Teacher Evaluator Competency Skill Building for Teacher Evaluators (Academy #1451)

This course focuses on Domains 1 and 4 of the Danielson 2013 Framework and is intended for those administrators who have successfully completed Initial Teacher Evaluation required by ISBE. Administrators who evaluate teachers must demonstrate a high rate of inter-rater reliability and communicate evaluation outcomes in construction and supportive ways. They must also recognize and control for bias when conducting evaluations and determining results. Participants will record data from a pre-conference, align data to the Danielson Framework (Domain 1), collaboratively determine ratings, observe post-conferences, evaluate teacher evidence, and align to the Danielson Framework (Domain 4). Emphasis is placed on meaningful pre- and post-conferences with teachers that ultimately results in improved instruction and practices. Participants will also be expected to demonstrate a high degree of inter-rater reliability when they determine a final rating based on the evidence gathered for Domains 1 and 4.

Laptops required for all participants in order to complete your Application/Dissemination activity.

Gathering Evidence During Observations and Conferencing Using the Danielson Model (Academy #1801)

This course will allow participants to learn effective skills and strategies for using Charlotte Danielson’s Instructional Framework in an evaluation setting in order to more effectively: 1. Identify evidence at the component level during formal and informal observations; 2. Use evidence, with minimal bias, to effectively rate staff on the levels of performance for each component in domains 2 and 3; 3. Increase inter-rater reliability in all phases of the evaluation process; 4. Acquire strategies to support effective collaborative conferencing around formal and informal observations; and 5. Learn techniques, strategies, and protocols to use when conferencing with staff to promote improvement in instructional practice.

This Academy will be held online with a Zoom link sent to participants approximately one week prior.

Laptops required for all participants in order to complete your Application/Dissemination activity.

In the first component of this academy, school leaders will learn the importance of self-care while building their understanding of the role they play in creating a culture that supports staff wellness. School leaders will come to the course having completed the Professional Quality of Life Scale. Time will be dedicated to building a foundational knowledge of stress and its impact in education. School leaders will work to assess their own levels of compassion satisfaction and compassion fatigue. Based on this assessment, leaders will focus on their individual self-care plan that promotes compassion resilience. The second component of this academy will focus on assessing and building a culture for supporting staff wellness utilizing the core components of a multi-tiered system of support. This flexible framework will guide administrators in promoting wellness for all through the use of data, systems and practices. School leaders will leave with a plan on how to engage existing teams to promote and prioritize a culture of staff wellness.

Coffee Service & Lunch provided.

SECOND DATE added to our calendar for this Academy. Please register for May 1, 2023.

Teacher Evaluator Competency Skill Building for Teacher Evaluators (Academy #1448)
Administrators who evaluate teachers must demonstrate a high rate of inter-rater reliability and communicate evaluation outcomes in constructive and supportive ways. Administrators who evaluate teachers must also recognize and control for bias when conducting an evaluation and determining results. School districts in Illinois must provide professional development to administrators to strengthen these skills on a sustained basis. This course focuses on Domains 2 and 3 of the Charlotte Danielson 2013 Framework for Teaching. This course requires participants to view teaching, record data according to the Professional Practice rubric, and craft evaluation conferences that are both constructive and supportive. Participants will also be expected to have a high degree of inter-rater reliability when they determine a final rating based on the evidence gathered during the observations.

Participants need a fully charged laptop. Laptops required for all participants in order to complete your Application/Dissemination activity.  

Administrators,
In partnership with ISBE, the PEAC (Performance Evaluator Advisory Council) has released guidance for Qualified Evaluator Administrator Academies to be held online.
Our experienced facilitator will offer this academy with integrity and fidelity as if he/she was conducting a face-to-face training.
This academy will consist of post work in addition to the online course itself. Your facilitator will email you any post work needed along with a deadline to complete.

