Early Intervention: It Starts Here

One way to think about development is to compare growth and learning to standing at the bottom of a set of stairs. While you may not have to land on each step to reach the top, you will have to land on many of them to make progress. This is why early diagnosis of specific learning disabilities is so important. Waiting for a child to “catch up” may mean having to revisit missed steps before they are able to truly catch up.

Head of School Peter Thayer says, “the research consistently shows that intervening early, when signs of a learning difference first appear, leads to significantly better outcomes. According to the Kennedy Krieger Institute, early intervention not only helps close academic gaps but also builds confidence, resilience, and a positive sense of self.”

Radcliffe Creek School recognizes the variability in young children’s development. Very small class sizes in K-3 allow teachers to meet each child at that child’s step on the staircase. Young children, especially, learn by engaging all of their senses, a keystone of instruction at “the Creek.” Because RCS wants to make sure that our students have the best possible first school experience, Kindergarteners are engrossed in a stable routine, challenged to stay organized, taught how to use their Communication Book, and expected to help their classmates as best they can.

Please contact the Admissions office if you’d like to learn more about local and regional resources available for learning evaluations.