About Wayne RESA Enhancing Education in Wayne County.

PREPaRE Workshop 1 participants will learn how to establish and sustain comprehensive school safety efforts that attend to both physical and psychological safety. The workshop, developed by the National Association of School Psychologists (NASP), addresses critical components needed to develop, exercise, and evaluate safety and crisis teams and plans; and conduct building vulnerability assessments. The model also integrates school personnel and community provider roles in providing school-based crisis preparedness and response activities. Additional topics addressed include media/social media, communication, reunification, students with special needs, culture, and memorials. After this workshop, participants will be better prepared to improve their school’s climate, student resilience, and crisis response capabilities of school personnel. With updated research and strategies, this workshop makes a clear connection between ongoing crisis prevention, mitigation, protection, and response.Important Notice: This course requires the completion of pre-work prior to the first day of training. Access to materials will be provided via email a minimum of 7 days prior to the start date. Once training materials have been accessed the participant is no longer eligible for a refund. However, under certain circumstances rescheduling to another session within the academic year can be accommodated.

Explores the critical intersection of Executive Functioning (EF) and PBIS. We will examine how deficits in self-regulation, working memory, and cognitive flexibility often manifest as behavioral challenges

Participants will receive training on the updated features and design of Follett Destiny. The session will cover challenges highlighted by library staff, as well as innovative ways to utilize Follett Destiny within library media centers.

Resource Program and general education Co-Teaching Pairs will learn about the basics of Co-Teaching.This will be geared towards new Co-teaching Pairs and staff new to Co-Teaching. The training will have a greater impact if participants participate with their co-teaching counterparts.Participants will explore:define the purpose/use of the CASLLS* practice language sampling and discover its significance as a means for selecting appropriate listening, language, and speech goals* analyze language samples and plot data onto CASLLS* examine data on CASLLS to select appropriate IEP goals, short-term goals, and weekly goals* acquire strategies/techniques to utilize in a classroom or therapy setting* explore methods to involve the parent/caregiver in carry-over of CASLLS targets into the home* examine CASLLS structures more thoroughly, incorporating them within activities to develop or enhance listening and spoken language* observe and compile strategies when working with children of varying ages, infants - elementary* discover resources appropriate for use when working with children, infants - elementary* obtain a list of therapy/classroom activities that embed CASLLS structures: Pre-Verbal, Pre- Sentence, Simple Sentence, and Complex Sentence

Secondary social studies educators are invited to a full-day professional development experience focused on student engagement and inquiry-driven learning. Learn from three leading organizations and gain practical strategies and classroom-ready resources to bring social studies to life. Explore History Day, a year-long, inquiry-based program of the Historical Society of Michigan. Discover 'Learning by Hearings,' a civic education initiative from the Carl Levin Center for Oversight and Democracy at Wayne State University Law School.Explore how decision-making, leadership, and civic responsibility can be integrated into the classroom while engaging students in authentic historical thinking by experiencing Be Washington, an interactive leadership simulation from George Washington's Mount Vernon.

This Initial Mindset Train-the-Trainer Course is designated for behavior leads and administrators. MindSet provides a common language to assist those in conflict. The purpose of MindSet Safety Management training is to facilitate insight, raise awareness, enhance skills, and ultimately certify professionals in a system of preventing and managing aggressive behavior. The training emphasizes the development of collaborative partnerships among all stakeholders to promote positive outcomes for students. Participants will learn age- and size-appropriate communication and physical strategies to ensure safe, respectful, and effective interactions. The course also supports the development of documentation systems aligned with legal requirements and program evaluation needs.In addition, the training addresses strategies for understanding and responding to oppositional and defiant behavior, including its connection to aggression, as well as practical approaches for supporting students with communication In addition, the training addresses strategies for understanding and responding to oppositional and defiant behavior, including its connection to aggression, as well as practical approaches for supporting students with communication deficits. The MindSet Learning Model integrates the lived experience of participants with the expertise of the facilitator, allowing for meaningful discussion, reflection, and real-world application.

This session provides MTSS leaders with the opportunity to utilize research-based tools to develop and strengthen their district's existing MTSS frameworks. Effective systems are essential for establishing a cohesive and comprehensive MTSS process. Participants will learn strategies for building strong Tier I systems to support Tier II and Tier III interventions and practices.

This PD offering supports teachers’ assessment and interventions for Tier II and Tier III and serves as a complement to evidence-based instruction in Tier I instruction in mathematics. AVMR2 supports teams of K-5 teachers to implement tier II and Ill instruction in place value, multiplication, and division in the elementary mathematics classroom. Teachers learn to utilize a diagnostic assessment from Math Recovery® that targets students' current understanding in mathematics for the focus mathematics topics. Participants are then supported to recognize students' progress during tier 1 mathematics instruction, and to implement tier II and tier Ill interventions based on progress monitoring. The cost for this course includes a diagnostic assessment kit from US Math Recovery Council and resources to support intervention, including manipulatives, an intervention resource with activities, and a one-year membership to US Math Recovery.

Tier 1:In this series participants will learn about the foundational elements of Early Childhood Positive Behavior Interventions and Supports (EC PBIS). These essential practices make up the bottom layer of the Pyramid Model and support the social and emotional development of all children ages birth through five. The two key components of the model that will be discussed are the development of nurturing and responsive relationships and the creation of high quality supportive classrooms.Tier 2:In this series participants will learn about the targeted social emotional supports elements of Early Childhood Positive Behavior Interventions and Supports (EC PBIS). These essential practices make up the middle layer of the Pyramid Model and support the social and emotional development of all children ages birth through five who need additional targeted teaching or skill building. We highlight six data-based interventions that can be used with children who need this level of support.Tier 3:In this series participants will learn about the intensive intervention elements of Early Childhood Positive Behavior Interventions and Supports (EC PBIS). These essential practices make up the top layer of the Pyramid Model and support the social and emotional development of the few children who need individualized plans and additional support to successfully develop social emotional skills. We highlight the use of functional behavior assessments, emergency support plans, and wraparound services in this training.

Early Literacy Lunch & Learns are monthly, bite-sized learning opportunities for teachers, coaches, interventionists, and administrators to explore timely, research-based literacy topics. Each month begins with a shared research article and reflection protocol, followed by a brief lunchtime virtual discussion to unpack key takeaways and connect the learning to classroom and school practice. These sessions are practical, collaborative, and designed to fit easily into educators’ schedules. Just bring your lunch and your thinking.

This workshop meets the Michigan Licensing and Regulatory Affairs (LARA) requirement for implicit bias training for health professionals. This two-part series will provide K-12 professionals with training regarding the issue of implicit bias and how it impacts our work with students with disabilities.Participants will explore the concept of anti-ableism and current language and words used in the disability justice movement.We will also examine how we were all socialized around people with disabilities, and reflect on and begin to redress our own implicit biases.Participants will look at their current practice and shifts they can make to ensure students with disabilities are receiving educational experiences that honor their full humanity.CE Credits available for nurses and social workers.

The CTE Teacher Professional Learning Series provides ongoing professional development to strengthen instructional practices and enhance student success in Career and Technical Education programs.Sessions focus on evidence-based teaching strategies, curriculum alignment, industry standards, student engagement, assessment practices, and the integration of academic and technical skills.Participants collaborate to share best practices, analyze student performance data, and explore strategies that support career readiness and equitable access to high-quality CTE pathways. This series equips educators with practical tools and current industry insights to improve instruction, strengthen program quality, and support positive student outcomes.