, which iswhere toilet paper was first
sold on a roll.
In the 14th century, china wasmass-producing toilet paper.
Speaker 2 (05:13):
But not on a roll.
It doesn't say on a roll.
Speaker 1 (05:16):
It says not on a roll until August 26th of 1871,
which is thus probably why wecelebrate National Day on August
26th of 1871.
Which is thus probably why wecelebrate National August 26th.
Speaker 2 (05:30):
That makes sense, it's an anniversary 154 years
anniversary of toilet paperRight.
Speaker 1 (05:39):
Yeah.
Speaker 2 (05:40):
Okay, so what are you going to do for National Toilet
Paper Celebration Day?
Speaker 1 (05:46):
Probably it won't be anything unique that I don't
already do.
Some suggestions would be youcould try out Toilogamy, which
is origami with toilet paper.
Speaker 2 (06:04):
Toilet paper.
Speaker 1 (06:05):
Wow, you could treat yourself to the best toilet
paper.
That's sort of a thing.
When I put the roll on, Irecognize that I'm an over
person.
I want the toilet paper over.
Speaker 2 (06:19):
Oh, yes, for sure.
Speaker 1 (06:20):
Me too, so I'll think about that.
Speaker 2 (06:22):
I'll change the toilet paper at other people's
houses?
Speaker 1 (06:23):
Yeah, why would they even do that?
It's weird.
It doesn't make any sense.
How are you going to celebrate?
Speaker 2 (06:31):
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 (06:39):
I like it All right.
Go and celebrate National.
Speaker 2 (06:52):
Toilet Paper Day National Toilet Paper Day, all
right.
So we're here today with HollyMcCarty, the Coordinator of
Curriculum Instruction atShawnee Mission School District
for Secondary Math and Science.
And Shawnee Mission.
(07:12):
This is in Kansas, right?
Speaker 3 (07:13):
It is in Kansas.
Speaker 2 (07:16):
Good memory for me, thanks.
Welcome to the podcast, Holly.
Thank you.
Speaker 1 (07:20):
Thanks for having me, thanks for being here.
Speaker 2 (07:22):
Absolutely, yeah.
You.
Thanks for having me, thanksfor being here.
Absolutely yeah.
So we invited you onto thepodcast because shawnee mission
is kind of well.
Has begun your implementationof cpm, right, and um, I know
that at least we were told likeit's going really well, right.
So we want to, so we reallywant to tap into like what those
things are that you've thatyou've really paid attention to
(07:46):
and brought into yourimplementation to help it go
well.
So why don't you start by?
If you want, you can give us alittle bit of like I didn't tell
you this before, but like, tellus a little bit about shawnee
mission, right um size, etc.
Where it is kind of school, andthen a little bit of your
process, of how you got to cpmfor your right I?
Speaker 3 (08:05):
I would love to.
I came to Shawnee Mission thisis actually my fourth year in
this role.
Before that I was in anothervery big district in our same
area and came over here becauseof the opening and the job.
I did a very similar job in myold district.
I was specifically K-12 mathcoordinator there and now I do
(08:26):
secondary math and science here.
I have been a big believer of achange in the way we teach
mathematics for years and haveworked really, really hard and
researched all kinds of thingsalong the way to help teachers
start making shifts.
So when I came to ShawneeMission, that's what I started
with.
I just started withprofessional learning that
(08:48):
talked about shifts ininstruction, basically making
things more student-centered,making things where students are
actually doing the thinking andthe work and not just a teacher
at the board, kids copying downnotes, regurgitating stuff and
not remembering it the next day,let alone a test the next week,
etc.
And so then when I came toShawnee Mission, we were a
(09:09):
couple of years out of needing anew resource, and so in Shawnee
Mission we do pilot.
We have cadres in ShawneeMission, so I have a math cadre,
high school math cadre, middleschool math cadre, et cetera.
And on my high school cadre Iusually take one teacher from
every building at the differentcourses.
So integrated one, integratedtwo, algebra two.
(09:38):
Shawnee Mission has five highschools we are of a district of
about 25,000.
We have five high schools, wehave five middle schools and we
have 34 elementary schools, soit's a bigger district and so
the cadres really help us inpiloting and in professional
learning to then take back totheir buildings.
So when we go to pilot, I firststart looking for materials
(10:00):
that I want to pilot.
They need to pass all theratings and have all the scores
that they need before we everbring them to.
And then I always reach out toall my teachers to just say, hey
, are there any other resourcesthat you know about?
And I actually had a teacherwho had taught years ago in
Junction City, kansas, and theyhad used CPM, so she had brought
(10:21):
it to my attention and they hadused CPM, so she had brought it
to my attention.
And then the first time Ilooked at it I was like, okay,
this is what I want, but I can'tjust be the one that picks that
, so it just for me and all ofthe professional learning I've
done and the research, it wasfinally a resource that gave the
(10:42):
teachers what they needed to beable to teach with those
instructional shifts, ratherthan spending all of their time
searching.
You know great sites like JoeBowler that we use, or Open
Middle.
We found all those, but then ittakes teachers so much time to
search those and a lot of timesthen we find teachers searching
for things on their own thataren't research-based.
(11:05):
They might have got fromTeachers, pay Teachers or
something and then it's like wedon't know if that's a
research-based strategy that'sreally going to work.
So when I found CPM, I was veryexcited.
So we piloted it, plus a coupleother resources, and we did
Carnegie at the time and we alsodid well, I can't even think of
(11:27):
the name of it right now Uh,it's a McGraw Hill, um but
anyway.
So we have teachers that reallypilot, so they take it into
their classroom and, as you know, cpm is not something that you
just kind of pick up and pilotbecause of the storyline.
So we had to be very creativethere and how we did that.
(11:47):
So yeah, so then they pilotedit.
Did you do a full year pilot ora part year pilot?
We did not do a full year pilot.
It was more of a part year.
It was more challenging.
Looking back I might have donesome of that a little bit
differently, but with the wayour system worked you had to
follow that protocol and itstill gave us a good taste of
(12:09):
what it was.
And then we use rubrics.
We use our state rubrics andother rubrics to get feedback
from both students and teachersand the rubric that we have is
very much geared toward aninstructional shift in
mathematics.
So the great thing was, eventhough I know CPM was
challenging for some, we knew itreally hit the mark on the
(12:32):
rubric.
So when we did all that, it didhit it.
