About Wayne RESA Enhancing Education in Wayne County.

This workshop covers the practical process of investigating a threat, determining whether it is serious, and taking appropriate calibrated proactive action. Important topics such as the FERPA restrictions on records, coordination with Special Education services, effective disciplinary practices, and dealing with public fears and concerns are discussed. Participants gain practical skills in using the CSTAG decision tree, interview protocols, documentation forms, and procedures for developing safety plans as they work together in teams to apply what they've learned to a series of case exercises using the CSTAG model. Typical school-based teams include principal or assistant principal, school resource officer, and school health professionals (counselor, social worker, psychologist, nurse). Some schools may also choose to include teachers, aides, and other staff.CSTAG is aligned with the Guide Framework of the United States Secret Service National Threat Assessment Center and is appropriate for use in the K-12 setting.Attendees are encouraged to bring a laptop as electronic materials will be utilized during the training.

Join in collaboration with fellow Wayne County instructional coaches for a year-long series of deep learning, exploration, and inquiry to support responsive coaching models, to refine coaching practices and dispositions, and to enrich ongoing, embedded professional learning for teachers. This in-county networking opportunity provides multiple avenues to elevate a variety of coaching expertise, from a first-year lead teacher to a more veteran coach. Each session includes content-specific and/or grade-level pathways to support focused study and nurture and continue authentic interactions and conversations among colleagues.

This professional learning series supports secondary mathematics teachers and leaders in designing and facilitating instruction that expands access to grade-level mathematics for all students. Participants will explore strategies that increase participation, strengthen students’ mathematical identities, and build self-efficacy through meaningful, relevant learning experiences. The series includes one full-day, in-person session followed by three virtual collaborative sessions, creating a network of educators committed to learning, reflecting, and growing together.

MISTAR system administrators are invited to learn how to set-up and configure Success Plans. Success Plans are used to determine student performance based on district-defined indicators in attendance, behavior, marks, and more. Rubrics are applied to indicators which calculate points determining students' status in meeting the Success Plan. Learn how to configure indicators and rubrics to define plans for your schools. Success Plans are useful as an early warning system and a step towards the upcoming MTSS module (still in development).TARGET AUDIENCE: This session is intended for those who will be responsible for (and have permissions to access) the setup/configuration of Success Plans (system administrators, etc).This session is offered twice – once at Wayne RESA and once at Oakland Schools - select one to attend.

MISTAR system administrators are invited to learn how to set-up and configure Success Plans. Success Plans are used to determine student performance based on district-defined indicators in attendance, behavior, marks, and more. Rubrics are applied to indicators which calculate points determining students' status in meeting the Success Plan. Learn how to configure indicators and rubrics to define plans for your schools. Success Plans are useful as an early warning system and a step towards the upcoming MTSS module (still in development).TARGET AUDIENCE: This session is intended for those who will be responsible for (and have permissions to access) the setup/configuration of Success Plans (system administrators, etc).This session is offered twice – once at Wayne RESA and once at Oakland Schools - select one to attend.

Join us for a short, engaging virtual learning session exploring the Communication Bill of Rights and what it means for students in our schools. In this “quick bites” format, we’ll highlight key principles and share practical ways educators can honor and uphold communication rights across settings. Walk away with simple, actionable ideas to strengthen access, autonomy, and authentic student voice.

Designed for building administratorsin their first three years, this collaborative learning experience provides practical strategies and real-time support for navigating the complexities of school leadership. Participants will connect with a professional community of peers while exploring high-impact topics such as instructional leadership, coaching struggling teachers, managing staff and parent concerns, understanding school health and special education requirements, and balancing the demands of the principalship.
This offering is approved by the Michigan Department of Education (MDE) to meet the new administrator mentoring requirement outlined in MCL 380.1249b.

Effective collaboration between multilingual and special education teams is essential to support multilingual learners with exceptionalities and multilingual learners with suspected disabilities. Join WRESA Multilingual and Special Education Consultants in this asynchronous session on collaborative practices to accurately assess students’ needs, build on their linguistic and academic strengths, and provide the appropriate resources and interventions to support their success.

This one-day workshop provides an introductory process for developing greater understanding and awareness of how systemic racism and bias affect children and youth. This workshop will introduce the four goals of anti-bias and anti-racism (ABAR) education and look at some basic steps to bring these goals into classrooms and schools.

Participants will learn about key features of executive functioning and how it develops in young children. Participants will learn strategies to support the development of executive functioning and how to recognize when there is an executive functioning deficit. This training is especially meaningful for staff who are supporting neurodivergent learners in inclusive settings.

This session supports GSRP preschool teachers to intentionally teach behavioral expectations as a Tier 1 EC PBIS 'Big 6' practice. Through reflection, discussion, and hands-on activities, teachers learn why expectations must be explicitly taught, positively stated, and developmentally appropriate. Participants will analyze and revise classroom expectations, practice teaching them using modeling and visuals, and plan how to reinforce expectations throughout daily routines. This session emphasizes proactive instruction, active teacher engagement, and practical takeaways that teachers can immediately apply to strengthen classroom climate and prevent challenging behavior.

This session supports GSRP preschool teachers to strengthen the use of clear, explicit directions as a Tier 1 EC PBIS practice. Through reflection, discussion, modeling, and hands-on practice, teachers learn how effective directions are brief, specific, positively stated, and developmentally appropriate. Participants analyze real classroom examples, practice delivering directions with peers, and plan how to apply these strategies during daily routines with visuals. The session emphasizes proactive instruction and consistent adult practices that increase child engagement, prevent challenging behavior, and support a positive classroom climate.