EUPISD Learning Center — School Calendar 2026-27

EUP school psychologists engage monthly in activities designed to enhance knowledge and learning. Topic areas include updated research regarding evaluation and intervention best practices, the development of regional guidance, interrater activities designed to support consistency, and more.

EUP school psychologists engage monthly in activities designed to enhance knowledge and learning. Topic areas include updated research regarding evaluation and intervention best practices, the development of regional guidance, interrater activities designed to support consistency, and more.

Targeted professional learning for uncertified staff who serve students in low-incidence and specialty programming. Session content will focus on foundational instructional practices with follow up in-district implementation support.

Targeted professional learning for uncertified staff who serve students in low-incidence and specialty programming. Session content will focus on foundational instructional practices with follow up in-district implementation support.

Reading Recovery® continuing professional development supports trained teachers in sustaining the specialized expertise required to accelerate literacy progress for the lowest-achieving early readers and writers. Through ongoing study of teaching and learning, collaborative analysis, and coaching from a trained Teacher Leader, teachers refine instructional decision-making while maintaining fidelity to Reading Recovery standards. Ongoing professional learning provides Reading Recovery teachers wi

Reading Recovery® continuing professional development supports trained teachers in sustaining the specialized expertise required to accelerate literacy progress for the lowest-achieving early readers and writers. Through ongoing study of teaching and learning, collaborative analysis, and coaching from a trained Teacher Leader, teachers refine instructional decision-making while maintaining fidelity to Reading Recovery standards. Ongoing professional learning provides Reading Recovery teachers wi

Join the regional community of practice for secondary (grades 6-12) social studies teachers to improve teaching and learning, focusing on challenges in the classroom and innovative practices. Members will share ideas, strategies, and resources, offer feedback and engage in professional learning, fostering a culture of continuous improvement. This collaboration will strengthen individual practices and the school community, leading to positive educational outcomes.Agenda:9 a.m. - Welcome, Introduc

Join the regional community of practice for secondary (grades 6-12) social studies teachers to improve teaching and learning, focusing on challenges in the classroom and innovative practices. Members will share ideas, strategies, and resources, offer feedback and engage in professional learning, fostering a culture of continuous improvement. This collaboration will strengthen individual practices and the school community, leading to positive educational outcomes.Agenda:9 a.m. - Welcome, Introduc

Grounded in Michigan’s Essential Instructional Practices in Early Literacy, this professional development supports kindergarten through third grade educators in strengthening early literacy through intentional, research-based writing instruction. Teachers will deepen their understanding of how writing connects to oral language, reading, and foundational skills, while implementing daily opportunities for students to write for authentic purposes across the instructional day.

Grounded in Michigan’s Essential Instructional Practices in Early Literacy, this professional development supports kindergarten through third grade educators in strengthening early literacy through intentional, research-based writing instruction. Teachers will deepen their understanding of how writing connects to oral language, reading, and foundational skills, while implementing daily opportunities for students to write for authentic purposes across the instructional day.

Regional community of practice for secondary (6-12) math teachers to improve teaching and learning, focusing on challenges in the classroom and innovative practices. Members will share ideas, strategies, and resources, offer feedback and engage in professional learning, fostering a culture of continuous improvement. This collaboration will strengthen individual practices and the school community, leading to positive educational outcomes.

Regional community of practice for secondary (6-12) math teachers to improve teaching and learning, focusing on challenges in the classroom and innovative practices. Members will share ideas, strategies, and resources, offer feedback and engage in professional learning, fostering a culture of continuous improvement. This collaboration will strengthen individual practices and the school community, leading to positive educational outcomes.

Grounded in Michigan’s Essential Instructional Practices in Early Literacy, this professional development supports kindergarten through third grade educators in strengthening early literacy through intentional, research-based writing instruction. Teachers will deepen their understanding of how writing connects to oral language, reading, and foundational skills, while implementing daily opportunities for students to write for authentic purposes across the instructional day.

Grounded in Michigan’s Essential Instructional Practices in Early Literacy, this professional development supports kindergarten through third grade educators in strengthening early literacy through intentional, research-based writing instruction. Teachers will deepen their understanding of how writing connects to oral language, reading, and foundational skills, while implementing daily opportunities for students to write for authentic purposes across the instructional day.

Quality Work-Based Learning (WBL) is shown by a continuum of experiences progressing in quality and intensity accessible to every student during their program of study. The goal of WBL experiences is to provide more advanced real-world experiences that help students link their educational decisions to career options. This professional learning opportunity will provide attendees with information on how to implement WBL for special education eligible students.Ideally - special education supervisor

Quality Work-Based Learning (WBL) is shown by a continuum of experiences progressing in quality and intensity accessible to every student during their program of study. The goal of WBL experiences is to provide more advanced real-world experiences that help students link their educational decisions to career options. This professional learning opportunity will provide attendees with information on how to implement WBL for special education eligible students.Ideally - special education supervisor

The EUP Health & Physical Educator Community of Practice is open to K-12 health & physical educators in the Chippewa, Mackinac, and Luce County service area of the EUP ISD. Educators will work to identify their priority areas for the year, receive national/state updates, engage with resources for their subject area, and share successes and challenges at a regional capacity. Educators will identify areas of need in health education by examining student wellness data. The PE/Health communi

The EUP Science Community of Practice (CoP) consists of a group of EUP Science Educators who collaborate to improve teaching and learning. Members will share ideas, strategies, and resources focusing on innovative practices and challenges in the classroom. This regional opportunity allows educators to network and support one another. Focus areas for the 2026-27 school year will include professional learning, collaborative projects, working with community partners, and the sharing of knowledge an

The EUP Health & Physical Educator Community of Practice is open to K-12 health & physical educators in the Chippewa, Mackinac, and Luce County service area of the EUP ISD. Educators will work to identify their priority areas for the year, receive national/state updates, engage with resources for their subject area, and share successes and challenges at a regional capacity. Educators will identify areas of need in health education by examining student wellness data. The PE/Health communi

This 4-day course equips educators with the learning tools and strategies to deeply understand how students learn mathematics, focusing in the critical early and foundational numeracy years.