But then we had to really lookdeep and say to my bosses and my
leadership is yes, it wins, itwins on the rubric, it is the
highest scoring, but it is ahuge shift in instruction and we
have to make sure ourleadership team is behind us
(12:54):
100% if this is what we aregoing to go with.
And that's where the teacherconference came in.
It was in February and so Ibegged at leadership that I
needed to take about.
I think we took about 10 people.
Speaker 2 (13:10):
I took some teachers.
Speaker 3 (13:12):
I took a couple admin , I took an instructional coach,
I took a special educationcoordinator, so we had the lens
of a lot of people.
Speaker 2 (13:22):
And that was when you were finishing your pilot,
before you actually startedreally implementing throughout
your high school as well.
Speaker 3 (13:28):
Yeah, so we had kind of done the pilot in the fall
and into kind of January, andthen that was in February.
Sure, so it worked out perfect,because I wanted to go to that
before we made a recommendationto our board.
Wow.
And so we did and we like, hadthis team and we just gelled and
we loved the conference.
(13:48):
We did go to the pre-conferencealso because I wanted everyone
in one of those sessions, andthen 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 goingto be easy.
Those teachers were all excitedand ready, but, we know, not
everyone is as excited and ready.
Yeah, for sure.
Speaker 2 (14:09):
Yeah, and that's.
That's one of those piecesright around the the like shifts
and changes are always can bechallenging, for sure, right?
And I think you're saying, likeCPM, like shifts and changes
are always can be challenging,for sure, right?
And I think you're saying, likeCPM, like it gives you all the
resources and the pieces to doit, and like I mean, taking on
any new curriculum is achallenge, right, like anything
you pick up.
So, and because there's so manyinstructional shifts that are
(14:33):
part of CPM for people, then thedegree of that shift could be
much more right.
If I'm really locked in with mystand and deliver, then I might
be more challenged to movetowards CPM than if I'm already
working with teams and doingmore of that, facilitating 100%.
Speaker 3 (14:52):
And so when we then decided to implement, we decided
to give some choice.
So what I did was to all of myhigh 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 havetwo people on the team that said
(15:18):
yes and one that they all hadto be on board, and giving that
choice helped open those doorsand get the people that were
ready and excited to get in.
On that ground level, whathappened across the district was
all five of the high schoolsended up picking their
integrated one teams, whichworked out just as I planned.
Speaker 2 (15:41):
I love it when that happens.
Well, you've been in this for awhile, you kind of know how to
do it.
Speaker 3 (15:45):
And then I did have a few other schools that were
like we want to jump in withintegrated two.
And then I had a coupleteachers who taught honors
algebra two and they were theonly teacher in their building
teaching that.
They're like Holly, we want todo it too.
So we went to our board and wekind of talked about the
implementation plan.
We talked to them about theshifts in instruction and got
(16:07):
their approval and so-.
Speaker 2 (16:09):
How did the board take it when you went to the
board and you talked to them?
Because, like, the board isgenerally parents and you know
other people in the communityright Like, how did you
communicate to them that shiftand the importance around it?
Speaker 3 (16:22):
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, whichone doesn't belong, the one I
always use, and so I got themgoing and so I started talking
to them about.
This is math, this isdiscussion and discourse and
(16:43):
building on all the differentthings you all said and that's
what we want to see in ourclassrooms, and we talked about
the research and we talked aboutthe three pillars of
collaborative learning andproblem-based learning and the
mixed-based practice and sharedwith them.
When we go to the board, wehave to give them something in
advance.
We have a presentation so theywere able to look at it in
(17:03):
advance, but they were gung-hoabout it and trying to really
explain to them that it is ashift and it won't be easy, but
that we were ready to make thatmove.
Speaker 2 (17:19):
So then from there, you built an implementation plan
.
It sounds like you, you, youknow got the teachers who wanted
to do it first, you did, youknow, 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 supportthe teachers through that?
Speaker 3 (17:40):
So, as we were going through that first year of
implementation, so we had peoplein all buildings implementing
and then when we have likeprofessional learning days
throughout the year, we havethree of them and of course
those implementing were with CPM.
So you know they were withCheryl Tucker for us and Jesse
and then, I would take all theother teachers and give them.
(18:03):
We would do lots of generalstuff around collaborative
learning.
We would talk about the roles,we would talk about how they
could use some of those thingsin 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 withthem out of some of the CPM
materials, just to kind of toget them going so that the
(18:23):
following year this year, ifthey were implementing it wasn't
like it was brand new.
Speaker 1 (18:28):
They knew the research.
Speaker 3 (18:29):
They knew the pillars .
We have a lot of our highschools that will take their
math teacher and during theirsupervision hour that will be
going math teacher and duringtheir supervision hour that will
be going into like anintegrated one class, so you
have two teachers in there, andso they were able to kind of see
CPM working also.
Speaker 2 (18:48):
I love that because, like that, that you, you know,
like you're saying, you're doinga staged implementation, right
Of like, rolling it in course bycourse, year by year, and, at
the same time, not setting upthis division between like, oh
well, these teachers are doingCPM now and these teachers
aren't yet Really greasing thewheels and getting that moving,
(19:08):
rolling it forward at the sametime.
I love that.
I love that.
Speaker 3 (19:12):
Brilliant, and along that role we also.
We meet with administrators andour instructional coaches.
So we meet with them about twotimes to three times a year and
so when I would work with themwe would also do tasks and
activities.
I never pulled them straightfrom CPM, but you guys know the
diehard one about the jugs andit's the little diehard and so.
(19:37):
I use that with myadministrators and my
instructional coaches becausethey could all get into that and
do it.
We do it on vertical, verticalsurfaces.
And then we use the, thewalkthrough tool, to talk about.
You know, where did you see thecollaborative learning?
What was the problem base?
And we talked through it.
So we kind of build theirrepertoire throughout the year
(19:58):
also, and we'll continue to dothat this year.
Speaker 2 (20:01):
Yeah, that's such an important piece around helping
administrators and othersupervisors understand what
looks different in the classroomand and how the learning is
still happening and in what ways, um, so that when they're doing
their walkthroughs orwalkarounds and various things,
going into classrooms and andyou know, evaluating, they're
(20:24):
looking at those same things.
I love them.
Speaker 3 (20:27):
Yeah.
Speaker 2 (20:27):
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 year25, 26, you're running on yep.