The Academy focuses on a high rate of inter-rater reliability using the required performance evaluation ratings. Using case studies, the participants will collect evidence and use the Illinois Standards for Principal Evaluation to rate the principals. Participants will use data collected from the case studies and compare the data to best practices for evaluating principals and assistant principals. This data will also be analyzed to prepare administrative and school-level professional development plans. Participants will prepare targeted professional development, in a collaborative and supportive way, plans that consider past results and contribute to professional and personal growth. This plan will be aligned to the school improvement plan. The instructional environment indicators will be analyzed. The purpose of the evaluation plan will be to communicate the outcomes and findings in such a manner that the principals and assistant principals set goals for improvement. The participants own personal bias will be analyzed while making these decisions.
Participants need a fully charged laptop & prepare to turn on their video camera the entire Academy.  Laptops required for all participants in order to complete your Application/Dissemination.

Session dates are the following: April 27 & 28, 2023.
Participants must attend both days of the course and complete the required Application for Dissemination for each day to receive credit for AA #2000.

This two day course will cover all aspects of principal evaluations, including professional practice and student growth data. This course will provide participants with the knowledge to :

1) identify and disseminate minimum state requirements, performance standards and best practices;

2) facilitate a common language and dialogue around performance and its impact on school improvement, professional practice, and student outcomes; and

3) encourage collaboration, learning, and alignment among stakeholders. This is a high-quality, scalable, sustainable, and user-focused content and delivery model.

AA #2000 requires pre-work to be completed prior to the first day the course meets. The pre-work assignments will be sent electronically 7 to 10 days before session begins. If the pre-work is not complete before the first session you will not be allowed to attend.
Participants need a fully charged laptop & prepare to turn on their video camera the entire Academy.  Laptops required for all participants in order to complete your Application/Dissemination.

Teacher and Administrator Evaluator Retraining: Student Growth (Academy #3000)

This is the one required student growth retraining course for teacher and administrator evaluators who are renewing their designations required to evaluate educators.

Participants will learn how to:
1. Use assessments and measurement models identified by the joint committee in determining the student growth attributable to individual teachers/principals and understand how different types of assessments are used for measuring growth;
2. Use data from the evaluation rubric, other evidence collected, and best practices relative to evaluating student growth to link teacher/principal and school-level professional
development plans to evaluation results;
3. Create, in collaboration with teachers/principals, supportive, targeted professional development plans that consider past results, contribute to professional growth, and assist teachers/principals in aligning professional development and goal setting to school improvement goals; and
4. Communicate evaluation outcomes and findings in constructive and supportive ways that enable teachers/principals to set goals and improve practice.

NOTE: Participants will have to complete their A/D Component and send their completed E-Template, if used, to the presenter during the Academy for review and comment.

This Academy will be held online with a Zoom link sent prior to the AA.

Laptops required for all participants in order to complete your Application/Dissemination activity.

In the first component of this academy, school leaders will learn the importance of self-care while building their understanding of the role they play in creating a culture that supports staff wellness. School leaders will come to the course having completed the Professional Quality of Life Scale. Time will be dedicated to building a foundational knowledge of stress and its impact in education. School leaders will work to assess their own levels of compassion satisfaction and compassion fatigue. Based on this assessment, leaders will focus on their individual self-care plan that promotes compassion resilience. The second component of this academy will focus on assessing and building a culture for supporting staff wellness utilizing the core components of a multi-tiered system of support. This flexible framework will guide administrators in promoting wellness for all through the use of data, systems and practices. School leaders will leave with a plan on how to engage existing teams to promote and prioritize a culture of staff wellness.

Gathering Evidence During Observations and Conferencing Using the Danielson Model (Academy #1801)

This course will allow participants to learn effective skills and strategies for using Charlotte Danielson’s Instructional Framework in an evaluation setting in order to more effectively: 1. Identify evidence at the component level during formal and informal observations; 2. Use evidence, with minimal bias, to effectively rate staff on the levels of performance for each component in domains 2 and 3; 3. Increase inter-rater reliability in all phases of the evaluation process; 4. Acquire strategies to support effective collaborative conferencing around formal and informal observations; and 5. Learn techniques, strategies, and protocols to use when conferencing with staff to promote improvement in instructional practice.