The Strategic CSforALL Resource and Implementation Planning Tool (“SCRIPT”) is a framework used to guide the creation of customized implementation plans to meet the goals and needs of school districts that are seeking to create computer science education plans, guided by CSforALL values of rigor, inclusion, and sustainability. The SCRIPT engages school districts in goal-setting across five thematic areas: (1) Materials and Curriculum, (2) Leadership, (3) Teacher Capacity and Development, (4) Par

This 4-day course equips educators with the learning tools and strategies to deeply understand how students learn mathematics, focusing in the critical early and foundational numeracy years.

These meetings include discussion related to data interchange between systems, the processes necessary for students moving between districts, and collaborative ideas to improve regional efficiency (standards), data accuracy, and access to data.

These meetings include discussion related to data interchange between systems, the processes necessary for students moving between districts, and collaborative ideas to improve regional efficiency (standards), data accuracy, and access to data.

Reading Recovery® continuing professional development supports trained teachers in sustaining the specialized expertise required to accelerate literacy progress for the lowest-achieving early readers and writers. Through ongoing study of teaching and learning, collaborative analysis, and coaching from a trained Teacher Leader, teachers refine instructional decision-making while maintaining fidelity to Reading Recovery standards. Ongoing professional learning provides Reading Recovery teachers wi

Reading Recovery® continuing professional development supports trained teachers in sustaining the specialized expertise required to accelerate literacy progress for the lowest-achieving early readers and writers. Through ongoing study of teaching and learning, collaborative analysis, and coaching from a trained Teacher Leader, teachers refine instructional decision-making while maintaining fidelity to Reading Recovery standards. Ongoing professional learning provides Reading Recovery teachers wi

This 4-day course equips educators with the learning tools and strategies to deeply understand how students learn mathematics, focusing in the critical early and foundational numeracy years.

This 4-day course equips educators with the learning tools and strategies to deeply understand how students learn mathematics, focusing in the critical early and foundational numeracy years.

This course equips teachers with a powerful, structured model for facilitating mathematics discussions that are grounded in students' thinking. Centered on the five practices—anticipating, monitoring, selecting, sequencing, and connecting—the approach emphasizes intentional planning before instruction so teachers can guide discourse purposefully rather than relying on improvisation in the moment. Participants learn how to design lessons that make students’ mathematical reasoning visible, and how

This course equips teachers with a powerful, structured model for facilitating mathematics discussions that are grounded in students' thinking. Centered on the five practices—anticipating, monitoring, selecting, sequencing, and connecting—the approach emphasizes intentional planning before instruction so teachers can guide discourse purposefully rather than relying on improvisation in the moment. Participants learn how to design lessons that make students’ mathematical reasoning visible, and how

Join the regional community of practice for secondary (grades 6-12) social studies teachers to improve teaching and learning, focusing on challenges in the classroom and innovative practices. Members will share ideas, strategies, and resources, offer feedback and engage in professional learning, fostering a culture of continuous improvement. This collaboration will strengthen individual practices and the school community, leading to positive educational outcomes.Agenda:9 a.m. - Welcome, Introduc

Join the regional community of practice for secondary (grades 6-12) social studies teachers to improve teaching and learning, focusing on challenges in the classroom and innovative practices. Members will share ideas, strategies, and resources, offer feedback and engage in professional learning, fostering a culture of continuous improvement. This collaboration will strengthen individual practices and the school community, leading to positive educational outcomes.Agenda:9 a.m. - Welcome, Introduc

This 4-day course equips educators with the learning tools and strategies to deeply understand how students learn mathematics, focusing in the critical early and foundational numeracy years.

This 4-day course equips educators with the learning tools and strategies to deeply understand how students learn mathematics, focusing in the critical early and foundational numeracy years.

Review a content-agnostic language for the writing process (including conferencing)This series will deepen participant understanding of the critical components of the writing process, provide opportunities to reflect on individual practice, and set the stage for vertical and horizontal alignment of high-quality writing instruction at the building, district, and regional levels. Driving questions could include the following: How are people currently teaching writing? Why are they doing it that wa

Review a content-agnostic language for the writing process (including conferencing)This series will deepen participant understanding of the critical components of the writing process, provide opportunities to reflect on individual practice, and set the stage for vertical and horizontal alignment of high-quality writing instruction at the building, district, and regional levels. Driving questions could include the following: How are people currently teaching writing? Why are they doing it that wa

This 4-day course equips educators with the learning tools and strategies to deeply understand how students learn mathematics, focusing in the critical early and foundational numeracy years.

This 4-day course equips educators with the learning tools and strategies to deeply understand how students learn mathematics, focusing in the critical early and foundational numeracy years.

