About Wayne RESA Enhancing Education in Wayne County.

Relational Leadership Intensive: Building Trust, Partnership, and Shared ResponsibilityHosted at Marygrove in Detroit, this multi-day residential intensive invites school, district, and community leaders to step away from daily urgency and enter a focused learning space designed for reflection, dialogue, and relational practice.Grounded in the family-school-community partnership research of Anne Henderson and Karen Mapp, the intensive will support leaders in examining how trust, authentic engagement, and shared responsibility shape the conditions for student, family, staff, and community success. Participants will explore how leaders move beyond transactional management toward partnership-centered cultures where families and communities are recognized as essential contributors to learning and school improvement.Through learning walks, listening practices, leadership reflection, peer dialogue, and community-centered facilitation, participants will identify current strengths, name systemic barriers, and develop practical next steps for strengthening partnership within their own context. Participants will also engage in reflective protocols and cultural diagnostics to better understand the visible and invisible signals that shape welcome, trust, and belonging in schools and organizations. The residential experience will include facilitator-coordinated evening activities, including a Fireside Chat and opportunities for informal networking, reflection, and connection with colleagues across the region. Dinner costs will be the responsibility of participants.Lodging in Marygrove dorm rooms will be covered for participants who are able to stay for the full residential experience. A light breakfast and lunch will be provided each day.Room reservation details will be shared closer to the event.In partnership with United Way for Southeastern Michigan

Participants will develop the knowledge and skill required to provide immediate mental health crisis interventions to students, staff, and school community members who have been simultaneously exposed to an acute traumatic stressor. The knowledge and skill developed within this session also help to build a bridge to the psychotherapeutic and trauma-informed mental health response sometimes required to address challenges associated with trauma exposure.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.

Prekindergarten educators participate in 8-half day sessions of intense training focused on the MAISA-GELN Essential Instructional Practices in Early Literacy, Prekindergarten. In partnership with the Michigan Department of Education’s mission to improve literacy equity, participants will learn about the researched based practices that are necessary for children to demonstrate adequate literacy progress. These practices are agnostic and support any curriculum.

The Adult Learner Collaborative (ALC) Quarterly Meetings & Professional Learning Convenings provide structured professional development for educators, program staff, and partners serving adult learners.These sessions foster collaboration, data-informed decision-making, and the sharing of effective practices to improve learner persistence, completion, and workforce readiness outcomes.Participants engage in facilitated discussions and problem-solving around instructional strategies program performance, supportive services, policy updates, and cross-agency partnerships.The collaborative format promotes regional alignment and equips participants with practical tools and strategies to strengthen program quality, increase access and support adult learner success.

The Annual MAERS Guidance Workshop provides professional learning for district staff responsible for reporting and managing adult education data in the Michigan Adult Education Reporting System (MAERS).Participants receive guidance on accurate data entry, compliance requirements, performance reporting, and troubleshooting common questions to ensure data quality and alignment with state and federal expectations.Attendees leave equipped with the knowledge and tools needed to maintain accurate records, support program accountability, and use MAERS data to inform program improvement and decision-making.

Prekindergarten educators participate in 8-half day sessions of intense training focused on the MAISA-GELN Essential Instructional Practices in Early Literacy, Prekindergarten. In partnership with the Michigan Department of Education’s mission to improve literacy equity, participants will learn about the researched based practices that are necessary for children to demonstrate adequate literacy progress. These practices are agnostic and support any curriculum.

This professional development session equips early childhood educators with practical strategies grounded in the Pyramid Model to create a welcoming, inclusive classroom environment that sets children up for success at the start of the school year. Participants will explore how to design supportive classroom spaces, intentionally teach and reinforce clear expectations and rules, and build strong, responsive relationships with both children and families. Emphasis is placed on proactive, relationship-based practices that promote positive behavior, engagement, and a strong foundation for learning.

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.

Improving early literacy outcomes requires more than a strong curriculum—it demands shared clarity, intentional leadership, and consistent instructional practices across classrooms. This session introduces the K–3 Literacy Playbooks as a practical tool to help principals and coaches move from research to daily practice.Participants will explore how playbooks can establish a common language for high-quality instruction, support focused classroom walkthroughs, and strengthen coaching conversations grounded in the Essential Instructional Practices in K–3. Particular attention will be given to identifying and supporting evidence-based instructional methods aligned to the science of reading and principles of structured literacy, including explicit and systematic instruction, cumulative skill development, frequent opportunities for guided and independent practice, responsive feedback, and intentional support for oral language, phonological awareness, phonics, fluency, vocabulary, and comprehension.We will examine how to leverage instructional “look-fors,” anticipate common challenges in literacy instruction, and respond with clarity and purpose to strengthen classroom implementation. Designed for both building leaders and instructional coaches, this session highlights how aligned leadership can strengthen Tier 1 instruction and ensure all students experience consistent, high-impact literacy learning.Participants will leave with concrete strategies to support teachers, build coherence across classrooms, and translate literacy priorities into actionable, evidence-based practice.

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.

Have you wondered how to balance grade level learning with students’ needs to access prior content knowledge? Have you wondered how to connect to prior grade learning without compromising your own grade level or course content?Join us as we utilize problem strings, tap into conceptual connections, develop mathematical reasoning, and provide access to grade level learning.We will meet virtually for 2 half days.In between these sessions, plan to implement problem strings and bring back samples of student thinking.The cost of this session covers the cost of a book that allows you to operationalize the techniques we learn together.This is a course we recommend to address MTSS in secondary mathematics.

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