This AA will be held in person.
Coffee service & Lunch provided.

Laptops required for all participants in order to complete your Application/Dissemination activity.

Teacher Evaluator Competency Skill Building for Teacher Evaluators (Academy #1448)
Administrators who evaluate teachers must demonstrate a high rate of inter-rater reliability and communicate evaluation outcomes in constructive and supportive ways. Administrators who evaluate teachers must also recognize and control for bias when conducting an evaluation and determining results. School districts in Illinois must provide professional development to administrators to strengthen these skills on a sustained basis. This course focuses on Domains 2 and 3 of the Charlotte Danielson 2013 Framework for Teaching. This course requires participants to view teaching, record data according to the Professional Practice rubric, and craft evaluation conferences that are both constructive and supportive. Participants will also be expected to have a high degree of inter-rater reliability when they determine a final rating based on the evidence gathered during the observations.

Coffee Service & Lunch provided.

Participants need a fully charged laptop. Laptops required for all participants in order to complete your Application/Dissemination activity.  

Teacher Evaluator Competency Skill Building for Teacher Evaluators (Academy #1451)

This course focuses on Domains 1 and 4 of the Danielson 2013 Framework and is intended for those administrators who have successfully completed Initial Teacher Evaluation required by ISBE. Administrators who evaluate teachers must demonstrate a high rate of inter-rater reliability and communicate evaluation outcomes in construction and supportive ways. They must also recognize and control for bias when conducting evaluations and determining results. Participants will record data from a pre-conference, align data to the Danielson Framework (Domain 1), collaboratively determine ratings, observe post-conferences, evaluate teacher evidence, and align to the Danielson Framework (Domain 4). Emphasis is placed on meaningful pre- and post-conferences with teachers that ultimately results in improved instruction and practices. Participants will also be expected to demonstrate a high degree of inter-rater reliability when they determine a final rating based on the evidence gathered for Domains 1 and 4.

Laptops required for all participants in order to complete your Application/Dissemination activity.

This AA will be in-person with Coffee Service & Lunch provided.

Teacher Evaluator Competency Skill Building for Teacher Evaluators (Academy #1452)

Participants will learn how to utilize current evaluation data for all licensed staff to create individual, targeted small group, and school-wide professional development plans. The academy will emphasize the importance of collaboration skills in working with groups of teachers to achieve comprehensive plans. Participants will use Professional Learning Plan (PLP) tools to develop detailed plans aligned with school improvement goals to address defined needs. This academy requires 1 hour of pre-work before attending the session.

This Academy will be held online.
A Zoom link will be emailed to participants one week prior to the course date along with pre-work materials.

Participants need a fully charged laptop & prepare to turn on their video camera the entire Academy.  Laptops required for all participants in order to complete your Application/Dissemination activity.

Teacher and Administrator Evaluator Retraining: Student Growth (Academy #3000)

This is the one required student growth retraining course for teacher and administrator evaluators who are renewing their designations required to evaluate educators.

Participants will learn how to:
1. Use assessments and measurement models identified by the joint committee in determining the student growth attributable to individual teachers/principals and understand how different types of assessments are used for measuring growth;
2. Use data from the evaluation rubric, other evidence collected, and best practices relative to evaluating student growth to link teacher/principal and school-level professional
development plans to evaluation results;
3. Create, in collaboration with teachers/principals, supportive, targeted professional development plans that consider past results, contribute to professional growth, and assist teachers/principals in aligning professional development and goal setting to school improvement goals; and
4. Communicate evaluation outcomes and findings in constructive and supportive ways that enable teachers/principals to set goals and improve practice.

NOTE: Participants will have to complete their A/D Component and send their completed E-Template, if used, to the presenter during the Academy for review and comment.

This Academy will be held in person.
Coffee Service & Lunch provided.

Laptops required for all participants in order to complete your Application/Dissemination activity.