Speaker 3 (20:43):
So we have integrated one, integrated two and anyone
that teaches geometry.
So we have kind of a weirdsystem and we have where you
could take algebra in eighthgrade.
So if I take algebra in eighthgrade then my freshman year I'm
in geometry but, if I take matheight in eighth grade, then I go
into integrated one and thenintegrated two.
(21:04):
So this happened before I Icame here.
They, they used to have algebraone in geometry in high school
and they switched it.
Um, so we still used to haveAlgebra 1 and Geometry in the
high school and they switched it.
So we still have to have aGeometry, which kind of makes
things a little wonky, butbasically all freshman courses
this year.
So the Integrated 1 andGeometry, all sophomore courses,
which was our Integrated 2.
(21:25):
And then, like I said, out ofthe five high schools we have
three of them doing some Algebra2, whether it's just honors or
they've put it in Next yeareveryone will be doing Algebra 2
.
So that's where our resourceadoption ended.
Our pre-calculus will come upin a few years for adoption and
(21:45):
I'm very hopeful that we willmove into the CPM pre-calculus.
We'll have to go through thepilot and those things, Totally
totally.
Speaker 1 (21:54):
Well, it sounds like you're getting administrators
and teachers on board and youhave this great plan of you know
, continuing that professionaldevelopment.
I'm curious about the students.
Have you seen changes instudents and the community
itself?
Speaker 3 (22:11):
Great question For me .
When I'm out in classrooms, thestudents you know are actively
engaged and so I love it.
I mean and again, it's not like24-7 they're engaged.
We know sometimes they'retalking about other things.
Speaker 1 (22:25):
They're high school kids, right yeah, so are we.
Speaker 3 (22:29):
But I just love that I see less of direct instruction
from our teachers and I seemore of kids.
I just don't think we a lot oftimes keep our expectations high
enough for our students.
We automatically say they can'tdo something.
And I'm like you know, guys, ifthey do something, they look it
up, they find it, they do it.
(22:50):
You know they can do the samething.
I tell the story.
It was at the end of last year,before we did the podcast for
our district, and we went intoone of the classrooms.
It was a regular Algebra 2classroom and she also uses a
lot of Peter's stuff withbuilding thinking classrooms.
It was a Friday afternoonseventh hour block period and
(23:12):
she had the kids up almost theentire class Kids were engaged
working.
It's the most fun part of myjob because I just join groups
and start you know going around.
But at the end of that periodthe kids were leaving Friday
afternoon and this boy looked ather and said Mrs Ogle, can we
do this again sometime?
(23:33):
Because I was really engaged inwhat we were doing and I'm like
you don't see a high school boysay that very often.
You just don't.
And our kids that we had on ourpodcast one of the young men.
He was so cute.
He was like you know, sometimesyou get people they don't say
anything.
Other people talk.
(23:53):
You gotta learn how to workwith them and you're like, yes,
you do.
Speaker 1 (23:59):
I saw that podcast and I, as Julie, in his name, I
can't remember and he yes, andhe said but it's just like real
life.
Speaker 2 (24:10):
It is just like real life.
It is just like real life.
Speaker 3 (24:11):
And it is you know we .
to pretend like everything isjust going super smooth would
not be true, you know we used tohave, you know, teachers that
are still very unsure or theydon't think it's quite right or
they don't think the kids arelearning enough.
You know we still have the kidsthat are, you know, a challenge
to get them to work together.
(24:33):
But I think, especially as ourkids 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 tosupport our teachers is my
biggest goal.
To let them know they aresupported and we're here for
them.
And it's hard and you knowteaching is hard work.
Speaker 2 (24:55):
It just is.
Speaker 3 (24:57):
It's hard work.
Speaker 2 (24:59):
So I'm curious too, if you, if there were particular
things that you did or includedin this piece of your
implementation to reach out tothe community, to parents, to
other community members, to helpthem understand also, you know,
my teacher's not teaching rightLike how do you, how did you
counter those?
Speaker 3 (25:20):
We have not had as much as that at all and my
especially at my position, I'vehad no phone calls, which is
nice.
Now we did put out the videoand the podcast and that kind of
thing, but we have not donesomething very specific with our
(25:40):
community.
In the past I've done thingslike that.
What happens is a lot of timeselementary 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 Ialways like them to come in for
an hour and feel it, experienceit and do it.
So we haven't really done anymath nights like we've talked
(26:04):
about, but mostly it's justbecause of trying to get that
participation is really toughand right now, if our schools
are battling any of that withappearance, I haven't heard
about it.
So I guess that's a good thing.
Speaker 2 (26:17):
Yeah, yeah, yeah, and now they're hiding it from you.
Speaker 1 (26:20):
They're hiding it?
Speaker 2 (26:21):
Yeah, hopefully, not.
So.
So what are your next stepsfrom here?
Like you're going to continuethe implementation, but what are
the things you're reallyfocusing on, you know, as you
continue to move forward?
Speaker 3 (26:35):
Really continuing to focus on getting better, getting
better at being thatfacilitator in the classroom,
supporting my teachers to reallyunderstand how to ask questions
and probe and continue to useSTTS.
Now that you've got a yearunder your belt, let's really
use those, because I don't thinksometimes our teachers realize
(26:56):
how powerful the roles and theSTTS are, because I think
sometimes they might not becomfortable with one of them or
something and it's like that ishow we really continue to get
our kids to be interdependentrather than continuing to count
on us.
So we're continue to get ourkids to be interdependent rather
than continuing to count on us.
So we're going to keep pushingthrough the hut.
We will, um, like I said, thesupports of cpm are so
(27:19):
impressive to me.
Um, the people that come outthat work, that, just the
genuine support, um, that wehave through jesse and cheryl
and l and now that I've met JohnHayes, so we'll continue that.
I continue to do my best to getout into buildings and come
into classrooms so they knowthat support is there.
(27:41):
Unfortunately, you know,everything gets sidetracked so
often with that which makes ithard.
And we'll continue with ourprincipals.
That's another place.
We will really continue to pushour admin in trying to really
understand what they should beseeing and how they can support
their teachers in the roles, andso, yeah, so we're just really
(28:03):
going along with CPM's plan.
This summer we had those thathad taught it for a year.
We had um, there was jesse thatdid.
