Word Problems? No Problem!

LDA Learning Circle WATCH sessions from our on-demand learning platform DISCUSS practical applications SHARE strategies for classroom and intervention settings **This is an in-person event** Date: Thursday, 25th June, 2026 Time: 10 am - 1 pm Venue: Waterman Chadstone, Level 2, 1341 Dandenong Rd, Chadstone, VIC 3148 New to LDA: In-person collaborative learning sessionsOur Members are telling us they would like more opportunities to network and collaborate with colleagues. These sessions will involve watching a session from our on-demand learning platform together with colleagues so that we can DISCUSS practical applications and SHARE strategies. Participants will also have the opportunity to bring or purchase their lunch and spend a little more time networking at the Waterman cafe.  Course Description A Low Variance Scope and Sequence outlines the “what” and “when” of teaching systematic synthetic phonics. It serves as a precise roadmap for Tier 1 and 2 teaching, ensuring that all students are receiving the same high-quality instruction at the same time. “Low variance” refers to the consistent delivery of content across a cohort; for example, all Year One students will learn the same phoneme-grapheme correspondences on the same day of the same week. A critical component in designing an effective scope and sequence is word selection. The words chosen must act as vehicles for phoneme-grapheme mapping, supporting students in building strong orthographic representations. These words are central to facilitating the self-teaching mechanism, a key driver of reading development. Effective instructional design requires us to consider phonology (how words sound), orthography (how words are spelled), and semantics (what words mean). By integrating these elements, we can select words that highlight the contrasts between different spelling patterns—such as ay, ai, and a-e—and make these distinctions meaningful and memorable for young learners. All phonic instruction must work towards developing instant, automatic and rapid mental graphemic representations of words….in the words of David Kilpatrick, “all words want to be a sight word when they grow up!” We must teach students how to orthographically map words! In this webinar, Jenny will guide participants through the principles of designing a Low Variance Scope and Sequence, with a particular focus on strategic word selection. She will explore how to create optimal entry points into sound-spelling systems and share intervention strategies and assessment approaches to support students with weak orthographic mapping. About Jenny Baker Jenny is the founder of Fremantle Speech Pathology Services, a large private practice in WA. She holds a “Support and Development” role for over 35 Speech Pathologists who are all equipped to assess and treat children with Specific Learning Disorders and Developmental Language Disorders. Jenny has such a wealth of experience and depth of knowledge regarding written language; she iscommitted to employing highly explicit and evidence-based teaching strategies to ensure that workshop participants have their learning goals met. **Note: The recording of this presentation will be played, and time allowed for group discussions* This session will host a maximum of 5 participants to enable group discussions and sharing of ideas, so book your tickets quickly to avoid disappointment. 

Dates: Tuesday 12th May Tuesday 19th May Tuesday 26th May Time: 7-8:30 pm AEST **All sessions will be recorded and available for two weeks 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...

This session will give LDA consultants a brief tour of some of the most useful and popular decodable and transitional texts in the large collection at Spelfabet in North Fitzroy, and discuss ways to maximise their usefulness in intervention. Specialist publishers like Phonic Books (now owned by DK books), High Noon, Barrington Stoke, Red Rhino and Ransom Publishing are producing new titles, and several mainstream publishers are seeking a slice of this increasingly lucrative market, but with variable success. Most decodable and transitional texts are still mainly available online, so it's difficult to browse them and check their quality/suitability for your client group prior to purchase. Attendees wanting specific issues or questions discussed should email them to alison.clarke@spelfabet.com.au well ahead of the session, and there will be time for questions/discussion at the end. Note: This event is for LDA Consultants only. ** This webinar will be recorded and available for to LDA Consultants** Date: Tuesday, 10th March 2026 Time: 7 pm - 8:30 pm AEDT (Melbourne Time) Cost: Free (This webinar is funded by the Anne Barton bequest) Bookings LDA Consultants would have received an email with booking details. Please contact enquiries@ldaustralia.org if you need any support. Speaker Alison has been a Speech Pathologist since 1988. She has a Masters in Applied Linguistics, and has worked in education, health, disability, early intervention and now private practice. She also taught English at RMIT and a Mexican university. She has worked as an ASD specialist, and her training includes Sounds-Write, the Writing Revolution and Self-Regulated Strategy Development (SRSD). She runs the Spelfabet website and therapy service, is a SPELD-Vic Committee member, was 2015-16 Learning Difficulties Australia (LDA) Vice-President, and has been a City Councillor and Mayor. She received LDA’s 2018 Mona Tobias Award, and a 2022 Medal of the Order of Australia. She has a LOT of decodable books.