AA #2001 for USF students
All new teacher evaluators in Illinois need to pass the two day Teacher Evaluator Initial Training. These trainings will provide participants with the knowledge to:
* identify and disseminate minimum state requirements, performance standards and best practices
* facilitate a common language and dialogue around performance and its impact on school improvement, professional practice, and student outcomes
*encourage collaboration, learning, and alignment among stake holders
*bring a fully charged laptop

Teacher Evaluator Competency Skill Building for Teacher Evaluators (Academy #1448)
Administrators who evaluate teachers must demonstrate a high rate of inter-rater reliability and communicate evaluation outcomes in constructive and supportive ways. Administrators who evaluate teachers must also recognize and control for bias when conducting an evaluation and determining results. School districts in Illinois must provide professional development to administrators to strengthen these skills on a sustained basis. This course focuses on Domains 2 and 3 of the Charlotte Danielson 2013 Framework for Teaching. This course requires participants to view teaching, record data according to the Professional Practice rubric, and craft evaluation conferences that are both constructive and supportive. Participants will also be expected to have a high degree of inter-rater reliability when they determine a final rating based on the evidence gathered during the observations.

Participants need a fully charged laptop. Laptops required for all participants in order to complete your Application/Dissemination activity.  

Administrators,
In partnership with ISBE, the PEAC (Performance Evaluator Advisory Council) has released guidance for Qualified Evaluator Administrator Academies to be held online or face to face. This Academy will be held face to face.

The Academy focuses on a high rate of inter-rater reliability using the required performance evaluation ratings. Using case studies, the participants will collect evidence and use the Illinois Standards for Principal Evaluation to rate the principals. Participants will use data collected from the case studies and compare the data to best practices for evaluating principals and assistant principals. This data will also be analyzed to prepare administrative and school-level professional development plans. Participants will prepare targeted professional development, in a collaborative and supportive way, plans that consider past results and contribute to professional and personal growth. This plan will be aligned to the school improvement plan. The instructional environment indicators will be analyzed. The purpose of the evaluation plan will be to communicate the outcomes and findings in such a manner that the principals and assistant principals set goals for improvement. The participants own personal bias will be analyzed while making these decisions.

Coffee Service & Lunch provided.

Session dates are the following: June 7 & 8, 2023.
Participants must attend both days of the course and complete the required Application for Dissemination for each day to receive credit for AA #2000.

This two day course will cover all aspects of principal evaluations, including professional practice and student growth data. This course will provide participants with the knowledge to :

1) identify and disseminate minimum state requirements, performance standards and best practices;

2) facilitate a common language and dialogue around performance and its impact on school improvement, professional practice, and student outcomes; and

3) encourage collaboration, learning, and alignment among stakeholders. This is a high-quality, scalable, sustainable, and user-focused content and delivery model.

AA #2000 requires pre-work to be completed prior to the first day the course meets. The pre-work assignments will be sent electronically 7 to 10 days before session begins. If the pre-work is not complete before the first session you will not be allowed to attend.

Coffee Service & Lunch provided.

Teacher and Administrator Evaluator Retraining: Student Growth (Academy #3000)

This is the one required student growth retraining course for teacher and administrator evaluators who are renewing their designations required to evaluate educators.

Participants will learn how to:
1. Use assessments and measurement models identified by the joint committee in determining the student growth attributable to individual teachers/principals and understand how different types of assessments are used for measuring growth;
2. Use data from the evaluation rubric, other evidence collected, and best practices relative to evaluating student growth to link teacher/principal and school-level professional
development plans to evaluation results;
3. Create, in collaboration with teachers/principals, supportive, targeted professional development plans that consider past results, contribute to professional growth, and assist teachers/principals in aligning professional development and goal setting to school improvement goals; and
4. Communicate evaluation outcomes and findings in constructive and supportive ways that enable teachers/principals to set goals and improve practice.

NOTE: Participants will have to complete their A/D Component and send their completed E-Template, if used, to the presenter during the Academy for review and comment.

This Academy will be held in person.
Coffee service & Lunch will be served.

