About Wayne RESA Enhancing Education in Wayne County.

The Michigan K-12 Behavioral Threat Assessment and Management (Mi-BTAM) program is a proactive approach to ensuring the safety and well-being of school communities. It provides schools with tools and strategies to identify, assess, and manage potential threats in a supportive and collaborative manner. Mi-BTAM fosters a positive school environment by focusing on early intervention and promoting the safety of all students and staff.Mi-BTAM is aligned with the Guide Framework of the United States Secret Service National Threat Assessment Center and is appropriate for use in the K-12 setting.

This session provides MTSS leaders with the opportunity to utilize research-based tools to develop and strengthen their district's existing MTSS frameworks. Effective systems are essential for establishing a cohesive and comprehensive MTSS process. Participants will learn strategies for building strong Tier I systems to support Tier II and Tier III interventions and practices.

Leadership can feel isolating—and the challenges facing schools are not getting simpler. These high-energy network meetings are designed to reconnect you with purpose, perspective, and a powerful community of leaders who are navigating the same realities you are.Each session moves beyond updates and surface-level conversation. Together, we tackle real problems of practice, exchange proven strategies, and explore current educational shifts with urgency and clarity. You’ll leave with actionable next steps, innovative ideas, and renewed confidence in your leadership.Our conversations are anchored in five essential pillars of high-impact leadership. Instructional Leadership, Talent Management, Culture and Climate, Systems Thinking, Change Management.If you are looking for meaningful collaboration, practical solutions, and a professional network that challenges and supports you, this is where leadership gets sharper—and stronger.

With the passage of Public Act 146, secondary schools must consider how to respond in ways that are compliant and developmentally appropriate. While much attention has centered on early literacy, PA 146 carries clear implications for grades 4-12, particularly around supporting adolescents with evidence-based literacy practices. We invite secondary ELA teachers, instructional coaches, and interventionists to join us in thoughtfully unpacking the requirements of the law and what it means for our classrooms.This session will focus on practical, developmentally appropriate instructional shifts that support the needs of adolescents explicitly. These include strengthening meaning making, morphology, and information processing while honoring students’ identities and capacity to learn. Join us as we consider the letter of the law and the spirit of adolescence.As part of the registration, participants who attend virtually will receive a copy of Zaretta Hammond’s newest book, Rebuilding Students’ Learning Power and other session materials. To allow for processing and shipping, please register no later than November 2, 2026

For too long, professional development has been a collection of disconnected events that are well intended, but rarely supported long enough to change daily practice and impact student learning. This series starts by naming that reality and then shifts the work toward building a coherent professional learning system: clear focus, classroom-connected (job-embedded) learning, and routines that help adults learn, try, gather evidence, and adjust over time.This workshop series is designed for teams of educators that must include: District Leadership, Building Administrative Leadership, Instructional Coaches, Lead Teachers, and other Instructional Leadership in your context that have a role to play in supporting the professional learning and development of your staff.This series is hybrid with both face-to-face learning sessions, in district brainstorming and planning, and asynchronous learning.For greater details please see the series SMORE flyer: https://app.smore.com/n/2rdyw

This professional learning session equips school counselors with updated knowledge of college and community college pathways, program options, and application processes. Participants will explore key differences between four-year institutions and community colleges, review specific academic programs, and examine transfer and career-aligned degree options.The sessions also highlights college applications, scholarship search strategies, and financial and essentials to strengthen equitable access for students. Counselors will leave with practical tools and resources to better guide students and families through postsecondary exploration and the application process. Each session attended will award 1.0 College Scech credit.

Designed for building administratorsin their first three years, this collaborative learning experience provides practical strategies and real-time support for navigating the complexities of school leadership. Participants will connect with a professional community of peers while exploring high-impact topics such as instructional leadership, coaching struggling teachers, managing staff and parent concerns, understanding school health and special education requirements, and balancing the demands of the principalship.
This offering is approved by the Michigan Department of Education (MDE) to meet the new administrator mentoring requirement outlined in MCL 380.1249b.

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

Our Wayne County (WC) schools and districts have much to share—and much to celebrate. In many ways, our leadership extends beyond state borders. Yet, we still have untapped potential and vast opportunities for growth. Unlocking this potential requires elevating collaboration to foster greater synergy, ultimately providing our students with more opportunities to thrive and shine.The Wayne County Multilingual Collaborative (WCMC) biannual meeting offers an excellent opportunity for WC education leaders and their representatives to come together, celebrate our schools' and districts' successes, and explore new avenues for collaboration and partnership. It also provides a valuable occasion to meet in person with the MDE representative, facilitating open discussions on key upcoming initiatives, funding changes, policies, and programs related to multilingual education.We look forward to your participation and to celebrating your contributions to advancing multilingual education in your schools and classrooms.

GSRP teachers will spend the day participating in a variety of professional learning sessions of their choice. Through hands-on learning experiences, participants will gain new strategies and practical tools to implement in their classrooms, deepen their understanding of GSRP classroom implementation practices, and build connections with fellow teachers in their local area.This full-day conference is designed to support and empower teachers in implementing GSRP with fidelity and confidence. Participants are expected to attend the entire day. Please watch for additional conference details sent via Learning Stream.

For too long, professional development has been a collection of disconnected events that are well intended, but rarely supported long enough to change daily practice and impact student learning. This series starts by naming that reality and then shifts the work toward building a coherent professional learning system: clear focus, classroom-connected (job-embedded) learning, and routines that help adults learn, try, gather evidence, and adjust over time.This workshop series is designed for teams of educators that must include: District Leadership, Building Administrative Leadership, Instructional Coaches, Lead Teachers, and other Instructional Leadership in your context that have a role to play in supporting the professional learning and development of your staff.This series is hybrid with both face-to-face learning sessions, in district brainstorming and planning, and asynchronous learning.For greater details please see the series SMORE flyer: https://app.smore.com/n/2rdyw

This workshop will provide an overview of the 2026-2027 Data Collection transition requirements using the SPP Indicator B-13 federal reporting requirements. The most current B-13 manual and checklist will be reviewed to ensure understanding and provide time for discussion. Additionally, participants will learn where to locate the evidence/documentation to support selected responses on the B-13 Checklist in order to demonstrate compliance with the federal reporting requirements.