Dates: Wednesday 18th and 25th March 2026 Time: 7-8:30 pm AEDT A specific learning disorder is characterised by persistent difficulties learning a key academic skill. There are a number of specific learning difficulties that have the potential to affect a student's school performance. A specific disorder with impairment in reading, often referred to as dyslexia A specific learning disorder with impairment in written expression A specific learning disorder with impairment in mathematics, often referred to as dyscalculia In addition to specific learning disorders, there are also a number of other developmental disorders which can have an impact on how a child develops academic skills. Two of these disorders are: Developmental language disorder (DLD) - this is diagnosed when a student has persistent language problems that continue into school age. Developmental coordination disorder (DCD) - this is a motor-based disorder that affects approxmately 5% of primary-aged children. It impacts on fine and gross motor skills and can interfere with academic achievement. This practical two-part course (18/3, 25/3) will focus on Developmental Coordination Disorder and Developmental Language Disorder and will be delivered by an experienced Occupational Therapist and Speech Pathologist. See below for the program. Wednesday 18th March -Not just clumsy - identifying and supporting children and young people with DCD in the classroom (Shana Boltin) This presentation will give teachers a clear and practical understanding of Developmental Coordination Disorder (DCD) - what it is, how it typically presents in the classroom, and the everyday challenges students may experience. Shana will outline key indicators that signal when a child may require further assessment or referral, and share evidence‑informed strategies teachers can use to support participation, confidence, and skill development. Educators will walk away with practical tools to recognise DCD early, adapt tasks and environments, and work effectively with families and allied health professionals to enhance student outcomes. Wednesday 25th March - Developmental Language Disorder: Strategies for Inclusive Teaching (Dr Shaun Ziegenfusz) Developmental Language Disorder (DLD) is a common but often hidden lifelong condition affecting 1 in 14 students. It affects how children understand and use language, with significant impacts on learning and academic achievement. This practical webinar will support teachers and inclusive education staff to recognise the key characteristics of DLD, understand how it can present in the classroom, and identify the challenges students may experience at school. Participants will leave with evidence-informed strategies and classroom adjustments to support access to the curriculum with real-world examples. **This course will be recorded and available for two weeks after the event** Cost LDA Member: $90 LDA Student Member - $70 Non-Member - $120 About the Speakers Shana Boltin Shana Boltin is an experienced children’s occupational therapist with two decades of practice across Melbourne, Australia, and London, UK. During her seven years as Lead Occupational Therapist for the Camden School Health Service at the Royal Free NHS Trust, she led a team of more than ten clinicians and helped pioneer the UK’s first tiered, school based OT model—now replicated nationwide. Shana has specialised in early intervention through the Ei SMART clinic, contributed to CAMHS teams, and participated in specialist diagnostic services, including DCD and Autism. She now works as the Program Lead for Child Adult and Family Therapies at Better Health Network (BHN) and is the co-founder of OT Applied, a training organisation supporting the professional growth of OTs through a neurodivergent affirming lens. Her interests include school based OT practice, service development, impact measurement, and workforce training. Dr Shaun Ziegenfusz Dr Shaun Ziegenfusz is a speech pathologist, researcher, and Co-CEO of The DLD Project, with more than 15 years’ experience working with people with Developmental Language Disorder (DLD) and their families. He completed his Doctor of Philosophy studies at Griffith University, where he investigated the education needs and supports for school-aged students with DLD from the perspective of key stakeholders. Shaun is also Chair of The DLD Project Foundation Board and a volunteer member of the Raising Awareness of Developmental Language Disorder (RADLD) International Committee. He is passionate about blending clinical experience and research to support students, families, professionals and schools. Pre-course optional learning If you would like to learn more about specific learning difficulties before attending this course, we recommend Identifying and supporting students with dyslexia from our on-demand library.