About Wayne RESA Enhancing Education in Wayne County.

A monthly gathering of Career and Technical Education (CTE) Directors from across Wayne County, where we convene to collaborate, share insights, and strategize on enhancing our CTE programs. This meeting serves as a vital platform for directors to discuss new initiatives, best practices, and the ever-evolving landscape of vocational education. The monthly agenda focuses on program improvement. Topics include: administrative responsibilities, program compliance, networking opportunities, roundtable discussions, and guest speakers. This meeting represents an invaluable opportunity to ensure our CTE programs are aligned with industry demands and effectively equip our students with the skills they need to succeed. Participation is crucial as we work together to drive excellence in career education throughout our community.

The creation of an effective school schedule is a key component of every elementary principal’s work. While many different personnel should be involved in the process, to delegate this responsibility is to abdicate the role of instructional leader. Based upon 50+ years of experience working in schools across the country Dr. Michael D. Rettig, professor emeritus from James Madison University, founder of School Scheduling Associates, and co-author of Elementary School Scheduling: Enhancing Instruction for Student Achievement (Eye on Education, 2008), will outline problems which have been identified with typical elementary school schedules, related general principles for effective elementary school scheduling, provide a process for creating quality schedules, and share examples and templates. Particular attention will be paid to the following topics:• Optimal scheduling of “Encore” teachers (PE, music, art, etc.) within and across buildings which provide common planning time for teams of teachers• Scheduling and organizing an Intervention/Enrichment during which MTSS tiered instruction may be provided• Preserving large blocks of uninterrupted core instructional time for classroom teachers• Scheduling support services (special education, ML, reading support, instrumental music, etc.).Handouts, sample schedules, and a digital scheduling template (in Excel) will be provided.

The Secondary Coaching Network is designed to support middle and high school instructional coaches and teacher leaders to enhance their coaching skills, support equitable instruction, and develop their confidence and competence around the Disciplinary Literacy Essentials.In this year-long series, Secondary Coaching Network participants will:Engage in robust conversations about supporting adolescents and teachers of adolescents with secondary-focused coaches and teacher leaders.Develop a deeper understanding of the Disciplinary Literacy Essentials and strategies for teacher investment and implementation in middle and high schools.Grow their knowledge of adult learning principles to build literacy leadership capacity.Collaborate around humanizing and equitable ways to use data and assessment.Over the course of the year participants will have an opportunity to attend a kickoff session and quarterly meetings steeped in project, problem, and place-based disciplinary literacy and learning, as well as engage in at least one coaching consultation.

CPI Nonviolent Crisis Intervention Training for GSRP staff that will include an early childhood focus. Day 1 of the training will include Nonverbal and verbal techniques to safely prevent, recognize and respond to crisis situations that may involve more challenging behaviors and a therapeutic response for children and staff will be covered. Day 2 will focus on Physical Intervention: Including disengagement and holding skills. When all nonverbal and verbal techniques have been exhausted and the individual presents an imminent risk of harm to themselves or others, additional intervention may be necessary as a last resort. Day 2 is for staff in the organization that would be responsible for performing restraint if necessary as a last resort in a GSRP classroom, the Key Identified Personnel. Day 2 requires the completion of Day 1. No exceptions will be made.

The Crisis Prevention Institute (CPI) Nonviolent Crisis Intervention training has proven effective in resolving violent situations. Refresher course participants will review knowledge and practice skills necessary to handle crisis situations in schools with minimal anxiety and maximum security. This refresher training will review safe ways to intervene when student behavior becomes dangerous without damaging any professional bond already established with students. To maintain an up-to-date CPI certification, this formal refresher course is recommended to be taken annually. Participants must have previously taken the CPI Nonviolent Crisis Intervention Foundation Training and attended either the Foundation Training or Refresher Training within the past two school years.Please Note: Successful completion of this course addresses multiple required training components for Key Identified Personnel as described in the Michigan State Board of Education's Policy for the Emergency Use of Seclusion and Restraint

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.

