About Wayne RESA Enhancing Education in Wayne County.

This training will start with an in-depth discussion of Medicaid policy and program requirements for the Direct Service Claiming program. We will talk about what is considered a Medicaid-compliant service note, demonstrate how to enter service notes into MISTAR Service Tracker, and have time at the end for questions and for staff to enter actual services.

The Wayne County Science Leadership Network is intended for district or building level curriculum leaders, department chairs, science teachers, coaches and science teacher mentors. The goal of these meetings is to support best practices in science education and inform leadership regarding science curriculum, instruction and assessment for all K-12 students.

This workshop will offer an overview of using Boardmaker 7 to provide visual supports, low-tech communication boards and interactive activities for your students. It will include hands-on experience using Boardmaker Community Activities as well as creating materials and interactive programs to support communication, activities, and scheduling.

Explore the role of Artificial Intelligence (AI) in special education during this practical 2-hour virtual Professional Development session. Participants will gain a foundational understanding of AI basics, engage with critical ethical and legal considerations for its use in educational settings, and discover practical applications to streamline the special education provider's workflow. This session will provide hands-on guidance on effective prompting techniques, introduce various AI tools, and share strategies to leverage AI for tasks like drafting documents, creating differentiated instructional materials, and simplifying communication, ultimately making the provider's role more efficient and effective.

This session will offer MTSS leaders the opportunity to utilize research-based tools to evaluate their district's current MTSS practices and models. Participants will learn how to leverage research to enhance MTSS implementation within their local district.

As educators, meeting the diverse needs of every learner—including students who are neurodivergent or on the Autism spectrum—can feel complex and demanding. This workshop is designed to provide clarity, practical strategies, and actionable tools to support that work with confidence.Participants will deepen their understanding of Autism, examine evidence-based strategies that address a range of learning profiles, and explore how universal supports—such as differentiation, Universal Design for Learning (UDL), peer collaboration, and inclusive instructional practices—can strengthen outcomes for all students.Our goal is for participants to leave feeling informed, empowered, and equipped with concrete approaches to meaningfully engage and support every learner in their classroom.

An Educational Benefit Review involves the assessment of a student's initial/triennial IEP and the two following annual IEPs to determine whether they were developed to address the student's needs and are likely to lead to educational and functional progress.Participants will learn how to carry out the EBR process by reviewing a student's three consecutive IEPs. Participants in a district must bring the initial or triennial IEP, along with the two most recent annual IEPs. Participants will assess the effectiveness of the student's educational program by examining the services, goals, accommodations, supplementary aids and services provided, and determine whether the student is receiving a meaningful education benefit. The review helps identify necessary adjustments to the student’s IEP to improve their outcomes.Participants will:- Learn the purpose of the Educational Benefit Review- Understand the process of the Educational Benefit Review- Apply knowledge about the Educational Benefit Review Process

The purpose of the collective meetings is to bring together all of Wayne County’s Literacy COSAs for professional learning and collaboration focused on supporting educators in delivering high-quality, equitable literacy instruction. This ongoing development is essential for deepening expertise in both literacy content and coaching practices. These sessions are designed to build the capacity of COSAs to guide teachers through reflective practice, data-informed decision-making, and the use of evidence-based strategies. By continually growing in these areas, COSAs will model a growth mindset, promote instructional excellence, and help ensure that all students have access to meaningful literacy learning.

The Wayne County Social Work Community of Practice brings together social workers from across the county to strengthen professional practice and support one another in serving students and school communities. Through collaboration, shared expertise, and ongoing dialogue, members focus on standards of practice, professional development, and collective problem-solving within the educational setting. The Community of Practice provides a space for social workers to learn from one another, explore emerging challenges, share effective strategies, and promote consistent, high-quality social work practices that positively impact students, families, and schools.

Wayne RESA’s Special Education New Teacher Academy will provide quality professional development experiences to enhance your professional growth and knowledge base with special education practices, issues, procedures, and forms. At the same time, it will help you meet the state-required hours of professional development you need to attain in your first three years of teaching. Participants must be first- and second-year teachers currently working in a Wayne County LEA/PSA special education classroom.

Teaching is the foundation of all professions, requiring educators to balance lesson planning, relationship-building, and numerous responsibilities. The New Teacher Academy supports K-12 general education teachers in their first three years through a seven-session series held throughout the year. Participants connect with peers, reflect on their practices, and refine their professional philosophy. Sessions focus on fostering a culture of high-quality instruction, enhancing professional reflection, and implementing strategies for student success. SCECHs earned in this series can be applied toward the additional hours required for new teachers.

This session will cover Tier 1 PBIS Systems/Basics, Classroom PBIS, PBIS Data Reports, and Expect Respect Bully Prevention.Tier 1 PBIS Systems/Basics:Parts of the PBIS framework covered are administrative support/commitment, PBIS team operations, developing and teaching behavior expectations, and school-wide acknowledgment systems. Cultural responsiveness and student voice are embedded into the PBIS framework.Classroom PBIS: Focuses on classroom management. Six essential features of classroom PBIS are teaching expectations, using high rates of opportunities to respond, teaching classroom procedures, active supervision, classroom reward systems, and procedures for responding to problem behaviors, including the difference between major and minor infractions. Strategies for providing classroom management support for teachers will also be discussed.PBIS Data Reports:Focuses on creating PBIS data reports. The training will demonstrate the process of generating monthly PBIS data reports from the school’s office discipline and suspension data. The session will also introduce the MiStar Classroom Module as a method for collecting classroom discipline data. The second half of the session will focus on data analysis and effectively using the school’s discipline data to select targeted interventions and create action plans. The intended audience for this training are school personnel, including administrators, who are involved in their school’s PBIS team and will be completing the monthly data report.Expect Respect Bully Prevention: This program provides research-based strategies for reducing student on student harassment and bullying behaviors. Expect Respect aligns perfectly with a school’s Tier 1 PBIS expectations. Four simple strategies are taught to students including stop-walk-talk and be an upstander, not a bystander.