That was like building on thefoundation where we had the new
people and then, um, john andjesse did assessment stuff um
with ours this year, so justcontinuing to take, uh, what cpm
(28:26):
offers and what we can do umhere.
Luckily, we've had strongsupport for leadership.
Speaker 2 (28:33):
Nice, and are you planning or hoping to bring more
teachers down to the teacherconference?
Speaker 3 (28:37):
That's the goal.
The first year it was mucheasier because we still had
ESSER funds.
Last year the district paid forso many and then each building
paid for one of theirs becausewe had College Now funds.
Those are kind of starting togo away.
So we're going to see.
My goal is to at least send oneteacher per building I can.
(29:00):
So I'm really hopeful that wecan do that.
I'll be going.
Speaker 2 (29:04):
I know You're going to be presenting.
Speaker 3 (29:08):
So I really think again we'll be able to at least
send one from each building.
Speaker 1 (29:14):
Oh, fantastic.
Speaker 2 (29:15):
Yeah, I feel like those, like I love how you're
talking about the.
You know taking advantage ofthe CPM, you know offered
professional learning pieces,you know continuing that right.
Teachers need that to keepdoing those things.
There's so much at thebeginning and you can only take
in so much.
So having that reinforcement,having that mixed space practice
(29:37):
for the teachers as well, andthe teacher conference, I think,
just infuses so many greatconnections and ideas and
enthusiasm, because everythingthere is about DPM enthusiasm um
, because everything there isabout cpm.
You know it does for theteachers, 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 aboutsomething else that doesn't
apply to me.
Speaker 3 (29:57):
So it's now, it's an incredible conference and, um,
I've been to lots of conferencesand I've been lucky to go see
joe bowler three different timesand, uh, dan, I've seen tons
but CTM conferences, but I wasso blown away by CPM's
conference and just how much Ilearned and my all, the every
(30:18):
group that I brought you knowthey just they come back, just
like you said, they're motivated, they're excited and they're
ready to go and and also, Ithink it's really important for
our teachers to see that one CPMhas been around a long time and
that's what I really tried totell even our board and our
leaders.
This isn't new, it's just thatwe need to be doing it.
(30:38):
But also for our teachers tosee okay, this is hard
everywhere, Like it doesn't justhappen, it doesn't just go in
and click and everything'sperfect.
You know, and I told them justlike when you were teaching,
there were good days and therewere days that didn't go so good
, and it's just you know thesame thing, but what a support
network CPM has if you choose totake advantage of it.
Speaker 1 (31:01):
Well, and you talked about some energy there and
again with your podcast.
You had another teacher onthere 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 moreenergized teaching this way than
she was before, so at the endof the year she still felt like
she could keep going.
Speaker 3 (31:22):
Yeah, yeah, yeah, that's awesome yeah, I always
tell my teachers, you shouldn'tbe the one exhausted at the end
of the day the kids should be.
So if you are saying the samething every hour and doing it, I
mean how boring Right?
No?
Speaker 2 (31:36):
doubt, no doubt.
Well, thank you so much forcoming on the podcast today and
sharing with us.
We really appreciate youtelling us about your journey
and your next steps, and we wishShawnee Mission all the best,
and I'm sure we'll continue tohear from you and be connected
with you as we move forward.
So thank you so much.
Speaker 3 (31:55):
Well, thank you, thank you very much.
Speaker 1 (31:58):
Yeah, thanks.
Speaker 2 (32:06):
So that is all we have time for on this episode of
the More Math for More Peoplepodcast.
If you are interested inconnecting with us on social
media, find our links in thepodcast description, and the
music for the podcast wascreated by Julius H.
It can be found on pixabaycom.
So thank you very much, julius.
Join us in two weeks for thenext episode of More Math for
(32:29):
More People.
What day will that be, joel?
Speaker 1 (32:33):
It'll be September 16th, collect Rocks Days, and
the day to collect rocks is tokind of think about digging and
exploring and finding out aboutrocks, and we'll give you some
ideas of how to celebrate thisday.
I know in some places it's nota good idea to collect rocks,
say, like a national park,things like that.
There's other places where it'sinteresting to collect rocks,
(32:56):
but either way, geology ispretty fascinating and I can't
wait to talk to what Misty'sexperience has been with rocks
and share my own as well.
So we'll see you on September16th to talk about collecting
rocks, thank you.
You are listening to the More Math for More People
podcast.
An outreach of CPM educationalprogram Boom.
An outreach of CPM EducationalProgram.
Speaker 2 (00:31):
Boom.
Okay, so we do know more aboutwhat the dog days of summer are.
Yes, by the way we did findthat out in between last session
and this session we kind oflooked it up yeah, we did look
it up.
So it's basically when theconstellation Canis Major, which
is the dog constellation, thegreater dog, including the star
Sirius, which is the dog star,are visible, probably in the
(00:55):
northern hemisphere sky.
Yeah, because I think it was aGreek origin.
Uh, yeah, or probably, yeah,yeah, yeah, like ptolemy or
whatever.
Yeah, it's interesting becausethen it makes me think about,
like, so when they see canismajor in the southern sky, can
they see it in there some?
Or is it called dog days ofwinter there, because they can
(01:16):
see it in the winter time?
But that wouldn't make I don'tknow.
Speaker 1 (01:19):
can I mean even more questions?
See, can I see I'm answering aquestion.
Can you see every constellationfrom north?
No, well, no, from the south tothe?
Speaker 2 (01:28):
north.
No, I mean they can't see likethe pole, like the north, the
north star, Because that's waytoo far north, but like if
you're on the equator you couldsee a lot more right.
But, like certain times a year,some of our stars are more
visible.
One because we're in adifferent part of our orbit,
(01:49):
right.
So we're facing a differentpart of the sky that's dark, and
two because of the tilt of theEarth also.
Speaker 1 (02:01):
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 ofwinter for them.
It's like when we get aquestion, and yeah, we start
answering a question and thenyou just have more questions.
Speaker 2 (02:08):
It just leads to more questions.
I know it's silly, we shouldjust not answer the questions.
Speaker 1 (02:11):
But we can answer this question.
Speaker 2 (02:12):
What is the national day today, which is August 26th?
Speaker 1 (02:16):
August 26th is National Toilet Paper Day.
Speaker 2 (02:22):
Well, national Toilet Paper Day.
Well, I think that's a greatday Toilet Paper Day, toilet
paper, oh my gosh back in thequote-unquote.
