Effective use of Dibels (R) assessment data for literacy instruction and intervention

Dyscalculia is an under-researched and often misunderstood specific learning difficulty that is estimated to affect approximately 5-7% of the population (Butterworth et al., 2011, Szucs, 2017, Morsanyi et al, 2018). In Australian mainstream school settings, like many across the world, there is very little understanding of the exact nature of dyscalculia. Dyscalculia is often described as ‘Dyslexia with Numbers’. This oversimplified definition, combined with a lack of systematic research into dyscalculia flowing through to schools, and the absence of specialist teachers qualified in this specific learning difficulty, has led to uncertainty in the identification, diagnosis and remediation of dyscalculic learners. In this online series, Dr Ange Rogers will provide teachers, learning support professionals and school leaders with a practical understanding of dyscalculia—from early identification through to evidence-informed intervention. She will combine her extensive research in the assessment, teaching and learning of place value, to provide practical ideas and strategies to support dyscalculic learners in Tier 3 settings. Participants will explore the key characteristics and indicators of dyscalculia, examine how it differs from broader mathematics difficulties, and learn about current protocols for diagnosis. The session will also highlight the cognitive processes involved in numerical understanding, and discuss the educational, social, and emotional impacts that dyscalculic learners may experience. **This webinar will be recorded and available for 30 days after the event** Dates Session 1: Wednesday, 11th November, 7-8:30 pm AEDT (Melbourne Time) Session 2: Wednesday, 18th November 7-8:30 pm AEDT (Melbourne Time) Cost LDA Member: $100 LDA Student Member - $70 Non-Member - $130 About Dr Angela Rogers Dr Angela Rogers is an experienced primary school teacher and former Numeracy Leader. Angela is a passionate presenter who regularly facilitates Professional Development for teachers and schools across Australia. In 2014 she completed her PhD in Mathematics Education focusing on the assessment and teaching of whole number place value in Years 3-6. In her PhD she developed the Place Value Assessment Tool (PVAT) and has since created a suite of teaching resources to support this assessment. Angela has a special interest in Numeracy Intervention and supporting students with Learning Difficulties. She is currently completing a Level 7 Dyscalculia Specialist Teaching Qualification. Angela is an Adjunct Industry Fellow at RMIT University and mentors teachers and leaders through her online website the Numeracy Teachers Academy. Ange has developed a F-6 Number Fluency Program, which is currently running in over 150 schools and has four children ranging from 7-17 that keep her busy

Writing is a complex and cognitively demanding skill, yet it is often one of the most challenging areas to teach and assess effectively. This conference brings together leading research and classroom practice to explore what truly makes a difference in writing instruction. Grounded in evidence, sessions will examine high-impact approaches including explicit instruction, structured writing frameworks, and the role of Self-Regulated Strategy Development (SRSD) in supporting students to plan, organise, and regulate their writing. Participants will gain practical, classroom-ready strategies to improve student outcomes across year levels, with a focus on supporting struggling writers and ensuring all learners can develop as confident, capable communicators. **This webinar will be recorded and available for 30 days after the event** Dates: Wednesday 17th June 10 am - 3 pm AEST (30 min lunch break provided) Thursday 18th June 10 am - 1 pm AEST Cost: LDA Member: $250 LDA Student Member - $200 Non-Member - $300 Course Program Day 1: Wednesday 17th June, 2026 Session 1: 10 am -11:30 am High Impact Writing Instruction: The SRSD Approach Effective writing instruction requires more than teaching text structures—it involves explicitly supporting students to plan, organise, and regulate their thinking throughout the writing process. This session explores how Self-Regulated Strategy Development (SRSD) provides a structured, evidence-based approach to improving writing outcomes for all students across Grades 1–12. We will follow students as they learn how Self-Regulated Strategy Development (SRSD) instruction gives them power for writing and learning. How students use reading to learn and then to write across genres in grade levels 1-12 will be illustrated. Powerful reading, writing, peer collaboration, and self-regulation strategies will be explored. Examples of student learning and writing will be provided, as will sources, many