The following four recommendations are based on findings recorded by the MINT participants, taking into account the current direction and questions raised by MEC leadership and staff.

Continue to encourage and support advisor integration of numeracy across the curriculum.
Keep pushing the school-wide focus that numeracy truly is “everybody’s business” and look for any and all ways to help students (and staff) use that lens to view their world and learning experiences. Make it a point to share successes and new challenges in PMU’s, staff meetings, professional development days, and any other gatherings involving students and/or staff. Success will continue to breed success!

Focus on Numeracy Principle #4: Numeracy is developed by learning beyond just mathematical procedures; these procedures must be embedded in guided, open quests, explorations and investigations. (Creativity & Collaboration)
Student interest and engagement is a high priority and can best be maximized by consciously focusing on this numeracy principle. By using this principle as a springboard, the other six numeracy principles will fall out naturally. Work at capturing student interest and attention with a driving contextual or mathematical question that allows for in-depth exploration, questioning, critical thinking, reasoning, stating and defending a position, etc. Draw out the mathematical concepts, language, skills, and tools that will be useful to address this question. Jon Haradon can play a key role in helping formulate such questions and providing content support to advisors.

Continue to reference actual student CSAP data to help guide instruction. Be intentional about making the connection between rich learning experiences (i.e. open quests, explorations and investigations) and sample or created format-alike CSAP problems.
CSAP doesn’t need to be the driving force behind your numeracy efforts but an awareness and openness with student data and conscious integration of CSAP content would serve students and staff well. Whenever possible, make connections to CSAP released problems and Mapleton created format-alike problems by starting with the investigation/quest/exploration and connecting to the problem or vice versa.

Build staff capacity by using an adapted Cognitive Coaching model w/Jon Haradon as coach.
This would include Jon conducting a pre-conference with an advisor a day or two prior to a scheduled lesson or activity, classroom observation on the day of the lesson/activity with agreed-upon observation focal points, and a post-lesson/activity debrief and collaborative plan for next steps. More information on the Cognitive Coaching model can be found at the Center for Cognitive Coaching website at www.cognitivecoaching.com .

MINT PROCESS

Introduction
SNEI Process
MINT Participants
Pre Visit Work
Site Visit
Summary Findings
Recommendations
Next Steps
Video & Pictures