The Ministry of Education Transformation has launched a Summer Learning Pod at Westbury Primary School to help students transitioning to secondary school who are struggling to recognise words, spell accurately, and understand what they read or hear.
The three-week initiative, part of the National Literacy Programme, targets students who demonstrated a critical need in literacy during this year’s common entrance exam. The programme uses the evidence-based Lindamood-Bell, Seeing Stars and visualising and verbalising programmes to strengthen reading fluency, spelling and comprehension before the new school year begins.
Assistant coordinator Carolyn Barker said the programme was specifically designed to support students at a crucial stage in their education:
“The reason we have put this programme together is mainly for those students who would have just finished the [Common Entrance] exam and would need a little jump-start with their reading as they’re going into secondary school.”
The National Literacy Programme aims to improve literacy outcomes through evidence-based interventions and collaboration between educators, families and partners. 70 students aged 11 to 13 were identified for the programme, with instruction delivered in small groups of up to five students per teacher. Progress is measured through assessments completed before and after the intervention, while free Transport Board travel and lunches through the Summer Nutrition Programme are intended to remove barriers to participation.
Peripatetic teacher services officer Lee Carter said the initiative is part of the Ministry’s broader strategy to improve educational outcomes across Barbados.
Lee Carter, peripatetic teacher at the Ministry of Education Transformation. (Photo Credit: Lauryn Escamilla)
“The summer learning pod is a part of our greater national literacy program or initiative. We really are looking towards our strategic goals which seek to increase the student performance across the board.”
She said students selected for the programme were those identified as needing additional support after sitting the common entrance examination.
“There’s something called summer slide, and we want to be able to help them to have those skills so that as they enter secondary school, they do so more confidently.”
Carter also highlighted the partnerships that helped make the programme accessible:
“We … have worked very deliberately with School Meals Service in order for the students to be provided lunch every day as well as the Transport Board so that we could provide free passes for our students so they could travel from home and to the summer learning pod.”
Project Consultant Isabel Medellin. (Photo Credit: Lauryn Escamilla)
Project consultant Isabel Medellin said the intensive support extends beyond the students, with teachers also receiving ongoing coaching to strengthen delivery of the programme:
“We have ten of those groups doing the Seeing Stars program, and that goal is to develop their reading fluency. And so we have one group doing visualising and verbalising to develop their comprehension.
“My role is in the day-to-day is not only writing the lesson plans for the teachers to follow and implement but also coaching and guiding those teachers that have been trained in workshops in these programs so that their implementation of the tasks and the programmes is to the best quality so that the students can get the best support and so that the teachers can then continue to implement these programmes and pace the students themselves during the school year.”
Coordinator Kimberley Drakes said the camp has brought together trained teachers to deliver intensive reading support. Approximately 30 to 35 students attended daily sessions led by 14 teachers from secondary schools across Barbados.
Coordinator Kimberley Drakes. (Photo Credit: Lauryn Escamilla)
“Teachers rotate between groups approximately every 45 to 55 minutes, thereby giving teachers an ability to grow in their efficacy of the programme. Also, again, to get students accustomed to various teaching styles while still maintaining the fidelity of the programme.”
Looking ahead, Drakes said the programme’s success would be measured by improvements in core literacy skills of spelling, fluency and decoding words.
For many students, the experience has already made a noticeable difference:
Participant Bianca Carter said she has grown more confident during the three weeks.
“I’ve been coming here for three weeks straight. I was doing kind of bad. Didn’t know from this day I was doing very well.”
She said she especially enjoyed the reward system built into the lessons:
“My favourite part is when we had a wager [of] gems, and if we get the word or the letter right, we get double the price. All I want is that we get another week and I love it here. I love all the teachers here, and I love this programme.”
Fellow student Nyaire Inniss also pointed to improvements in reading and spelling:
“My best part is about reading, spelling, and picturing the words in your mind, and answering the questions, and also air writing.”
Positive reinforcement is an important part of the Lindamood-Bell approach, according to project consultant Erica Johnson:
“We have a culture of positivity and encouragement.
“The students are very excited to earn their stars because at the end of the week we have a star prize shop… they also have something to show at the end, like I worked very hard for this and my hard work has paid off.”
(LE)