free, that teachers and others can use to learn more about SRSD instruction and use this powerful approach in their classrooms. Designed for educators and school leaders, this session will provide practical insights into implementing high-impact writing instruction that is both systematic and responsive to diverse learner needs. Session 2: 11:30 am - 1 pm Closing Writing Gaps in Small Group Settings with SRSD Self Regulated Strategy Development (SRSD) is a genre level framework for teaching writing with the highest effect size of any writing approach researched to date. With over 200 research studies worldwide, and based on the research of Dr Karen Harris, the SRSD framework has enabled teachers to transform the writing trajectory of students all over the world. Consisting of six stages of instruction in a gradual release of responsibility model, the cornerstone of SRSD lies with the self regulatory strategies that students are taught to mastery. The impact of this is a reduction in cognitive load, increased motivation and self efficacy and a significant increase in students becoming skilled independent writers. With text level writing being an incredibly complex and cognitively demanding process for students, SRSD is a largely a missing piece of the puzzle in writing instruction and intervention. Join Julie Scali as she provides a top level overview of how teachers can feel confident in supporting students to be effective writers at the whole class level but also in how to close writing gaps in small group intervention settings where writing is otherwise challenging for students.  Learning intentions To be familiar with the Not so simple View of Writing (Berninger et al) and understand the complexity of writing for all students; and consider the added complexities for students with EALD, ADHD and other diverse backgrounds. To be able to recall the components of SRSD strategy mnemonics of TREE, TIDE, WWW, POWRE, ARMS and COPS with some accuracy by the end of the session To have an understanding on how whole class text level instruction with SRSD can be adapted to small group or 1:1 intervention To view a demo mini lesson on how to identify the structural parts of a persuasive text, to backward map taking notes onto a graphic organiser To have an understanding of the research base of SRSD in tier 2 instruction and how we can adapt whole class instruction to a small group intervention setting To understand how a writing sample can be analysed against curriculum and NAPLAN marking guide rubric to determine next steps for small group writing instruction or intervention To see an example Tier 2 Group Education Plan with SMART targets for text and sentence level writing  To see a snapshot of an SRSD planning unit that can be used with fidelity in implementing small group text level writing intervention through SRSD  Session 3: 1:30 pm - 3 pm Developing Structured Literacy Units that Integrate Word-, Sentence-, and Text-Level Instruction (Jacinta Conway) This session explores how to design Structured Literacy units that integrate word-, sentence-, and text-level instruction to improve writing outcomes in the middle years. It focuses on the role of explicit, systematic teaching in connecting spelling, vocabulary, and syntax to support sentence construction and overall text development. Participants will gain a clear, practical framework for moving beyond isolated skill instruction to a cohesive approach that builds both content knowledge and literacy skills. The session will demonstrate how structured routines, sentence-level teaching, and retrieval practice can be embedded within units of work to develop accuracy, fluency, and control in writing. This approach supports all learners, particularly those who require more explicit and integrated instruction to succeed. Day 2: Thursday 18th June, 2026 Session 1: 10 am - 11:30 am Let’s Write: Using Think Alouds to Elevate Writing Instruction in the Classroom (Barbara Friedlander) Writing is a critical life skill, and students need explicit tools to become confident, independent writers. Self-Regulated Strategy Development (SRSD) is an evidence-based approach that supports students through planning, drafting, and revising while building metacognitive awareness and self-regulation. In this session, we will focus on the powerful modeling and think-aloud stage of SRSD, where teachers make the invisible thinking of writers visible—helping students understand not just what to write, but how to think as writers. Let’s elevate writing instruction together! Session 2: 11:30 am to 1 pm Understanding and assessing handwriting fluency to support literacy (Karen Ray) In this presentation, Karen will explore the link between early handwriting skills and literacy development, including impacts on writing. This session introduces an...

