•Examine the intersection of culture and race in instruction.
•Understand cultural competency and its importance for educators.
•Explore seven principles of culturally responsive instruction.
•Explore equitable classroom instructional practices.
•Examine critical literacy as an equalizer for classroom instruction.
Is your district or school challenged by how to fully support diverse student populations and subgroups? Culturally Responsive Instruction is an excellent tool to guide and promote an open dialogue and examination of the interconnectedness of teaching, learning, and culture. Participants will actively engage and learn the journey to cultural competency, experience rich resources diverse students bring to the classroom, and understand how culturally responsive instruction provides equity and opportunities for ALL students to achieve at high academic levels. Fee includes lunch and materials, three books, special guest speakers to share cultural resources. There will be two cohorts from which interested participants may register.
For additional information, contact: Virginia Winters, Equity, Culture, & Engagement Consultant 734-334-1582, email: email@example.com
*Create and critique unit plans and individual lessons developed based on the Common Core Essential Elements.
*Create and develop classroom management plans and specific behavior plans for target students in their classrooms
*Implement best practices and build a repertoire of skills for working with students with moderate to severe ASD. PARTICIPANTS MUST BE WILLING TO OPEN UP THEIR CLASSROOM TO THE COHORT FOR A 30-45 MINUTE OBSERVATIONAL VISIT. The visit will be the lab portion of this series. Participants will identify instructional/behavioral areas of concern that they would like help improving or instructional/behavioral areas of pride that they wish to showcase.
Participants will receive a flash drive with instructional and sample materials. The target audience is ASD center-based classroom teachers & support staff working with students with moderate to severe ASD. Cohort is limited to 10 participants. Teachers will have preference over other staff members. CENTER-BASED PROGRAM STAFF ONLY
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•Examine the current educational status of African American males in this country (re: academic achievement, graduation rates, suspensions/expulsions, tracking, etc.)
•Identify factors that contribute to the achievement gap between African American males and other students.
•Engage in reflective discourse with peers about their own attitudes, beliefs, and perceptions related to educating African American male students
•Explore ways to motivate and engage African American males in the learning process for the purpose of raising their academic achievement,
For additional information, contact: Virginia Winters, Equity, Culture, & Engagement Consultant @ 734-334-1582, email: firstname.lastname@example.org
The audience for this course is Leader Series for Learners - Cohort 4 Year 1.
1)Understanding the difference between collaboration (the work of a PLC), cooperation, and coordination.
2)Understanding a balanced assessment system, but specifically using quality formative assessments.
3)Responding to and utilizing data to drive instructional effectiveness and quality learning.
4)Understanding the importance of a guaranteed viable curriculum, using essential (power) standards.
5)Developing an effective school infrastructure to support the ongoing work of PLCs.
6)Developing and maintaining effective collaborative processes.
Research is very clear that collaborative teacher teams are successful in raising and maintaining high levels of student achievement. It is recommended that teams (new or experienced) can benefit from the learning in this workshop. Teams (members/leaders PLUS their administrator) can participant in either the fall session or the winter cohort. Materials, 2 books, and lunch will be included in cost.
Audience: (PLEASE NOTE) This workshop is for PLC team members/leaders (2-5) AND their Administrator.
For additional information, please contact: Virginia Winters, Equity, Culture, & Engagement Consultant @ 734-334-1582 or email@example.com
MTSS in Mathematics is meant to support teams of K-2 teachers and an interventionist to implement MTSS for addition and subtraction in the early elementary. Topics focus on an classroom instructional framework, progress monitoring of student strategies, diagnostic assessment, and small-group interventions for students who need further support.
Because a successful MTSS program includes coherent instructional foci for students in all tiers, we invite teams of teachers to collaborate in this professional learning experience. Teams are made up of K-2 classroom teachers (one of each) along with the interventionist who works with those teachers’ students.
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•Mathematical content knowledge about the content being taught over the course of the year, the teachers will participate in rich mathematical tasks will cover all of the CCSS that are related Number and Operations and Number Systems.
•Pedagogical knowledge about effective teaching strategies for students to learn the content.
•Curricular knowledge about effective sequencing and scaffolding of content to help students make mathematical connections.
The audience for this course is High School teachers.
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With a total population of approximately 1.8 million, Wayne County is the most populous county in the State of Michigan and the 18th most populous county in the nation. There are 33 school districts in 43 Wayne County communities serving approximately 226,000 students. Additionally, there are 108 Public School Academies (PSAs) serving 64,000 students for a combined total of approximately 290,000 students in public schools county-wide. .
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