Old days, yeah, when theydidn't like it was too expensive
(02:45):
to make paper.
So you wouldn't certainly makepaper that you could wipe your
tushy with no privates, whateverlike that doesn't know why
would you do that or that youwould 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 oftoilet paper.
Speaker 1 (03:04):
And I've been in situations where I haven't had
toilet paper and that doesn'tfeel good, that does not feel
like a time to celebrate.
Speaker 2 (03:11):
No, it's the time to wish you had celebrated more, or
you had planned for acelebration, perhaps Definitely.
I spent a couple differentsummers, but the first summer
that I spent in Russia and wewere getting all geared up
because we had like buy all oursupplies right Food, everything
we were going to be way off thegrid, like way off the grid and
(03:33):
I remember that was one of thebig things was we have this many
people, how many rolls oftoilet paper do we need to buy
and there was clearly a lot ofopinions on this and definitely
the answer was generally more.
And there was clearly a lot ofopinions on this and definitely
the answer was generally more.
I mean, there was definitelypeople who were like nope, we
still do not have enough toiletpaper.
(03:53):
Yeah, we do not want to run outof toilet paper.
You don't want to.
We could run out of beets, wecould run out of onions.
We could run out of lots ofother things, but not toilet
paper.
Speaker 1 (04:02):
We'd run ahead of lots of other things, but not
toilet paper.
At an early age my mom kind ofinstilled in me the importance
of bathrooms and knowing whereone is, knowing where the clean
ones are, things like that, andI think that's trickled over.
I travel with in my car.
I have a bag of toilet paper, Ihave in my camping gear toilet
(04:23):
paper.
In my closet I have a goodstore of toilet paper and this
is pre-pandemic.
This isn't a pandemic thing, Iwas already on that road a long
time ago.
So yes, you should always do it.
Well, I just have to ask whendo you think toilet paper kind
of made its appearance?
(04:44):
I don't want to say when do youthink the toilet paper kind of
made its appearance?
I don't want to say like whenit was invented.
Speaker 2 (04:50):
So when was toilet paper invented, right?
Speaker 1 (04:51):
uh yeah, I'm gonna say probably around 1850 and
that's closer to 1870, which iswhere toilet paper was first
sold on a roll.
In the 14th century, china wasmass-producing toilet paper.
Speaker 2 (05:13):
But not on a roll.
It doesn't say on a roll.
Speaker 1 (05:16):
It says not on a roll until August 26th of 1871,
which is thus probably why wecelebrate National Day on August
26th of 1871.
Which is thus probably why wecelebrate National August 26th.
Speaker 2 (05:30):
That makes sense, it's an anniversary 154 years
anniversary of toilet paperRight.
Speaker 1 (05:39):
Yeah.
Speaker 2 (05:40):
Okay, so what are you going to do for National Toilet
Paper Celebration Day?
Speaker 1 (05:46):
Probably it won't be anything unique that I don't
already do.
Some suggestions would be youcould try out Toilogamy, which
is origami with toilet paper.
Speaker 2 (06:04):
Toilet paper.
Speaker 1 (06:05):
Wow, you could treat yourself to the best toilet
paper.
That's sort of a thing.
When I put the roll on, Irecognize that I'm an over
person.
I want the toilet paper over.
Speaker 2 (06:19):
Oh, yes, for sure.
Speaker 1 (06:20):
Me too, so I'll think about that.
Speaker 2 (06:22):
I'll change the toilet paper at other people's
houses?
Speaker 1 (06:23):
Yeah, why would they even do that?
It's weird.
It doesn't make any sense.
How are you going to celebrate?
Speaker 2 (06:31):
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 (06:39):
I like it All right.
Go and celebrate National.
Speaker 2 (06:52):
Toilet Paper Day National Toilet Paper Day, all
right.
So we're here today with HollyMcCarty, the Coordinator of
Curriculum Instruction atShawnee Mission School District
for Secondary Math and Science.
And Shawnee Mission.
(07:12):
This is in Kansas, right?
Speaker 3 (07:13):
It is in Kansas.
Speaker 2 (07:16):
Good memory for me, thanks.
Welcome to the podcast, Holly.
Thank you.
Speaker 1 (07:20):
Thanks for having me, thanks for being here.
Speaker 2 (07:22):
Absolutely, yeah.
You.
Thanks for having me, thanksfor being here.
Absolutely yeah.
So we invited you onto thepodcast because shawnee mission
is kind of well.
Has begun your implementationof cpm, right, and um, I know
that at least we were told likeit's going really well, right.
So we want to, so we reallywant to tap into like what those
things are that you've thatyou've really paid attention to
(07:46):
and brought into yourimplementation to help it go
well.
So why don't you start by?
If you want, you can give us alittle bit of like I didn't tell
you this before, but like, tellus a little bit about shawnee
mission, right um size, etc.
Where it is kind of school, andthen a little bit of your
process, of how you got to cpmfor your right I?
Speaker 3 (08:05):
I would love to.
I came to Shawnee Mission thisis actually my fourth year in
this role.
Before that I was in anothervery big district in our same
area and came over here becauseof the opening and the job.
I did a very similar job in myold district.
I was specifically K-12 mathcoordinator there and now I do
(08:26):
secondary math and science here.
I have been a big believer of achange in the way we teach
mathematics for years and haveworked really, really hard and
researched all kinds of thingsalong the way to help teachers
start making shifts.
So when I came to ShawneeMission, that's what I started
with.
I just started withprofessional learning that
(08:48):
talked about shifts ininstruction, basically making
things more student-centered,making things where students are
actually doing the thinking andthe work and not just a teacher
at the board, kids copying downnotes, regurgitating stuff and
not remembering it the next day,let alone a test the next week,
etc.
And so then when I came toShawnee Mission, we were a
(09:09):
couple of years out of needing anew resource, and so in Shawnee
Mission we do pilot.
We have cadres in ShawneeMission, so I have a math cadre,
high school math cadre, middleschool math cadre, et cetera.
And on my high school cadre Iusually take one teacher from
every building at the differentcourses.
So integrated one, integratedtwo, algebra two.
(09:38):
Shawnee Mission has five highschools we are of a district of
about 25,000.
We have five high schools, wehave five middle schools and we
have 34 elementary schools, soit's a bigger district and so
the cadres really help us inpiloting and in professional
learning to then take back totheir buildings.