Executive function skills help students plan, focus, manage emotions and get things done – yet they are often inconsistent in learners with ADHD. This session explains what executive functions are, how ADHD affects working memory, inhibition and motivation, and what that looks like in the classroom. We will explore practical strategies teachers and school psychologists can use right away: adjusting task design, using visual supports, externalising time and organisation, and coaching students’ self-awareness. You will leave with concrete tools to scaffold teaching and support learning while maintaining realistic expectations and your own wellbeing. **This webinar will be recorded and available for 30 days after the event** Dates: Session 1: Tuesday, 28th July, 7-8:30 pm AEST (Melbourne Time) Session 2: Tuesday, 4th August, 7-8:30 pm AEST (Melbourne Time) Cost LDA Member: $100 LDA Student Member - $70 Non-Member - $130 About Barbara Sheil Dr Barbara Sheil ACC is a health and ADHD coach, executive function specialist, and former medical research scientist with more than 20 years’ experience in clinical research, health education, and community-based coaching. She holds a PhD in Mucosal Immunology from UCC, Ireland, and has worked across gastroenterology, respiratory medicine, endocrinology, and mental health in Ireland and Australia. Barbara is the founder and principal coach at Happy Hippocampus, a Perth-based Health & ADHD Coach Consultancy that provides evidence-based, personalised coaching for children, adolescents, adults, and families. Her work focuses on education and coaching in executive function and ADHD, and on links to mental and physical health. Barbara works with clients to create ADHD – safe environments, building skills for better health and well-being at work, school, and home. Since 2014, Barbara has delivered health and mindfulness workshops and ADHD focused coaching in primary care and community settings, collaborating with GPs and other professionals to translate current research into accessible strategies for families. She is an associate certified coach with the ICF and has completed ADHD-specific coach training through the ADD Coaching Academy. Barbara brings her strong research background to her education work, championing research-informed, people-centred practice—experience she now applies to supporting professionals, organisations and families to understand executive function, ADHD and learning in the classroom and workplace. Her current practice at Happy Hippocampus includes individual ADHD and executive function coaching, family sessions, and professional consultations for schools and workplaces seeking to create more neuro-inclusive environments.

Dates: Tuesday 12th May Tuesday 19th May Tuesday 26th May Time: 7-8:30 pm AEST **All sessions will be recorded and available for 30 days after the event** The multi-tiered system of supports (MTSS) framework helps guide the use of evidence-based instructional practices to meet students’ learning needs. It supports the identification of achievement gaps, highlighting students who may require targeted intervention to address additional needs. A central element of MTSS is ongoing monitoring of instruction and interventions to ensure they are effective and making a meaningful impact. Tier 1 Support - Evidence-based instructional practices and supports delivered to all students. Tier 2 Support - Interventions provided to small groups in addition to the high-quality instruction received by all students in Tier 1. Tier 3 Support - Interventions are targeted to meet specific individual learning needs and further intensified by increasing the frequency and/or length of each session, duration of the intervention, and/or lowering group size. (AERO- March 2025) This 3-part course focuses on providing effective Tier 3 Intervention, ensuring equity and impact for students with learning difficulties. The course will cover how to use data to drive support and to monitor progress, provide case studies from leading schools in Australia and discuss adjustments for students with learning difficulties. This course provides 4.5 CPD hours. Cost LDA Member: $200 LDA Student Member - $165 Non-Member - $250 Session 1: Precision at Tier 3: Using data to drive intervention (Tuesday 12th May, 7-8:30 pm AEST) Presented by Karina Stocker, Academic Lead: Intervention, Research and Translation in the School of Educational Psychology and Inclusion at Monash University What does effective Tier 3 intervention really look like—and how do we ensure it is driven by data, precision and impact for the students who need it most? This session provides an overview of Tier 3 academic intervention within a Multi-Tiered System of Support (MTSS), grounded in current research and evidence-based practice. It will explore the key features of intensive intervention, with a focus on data-based decision-making to support