ISF Registration Links

ISF Registration Links

Please note all times are in Australian Western Standard time, and adjust for your timezone and daylight saving.

Click on the hyperlink to register separately for each session you would like to attend – this will ensure you have the unique registration link for each event.

Session # and Focus

Date

Session 6:00am

Session 10:30am

Session 3:30am
Session 1
Tier 1: Systems and Data to Support All Students
Tuesday 7th February
 Register for Session 1 6:00am Register for Session 1 10:30 am Register for Session 1  3:30pm
Session 2
Tier 1: Practices to Support All Students
Wednesday 22 March
 Register for Session 2 6:00am Register for Session 2 10:30 am Register for Session 2 3:30pm
Session 3
Tier 2: Systems and Data to Support Early Intervention for Students at Risk
Tuesday 9th May
 Register for Session 3. 6:00am Register for Session 3 10:30 am Register for Session 3 3:30pm
Session 4
Tier 2: Practices to Support Early Intervention for Students at Risk
Friday 2nd June
 Register for Session 4 6:00am Register for Session 4 10:30 am Register for Session 4 3:30pm
Session 5
Tier 3: Systems and Data to Support Intensive, Individualised Intervention for Students at Risk
Wednesday 26th July
 Register for Session 5 6:00am Register for Session 5 10:30 am Register for Session 5 3:30pm
Session 6
Tier 3: Practices to Support Intensive, Individualised Intervention for Students at Risk
Wednesday 30th August
 Register for Session 6 6:00am Register for Session 6 10:30 am Register for Session 6 3:30pm

We support success for all students Contact Us Today

Tom Herner, 1998
“If a child doesn’t know how to read, we teach.
If a child doesn’t know how to swim, we teach.
If a child doesn’t know how to multiply, we teach.
If a child doesn’t know how to drive, we teach.
If a child doesn’t know how to behave, we ...teach? ...punish?
Why can’t we finish the last sentence as automatically as we do the others?"
Tom Herner, 1998
Bob Algozzine, Chuang Wang & Amy S. Violette, 2011
“When everyone handles infractions with instructional correction procedures, students learn that what happens when they misbehave is procedure not personal.”
Bob Algozzine, Chuang Wang & Amy S. Violette, 2011
Brenda Scheuermann & Judy Hall, 2008
“When teachers know and use positive and preventative management strategies, many of the commonly reported minor classroom behaviours can be avoided.”
Brenda Scheuermann & Judy Hall, 2008
Forest Gathercoal, 2004
“When it comes to discipline, it does not make sense for educators to use the criminal justice model first, before employing what they were professionally prepared to use–teaching and mentoring approaches.”
Forest Gathercoal, 2004
George Sugai, 2005
“Punishing students doesn’t teach them the right way to act.”
George Sugai, 2005