About Wayne RESA Enhancing Education in Wayne County.

ToT Objectives1. Review WS1 (or WS2) 3rd Ed. goal/objectives2. Understand content associated with WS1 3rd Ed.3. Understand 3rd Ed. Trainer competency requirements4. Become familiar with the PREPaRE Online Catalog5. Review WS1 (or WSD2) Trainer’s Handbook6. Practice workshop delivery

The University of Florida Literacy Institute Essential Background Knowledge training will provide educators with two days of necessary knowledge to support the development of foundational literacy skills. The day one session will provide an overview of research on reader development and principles of effective reading instruction and intervention. We then take a closer look at the key foundational reading skills UFLI Foundations addresses: phonemic awareness, alphabet knowledge, decoding, encoding, and oral reading fluency. The day two session will cover a comprehensive look at the UFLI Foundations explicit and systematic phonics program. This will include a brief overview of the program, review of essential background knowledge needed for implementation, as well as an overview of the manual and materials needed. Each lesson step will be covered in-depth with an opportunity to practice the newly learned strategies. Finally, there will be a brief overview to progress monitoring and differentiation.The intended audience for this session includes teachers, interventionists, building leaders, central office staff, literacy leaders. Lunch and coffee will be provided!For more information about this session, contact Carrie Fromm at FrommC@resa.net

In this three-part book study, participants will learn the multidimensional reading model to move students toward advanced reading, writing, and development, giving attention to instruction and text.The intended audience for this book is literacy coaches, school leaders, and teachers. To fully participate in this series, participants should have access to Dr. Tatum's book Teaching Black Boys in the Elementary Grades: Advanced Disciplinary Reading and Writing to Secure Their Futures.

ToT Objectives1. Review WS1 (or WS2) 3rd Ed. goal/objectives2. Understand content associated with WS1 3rd Ed.3. Understand 3rd Ed. Trainer competency requirements4. Become familiar with the PREPaRE Online Catalog5. Review WS1 (or WSD2) Trainer’s Handbook6. Practice workshop delivery

Explore transformative practices in special education during this two-day professional development led by Wayne RESA Special Education Consultants. Day 1 focuses on building relationships with general education partners, networking with colleagues across districts, scheduling, data collection techniques, and prioritizing self-care. Day 2 delves into accommodations, goal development using data, transition considerations, progress monitoring, service delivery, and the art of specially designed instruction. Join us as we equip educators with practical strategies to enhance student outcomes while nurturing their well-being.

The University of Florida Literacy Institute Essential Background Knowledge training will provide educators with two days of necessary knowledge to support the development of foundational literacy skills. The day one session will provide an overview of research on reader development and principles of effective reading instruction and intervention. We then take a closer look at the key foundational reading skills UFLI Foundations addresses: phonemic awareness, alphabet knowledge, decoding, encoding, and oral reading fluency. The day two session will cover a comprehensive look at the UFLI Foundations explicit and systematic phonics program. This will include a brief overview of the program, review of essential background knowledge needed for implementation, as well as an overview of the manual and materials needed. Each lesson step will be covered in-depth with an opportunity to practice the newly learned strategies. Finally, there will be a brief overview to progress monitoring and differentiation.The intended audience for this session includes teachers, interventionists, building leaders, central office staff, literacy leaders. Lunch and coffee will be provided!For more information about this session, contact Carrie Fromm at FrommC@resa.net

Join us as we explore the ways in which high-quality, thematic text sets can be used to reinforce key concepts and complement hands-on science lessons. A team of science, literacy and assessment educators have curated Text Sets, created Interactive Read Aloud Guides, and suggested Formative Assessments aligned to the Grade Level Topic Bundles of Michigan Science Standards. While not a replacement for science instruction, these texts can be used to supplement curriculum and reinforce key concepts. Participants will receive a set of texts to use within their classroom. For more information please reach out to Rich Bacolor at bacolor@resa.net or Heather Palmer at palmerh@resa.net

This professional learning mini-series on diverse text sets involves equipping educators with the knowledge and skills needed to create inclusive and culturally responsive learning experiences for their students. This session focuses on exploring the importance of diverse text sets, which include a variety of texts representing different cultures, perspectives, and experiences. Participants will learn how to curate and use diverse text sets to promote equity, empathy, and critical thinking in their classrooms using the work of Gholdy Muhammad.This course is a RESA supported Professional Learning under the 35j Grant and is in alignment withthe Essential Practice.

During this session, New GSRP providers will learn more using MISTAR for enrollment, reporting, and daily attendance.

Presenter: Dawn P. Flanagan, Ph.D.This presentation focuses on the definition, use, and interpretation of the Patterns of Strengths and Weaknesses (PSW) method of SLD identification. Emphasis will be placed on the Dual Discrepancy/Consistency (DD/C) method. Foundational information necessary to organize a referral-relevant evaluation and interpret the output of a PSW analysis will be presented, including the definition of SLD, the most recent revisions and refinements to CHC theory, and research on the relations between specific cognitive processes and specific academic skills. Also discussed are how cognitive weaknesses manifest in real-world performances (e.g., classroom) and how these manifestations provide ecological validity for test findings and a focus for intervention. The presentation concludes with a brief case study demonstrating applying theory, research, and psychometrically sound assessment and interpretation practices to determine SLD status using the PSW Analyzer in X-BASS 3.0.

There should be at least two planned read aloud times in every prekindergarten daily routine. 1) Read aloud with reference to print; and 2) Interactive read aloud with a comprehension and vocabulary focus. Participants who join this session will gain practice in efficiently planning for these two read aloud times and observe both types of read alouds in practice.

Cognitive Coaching Seminars® are an eight-day training generally conducted over an 18–24 month period of time. It can be delivered in flexible formats depending on the needs of the agency. Agendas for Days 1–4 include the Planning Conversation Map and the Reflecting Conversation Map as well as the tools of Cognitive CoachingSM. Days 5–8 provide for skill refinement and understanding of the Problem-Resolving Map. In the eight-day Seminars, participants learn how to: develop trust and rapport develop an identity as a mediator of thinking utilize conversation structures for planning, reflecting and problem resolving develop teachers’ autonomy and sense of community develop higher levels of efficacy, consciousness, craftsmanship, flexibility and interdependence apply four support functions: coaching, evaluating, consulting, collaborating utilize the coaching tools of pausing, paraphrasing, and posing questions distinguish among the five forms of feedback use data to mediate thinking.