About Wayne RESA Enhancing Education in Wayne County.

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**

When you think of early math, what comes to mind? While we often think of counting, the real magic happens when children begin to 'see' and 'think' in groups. In this session, we’re diving into subitizing—the foundational skill of recognizing quantities at a glance. We’ll discuss why it’s a game-changer for young learners and how you can help them build a rock-solid foundation for the mathematical challenges ahead.'

This professional development session provides educators with the knowledge and tools needed to effectively implement the WIN Learning Career Readiness System in the classroom. Participants will receive hands-on training on navigating the platform, assigning courseware, monitoring student progress, utilizing reporting features, and integrating academic and employability skills into instruction. The training will also cover implementation best practices, instructional strategies, and available support resources to ensure successful adoption and maximize student outcomes.

Participants will:Engage in Collaborative Learning – Teachers of Students with Visual Impairments, Orientation and Mobility Specialists, and related professionals will participate in meaningful collaboration and discussion to exchange effective instructional practices, resources, tools, and strategies that enhance learning and support positive outcomes for students who are blind or have low vision.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.

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.

Want classroom-ready lessons that get students thinking, questioning, and using evidence? In this interactive, one-day professional learning experience, K–12 social studies teachers will engage directly with inquiry- and document-based lessons from the Digital Inquiry Group (DIG), formerly the Stanford History Education Group. Participants will experience and reflect on model lessons from Reading Like a Historian, Civic Online Reasoning, and Beyond the Bubble assessments. Through facilitated lesson modeling, teachers will explore how historians and civic actors source, contextualize, corroborate, and evaluate evidence—then examine how these disciplinary practices can be made visible and accessible to students across grade levels. The session is explicitly aligned to Michigan’s C3 Framework and Disciplinary Literacy Essentials, emphasizing inquiry, evidence-based reasoning, and authentic assessment. The day also highlights how Beyond the Bubble assessments can be used formatively to move beyond recall-based testing toward authentic demonstrations of historical thinking. Teachers will leave with practical strategies, adaptable lessons, and a clearer vision for implementing inquiry-driven social studies instruction immediately.

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.

This session is designed to address the PA 146 requirements for educators serving students in grades 4-12, specifically adolescents who exhibit characteristics of dyslexia or engage in avoidance behaviors during reading and writing tasks. Dr. Rachael Gabriel will explore how the principles of structured literacy and disciplinary literacy can be applied in secondary school spaces to address underlying factors that place students at risk for reading difficulty. Participants will learn evidence-based approaches to support adolescent literacy development.This course meets the following learning requirements of PA 146:(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.(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.

In this session, participants will learn about instructional practices that effectively meet the needs of secondary students.With the Essential Practices for Disciplinary Literacy as a guide, participants will understand how to ground their instruction in the science of reading and the principles of structured literacy. Topics covered will include word study, enhancing students’ vocabulary, and building students’ background knowledge.This course meets the learning requirements of PA 146 letter (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.