This professional learning session, required by Michigan's Literacy and Dyslexia Law, builds educator capacity to implement evidence-based literacy practices. Participants will deepen their understanding of dyslexia characteristics and risk factors, learn instructional adjustments to support students with decoding difficulties, and explore evidence-based strategies that effectively support the literacy development of most learners.This is a two-session series. Session one dates are either 11/4/2

Regional community of practice for secondary (6-12) math teachers to improve teaching and learning, focusing on challenges in the classroom and innovative practices. Members will share ideas, strategies, and resources, offer feedback and engage in professional learning, fostering a culture of continuous improvement. This collaboration will strengthen individual practices and the school community, leading to positive educational outcomes.

This professional learning session, required by Michigan's Literacy and Dyslexia Law, builds educator capacity to implement evidence-based literacy practices. Participants will deepen their understanding of dyslexia characteristics and risk factors, learn instructional adjustments to support students with decoding difficulties, and explore evidence-based strategies that effectively support the literacy development of most learners.This is a two-session series. Session one dates are either 11/4/2

Regional community of practice for secondary (6-12) math teachers to improve teaching and learning, focusing on challenges in the classroom and innovative practices. Members will share ideas, strategies, and resources, offer feedback and engage in professional learning, fostering a culture of continuous improvement. This collaboration will strengthen individual practices and the school community, leading to positive educational outcomes.

The EUP Science Community of Practice (CoP) consists of a group of EUP Science Educators who collaborate to improve teaching and learning. Members will share ideas, strategies, and resources focusing on innovative practices and challenges in the classroom. This regional opportunity allows educators to network and support one another. Focus areas for the 2026-27 school year will include professional learning, collaborative projects, working with community partners, and the sharing of knowledge an

The EUP Science Community of Practice (CoP) consists of a group of EUP Science Educators who collaborate to improve teaching and learning. Members will share ideas, strategies, and resources focusing on innovative practices and challenges in the classroom. This regional opportunity allows educators to network and support one another. Focus areas for the 2026-27 school year will include professional learning, collaborative projects, working with community partners, and the sharing of knowledge an

Join the regional community of practice for secondary (grades 6-12) social studies teachers to improve teaching and learning, focusing on challenges in the classroom and innovative practices. Members will share ideas, strategies, and resources, offer feedback and engage in professional learning, fostering a culture of continuous improvement. This collaboration will strengthen individual practices and the school community, leading to positive educational outcomes.Agenda:9 a.m. - Welcome, Introduc

Grounded in Michigan’s Essential Instructional Practices in Early Literacy, this professional development supports kindergarten through third grade educators in strengthening early literacy through intentional, research-based writing instruction. Teachers will deepen their understanding of how writing connects to oral language, reading, and foundational skills, while implementing daily opportunities for students to write for authentic purposes across the instructional day.

Grounded in Michigan’s Essential Instructional Practices in Early Literacy, this professional development supports kindergarten through third grade educators in strengthening early literacy through intentional, research-based writing instruction. Teachers will deepen their understanding of how writing connects to oral language, reading, and foundational skills, while implementing daily opportunities for students to write for authentic purposes across the instructional day.

Join the regional community of practice for secondary (grades 6-12) social studies teachers to improve teaching and learning, focusing on challenges in the classroom and innovative practices. Members will share ideas, strategies, and resources, offer feedback and engage in professional learning, fostering a culture of continuous improvement. This collaboration will strengthen individual practices and the school community, leading to positive educational outcomes.Agenda:9 a.m. - Welcome, Introduc

This professional learning session, required by Michigan's Literacy and Dyslexia Law, builds educator capacity to implement evidence-based literacy practices. Participants will deepen their understanding of dyslexia characteristics and risk factors, learn instructional adjustments to support students with decoding difficulties, and explore evidence-based strategies that effectively support the literacy development of most learners.This is a two-session series. Session one dates are either 11/4/2

The EUP Health & Physical Educator Community of Practice is open to K-12 health & physical educators in the Chippewa, Mackinac, and Luce County service area of the EUP ISD. Educators will work to identify their priority areas for the year, receive national/state updates, engage with resources for their subject area, and share successes and challenges at a regional capacity. Educators will identify areas of need in health education by examining student wellness data. The PE/Health communi

This professional learning session, required by Michigan's Literacy and Dyslexia Law, builds educator capacity to implement evidence-based literacy practices. Participants will deepen their understanding of dyslexia characteristics and risk factors, learn instructional adjustments to support students with decoding difficulties, and explore evidence-based strategies that effectively support the literacy development of most learners.This is a two-session series. Session one dates are either 11/4/2

The EUP Health & Physical Educator Community of Practice is open to K-12 health & physical educators in the Chippewa, Mackinac, and Luce County service area of the EUP ISD. Educators will work to identify their priority areas for the year, receive national/state updates, engage with resources for their subject area, and share successes and challenges at a regional capacity. Educators will identify areas of need in health education by examining student wellness data. The PE/Health communi

Grounded in Michigan’s Essential Instructional Practices in Early Literacy, this professional development supports kindergarten through third grade educators in strengthening early literacy through intentional, research-based writing instruction. Teachers will deepen their understanding of how writing connects to oral language, reading, and foundational skills, while implementing daily opportunities for students to write for authentic purposes across the instructional day.

EUP school psychologists engage monthly in activities designed to enhance knowledge and learning. Topic areas include updated research regarding evaluation and intervention best practices, the development of regional guidance, interrater activities designed to support consistency, and more.