Laptops required for all participants in order to complete your Application/Dissemination activity.

Teacher Evaluator Competency Skill Building for Teacher Evaluators (Academy #1452)

Participants will learn how to utilize current evaluation data for all licensed staff to create individual, targeted small group, and school-wide professional development plans. The academy will emphasize the importance of collaboration skills in working with groups of teachers to achieve comprehensive plans. Participants will use Professional Learning Plan (PLP) tools to develop detailed plans aligned with school improvement goals to address defined needs. This academy requires 1 hour of pre-work before attending the session.

This Academy will be held online.
A Zoom link will be emailed to participants one week prior to the course date along with pre-work materials.

Participants need a fully charged laptop & prepare to turn on their video camera the entire Academy.  Laptops required for all participants in order to complete your Application/Dissemination activity.

Participants will learn best practices to respond to student escalations, fights, armed assailants, fires, outside emergencies, event planning, and other critical events through scenarios and exercises. This experiential learning course is intended to improve the decision making and actions steps taken by school staff to improve their operational excellence in the Illinois Performance Standards for School Leaders in the criteria areas of II. Leading and Managing Systems Change (A and B) and VI. Creating and Sustaining a Culture of High Expectations(C).
Through a high level of classroom participation, participants will learn how to improve their own response to critical events and strategies to train their staff.

Coffee Service & Lunch provided.

DESCRIPTION

The foundation of professional success lies in understanding yourself, understanding others and realizing the impact of personal behaviors on others. This Academy provides a non-judgmental language for exploring the different communication styles and behavioral issues across four primary dimensions. The content is designed to help improve communication and to ease frustration and conflict so school administrators and team leaders are more effective in their roles. The course and supporting materials are based on extensive field research and testing by lnscape Publishing Company. The course utilizes an industry-based standard behavioral learning instrument and is facilitated using experiential learning techniques. Specifically, the course content can help administrators and team leaders to:


1 Identify the 4 primary communication styles and explain the general preferences
2 Understand their own behaviors and learn how to flex behaviors
3 Gain awareness of their approaches to managing others
4 Promote appreciation of differences in communication styles
5 Enhance individual and team performance
6 Reduce conflict
PERSONAL PROFILE REPORT®

A detailed personalized Personal Profile Report® is provided for each participant. The report from the assessment completion provides a non-bias view of the participants' communication style, behaviors and a view of how others may see them. It serves as a multi-level learning instrument and the feedback in the report covers a broad range of behavior characteristics including:


• Behavioral strengths and weaknesses Motivating and de-motivating behaviors Tends to avoid
Behaviors in conflict situations

• Strategies for increased effectiveness

• Action planning.

COURSE PREREQUISITES - None

This AA will be online. Participants will be sent a Zoom meeting link approximately one week prior. The Academy includes TWO hours pre-work.

Participants need a fully charged laptop & prepare to turn on their video camera the entire Academy. Laptops required for all participants in order to complete your Application & Dissemination.  

Gathering Evidence During Observations and Conferencing Using the Danielson Model (Academy #1801)

This course will allow participants to learn effective skills and strategies for using Charlotte Danielson’s Instructional Framework in an evaluation setting in order to more effectively: 1. Identify evidence at the component level during formal and informal observations; 2. Use evidence, with minimal bias, to effectively rate staff on the levels of performance for each component in domains 2 and 3; 3. Increase inter-rater reliability in all phases of the evaluation process; 4. Acquire strategies to support effective collaborative conferencing around formal and informal observations; and 5. Learn techniques, strategies, and protocols to use when conferencing with staff to promote improvement in instructional practice.

This AA will be held in person.
Coffee Service & Lunch provided.

Laptops required for all participants in order to complete your Application/Dissemination activity.

This Academy will provide participants with the research & tools needed to support implementing a Social Emotional Learning system-wide to improve conditions for learning & student achievement. Participants will:
*understand & be able to address the IL standards for SEL;
*research various supports implementing SEL into district & school practices;
*apply supports for the conditions for learning;
*assess current levels of SEL implementation
*develop a one-year plan outlining next steps to address implementing SEL system-wide.

