About Wayne RESA Enhancing Education in Wayne County.

All secondary principals are invited to join us for this monthly, virtual session designed to keep school leaders informed of applicable state and county updates.We will discuss the latest in educational research, instructional strategies, and initiatives that help building leaders stay current, ensuring they are well-equipped to serve as strong instructional leaders in their schools.Additionally, we will explore the latest assessment and state accountability information and Wayne County initiatives and opportunities.This is a great opportunity to receive timely updates, ask questions, and stay connected with what's happening across the county and state. *Participants are encouraged to register whether they plan to attend the live meetings or prefer to watch the recording.Recordings will be sent following each update meeting.

This interactive 3-hour session helps early educators serving in GSRP and Strong Beginnings to understand how brain states drive behavior and how adults serve as co-regulators for young children. Using the Conscious Discipline Brain State Model, participants will explore Survival, Emotional, and Executive states and learn practical classroom strategies to create safety, build connection, and teach problem-solving skills.Teachers will leave with a deeper understanding of self-regulation, tools for responding instead of reacting, and an action plan to build a Brain Smart classroom.

This foundational workshop examines the safety and legal issues that must be considered when administering medications and providing support in the school setting to students with asthma, severe allergies, diabetes, seizures, and other acute and chronic health conditions. Steps necessary to comply with the Michigan School Code and alignment with best practices are discussed. Specific instruction and hands-on practice for safely administering oral, topical, ear, eye, epinephrine auto-injector, rescue inhaler, and nebulizer medications is included.Please Note: This workshop meets Michigan's required 'stock' epinephrine auto-injector training mandate for designated K-12 school staff (Public Act 187 of 2013).**Attendance at least once every 3 years is considered a Tier 1 best practice for staff involved in supporting student health needs.

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 foundation 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. Participants will also learn the SEL Essentials: friendship skills; emotional literacy; co-regulation/self-regulation; and problem-solving. The use of BIRs (Behavior Incident Reports) and the TTEC (Teacher Toolkit for Early Childhood) will be introduced.

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 foundation 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. Participants will also learn the SEL Essentials: friendship skills; emotional literacy; co-regulation/self-regulation; and problem-solving. The use of BIRs (Behavior Incident Reports) and the TTEC (Teacher Toolkit for Early Childhood) will be introduced.

All elementary principals are invited to join us for this monthly, virtual session designed to keep school leaders informed of applicable state and county updates.We will discuss the latest in educational research, instructional strategies, and initiatives that help building leaders stay current, ensuring they are well-equipped to serve as strong instructional leaders in their schools.Additionally, we will explore the latest assessment and state accountability information and Wayne County initiatives and opportunities.This is a great opportunity to receive timely updates, ask questions, and stay connected with what's happening across the county and state.*Participants are encouraged to register whether they plan to attend the live meetings or prefer to watch the recording.Recordings will be shared following each meeting.

This interactive 3-hour training opportunity supports early educators serving GSRP and Strong Beginnings in designing, introducing, and teaching children how to use a Safe Place (also know as a calming corner) as a self-regulation tool. Grounded in the National Center for Pyramid Model Innovations framework, ECPBIS and principles from Conscious Discipline, participants will explore how Safe Places build emotional literacy, problem-solving skills, and independence in young children.Participants will leave with practical strategies, visuals, scripts, and a concrete plan to implement or strengthen a calming space in their classroom immediately.

The Sheltered Instruction Observation Protocol (SIOP) is widely considered the best instructional model to support multilingual learners (English learners) in English proficiency development and academic achievement. SIOP is the only empirically-validated model of sheltered instruction.Do you have multilingual learners in your school or classroom? Students with disabilities? Students who have been historically disenfranchised? Students who may need extra support with content concepts and skills? SIOP components and features can benefit all of these learners.This virtual SIOP Training is divided into 9 modules: 3 are synchronous (live) and 6 are asynchronous (at your own pace). Participants will have two weeks to complete all modules.**All sessions and asynchronous work must be attended and completed to receive SCECHs**

Effective MTSS implementation depends on building a cohesive system that ensures every student has access to high-quality instruction and targeted support.In this session, participants will explore how to develop the schoolwide and classroom infrastructure necessary to meet the collective needs of all learners while responding to individual student needs through a Multi-Tiered System of Supports.By the end of the session, participants will leave with actionable steps to strengthen MTSS implementation and build a responsive system that promotes equitable learning opportunities for every student.This course meets the learning requirements of PA 146 letter (d)Methods to develop schoolwide and classroom infrastructure to meet the collective and individual needs of pupils using a multi-tiered system of support (MTSS)

This professional learning session focuses on evidence-based practices to strengthen word reading and vocabulary development for all students, including those with dyslexia. Part 1 examines a flexible approach to multisyllabic word reading that incorporates morphemic analysis to support word reading and word meaning. Part 2 focuses on selecting and explicitly teaching high-value academic vocabulary from text using an evidence-based instructional routine. Throughout the session, participants will engage in guided reflection and application through structured pause points; the session will conclude with prompts designed to support implementation in teachers' instructional settings.This course meets the learning requirements of PA 146 letters (e) Evidence-based instructional methods and features of evidence-based interventions that are grounded in the science of reading and principles of structured literacy that are designed for pupils with characteristics of dyslexia and pupils at risk for difficulties in learning to decode accurately and efficiently and (f)Evidence-based instructional methods and features of evidence-based interventions that are grounded in the science of reading and principles of structured literacy that are designed to effectively meet the needs of most pupils.

Participants will deepen their understanding of dyslexia by examining the characteristics and underlying factors that contribute to difficulties with accurate and efficient word recognition and decoding. The session will explore how challenges in foundational reading skills can lead to secondary consequences, including reduced reading comprehension, limited vocabulary and background knowledge development, and social, emotional, and behavioral impacts.This course meets the learning requirement of PA 146 letters (a) The characteristics of dyslexia and underlying factors that place pupils at risk for difficulties in learning to decode accurately and efficiently and (b) Secondary consequences of dyslexia, such as problems in reading comprehension and a reduced reading experience that can impede the growth of vocabulary and background knowledge and lead to social, emotional, and behavioral difficulties.

Participants will examine instructional adjustments that address the underlying factors contributing to reading difficulties and support students in developing accurate and efficient reading skills. As instructional practices continue to evolve in response to advances in reading research, educators will explore the shifts needed to move from practices that rely on implicit learning to explicit, systematic, and cumulative instruction.Participants will learn practical, evidence-based strategies for identifying and addressing students' learning needs, strengthening core instruction, and providing targeted support across grade levels. Educators will leave with actionable approaches they can apply immediately in both classroom instruction and intervention.This course meets the learning requirements of PA 146 letter (c) Instructional adjustments for pupils with dyslexia and instructional adjustments to address the underlying factors that place pupils at risk for difficulties in learning to decode accurately and efficiently.