Grounded in Michigan’s Essential Instructional Practices in Early Literacy, this professional development supports kindergarten through third grade educators in strengthening early literacy through intentional, research-based writing instruction. Teachers will deepen their understanding of how writing connects to oral language, reading, and foundational skills, while implementing daily opportunities for students to write for authentic purposes across the instructional day.

EUP school psychologists engage monthly in activities designed to enhance knowledge and learning. Topic areas include updated research regarding evaluation and intervention best practices, the development of regional guidance, interrater activities designed to support consistency, and more.

Participants will engage in practice based professional learning related to tier one positive behavior support in the classroom. Strategies that support the establishment of clear expectations, instructional routines, and consistent feedback will be emphasized.

Participants will engage in practice based professional learning related to tier one positive behavior support in the classroom. Strategies that support the establishment of clear expectations, instructional routines, and consistent feedback will be emphasized.

Review a content-agnostic language for the writing process (including conferencing)This series will deepen participant understanding of the critical components of the writing process, provide opportunities to reflect on individual practice, and set the stage for vertical and horizontal alignment of high-quality writing instruction at the building, district, and regional levels. Driving questions could include the following: How are people currently teaching writing? Why are they doing it that wa

This professional learning session, required by Michigan's Literacy and Dyslexia Law, builds educator capacity to implement evidence-based literacy practices. Participants will deepen their understanding of dyslexia characteristics and risk factors, learn instructional adjustments to support students with decoding difficulties, and explore evidence-based strategies that effectively support the literacy development of most learners.This is a two-session series. Session one dates are either 12/2/2

Review a content-agnostic language for the writing process (including conferencing)This series will deepen participant understanding of the critical components of the writing process, provide opportunities to reflect on individual practice, and set the stage for vertical and horizontal alignment of high-quality writing instruction at the building, district, and regional levels. Driving questions could include the following: How are people currently teaching writing? Why are they doing it that wa

This professional learning session, required by Michigan's Literacy and Dyslexia Law, builds educator capacity to implement evidence-based literacy practices. Participants will deepen their understanding of dyslexia characteristics and risk factors, learn instructional adjustments to support students with decoding difficulties, and explore evidence-based strategies that effectively support the literacy development of most learners.This is a two-session series. Session one dates are either 12/2/2

Reading Recovery® continuing professional development supports trained teachers in sustaining the specialized expertise required to accelerate literacy progress for the lowest-achieving early readers and writers. Through ongoing study of teaching and learning, collaborative analysis, and coaching from a trained Teacher Leader, teachers refine instructional decision-making while maintaining fidelity to Reading Recovery standards. Ongoing professional learning provides Reading Recovery teachers wi

Reading Recovery® continuing professional development supports trained teachers in sustaining the specialized expertise required to accelerate literacy progress for the lowest-achieving early readers and writers. Through ongoing study of teaching and learning, collaborative analysis, and coaching from a trained Teacher Leader, teachers refine instructional decision-making while maintaining fidelity to Reading Recovery standards. Ongoing professional learning provides Reading Recovery teachers wi

Join the regional community of practice for secondary (grades 6-12) social studies teachers to improve teaching and learning, focusing on challenges in the classroom and innovative practices. Members will share ideas, strategies, and resources, offer feedback and engage in professional learning, fostering a culture of continuous improvement. This collaboration will strengthen individual practices and the school community, leading to positive educational outcomes.Agenda:9 a.m. - Welcome, Introduc

Join the regional community of practice for secondary (grades 6-12) social studies teachers to improve teaching and learning, focusing on challenges in the classroom and innovative practices. Members will share ideas, strategies, and resources, offer feedback and engage in professional learning, fostering a culture of continuous improvement. This collaboration will strengthen individual practices and the school community, leading to positive educational outcomes.Agenda:9 a.m. - Welcome, Introduc

This professional learning session, required by Michigan's Literacy and Dyslexia Law, builds educator capacity to implement evidence-based literacy practices. Participants will deepen their understanding of dyslexia characteristics and risk factors, learn instructional adjustments to support students with decoding difficulties, and explore evidence-based strategies that effectively support the literacy development of most learners.This is a two-session series. Session one dates are either 12/2/2

This professional learning session, required by Michigan's Literacy and Dyslexia Law, builds educator capacity to implement evidence-based literacy practices. Participants will deepen their understanding of dyslexia characteristics and risk factors, learn instructional adjustments to support students with decoding difficulties, and explore evidence-based strategies that effectively support the literacy development of most learners.This is a two-session series. Session one dates are either 12/2/2

EUP school psychologists engage monthly in activities designed to enhance knowledge and learning. Topic areas include updated research regarding evaluation and intervention best practices, the development of regional guidance, interrater activities designed to support consistency, and more.

EUP school psychologists engage monthly in activities designed to enhance knowledge and learning. Topic areas include updated research regarding evaluation and intervention best practices, the development of regional guidance, interrater activities designed to support consistency, and more.

Targeted professional learning for uncertified staff who serve students in low-incidence and specialty programming. Session content will focus on foundational instructional practices with follow up in-district implementation support.

Targeted professional learning for uncertified staff who serve students in low-incidence and specialty programming. Session content will focus on foundational instructional practices with follow up in-district implementation support.

These meetings include discussion related to data interchange between systems, the processes necessary for students moving between districts, and collaborative ideas to improve regional efficiency (standards), data accuracy, and access to data.

These meetings include discussion related to data interchange between systems, the processes necessary for students moving between districts, and collaborative ideas to improve regional efficiency (standards), data accuracy, and access to data.

