About Wayne RESA Enhancing Education in Wayne County.

Engage in collaborative learning- Teachers of the Blind and Low Vision, Orientation and Mobility Specialists, and related professionals will engage in meaningful discussions to share effective instructional practices, tools, and strategies that support students with visual impairments.Engage in a resource exchange- a platform for educators to showcase and exchange adaptive materials, technology solutions, and community-based resources that enhance accessibility and student independence.Build Community Partnerships-Build awareness and strengthen relationships with local agencies and community partners that support the needs of students who are blind or have low vision.

This virtual 2-hour session is designed for administrators and coaches who support UFLI implementation. University of Florida Literacy Institute members will share what to look for in classrooms and share tips for supporting the teachers you work with.

During this training, participants will learn about the foundational elements (Tier 1) and the targeted social support elements (Tier 2) of Early Childhood Positive Behavior Interventions and Supports (EC PBIS). The Tier 1 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. The Tier 2 essential practices make up the middle layer of the Pyramid Model and support the social and emotional development of all children ages birth through five who need additional targeted teaching or skill building. We highlight six data-based interventions that can be used with children who need this level of support.

Tackle what is arguably the most important work of our time: evaluating information to determine what’s been designed to inform vs. what’s been designed to influence, fool, or even harm us. With an emphasis on the overlap between information literacy and social-emotional learning, this hands-on session focuses on the role of school libraries in helping our communities navigate today's complex information ecosystem and beyond. Participants will walk away from this session with practical tips for getting started tomorrow along with a recognition of the ethical imperatives driving this work. The vital role school librarians play in supporting vulnerable populations will also be highlighted along with book recommendations for children.

Counseling staff will receive information and resources that will assist them in working through the challenges of a 21st Century Workforce. Participants will receive handouts and other information that will enable them to support their students in their future career goals. 'Please bring laptops and/or smart phones'.This session will be an all-day event, participants will receive 6 Career SCECHs.

Learn about the Michigan ACE Initiative and the N.E.A.R (Neuroscience, Epigenetics, Adverse Childhood Experiences [ACEs], and Resilience) research that demonstrates how ACEs and social determinants affect the health and development of children and adults. Multiple forms of trauma can impact academic success and influence the climate of our schools. Leave this workshop with an understanding of the unique opportunity educators have to help students, families, and staff overcome the effects of trauma by building resilience.

This virtual 2-hour session is designed for participants who have already attended the 2-Day Foundations Training at Wayne RESA.University of Florida Literacy Institute members will share how the UFLI curriculum can be used to progress monitor and provide differentiation for students.

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, 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 United States Secret Service’s 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.

A Community of Practice for School Psychologists is a collaborative network where school psychologists come together to share knowledge, resources, and best practices aimed at supporting student well-being and academic success. This group fosters professional growth through peer support, discussion of current challenges, and the development of evidence-based strategies. By engaging in regular exchanges of ideas and experiences, members deepen their expertise, enhance their problem-solving skills, and create a stronger collective impact within their schools and communities.

This Special Education Discipline in Focus Series comprehensively overviews student discipline procedures.Day 1: Establishes foundational knowledge, including student rights, relevant laws, and available resources.Day 2: This session focuses on identifying removals that may trigger special education protections and ensuring proper recognition and application of these protections.Day 3: Explores Manifestation Determination Reviews (MDRs), emphasizing the importance of team collaboration, parental involvement, and effective problem-solving strategies.Day 4: Addresses the crucial aspect of providing appropriate special education services to students during and after removals.Day 5: This session delves into Wayne RESA's specific forms and procedures, emphasizing the importance of accurate and timely documentation to ensure compliance and protect students and districts.

Discover how generative AI can transform writing instruction in your secondary classroom! This session will explore innovative ways to integrate AI tools that enhance student creativity, support diverse learners, and prepare students to navigate an AI-driven world. Walk away with practical strategies to remix writing instruction and empower students as critical thinkers and creators.

Please join us for an intensive eight-day training of Cognitive Coaching Seminars® facilitated by a Thinking Collaborative facilitator. Participants of the foundations seminar learn how to: develop trust and rapport; develop an identity as a mediator of thinking; utilize conversation structures for planning, reflecting and problem resolving; develop teachers’ autonomy and sense of community; develop higher levels of efficacy, consciousness, craftsmanship, flexibility and interdependence; apply four support functions: coaching, evaluating, consulting, collaborating; utilize the coaching tools of pausing, paraphrasing, and posing questions; distinguish among the five forms of feedback; and use data to mediate thinking. Agendas for Days 1–4 include the Planning Conversation Map and the Reflecting Conversation Map as well as the tools of Cognitive Coaching SM. Days 5–8 provide for skill refinement and understanding of the Problem-Resolving Map.