students with the most significant learning needs. The session will introduce precision teaching and fluency-based instruction as effective approaches for collecting ongoing performance data and informing instructional decisions. Designed as an information-focused webinar, this session will build understanding of the principles and frameworks underpinning high-quality Tier 3 support. Session 2: Targeting and tightening Tier 3 supports at a whole school level (Tuesday 19th May, 7-8:30 pm AEST ) Presented by Sarah Asome, Principal, Bentleigh West Primary School What does high-quality Tier 3 intervention look like when it is embedded effectively across an entire school? In this session, Sarah Asome will draw on the work at Bentleigh West Primary School to showcase how a strong, whole-school approach can ensure that students with the most significant learning needs are not only supported, but set up for success. Bentleigh West has developed a reputation for implementing Tier 3 intervention with clarity, consistency and impact, and Sarah will share the key structures and practices that underpin this success. Sarah will unpack how Tier 3 fits within a Multi-Tiered System of Supports (MTSS), including how students are identified, how interventions are targeted, and how progress is closely monitored to inform responsive teaching. She will also explore the adjustments and supports required to ensure equitable access to learning for all students, highlighting the importance of alignment between classroom instruction, intervention, and school-wide systems. Importantly, this session will move beyond theory. Sarah will provide practical, realistic and actionable strategies that schools can implement to strengthen their Tier 3 provision—whether you are refining existing systems or building them from the ground up. This session is ideal for school leaders, intervention teachers and educators looking to develop a cohesive, evidence-informed approach to supporting students with the greatest learning needs. Session 3: Adjustments for students with learning difficulties (Tuesday 26th May, 7-8:30 pm AEST) Presented by Erin Rollason What meaningful adjustments make the biggest difference for students with learning difficulties—and how can schools implement them effectively? In this practical session, Erin Rollason will guide educators through evidence-informed adjustments that support students to access the curriculum and demonstrate their learning. Erin will unpack a range of classroom, assessment and environmental adjustments that can be implemented across primary and secondary settings. The session will explore how to align adjustments with individual student needs, while maintaining high expectations and ensuring equity. Erin will also address common challenges schools face when implementing adjustments, including consistency across classrooms, balancing support with independence, and embedding adjustments within whole-school systems. With a strong focus on real-world application, Erin will provide clear, actionable strategies that teachers and school leaders can use immediately. Participants will leave with a deeper understanding of how to make reasonable adjustments that are purposeful, practical and impactful for students with learning difficulties. About the Speakers Karina Stocker Karina Stocker is an experienced school leader, researcher, and education consultant specialising in the implementation of Multi-Tiered Systems of Support (MTSS) across literacy, mathematics, and behaviour. Her work focuses on strengthening data-based decision-making, evidence-based instruction, and tiered intervention to support diverse learners. Karina holds a Master’s degree in Behaviour Science from Monash University and is currently completing her PhD, which examines the implementation of MTSS and evidence-based practices in Australian schools. More recently, she has taken on the role of Academic Lead: Intervention, Research and Translation in the School of Educational Psychology and Inclusion at Monash University, where she leads both research and practice initiatives focused on evidence-based academic assessment, targeted intensive intervention, and MTSS implementation. Sarah Asome Sarah Asome is a highly experienced educator and the current Principal at Bentleigh West Primary School. She has also worked in the UK and Singapore. Sarah has been instrumental in leading the change at BWPS, but also been able to support many colleagues, State, Nationwide and in New Zealand to implement evidence-based literacy instruction in their schools. This has led to a significant increase in literacy and numeracy levels, which now places BWPS as a high-performing school. Currently, Sarah is part of the team working on ten Victorian Lesson Plans for Primary English, including text units, spelling, grammar and punctuation. In 2015, Sarah was awarded ‘Outstanding Primary Teacher’ in the...