The EUP Health & Physical Educator Community of Practice is open to K-12 health & physical educators in the Chippewa, Mackinac, and Luce County service area of the EUP ISD. Educators will work to identify their priority areas for the year, receive national/state updates, engage with resources for their subject area, and share successes and challenges at a regional capacity. Educators will identify areas of need in health education by examining student wellness data. The PE/Health communi

The EUP Health & Physical Educator Community of Practice is open to K-12 health & physical educators in the Chippewa, Mackinac, and Luce County service area of the EUP ISD. Educators will work to identify their priority areas for the year, receive national/state updates, engage with resources for their subject area, and share successes and challenges at a regional capacity. Educators will identify areas of need in health education by examining student wellness data. The PE/Health communi

This professional learning session, required by Michigan's Literacy and Dyslexia Law, builds educator capacity to implement evidence-based literacy practices. Participants will deepen their understanding of dyslexia characteristics and risk factors, learn instructional adjustments to support students with decoding difficulties, and explore evidence-based strategies that effectively support the literacy development of most learners.This is a two-session series. Session one dates are either 1/13/2

This professional learning session, required by Michigan's Literacy and Dyslexia Law, builds educator capacity to implement evidence-based literacy practices. Participants will deepen their understanding of dyslexia characteristics and risk factors, learn instructional adjustments to support students with decoding difficulties, and explore evidence-based strategies that effectively support the literacy development of most learners.This is a two-session series. Session one dates are either 1/13/2

Reading Recovery® continuing professional development supports trained teachers in sustaining the specialized expertise required to accelerate literacy progress for the lowest-achieving early readers and writers. Through ongoing study of teaching and learning, collaborative analysis, and coaching from a trained Teacher Leader, teachers refine instructional decision-making while maintaining fidelity to Reading Recovery standards. Ongoing professional learning provides Reading Recovery teachers wi

Reading Recovery® continuing professional development supports trained teachers in sustaining the specialized expertise required to accelerate literacy progress for the lowest-achieving early readers and writers. Through ongoing study of teaching and learning, collaborative analysis, and coaching from a trained Teacher Leader, teachers refine instructional decision-making while maintaining fidelity to Reading Recovery standards. Ongoing professional learning provides Reading Recovery teachers wi

Oral language (listening and speaking) is a foundational skill that directly impacts many areas of reading, including phonemic awareness, vocabulary, and reading comprehension. Participants will explore this connection and learn about how to use intentional conversational strategies to support oral language development.

Oral language (listening and speaking) is a foundational skill that directly impacts many areas of reading, including phonemic awareness, vocabulary, and reading comprehension. Participants will explore this connection and learn about how to use intentional conversational strategies to support oral language development.

Grounded in Michigan’s Essential Instructional Practices in Literacy, this professional development supports educators in grades 4–5 in advancing students’ literacy through cohesive, high-quality writing instruction integrated with reading and content learning. Teachers will strengthen their ability to provide explicit instruction in the writing process while fostering students’ independence in crafting organized, evidence-based responses across genres.

Grounded in Michigan’s Essential Instructional Practices in Literacy, this professional development supports educators in grades 4–5 in advancing students’ literacy through cohesive, high-quality writing instruction integrated with reading and content learning. Teachers will strengthen their ability to provide explicit instruction in the writing process while fostering students’ independence in crafting organized, evidence-based responses across genres.

Grounded in Michigan’s Essential Instructional Practices in Literacy, this professional development supports educators in grades 4–5 in advancing students’ literacy through cohesive, high-quality writing instruction integrated with reading and content learning. Teachers will strengthen their ability to provide explicit instruction in the writing process while fostering students’ independence in crafting organized, evidence-based responses across genres.

Grounded in Michigan’s Essential Instructional Practices in Literacy, this professional development supports educators in grades 4–5 in advancing students’ literacy through cohesive, high-quality writing instruction integrated with reading and content learning. Teachers will strengthen their ability to provide explicit instruction in the writing process while fostering students’ independence in crafting organized, evidence-based responses across genres.

This professional learning session, required by Michigan's Literacy and Dyslexia Law, builds educator capacity to implement evidence-based literacy practices. Participants will deepen their understanding of dyslexia characteristics and risk factors, learn instructional adjustments to support students with decoding difficulties, and explore evidence-based strategies that effectively support the literacy development of most learners.This is a two-session series. Session one dates are either 1/13/2

The EUP Science Community of Practice (CoP) consists of a group of EUP Science Educators who collaborate to improve teaching and learning. Members will share ideas, strategies, and resources focusing on innovative practices and challenges in the classroom. This regional opportunity allows educators to network and support one another. Focus areas for the 2026-27 school year will include professional learning, collaborative projects, working with community partners, and the sharing of knowledge an

The EUP Science Community of Practice (CoP) consists of a group of EUP Science Educators who collaborate to improve teaching and learning. Members will share ideas, strategies, and resources focusing on innovative practices and challenges in the classroom. This regional opportunity allows educators to network and support one another. Focus areas for the 2026-27 school year will include professional learning, collaborative projects, working with community partners, and the sharing of knowledge an

This professional learning session, required by Michigan's Literacy and Dyslexia Law, builds educator capacity to implement evidence-based literacy practices. Participants will deepen their understanding of dyslexia characteristics and risk factors, learn instructional adjustments to support students with decoding difficulties, and explore evidence-based strategies that effectively support the literacy development of most learners.This is a two-session series. Session one dates are either 1/13/2

