Read/Write & Math Intervention
Structured Read/Write & Math Intervention Programs
Spring Break Program registration opens February 18th at 9:00AM
Spring Program registration opens February 25th at 9:00AM
Welcome to Read/Write & Math Intervention
This 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) for ages 4-20.
Intervention is different from 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 but suspicion of a skills gap, recommendation from a teacher or doctor, or noticeable difficulty with reading, writing or math.
- Gr. 4 and Up: Strong preference for a psycho-educational assessment with a diagnosis of an LD (such as Dyslexia), Specific Learning Disorder, or ADHD. If no psycho-educational assessment has been completed, report cards and/or an interview is required.
Registration Process
Please note that registration is first-come, first-served, and only complete applications will be processed.
A complete application includes:
- Program application form
- Psychoeducational assessment documentation (for any child with diagnoses)
- Most recent report card
- Bursary application (if applicable)
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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.