This series is designed to support teachers in implementing Data Science units from YouCubed.The program is designed to develop student abilities to ask questions, gather data, model, and analyze with a critical lens.A data science course could serve as a 4th year math credit or as a mathematics elective in middle or high school.If you are a school implementing the YouCubed Data Science course, this learning will provide tailored support to gain full potential from its use.In this professional learning we will understand why it’s important for students to engage in data literacy activities, planfor upcoming units, and make modifications to increase engagement and cultural relevance.All of this is done in the context of YouCubed Data Science Units and will be directly applicable to teachers’ ongoing work with students.

What if the most powerful classroom management tool you have isn't a strategy — it's you? This transformative four-session professional learning series is designed for K-12 educators who are ready to move beyond reactive responses and build classrooms grounded in calm, connection, and confidence.The series opens with the science of self-regulation, inviting educators to explore their own triggers, stress responses, and nervous system states — because you cannot co-regulate a student if you haven't regulated yourself. From there, participants shift their lens on student behavior, learning to read dysregulation not as defiance, but as data, and developing the critical skill of recognizing warning signs before escalation occurs.Session three turns to the most evidence-based classroom management tool available: relationships. Educators will explore intentional connection strategies, culturally responsive practices, and restorative approaches for repairing trust after conflict. The final session synthesizes the series into practical, scenario-based de-escalation skill-building, reframing authority not as control, but as the highest expression of calm and strategic communication.Each session produces a tangible, personalized tool that, across the series, builds into a complete professional framework — one that is yours to carry into your classroom from day one. Whether you are navigating your first classroom or bringing decades of experience, this series will meet you where you are, challenge how you see yourself and your students, and equip you with the skills to lead with intention even on your hardest days. Calm is not the absence of chaos. It's a decision — and this series will help you make it.What’s working, and what more do you need? Participants will receive continuous support and an opportunity to share their celebrations in two check-in sessions.

Teacher Studio is a hybrid learning community for educators interested in hands-on, maker-based learning. Each month, participants will make something together and share ideas for supporting maker-based learning experiences with their learners. Participants can join online via zoom or in person at Wayne RESA. The Teacher Studio is made up of school-based and out-of-school-based educators from a variety of content areas, grade levels, and experience levels with making. The Teacher Studio is a partnership between UW-Madison PLACE, Building For Kids Children's Museum, Madison Public Library, the Fermilab Office of Education and Public Engagement, and Wayne RESA.

This workshop series aims to support education professionals who are seeking strategies, language, and tools to support creating inclusive environments conducive for belonging, both for students and staff. We problem-solve, share resources, and build community together. This can be lonely, isolating work, and we want to close that gap!

This eight-session virtual training series is designed to equip educators, support staff, and related service providers with practical, real-world strategies to effectively support autistic students across educational settings. Grounded in TEACCH strategies and real classroom scenarios, this interactive series focuses on building meaningful supports that promote independence, engagement, and student success.Each session combines research-informed content with applied examples, case studies, and immediately usable tools to help participants confidently meet diverse learner needs. Throughout the series, participants will engage with practical examples, problem-solving activities, and reflection opportunities to bridge theory and practice. The training emphasizes real-world application, ensuring attendees leave with actionable strategies that can be implemented immediately in their classrooms or programs.By the end of the series, participants will have a comprehensive framework for supporting autistic students in ways that respect neurodiversity, promote autonomy, and build sustainable systems of support.

This full- day professional learning experience is designed to strengthen school counselors’ knowledge, confidence, and efficiency in using MISTAR to support critical counseling and student services functions. Through facilitator demonstrations, guided practice, hands-on application, and realistic student scenarios, participants will develop practical skills they can immediately apply in their daily work.The training focuses on essential counselor functions within MISTAR, including assigning counselors/advisors, documenting counseling visits, monitoring graduation requirements, managing academic history and transcripts, processing Parchment transcript uploads, maintaining student documents, updating GPA and rank, identifying scheduling gaps, entering course requests, making schedule changes, and generating student schedules and reports