About Wayne RESA Enhancing Education in Wayne County.

The Columbia Protocol, also known as the Columbia-Suicide Severity Rating Scale (C-SSRS), supports suicide risk screening through a series of simple, plain-language questions that anyone can ask. The answers help users identify whether someone is at risk for suicide, determine the severity and immediacy of that risk, and gauge the level of support that the person needs. Users of the tool ask people:Whether and when they have thought about suicide (ideation)What actions they have taken — and when — to prepare for suicideWhether and when they attempted suicide or began a suicide attempt that was either interrupted by another person or stopped of their own volition.

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.Contact Janine Owen (phone 734-334-1688); owenj@resa.net

ECS/ ECC staff will have the opportunity to participate in a community of practice in which they can dig deeply into the tier 1 pyramid practices that support their programs. Professional staff will be able to collaborate and problem solve together are implementation issues.

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.

In this session, participants will dive deep into understanding behavioral functions, learn about data analysis, and apply that understanding to creating a function-based behavior intervention plan. During this training, there will be time for hands-on learning and coaching to support real teams and situations. Participants should come with a student in mind and some data to support their learning.

This workshop meets the Michigan Licensing and Regulatory Affairs (LARA) requirement for implicit bias training for health professionals. This training will provide K-12 professionals training regarding the issue of implicit bias and how it relates to their areas of practice. In response to racism being named a public health crisis, the Michigan legislature has required all healthcare professionals to receive training on the topic of implicit bias. Specific areas to be covered by this training include how implicit bias is defined, how it exists and functions within systems and institutions, and how practitioners can notice, reflect on, and begin to redress their own implicit biases.Participants will learn about historical trauma and power structures, how they both manifest and perpetuate a culture of bias, and how doing internal work can begin to reverse the harm implicit bias causes in our school communities.CE Credits available for nurses and social workers.

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.

The purpose of this network is to provide a space for all educators working directly with newcomers to learn, collaborate, and share ideas and strategies to best serve their newcomers.Objectives:-Build a collaborative community of educators to better serve newcomersand their families-Provide a space for collaboration and new learning opportunities for educators of newcomers-Equip educators with strategies to promote English language development (ELD) and meaningful access to curriculum for newcomers

This powerful annual workshop series is dedicated to humanizing, characterizing, empathizing with, and recognizing Black boys. Inspired by Dr. Gholdy Muhammad’s Cultivating Genius text, among others, this series seeks to dismantle deficit-based stereotypes and statistics that hinder African American males from reaching their full academic potential. We seek belonging, healing, and restorative justice!The workshop's stated outcomes include:Understanding the Status Quo: Gaining a comprehensive understanding of the academic, social, emotional, and political realities faced by African-American males.Self-Reflection: Examining personal beliefs, assumptions, mindsets, and language that may negatively impact the educational experiences of these students.Challenging Misconceptions: Understanding the factors that contribute to myths, stereotypes, and misconceptions about African-American males.Understanding Identity Development: Understanding the development of African American male identity.Systemic Change: Identifying and understanding five systemic forces that need to be dismantled to effectively educate African American males.

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.

“Putting instructional reforms into practice is a process that requires a vision, support for change, leadership and collaboration among teachers [as they use resources to design learning experiences]” (Short & Hirsch, 2023) Join us as we embark on a new model for secondary math leadership in which we invite teachers, department leads, or coaches to bring their secondary math curricular resources as we engage in mathematical reasoning together, plan for your upcoming units, and practice our teaching moves collectively.As we collaborate, we will learn about motivation, engagement, scaffolds, differentiation, formative assessment, and feedback.Take away resources to replicate the learning and planning with teams of teachers in your school or district.

This workshop series will guide participants through key sections of the CETA-R, a comprehensive tool designed to assess classroom practices for students with higher support needs. Each session will focus on one to two sections of the CETA-R, providing an in-depth exploration of the content. Participants will engage in problem-solving and goal-setting activities to enhance the implementation of effective strategies within their classrooms.