Reading Clinic’s ICAN Programme Progress
The Reading Clinic’s Individualized Cognitive Approach to Numeracy [ICAN] Programme continues to see consistent and encouraging progress among students receiving its math tutoring services.
The programme’s latest Evaluation Report shows that the 33 students from 12 Government and Private schools who received a total of 1515 hours of tuition during the school year 2016-2017, improved on average by one grade level in all areas.
The programme focuses primarily on Grade 4 [P5] and Grade 5 [P6] students and measured against U.S. norm-based, standardised tests, Grade 4 and 5 students improved by an average at least one grade level in number sense and problem solving/reasoning after one year in the programme while in calculation the improvement was 1.4 grade levels.
In Math Fluency tests, students improved, on average, by a grade level in addition and subtraction, and 1.4 grade levels in multiplication.
Juliet Pearman, ICAN Math Programme Coordinator, said the results were consistent with average improvements over the last few years.
“Our goal is to see at least a one grade level improvement to ensure that the gap does not widen between our students and their peers. This was accomplished in all three areas and the scores are consistent with average improvements over the last few years.”
ICAN, which was launched by The Reading Clinic in 2007, focuses on constructing an effective formula for extending the power of mathematics to students who learn differently. Results from a student assessment [screening] are used to help address the child’s strengths and weaknesses.
The personalised numeracy programme is shaped by the unique skills, knowledge, interests, and behaviours of each child. Each math tutoring session is 50 minutes long and students in the programme who are seen twice a week from September to June receive 54 sessions for the year.
The 2016-2017 year was the first year that it has been able to compare results over a two-year period from Key Math3 Diagnostic Assessment which was introduced in 2015-16.
Ms. Pearman said, “Our programme goal over the two-year period would be to improve by at least two grade levels in the three key areas. This goal was realised in the areas of Number Sense [2.1] and Calculations [2.4].
“Problem Solving/Reasoning [1.7] has traditionally been the area that children struggle with the most. Future goals will include efforts to help strengthen performance in this area. Addition facts improved by 2.1 grade levels, subtraction by 1.4 grade levels, and multiplication by 1.5 grade levels.”
She also noted that 2016-17 included four Middle School students, reflecting an increase in requests to continue with students who may not have started the programme until P6.
The programme assisted students from 12 Government and Private schools and Ms. Pearman said: “It was interesting to note this year that six of the schools are not on our list of ‘feeder schools’.
“This is very encouraging because we are growing in popularity and parents from schools throughout the Island are reaching out to us to provide tutoring for their child even though the screening is not offered free of charge through their school.”
The Reading Clinic continues to offer financial assistance to families in need, with 17 students receiving bursaries to cover the cost of tutoring during the 2016-2017 academic year.
A full copy of the ICAN Programme Evaluation Report can be viewed here.
Dr. Glenn Faries, Executive Director of The Reading Clinic, said, “We are very encouraged by the continued success of our ICAN programme in helping to ensure that young students have the math skills that are so important for their further education and beyond.
“We are fortunate to have such a dedicated and talented team of tutors and the generous support of our lead sponsors Bank of Bermuda Foundation and XL Catlin, and major donors, the Government of Bermuda, Butterfield Bank [Hope Award], Partner Re, Hannover Re and Ascendant. Together they make it possible for us to continue to provide this important service to our community.”
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