1300 785 662



Leading Student Achievement Through a Whole School Approach to Response to Intervention (RTI)

A practical workshop for school staff including principals, senior managers, teachers & student support services (psychologists and speech pathologists)

This workshop will help school senior managers, teachers and SSSOs work together to

  1. Identify students at risk for learning difficulties before they fail,
  2. Intervene effectively with tiered support for those with more significant learning needs, and
  3. Identify students whose learning difficulties are the result of a specific learning disorder (SLD) such as dyslexia.

The Response to Intervention (RTI) Model significantly improves student achievement; in turn promoting better learning and mental health outcomes for all students.

Delivered in two half-day workshops, it is recommended that

  • Senior managers and teachers attend the morning workshop, while
  • School Psychologists and Speech Pathologists attend the full day


Workshop 1 (morning) learning outcomes will include the ability to:

  • Explain the difference between a learning difficulty and learning disorder and why these students often fail to make progress
  • Identify students at risk for learning difficulties in the classroom
  • Conduct a self-evaluation audit to identify school strengths & challenges
  • Describe the characteristics of each tier of the RTI model
  • Design and implement effective methods of screening and assessment for your school at each tier
  • Design and implement learning interventions, accommodations & supports at each tier that can be easily communicated to school staff & parents
  • Locate helpful RTI screening, assessment and class resources

A comprehensive manual & school self-evaluation audit will be provided

SSSOs who attend the morning session will be able to provide professional support to senior leaders and teachers during practical sessions and to hear of the concerns and barriers that schools are facing. This in turn will help them in knowing how best to offer support to schools during implementation of an RTI model.


Workshop 2 (afternoon) learning outcomes will include the ability to:

  • Identify the cognitive abilities important for literacy and numeracy acquisition that are often impaired in students with SLD
  • Evaluate the usefulness of the WISC-V for SLD identification
  • Construct
 comprehensive educational assessments capable of diagnosing SLD in line with the DSM-5 using a range of different cognitive and achievement tests
  • Pool data from different testing sources (teacher, speech pathology and/or psychological assessment) to develop a comprehensive understanding of student learning needs
  • Link assessment results to intervention



Dr Kate Jacobs (B.A., Post.Grad.Dip.Psych., PhD/M.Psych., MAPS, MCEDP) is an Educational Psychologist and university lecturer in psychological assessment. She lectures and conducts research on cognitive theory and assessment, in addition to providing assessment and intervention for learning difficulties in private practice.

Karen Starkiss (Cert Ed, B. Ed, Post. Grad.Dip.SpLD) has over 30 years teaching (primary and secondary) and school principal experience in the UK. She has supported “failing” schools to quickly improve standards of teaching and learning, and assists schools to implement an inclusive education policy. She has run many workshops on behalf of the education departments of VIC, ACT and NT, as well as SPELD VIC.


If you would like your school/organisation to be invoiced please submit an enquiry above. 


For further event information or to purchase tickets, select a location below.



25th October 2017





The WISC-V Presentation: A CHC and XBA Perspective

Now available for purchase is a specifically recorded version of Dr. Kate Jacobs’ WISC presentation.

This seminar examines both the WISC-IV and WISC-V via CHC “lenses”, providing attendees with the context for many of the revisions made to the new WISC-V.

Key learning outcomes will include the ability to:
– Define CHC theory and recognise the multiple abilities contained within the model
– Identify the broad and narrow CHC abilities measured by both the WISC-IV and WISC-V (traditional and Q-interactive versions)
– Identify the CHC abilities important for literacy and numeracy acquisition
– Construct a WISC-based XBA that can identify cognitive processing deficits common in students with reading, writing and/or mathematics difficulties

Once payment has been processed you will be provided with instructions on accessing the recording as well as a PDF copy of the presentation slides.

Cost  – $50.00