This professional learning session, required by Michigan's Literacy and Dyslexia Law, builds educator capacity to implement evidence-based literacy practices. Participants will deepen their understanding of dyslexia characteristics and risk factors, learn instructional adjustments to support students with decoding difficulties, and explore evidence-based strategies that effectively support the literacy development of most learners.This is a two-session series. Session one dates are either 11/4/2

This professional learning session, required by Michigan's Literacy and Dyslexia Law, builds educator capacity to implement evidence-based literacy practices. Participants will deepen their understanding of dyslexia characteristics and risk factors, learn instructional adjustments to support students with decoding difficulties, and explore evidence-based strategies that effectively support the literacy development of most learners.This is a two-session series. Session one dates are either 11/4/2

Regional community of practice for secondary (6-12) math teachers to improve teaching and learning, focusing on challenges in the classroom and innovative practices. Members will share ideas, strategies, and resources, offer feedback and engage in professional learning, fostering a culture of continuous improvement. This collaboration will strengthen individual practices and the school community, leading to positive educational outcomes.

Regional community of practice for secondary (6-12) math teachers to improve teaching and learning, focusing on challenges in the classroom and innovative practices. Members will share ideas, strategies, and resources, offer feedback and engage in professional learning, fostering a culture of continuous improvement. This collaboration will strengthen individual practices and the school community, leading to positive educational outcomes.

Targeted professional learning for uncertified staff who serve students in low-incidence and specialty programming. Session content will focus on foundational instructional practices with follow up in-district implementation support.

Targeted professional learning for uncertified staff who serve students in low-incidence and specialty programming. Session content will focus on foundational instructional practices with follow up in-district implementation support.

EUP school psychologists engage monthly in activities designed to enhance knowledge and learning. Topic areas include updated research regarding evaluation and intervention best practices, the development of regional guidance, interrater activities designed to support consistency, and more.

EUP school psychologists engage monthly in activities designed to enhance knowledge and learning. Topic areas include updated research regarding evaluation and intervention best practices, the development of regional guidance, interrater activities designed to support consistency, and more.

Review a content-agnostic language for the writing process (including conferencing)This series will deepen participant understanding of the critical components of the writing process, provide opportunities to reflect on individual practice, and set the stage for vertical and horizontal alignment of high-quality writing instruction at the building, district, and regional levels. Driving questions could include the following: How are people currently teaching writing? Why are they doing it that wa

These meetings include discussion related to data interchange between systems, the processes necessary for students moving between districts, and collaborative ideas to improve regional efficiency (standards), data accuracy, and access to data.

These meetings include discussion related to data interchange between systems, the processes necessary for students moving between districts, and collaborative ideas to improve regional efficiency (standards), data accuracy, and access to data.

This professional learning session, required by Michigan's Literacy and Dyslexia Law, builds educator capacity to implement evidence-based literacy practices. Participants will deepen their understanding of dyslexia characteristics and risk factors, learn instructional adjustments to support students with decoding difficulties, and explore evidence-based strategies that effectively support the literacy development of most learners.This is a two-session series. Session one dates are either 11/4/2

This professional learning session, required by Michigan's Literacy and Dyslexia Law, builds educator capacity to implement evidence-based literacy practices. Participants will deepen their understanding of dyslexia characteristics and risk factors, learn instructional adjustments to support students with decoding difficulties, and explore evidence-based strategies that effectively support the literacy development of most learners.This is a two-session series. Session one dates are either 11/4/2

Grounded in Michigan’s Essential Instructional Practices in Literacy, this professional development supports educators in grades 4–5 in advancing students’ literacy through cohesive, high-quality writing instruction integrated with reading and content learning. Teachers will strengthen their ability to provide explicit instruction in the writing process while fostering students’ independence in crafting organized, evidence-based responses across genres.

Grounded in Michigan’s Essential Instructional Practices in Literacy, this professional development supports educators in grades 4–5 in advancing students’ literacy through cohesive, high-quality writing instruction integrated with reading and content learning. Teachers will strengthen their ability to provide explicit instruction in the writing process while fostering students’ independence in crafting organized, evidence-based responses across genres.

Grounded in Michigan’s Essential Instructional Practices in Literacy, this professional development supports educators in grades 4–5 in advancing students’ literacy through cohesive, high-quality writing instruction integrated with reading and content learning. Teachers will strengthen their ability to provide explicit instruction in the writing process while fostering students’ independence in crafting organized, evidence-based responses across genres.

Grounded in Michigan’s Essential Instructional Practices in Literacy, this professional development supports educators in grades 4–5 in advancing students’ literacy through cohesive, high-quality writing instruction integrated with reading and content learning. Teachers will strengthen their ability to provide explicit instruction in the writing process while fostering students’ independence in crafting organized, evidence-based responses across genres.

