Read/Write & Math Intervention
Structured Read/Write & Math Intervention Programs
Summer Program Registration Opens May 13 at 9:00AM
Welcome to Read/Write & Math Intervention
The Read/Write & Math Intervention program is designed to provide structured, individualized support to help each student build confidence and skills in literacy (reading, writing, spelling) and numeracy (math and math foundational skills).
Intervention differs from traditional tutoring. The article below provides insight into the purpose and impact of intervention programming.
Beyond Tutoring: Understanding Clinical Instruction
Program Admission Criteria
- K-Gr.3: No diagnosis required. Suspicion of a skills gap requiring intervention level support must be evident. Need is assessed by review of school reporting and/or recommendation from a teacher or doctor.
- Gr.4 and Up: Strong preference for a psychoeducational assessment with a diagnosis of an LD (such as Dyslexia), Specific Learning Disorder, or ADHD. If no psychoeducational assessment has been completed, an interview will be required with the Manager.
Registration Process
Registration is first-come, first-served, and only complete applications will be processed.
A complete application includes:
- Program application form
- Psychoeducational assessment (for any child with diagnoses)
- Most recent report card
- Bursary application and supporting documentation (if applicable)
Participation in all Read/Write & Math Intervention programs is contingent upon full review and agreement of policies and registration requirements outlined in the Program Registration Guide.
Program information and the application form can be found on the Literacy, Numeracy, and Parent Training program pages.
Sign up for Read/Write & Math Intervention emails so you never miss an update! Join the mailing list here.
Jenny Davidson, M.Ed.
Jenny brings 17 years of experience in education and school leadership to her role as Manager of Read/Write & Math Intervention. Jenny believes in leading with heart, prioritizing empathy, compassion, and relationship-building in all aspects of her work and she is deeply committed to providing high-quality individualized instruction that empowers students to reach their full potential.
In her previous role as a school principal, Jenny launched new academic programs, fostered collaborative teams, and guided teachers and families in navigating diverse learning needs. She has extensive experience supporting teachers in meeting the needs of learners with Learning Disabilities and ADHD, and her approach emphasizes working collaboratively with families to ensure each child receives tailored academic and personal support.
Jenny holds a Master's in Educational Leadership from the University of Calgary where she focused her academic research on personalized learning. She is passionate about leveraging data-driven insights, innovative and research-based programming, and ongoing professional development to maximize student outcomes, build instructor capacity, and create supportive learning communities.