So when we go to pilot, I firststart looking for materials
(10:00):
that I want to pilot.
They need to pass all theratings and have all the scores
that they need before we everbring them to.
And then I always reach out toall my teachers to just say, hey
, are there any other resourcesthat you know about?
And I actually had a teacherwho had taught years ago in
Junction City, kansas, and theyhad used CPM, so she had brought
(10:21):
it to my attention and they hadused CPM, so she had brought it
to my attention.
And then the first time Ilooked at it I was like, okay,
this is what I want, but I can'tjust be the one that picks that
, so it just for me and all ofthe professional learning I've
done and the research, it wasfinally a resource that gave the
(10:42):
teachers what they needed to beable to teach with those
instructional shifts, ratherthan spending all of their time
searching.
You know great sites like JoeBowler that we use, or Open
Middle.
We found all those, but then ittakes teachers so much time to
search those and a lot of timesthen we find teachers searching
for things on their own thataren't research-based.
(11:05):
They might have got fromTeachers, pay Teachers or
something and then it's like wedon't know if that's a
research-based strategy that'sreally going to work.
So when I found CPM, I was veryexcited.
So we piloted it, plus a coupleother resources, and we did
Carnegie at the time and we alsodid well, I can't even think of
(11:27):
the name of it right now Uh,it's a McGraw Hill, um but
anyway.
So we have teachers that reallypilot, so they take it into
their classroom and, as you know, cpm is not something that you
just kind of pick up and pilotbecause of the storyline.
So we had to be very creativethere and how we did that.
(11:47):
So yeah, so then they pilotedit.
Did you do a full year pilot ora part year pilot?
We did not do a full year pilot.
It was more of a part year.
It was more challenging.
Looking back I might have donesome of that a little bit
differently, but with the wayour system worked you had to
follow that protocol and itstill gave us a good taste of
(12:09):
what it was.
And then we use rubrics.
We use our state rubrics andother rubrics to get feedback
from both students and teachersand the rubric that we have is
very much geared toward aninstructional shift in
mathematics.
So the great thing was, eventhough I know CPM was
challenging for some, we knew itreally hit the mark on the
(12:32):
rubric.
So when we did all that, it didhit it.
But then we had to really lookdeep and say to my bosses and my
leadership is yes, it wins, itwins on the rubric, it is the
highest scoring, but it is ahuge shift in instruction and we
have to make sure ourleadership team is behind us
(12:54):
100% if this is what we aregoing to go with.
And that's where the teacherconference came in.
It was in February and so Ibegged at leadership that I
needed to take about.
I think we took about 10 people.
Speaker 2 (13:10):
I took some teachers.
Speaker 3 (13:12):
I took a couple admin , I took an instructional coach,
I took a special educationcoordinator, so we had the lens
of a lot of people.
Speaker 2 (13:22):
And that was when you were finishing your pilot,
before you actually startedreally implementing throughout
your high school as well.
Speaker 3 (13:28):
Yeah, so we had kind of done the pilot in the fall
and into kind of January, andthen that was in February.
Sure, so it worked out perfect,because I wanted to go to that
before we made a recommendationto our board.
Wow.
And so we did and we like, hadthis team and we just gelled and
we loved the conference.
(13:48):
We did go to the pre-conferencealso because I wanted everyone
in one of those sessions, andthen 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 goingto be easy.
Those teachers were all excitedand ready, but, we know, not
everyone is as excited and ready.
Yeah, for sure.
Speaker 2 (14:09):
Yeah, and that's.
That's one of those piecesright around the the like shifts
and changes are always can bechallenging, for sure, right?
And I think you're saying, likeCPM, like shifts and changes
are always can be challenging,for sure, right?
And I think you're saying, likeCPM, like it gives you all the
resources and the pieces to doit, and like I mean, taking on
any new curriculum is achallenge, right, like anything
you pick up.
So, and because there's so manyinstructional shifts that are
(14:33):
part of CPM for people, then thedegree of that shift could be
much more right.
If I'm really locked in with mystand and deliver, then I might
be more challenged to movetowards CPM than if I'm already
working with teams and doingmore of that, facilitating 100%.
Speaker 3 (14:52):
And so when we then decided to implement, we decided
to give some choice.
So what I did was to all of myhigh 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 havetwo people on the team that said
(15:18):
yes and one that they all hadto be on board, and giving that
choice helped open those doorsand get the people that were
ready and excited to get in.
On that ground level, whathappened across the district was
all five of the high schoolsended up picking their
integrated one teams, whichworked out just as I planned.
Speaker 2 (15:41):
I love it when that happens.
Well, you've been in this for awhile, you kind of know how to
do it.
Speaker 3 (15:45):
And then I did have a few other schools that were
like we want to jump in withintegrated two.
And then I had a coupleteachers who taught honors
algebra two and they were theonly teacher in their building
teaching that.
They're like Holly, we want todo it too.
So we went to our board and wekind of talked about the
implementation plan.
We talked to them about theshifts in instruction and got
(16:07):
their approval and so-.
Speaker 2 (16:09):
How did the board take it when you went to the
board and you talked to them?
Because, like, the board isgenerally parents and you know
other people in the communityright Like, how did you
communicate to them that shiftand the importance around it?
Speaker 3 (16:22):
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, whichone doesn't belong, the one I
always use, and so I got themgoing and so I started talking
to them about.
This is math, this isdiscussion and discourse and
(16:43):
building on all the differentthings you all said and that's
what we want to see in ourclassrooms, and we talked about
the research and we talked aboutthe three pillars of
collaborative learning andproblem-based learning and the
mixed-based practice and sharedwith them.
When we go to the board, wehave to give them something in
advance.
We have a presentation so theywere able to look at it in
(17:03):
advance, but they were gung-hoabout it and trying to really
explain to them that it is ashift and it won't be easy, but
that we were ready to make thatmove.
Speaker 2 (17:19):
So then from there, you built an implementation plan
.
It sounds like you, you, youknow got the teachers who wanted
to do it first, you did, youknow, 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 supportthe teachers through that?
Speaker 3 (17:40):
So, as we were going through that first year of
implementation, so we had peoplein all buildings implementing
and then when we have likeprofessional learning days
throughout the year, we havethree of them and of course
those implementing were with CPM.
So you know they were withCheryl Tucker for us and Jesse
and then, I would take all theother teachers and give them.
(18:03):
We would do lots of generalstuff around collaborative
learning.
