Monitoring & Evaluation

The CLBL Foundation has established a comprehensive framework to support its Professional Development Programme. This framework includes a range of assessments designed to measure the achievement of both learning and performance objectives, ensuring that educators effectively apply the skills and methodologies taught.

The CLBL Foundation oversees teachers' progression through the Four Stages of Instructional Mentorship with guidance and assessment from Foundation Coaches and Lindamood-Bell® Consultants. This process involves collecting data that provide measurable insights into the teachers' learning, all documented in their individual Learning Records.

Student progress is tracked using school-based formative assessments and pre-and post-instruction summative assessments conducted by Lindamood-Bell®, ensuring that teacher and student developments are comprehensively monitored.

CLBL Foundation Impact Reports

CLBL Foundation continues to improve the learning ability of children across Jamaica by developing a community of educators skilled in the delivery of research-validated, literacy and numeracy Lindamood-Bell® methodologies. Research has shown that this evidence-based sensory-cognitive intervention has positively impacted the behavioural and neurological outcomes of students.

According to data from the World Bank, UNESCO, and the Institute for Statistics, each teacher can influence approximately 25 students. With 381 trained teachers, the programme has the potential to positively impact over 9,500 students annually.

Testimonials

Denham Town High School student Nahjay Johnson gave an inspirational testimonial at the 2024 Summer Learning Session “Tips for Home” Workshop held at Hillel Academy on July 25. Returning for his second year, Nahjay shared how the programme has changed his life by enabling him to read, as well as his personal progress, literacy journey, and dreams for the future.

“So, the way dem teach you, it’s like you’re having fun with the words. They mek yuh catch on fast. The faster you catch on, is the more yu advance in reading. I don’t really have any problem with reading now.” – Nahjay Johnson, Denham Town High School Student.

Najay expressed his gratitude for the impact of the programme and now looks forward to a future where he can teach his own children to read, determined to break the cycle of illiteracy for generations to come.

Testimonials

The Summer Learning Sessions with Lindamood-Bell® was delivered to 22 students by six (6) teachers at Marlie Mount Primary and Infant School in St Catherine.

These sessions took place from Monday, July 10 to Friday, July 28, 2023, under the direction of the Lead Coordinator and Mentor, Antoinette Wyatt (2018) from St Richards Primary and Infant School, who was supported by the CLBL Coaches and Mentors.

Students quickly adapted to their groups, showing clear signs of progress, while instructors gained valuable insights and experience. The positive impact was evident, with both students and instructors enjoying and benefiting from each session.

[This] was a very good programme. I have seen improvement in my granddaughter (Khaleesi H). She is better able to understand what she is reading about. For the parents’ session, what I take away, [I] will now be able to help her to enhance her reading evening more. Very good programme.

I think this program could/should be introduced to children in the Primary level as well, because children older than six (6) years old still struggle with reading because they aren’t able to place a picture to the word they read.”

Testimonials

2022 Cohort Teacher, Miss Monique Green – CLBL Mentor-In-Training, Denham Town High School's greatest challenge is that the students are not able to sound out the letters of the alphabet, which affects their ability to read. This has affected their academics over the years, resulting in low pass rates in exams.

“The literacy programme has been a saving grace for the school. We have seen students move from ground zero to knowing the letters and sounds of the alphabet. Students can now decode words and identify vowel sounds, consonants, and multisyllable words. Some students are now reading sentences and short stories. Students are also not able to socialise effectively with each other and as a result, the school has to cope with students’ indiscipline. We have seen major improvements in students’ behaviour in and outside of class. The small setting allowed students to socialise better and motivate each other in their own way.

The materials used were very effective; they catered to the needs of the students in imagery, visualisation, and hearing. Lindamood-Bell® and the CLBL team, especially Holly, Lisandra, and Denise, were very dedicated to the staff in helping us become equipped and knowledgeable of the materials so as to help the students. When I first started the programme, there were things I had to unlearn to relearn and many of my colleagues would agree. This programme has also helped us as teachers to teach these students based on individual needs and to understand them better. We are grateful that the CLBL Team has come on board to help us meet these challenges.”

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