Our FOUNDERS

Why did you want to start GTS?

We noticed a significant number of students in our district weren’t meeting state math standards, while others needed more advanced opportunities. Having experienced the joy and success of competitive math ourselves, and inspired by amazing teachers, we wanted to give back to our community by creating a space where students could excel in STEM.

How did you go about starting GTS?

After reading Be a Changemaker: How to Start Something that Matters, we brainstormed as a family to identify local challenges. We focused on the issue where we could have the most impact—math enrichment—and combined it with our personal interests. 

How do you encourage under-represented groups to pursue STEM education and activities?

We focus on starting programs in Title One schools, where academic enrichment can be limited. We also strive for equal gender representation, working with teachers to identify girls who may be a good fit for STEM activities and seeking young women as visible leaders. For boys, particularly in our Mathletes Mentor program, we work closely with teachers to encourage participation in leadership roles. 

Why is it important to GTS to develop youth leaders?

We believe that youth volunteering should be meaningful. Our programs offer real opportunities for students to develop leadership, problem-solving, and team-building skills. By providing fulfilling roles, we aim to inspire them to continue contributing to their communities as adults. 

Why are your current programs centered mainly on math?

Mathematics is foundational to success in STEM and everyday life. It's often essential for excelling in fields like science, engineering, and technology. Given the urgent need in our community—only 29% of high schoolers are at grade level in math—we focus on math as a critical starting point. 

How are you funded?

GTS is funded by grants from organizations like the Idaho Future Fund, Idaho STEM Action Center, and the United Way, along with support from local businesses and individual contributions. To keep costs low, we rely on volunteers, and schools often invest in their own programs, such as hosting bake sales. 

How do teachers and schools fit into what you are doing?

We work in partnership with schools, engaging principals and selecting a teacher to oversee the program and guide student coaches. We also seek support from school PTO/As and parents. 

What is the significance of your logo?

Our logo features the Chinese orchid, symbolizing academic pursuit, friendship, and growth. It reflects the values of GTS and the idea that math confidence can bloom, much like the flower itself, as students engage with our programs. Our logo concept was developed by Adeline Smith and executed by Benjamin Mandel.

What does the future hold for GTS?

We aim to expand Math is Cool and Mathletes programs to every school in our district. We’re also exploring additional initiatives, such as summer math camps, scholarships, and partnerships with STEM professionals to provide students with hands-on exposure to the field. 

Who has helped to make GTS possible?

GTS has flourished thanks to the support of dedicated educators, school administrators, and community members. Special thanks go to the following, all whom believed in our vision and helped it become a reality:

Charlene Babb, Advanced Learning Program teacher at Sorensen School for the Arts and Humanities, for years of wonderful math lessons, for introducing the Math is Cool program to Lilian and Adeline, and for lending her space and expertise to the Mathletes Mentor program.  Over 50% of our student coaches in Year 2 were Ms. Babb's former students, which says it all.  She is a gifted and dedicated teacher who inspires many!

Kate Orozco, Director of Elementary Education for Coeur d’Alene Public Schools, for believing in the idea of Growing the STEM, championing it at every step, and initiating relationships with principals that allowed our Math is Cool and Mathletes programs to start and to grow. 

Brett DePew, Principal at Sorensen, for listening to Adeline’s idea for a peer tutoring program, for being willing to let her try it, and for being so supportive along the way.

Shanna Marshall, fourth grade teacher at Sorensen, for advising on and shepherding the design of the Mathletes program, for being (truly) the best fourth grade teacher ever, and for serving as Education Advisor on the GTS Board.  

Kathy Livingston, Principal at Fernan STEM Academy, for being a willing innovator by suspending disbelief and letting two teenagers (Lilian and Kevin) and a parent from another school start an after-school math program for her students; and, for being such a strong and nurturing guide to the student coaches and supporter of the program.

Tracy O'Brien, Advanced Learning Program teacher at Skyway Elementary, for her generosity in sharing the wisdom she has gleaned in many years of success with her own Math is Cool teams.  She provided an excellent model for us to build on, especially in the incorporation of youth leaders. 

Brian Hadley, of Qualfon, for being the capable and dedicated adult leader of our first Math is Cool program at Fernan STEM Academy. 

Kevin Eaton, then a senior at Coeur d’Alene Charter Academy (and now studying engineering at the Colorado School of Mines), for taking the leap and co-leading GTS’s first Math is Cool team with Lilian. 

Heather Mangini of Fernan STEM Academy, Sigurd Panke of Bryan Elementary, Todd Best of Lakes Middle School, and Nicole Symons of Lakes Middle School, for generously donating hours and hours of time, over many months, after a full day of teaching to oversee our Math is Cool teams and guide our student coaches. Their contributions have paved the way for stronger programs with teacher oversight and engagement. 

Kari Tapia, math teacher and scholastics coach at Coeur d’Alene High School, for going out of her way to recruit the majority of our student coaches during our second year.  This allowed us to grow from one Math is Cool program to three and to spread the word about the opportunity for student leadership.  It is impossible to over-state how important her efforts have been to our program!

Lauren Gage and Kellie Hanna, parents at Lakes Middle School, for forging connections that led to the launch of a Math is Cool program at Lakes. 

The United Way of North Idaho and Mountain West Bank, for investing in a new idea and serving as our first financial supporters. Thank you for taking a chance and believing in us!