We would talk about the roles,we would talk about how they
could use some of those thingsin 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 withthem out of some of the CPM
materials, just to kind of toget them going so that the
(18:23):
following year this year, ifthey were implementing it wasn't
like it was brand new.
Speaker 1 (18:28):
They knew the research.
Speaker 3 (18:29):
They knew the pillars .
We have a lot of our highschools that will take their
math teacher and during theirsupervision hour that will be
going math teacher and duringtheir supervision hour that will
be going into like anintegrated one class, so you
have two teachers in there, andso they were able to kind of see
CPM working also.
Speaker 2 (18:48):
I love that because, like that, that you, you know,
like you're saying, you're doinga staged implementation, right
Of like, rolling it in course bycourse, year by year, and, at
the same time, not setting upthis division between like, oh
well, these teachers are doingCPM now and these teachers
aren't yet Really greasing thewheels and getting that moving,
(19:08):
rolling it forward at the sametime.
I love that.
I love that.
Speaker 3 (19:12):
Brilliant, and along that role we also.
We meet with administrators andour instructional coaches.
So we meet with them about twotimes to three times a year and
so when I would work with themwe would also do tasks and
activities.
I never pulled them straightfrom CPM, but you guys know the
diehard one about the jugs andit's the little diehard and so.
(19:37):
I use that with myadministrators and my
instructional coaches becausethey could all get into that and
do it.
We do it on vertical, verticalsurfaces.
And then we use the, thewalkthrough tool, to talk about.
You know, where did you see thecollaborative learning?
What was the problem base?
And we talked through it.
So we kind of build theirrepertoire throughout the year
(19:58):
also, and we'll continue to dothat this year.
Speaker 2 (20:01):
Yeah, that's such an important piece around helping
administrators and othersupervisors understand what
looks different in the classroomand and how the learning is
still happening and in what ways, um, so that when they're doing
their walkthroughs orwalkarounds and various things,
going into classrooms and andyou know, evaluating, they're
(20:24):
looking at those same things.
I love them.
Speaker 3 (20:27):
Yeah.
Speaker 2 (20:27):
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 year25, 26, you're running on yep.
Speaker 3 (20:43):
So we have integrated one, integrated two and anyone
that teaches geometry.
So we have kind of a weirdsystem and we have where you
could take algebra in eighthgrade.
So if I take algebra in eighthgrade then my freshman year I'm
in geometry but, if I take matheight in eighth grade, then I go
into integrated one and thenintegrated two.
(21:04):
So this happened before I Icame here.
They, they used to have algebraone in geometry in high school
and they switched it.
Um, so we still used to haveAlgebra 1 and Geometry in the
high school and they switched it.
So we still have to have aGeometry, which kind of makes
things a little wonky, butbasically all freshman courses
this year.
So the Integrated 1 andGeometry, all sophomore courses,
which was our Integrated 2.
(21:25):
And then, like I said, out ofthe five high schools we have
three of them doing some Algebra2, whether it's just honors or
they've put it in Next yeareveryone will be doing Algebra 2
.
So that's where our resourceadoption ended.
Our pre-calculus will come upin a few years for adoption and
(21:45):
I'm very hopeful that we willmove into the CPM pre-calculus.
We'll have to go through thepilot and those things, Totally
totally.
Speaker 1 (21:54):
Well, it sounds like you're getting administrators
and teachers on board and youhave this great plan of you know
, continuing that professionaldevelopment.
I'm curious about the students.
Have you seen changes instudents and the community
itself?
Speaker 3 (22:11):
Great question For me .
When I'm out in classrooms, thestudents you know are actively
engaged and so I love it.
I mean and again, it's not like24-7 they're engaged.
We know sometimes they'retalking about other things.
Speaker 1 (22:25):
They're high school kids, right yeah, so are we.
Speaker 3 (22:29):
But I just love that I see less of direct instruction
from our teachers and I seemore of kids.
I just don't think we a lot oftimes keep our expectations high
enough for our students.
We automatically say they can'tdo something.
And I'm like you know, guys, ifthey do something, they look it
up, they find it, they do it.
(22:50):
You know they can do the samething.
I tell the story.
It was at the end of last year,before we did the podcast for
our district, and we went intoone of the classrooms.
It was a regular Algebra 2classroom and she also uses a
lot of Peter's stuff withbuilding thinking classrooms.
It was a Friday afternoonseventh hour block period and
(23:12):
she had the kids up almost theentire class Kids were engaged
working.
It's the most fun part of myjob because I just join groups
and start you know going around.
But at the end of that periodthe kids were leaving Friday
afternoon and this boy looked ather and said Mrs Ogle, can we
do this again sometime?
(23:33):
Because I was really engaged inwhat we were doing and I'm like
you don't see a high school boysay that very often.
You just don't.
And our kids that we had on ourpodcast one of the young men.
He was so cute.
He was like you know, sometimesyou get people they don't say
anything.
Other people talk.
(23:53):
You gotta learn how to workwith them and you're like, yes,
you do.
Speaker 1 (23:59):
I saw that podcast and I, as Julie, in his name, I
can't remember and he yes, andhe said but it's just like real
life.
Speaker 2 (24:10):
It is just like real life.
It is just like real life.
Speaker 3 (24:11):
And it is you know we .
to pretend like everything isjust going super smooth would
not be true, you know we used tohave, you know, teachers that
are still very unsure or theydon't think it's quite right or
they don't think the kids arelearning enough.
You know we still have the kidsthat are, you know, a challenge
to get them to work together.
(24:33):
But I think, especially as ourkids 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 tosupport our teachers is my
biggest goal.
To let them know they aresupported and we're here for
them.
And it's hard and you knowteaching is hard work.
Speaker 2 (24:55):
It just is.
Speaker 3 (24:57):
It's hard work.
Speaker 2 (24:59):
So I'm curious too, if you, if there were particular
things that you did or includedin this piece of your
implementation to reach out tothe community, to parents, to
other community members, to helpthem understand also, you know,
my teacher's not teaching rightLike how do you, how did you
counter those?
Speaker 3 (25:20):
We have not had as much as that at all and my
especially at my position, I'vehad no phone calls, which is
nice.
Now we did put out the videoand the podcast and that kind of
thing, but we have not donesomething very specific with our
(25:40):
community.
In the past I've done thingslike that.