The EUP Science Community of Practice (CoP) consists of a group of EUP Science Educators who collaborate to improve teaching and learning. Members will share ideas, strategies, and resources focusing on innovative practices and challenges in the classroom. This regional opportunity allows educators to network and support one another. Focus areas for the 2026-27 school year will include professional learning, collaborative projects, working with community partners, and the sharing of knowledge an

The EUP Science Community of Practice (CoP) consists of a group of EUP Science Educators who collaborate to improve teaching and learning. Members will share ideas, strategies, and resources focusing on innovative practices and challenges in the classroom. This regional opportunity allows educators to network and support one another. Focus areas for the 2026-27 school year will include professional learning, collaborative projects, working with community partners, and the sharing of knowledge an

This professional learning session, required by Michigan's Literacy and Dyslexia Law, builds educator capacity to implement evidence-based literacy practices. Participants will deepen their understanding of dyslexia characteristics and risk factors, learn instructional adjustments to support students with decoding difficulties, and explore evidence-based strategies that effectively support the literacy development of most learners.This is a two-session series. Session one dates are either 12/2/2

This professional learning session, required by Michigan's Literacy and Dyslexia Law, builds educator capacity to implement evidence-based literacy practices. Participants will deepen their understanding of dyslexia characteristics and risk factors, learn instructional adjustments to support students with decoding difficulties, and explore evidence-based strategies that effectively support the literacy development of most learners.This is a two-session series. Session one dates are either 12/2/2

Regional community of practice for secondary (6-12) math teachers to improve teaching and learning, focusing on challenges in the classroom and innovative practices. Members will share ideas, strategies, and resources, offer feedback and engage in professional learning, fostering a culture of continuous improvement. This collaboration will strengthen individual practices and the school community, leading to positive educational outcomes.

Regional community of practice for secondary (6-12) math teachers to improve teaching and learning, focusing on challenges in the classroom and innovative practices. Members will share ideas, strategies, and resources, offer feedback and engage in professional learning, fostering a culture of continuous improvement. This collaboration will strengthen individual practices and the school community, leading to positive educational outcomes.

These meetings include discussion related to data interchange between systems, the processes necessary for students moving between districts, and collaborative ideas to improve regional efficiency (standards), data accuracy, and access to data.

Participants will engage in practice based professional learning related to tier one positive behavior support in the classroom. Strategies that support the establishment of clear expectations, instructional routines, and consistent feedback will be emphasized.

These meetings include discussion related to data interchange between systems, the processes necessary for students moving between districts, and collaborative ideas to improve regional efficiency (standards), data accuracy, and access to data.

Participants will engage in practice based professional learning related to tier one positive behavior support in the classroom. Strategies that support the establishment of clear expectations, instructional routines, and consistent feedback will be emphasized.

Reading Recovery® continuing professional development supports trained teachers in sustaining the specialized expertise required to accelerate literacy progress for the lowest-achieving early readers and writers. Through ongoing study of teaching and learning, collaborative analysis, and coaching from a trained Teacher Leader, teachers refine instructional decision-making while maintaining fidelity to Reading Recovery standards. Ongoing professional learning provides Reading Recovery teachers wi

Reading Recovery® continuing professional development supports trained teachers in sustaining the specialized expertise required to accelerate literacy progress for the lowest-achieving early readers and writers. Through ongoing study of teaching and learning, collaborative analysis, and coaching from a trained Teacher Leader, teachers refine instructional decision-making while maintaining fidelity to Reading Recovery standards. Ongoing professional learning provides Reading Recovery teachers wi

EUP school psychologists engage monthly in activities designed to enhance knowledge and learning. Topic areas include updated research regarding evaluation and intervention best practices, the development of regional guidance, interrater activities designed to support consistency, and more.

EUP school psychologists engage monthly in activities designed to enhance knowledge and learning. Topic areas include updated research regarding evaluation and intervention best practices, the development of regional guidance, interrater activities designed to support consistency, and more.

Review a content-agnostic language for the writing process (including conferencing)This series will deepen participant understanding of the critical components of the writing process, provide opportunities to reflect on individual practice, and set the stage for vertical and horizontal alignment of high-quality writing instruction at the building, district, and regional levels. Driving questions could include the following: How are people currently teaching writing? Why are they doing it that wa

Review a content-agnostic language for the writing process (including conferencing)This series will deepen participant understanding of the critical components of the writing process, provide opportunities to reflect on individual practice, and set the stage for vertical and horizontal alignment of high-quality writing instruction at the building, district, and regional levels. Driving questions could include the following: How are people currently teaching writing? Why are they doing it that wa

This professional learning session, required by Michigan's Literacy and Dyslexia Law, builds educator capacity to implement evidence-based literacy practices. Participants will deepen their understanding of dyslexia characteristics and risk factors, learn instructional adjustments to support students with decoding difficulties, and explore evidence-based strategies that effectively support the literacy development of most learners.This is a two-session series. Session one dates are either 12/2/2

Pre-Selected Special Education Providers will participate in a full day in person learning activity that includes a compliance review, educational benefit analysis, and the creation of an action plan to address any compliance issues that require corrective action.Special Education Providers – required on a three-year cycle 2026-27 School Year: Occupational & Physical Therapists -and- Fully Certified SE Teachers who are new to the region.Student level corrective action plans from this trainin

Pre-Selected Special Education Providers will participate in a full day in person learning activity that includes a compliance review, educational benefit analysis, and the creation of an action plan to address any compliance issues that require corrective action.Special Education Providers – required on a three-year cycle 2026-27 School Year: Occupational & Physical Therapists -and- Fully Certified SE Teachers who are new to the region.Student level corrective action plans from this trainin

This course equips teachers with a powerful, structured model for facilitating mathematics discussions that are grounded in students' thinking. Centered on the five practices—anticipating, monitoring, selecting, sequencing, and connecting—the approach emphasizes intentional planning before instruction so teachers can guide discourse purposefully rather than relying on improvisation in the moment. Participants learn how to design lessons that make students’ mathematical reasoning visible, and how

