About Wayne RESA Enhancing Education in Wayne County.

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Explore AI-powered translation, transcription, and content creation tools, engaging in hands-on activities and real-world case studies to see these tools in action. Discussions will focus on ethical AI use, including privacy concerns, bias in AI-generated content, and best practices for ensuring cultural and linguistic accuracy. Through collaborative problem-solving and implementation planning, participants will develop practical strategies to integrate AI into their school’s multilingual communication efforts.By the end of the session, you will leave with ready-to-use AI solutions, a personalized action plan, and a deeper understanding of how AI can enhance—not replace—human connections in education.

The Stronger Connections Community of Practice (CoP) is a collaborative learning network designed to support districts in reducing chronic absenteeism and fostering student engagement. Through this CoP, participating districts work together to implement evidence-based strategies, share best practices, and build sustainable systems that improve attendance outcomes for all students.Districts involved in this initiative include Chandler Park Academy, Dearborn Heights D7, Hamtramck, Huron, Lincoln Park, Redford Union, Riverview, Trenton, and Wayne-Westland. These districts engage in structured sessions, coaching calls, and ongoing collaboration to strengthen their attendance practices and create supportive learning environments.The CoP is guided by a multi-tiered approach to attendance, incorporating foundational supports, targeted interventions, and data-driven decision-making to address the root causes of chronic absenteeism. Participants work through a year-long cycle that includes interactive sessions, team discussions, and practical assignments designed to drive meaningful change in their schools.This initiative is made possible through the Title IV, Part A Stronger Connections Grant Program and is supported by Attendance Works, a national leader in attendance policy and practice.

Supporting UFLI In Your BuilidngThis virtual 2-hour session is designed for staff who have had the initial 2 day training in UFLI. Participants will dig deeper into each step and have the opportunity to ask questions. University of Florida Literacy Institute members will present this engaging 2 hour PD.

While students at all levels require explicit instructional support to advance literacy skills, their reading and writing identities also need nurturing, especially in secondary settings. This three-part series will delve into effective reading and writing strategies secondary educators can use to motivate and engage their students. The series will also highlight the Essential Instructional Practices for Disciplinary Literacy in the Secondary Classroom, emphasizing their role in developing critical thinkers, readers, and writers. Finally, participants will explore ways to integrate these practices into their teaching, thereby empowering students to navigate complex assignments with confidence. The intended audience for this series is secondary educators, including teachers, instructional coaches, building leaders, and central office administrators. All meetings will be virtual, and all participants will receive a copy of professional texts that speak to the needs of adolescent learners.

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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.

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). **3 year best practice

In this series participants will learn about the targeted social emotional supports elements of Early Childhood Positive Behavior Interventions and Supports (EC PBIS). These 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.

Regardless of whether you focus exclusively on grant management or balance it alongside other responsibilities, Wayne RESA, in partnership with the Michigan Department of Education, invites you to join our quarterly meetings. These sessions are designed to keep you informed about funding opportunities, provide updates on the latest legislation and regulations affecting grants, and ensure you stay current with evolving best practices in grant administration. Additionally, each meeting will feature a shared learning segment covering hot topics in education, fostering collaboration and discussion on key issues impacting the field.

ECS/ ECC staff will have the opportunity to participate in a community of practice in which they can dig deeply into the tier 1 pyramid practices that support their programs. Professional staff will be able to collaborate and problem solve together are implementation issues.

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.