What happens is a lot of timeselementary 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 Ialways like them to come in for
an hour and feel it, experienceit and do it.
So we haven't really done anymath nights like we've talked
(26:04):
about, but mostly it's justbecause of trying to get that
participation is really toughand right now, if our schools
are battling any of that withappearance, I haven't heard
about it.
So I guess that's a good thing.
Speaker 2 (26:17):
Yeah, yeah, yeah, and now they're hiding it from you.
Speaker 1 (26:20):
They're hiding it?
Speaker 2 (26:21):
Yeah, hopefully, not.
So.
So what are your next stepsfrom here?
Like you're going to continuethe implementation, but what are
the things you're reallyfocusing on, you know, as you
continue to move forward?
Speaker 3 (26:35):
Really continuing to focus on getting better, getting
better at being thatfacilitator in the classroom,
supporting my teachers to reallyunderstand how to ask questions
and probe and continue to useSTTS.
Now that you've got a yearunder your belt, let's really
use those, because I don't thinksometimes our teachers realize
(26:56):
how powerful the roles and theSTTS are, because I think
sometimes they might not becomfortable with one of them or
something and it's like that ishow we really continue to get
our kids to be interdependentrather than continuing to count
on us.
So we're continue to get ourkids to be interdependent rather
than continuing to count on us.
So we're going to keep pushingthrough the hut.
We will, um, like I said, thesupports of cpm are so
(27:19):
impressive to me.
Um, the people that come outthat work, that, just the
genuine support, um, that wehave through jesse and cheryl
and l and now that I've met JohnHayes, so we'll continue that.
I continue to do my best to getout into buildings and come
into classrooms so they knowthat support is there.
(27:41):
Unfortunately, you know,everything gets sidetracked so
often with that which makes ithard.
And we'll continue with ourprincipals.
That's another place.
We will really continue to pushour admin in trying to really
understand what they should beseeing and how they can support
their teachers in the roles, andso, yeah, so we're just really
(28:03):
going along with CPM's plan.
This summer we had those thathad taught it for a year.
We had um, there was jesse thatdid.
That was like building on thefoundation where we had the new
people and then, um, john andjesse did assessment stuff um
with ours this year, so justcontinuing to take, uh, what cpm
(28:26):
offers and what we can do umhere.
Luckily, we've had strongsupport for leadership.
Speaker 2 (28:33):
Nice, and are you planning or hoping to bring more
teachers down to the teacherconference?
Speaker 3 (28:37):
That's the goal.
The first year it was mucheasier because we still had
ESSER funds.
Last year the district paid forso many and then each building
paid for one of theirs becausewe had College Now funds.
Those are kind of starting togo away.
So we're going to see.
My goal is to at least send oneteacher per building I can.
(29:00):
So I'm really hopeful that wecan do that.
I'll be going.
Speaker 2 (29:04):
I know You're going to be presenting.
Speaker 3 (29:08):
So I really think again we'll be able to at least
send one from each building.
Speaker 1 (29:14):
Oh, fantastic.
Speaker 2 (29:15):
Yeah, I feel like those, like I love how you're
talking about the.
You know taking advantage ofthe CPM, you know offered
professional learning pieces,you know continuing that right.
Teachers need that to keepdoing those things.
There's so much at thebeginning and you can only take
in so much.
So having that reinforcement,having that mixed space practice
(29:37):
for the teachers as well, andthe teacher conference, I think,
just infuses so many greatconnections and ideas and
enthusiasm, because everythingthere is about DPM enthusiasm um
, because everything there isabout cpm.
You know it does for theteachers, 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 aboutsomething else that doesn't
apply to me.
Speaker 3 (29:57):
So it's now, it's an incredible conference and, um,
I've been to lots of conferencesand I've been lucky to go see
joe bowler three different timesand, uh, dan, I've seen tons
but CTM conferences, but I wasso blown away by CPM's
conference and just how much Ilearned and my all, the every
(30:18):
group that I brought you knowthey just they come back, just
like you said, they're motivated, they're excited and they're
ready to go and and also, Ithink it's really important for
our teachers to see that one CPMhas been around a long time and
that's what I really tried totell even our board and our
leaders.
This isn't new, it's just thatwe need to be doing it.
(30:38):
But also for our teachers tosee okay, this is hard
everywhere, Like it doesn't justhappen, it doesn't just go in
and click and everything'sperfect.
You know, and I told them justlike when you were teaching,
there were good days and therewere days that didn't go so good
, and it's just you know thesame thing, but what a support
network CPM has if you choose totake advantage of it.
Speaker 1 (31:01):
Well, and you talked about some energy there and
again with your podcast.
You had another teacher onthere 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 moreenergized teaching this way than
she was before, so at the endof the year she still felt like
she could keep going.
Speaker 3 (31:22):
Yeah, yeah, yeah, that's awesome yeah, I always
tell my teachers, you shouldn'tbe the one exhausted at the end
of the day the kids should be.
So if you are saying the samething every hour and doing it, I
mean how boring Right?
No?
Speaker 2 (31:36):
doubt, no doubt.
Well, thank you so much forcoming on the podcast today and
sharing with us.
We really appreciate youtelling us about your journey
and your next steps, and we wishShawnee Mission all the best,
and I'm sure we'll continue tohear from you and be connected
with you as we move forward.
So thank you so much.
Speaker 3 (31:55):
Well, thank you, thank you very much.
Speaker 1 (31:58):
Yeah, thanks.
Speaker 2 (32:06):
So that is all we have time for on this episode of
the More Math for More Peoplepodcast.
If you are interested inconnecting with us on social
media, find our links in thepodcast description, and the
music for the podcast wascreated by Julius H.
It can be found on pixabaycom.
So thank you very much, julius.
Join us in two weeks for thenext episode of More Math for
(32:29):
More People.
What day will that be, joel?
Speaker 1 (32:33):
It'll be September 16th, collect Rocks Days, and
the day to collect rocks is tokind of think about digging and
exploring and finding out aboutrocks, and we'll give you some
ideas of how to celebrate thisday.
I know in some places it's nota good idea to collect rocks,
say, like a national park,things like that.
There's other places where it'sinteresting to collect rocks,
(32:56):
but either way, geology ispretty fascinating and I can't
wait to talk to what Misty'sexperience has been with rocks
and share my own as well.
So we'll see you on September16th to talk about collecting
rocks, thank you.
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