This course equips teachers with a powerful, structured model for facilitating mathematics discussions that are grounded in students' thinking. Centered on the five practices—anticipating, monitoring, selecting, sequencing, and connecting—the approach emphasizes intentional planning before instruction so teachers can guide discourse purposefully rather than relying on improvisation in the moment. Participants learn how to design lessons that make students’ mathematical reasoning visible, and how

Reading Recovery® continuing professional development supports trained teachers in sustaining the specialized expertise required to accelerate literacy progress for the lowest-achieving early readers and writers. Through ongoing study of teaching and learning, collaborative analysis, and coaching from a trained Teacher Leader, teachers refine instructional decision-making while maintaining fidelity to Reading Recovery standards. Ongoing professional learning provides Reading Recovery teachers wi

Reading Recovery® continuing professional development supports trained teachers in sustaining the specialized expertise required to accelerate literacy progress for the lowest-achieving early readers and writers. Through ongoing study of teaching and learning, collaborative analysis, and coaching from a trained Teacher Leader, teachers refine instructional decision-making while maintaining fidelity to Reading Recovery standards. Ongoing professional learning provides Reading Recovery teachers wi

This professional learning session, required by Michigan's Literacy and Dyslexia Law, builds educator capacity to implement evidence-based literacy practices. Participants will deepen their understanding of dyslexia characteristics and risk factors, learn instructional adjustments to support students with decoding difficulties, and explore evidence-based strategies that effectively support the literacy development of most learners.This is a two-session series. Session one dates are either 1/13/2

This professional learning session, required by Michigan's Literacy and Dyslexia Law, builds educator capacity to implement evidence-based literacy practices. Participants will deepen their understanding of dyslexia characteristics and risk factors, learn instructional adjustments to support students with decoding difficulties, and explore evidence-based strategies that effectively support the literacy development of most learners.This is a two-session series. Session one dates are either 1/13/2

EUP school psychologists engage monthly in activities designed to enhance knowledge and learning. Topic areas include updated research regarding evaluation and intervention best practices, the development of regional guidance, interrater activities designed to support consistency, and more.

EUP school psychologists engage monthly in activities designed to enhance knowledge and learning. Topic areas include updated research regarding evaluation and intervention best practices, the development of regional guidance, interrater activities designed to support consistency, and more.

Targeted professional learning for uncertified staff who serve students in low-incidence and specialty programming. Session content will focus on foundational instructional practices with follow up in-district implementation support.

Targeted professional learning for uncertified staff who serve students in low-incidence and specialty programming. Session content will focus on foundational instructional practices with follow up in-district implementation support.

This professional learning session, required by Michigan's Literacy and Dyslexia Law, builds educator capacity to implement evidence-based literacy practices. Participants will deepen their understanding of dyslexia characteristics and risk factors, learn instructional adjustments to support students with decoding difficulties, and explore evidence-based strategies that effectively support the literacy development of most learners.This is a two-session series. Session one dates are either 1/13/2

Regional community of practice for secondary (6-12) math teachers to improve teaching and learning, focusing on challenges in the classroom and innovative practices. Members will share ideas, strategies, and resources, offer feedback and engage in professional learning, fostering a culture of continuous improvement. This collaboration will strengthen individual practices and the school community, leading to positive educational outcomes.

Regional community of practice for secondary (6-12) math teachers to improve teaching and learning, focusing on challenges in the classroom and innovative practices. Members will share ideas, strategies, and resources, offer feedback and engage in professional learning, fostering a culture of continuous improvement. This collaboration will strengthen individual practices and the school community, leading to positive educational outcomes.

This professional learning session, required by Michigan's Literacy and Dyslexia Law, builds educator capacity to implement evidence-based literacy practices. Participants will deepen their understanding of dyslexia characteristics and risk factors, learn instructional adjustments to support students with decoding difficulties, and explore evidence-based strategies that effectively support the literacy development of most learners.This is a two-session series. Session one dates are either 1/13/2

These meetings include discussion related to data interchange between systems, the processes necessary for students moving between districts, and collaborative ideas to improve regional efficiency (standards), data accuracy, and access to data.

Reading Recovery® continuing professional development supports trained teachers in sustaining the specialized expertise required to accelerate literacy progress for the lowest-achieving early readers and writers. Through ongoing study of teaching and learning, collaborative analysis, and coaching from a trained Teacher Leader, teachers refine instructional decision-making while maintaining fidelity to Reading Recovery standards. Ongoing professional learning provides Reading Recovery teachers wi

Reading Recovery® continuing professional development supports trained teachers in sustaining the specialized expertise required to accelerate literacy progress for the lowest-achieving early readers and writers. Through ongoing study of teaching and learning, collaborative analysis, and coaching from a trained Teacher Leader, teachers refine instructional decision-making while maintaining fidelity to Reading Recovery standards. Ongoing professional learning provides Reading Recovery teachers wi

These meetings include discussion related to data interchange between systems, the processes necessary for students moving between districts, and collaborative ideas to improve regional efficiency (standards), data accuracy, and access to data.

EUP school psychologists engage monthly in activities designed to enhance knowledge and learning. Topic areas include updated research regarding evaluation and intervention best practices, the development of regional guidance, interrater activities designed to support consistency, and more.

EUP school psychologists engage monthly in activities designed to enhance knowledge and learning. Topic areas include updated research regarding evaluation and intervention best practices, the development of regional guidance, interrater activities designed to support consistency, and more.