This AA will occur online with pre-work assigned 7-10 days prior to the start of this AA.

Teacher Evaluator Competency Skill Building for Teacher Evaluators (Academy #1448)
Administrators who evaluate teachers must demonstrate a high rate of inter-rater reliability and communicate evaluation outcomes in constructive and supportive ways. Administrators who evaluate teachers must also recognize and control for bias when conducting an evaluation and determining results. School districts in Illinois must provide professional development to administrators to strengthen these skills on a sustained basis. This course focuses on Domains 2 and 3 of the Charlotte Danielson 2013 Framework for Teaching. This course requires participants to view teaching, record data according to the Professional Practice rubric, and craft evaluation conferences that are both constructive and supportive. Participants will also be expected to have a high degree of inter-rater reliability when they determine a final rating based on the evidence gathered during the observations.

Participants need a fully charged laptop. Laptops required for all participants in order to complete your Application/Dissemination activity.  

Teacher Evaluator Competency Skill Building for Teacher Evaluators (Academy #1451)

This course focuses on Domains 1 and 4 of the Danielson 2013 Framework and is intended for those administrators who have successfully completed Initial Teacher Evaluation required by ISBE. Administrators who evaluate teachers must demonstrate a high rate of inter-rater reliability and communicate evaluation outcomes in construction and supportive ways. They must also recognize and control for bias when conducting evaluations and determining results. Participants will record data from a pre-conference, align data to the Danielson Framework (Domain 1), collaboratively determine ratings, observe post-conferences, evaluate teacher evidence, and align to the Danielson Framework (Domain 4). Emphasis is placed on meaningful pre- and post-conferences with teachers that ultimately results in improved instruction and practices. Participants will also be expected to demonstrate a high degree of inter-rater reliability when they determine a final rating based on the evidence gathered for Domains 1 and 4.

Laptops required for all participants in order to complete your Application/Dissemination activity.

Administrators,
In partnership with ISBE, the PEAC (Performance Evaluator Advisory Council) has released guidance for Qualified Evaluator Administrator Academies to be held online.
Our experienced facilitator will offer this academy with integrity and fidelity as if he/she was conducting a face-to-face training.
This academy will consist of post work in addition to the online course itself. Your facilitator will email you any post work needed along with a deadline to complete.

The Academy focuses on a high rate of inter-rater reliability using the required performance evaluation ratings. Using case studies, the participants will collect evidence and use the Illinois Standards for Principal Evaluation to rate the principals. Participants will use data collected from the case studies and compare the data to best practices for evaluating principals and assistant principals. This data will also be analyzed to prepare administrative and school-level professional development plans. Participants will prepare targeted professional development, in a collaborative and supportive way, plans that consider past results and contribute to professional and personal growth. This plan will be aligned to the school improvement plan. The instructional environment indicators will be analyzed. The purpose of the evaluation plan will be to communicate the outcomes and findings in such a manner that the principals and assistant principals set goals for improvement. The participants own personal bias will be analyzed while making these decisions.
Participants need a fully charged laptop & prepare to turn on their video camera the entire Academy.  Laptops required for all participants in order to complete your Application/Dissemination.

Session dates are the following: July 20 & 21, 2023.
Participants must attend both days of the course and complete the required Application for Dissemination for each day to receive credit for AA #2000.

This two day course will cover all aspects of principal evaluations, including professional practice and student growth data. This course will provide participants with the knowledge to :

1) identify and disseminate minimum state requirements, performance standards and best practices;

2) facilitate a common language and dialogue around performance and its impact on school improvement, professional practice, and student outcomes; and

3) encourage collaboration, learning, and alignment among stakeholders. This is a high-quality, scalable, sustainable, and user-focused content and delivery model.

AA #2000 requires pre-work to be completed prior to the first day the course meets. The pre-work assignments will be sent electronically 7 to 10 days before session begins. If the pre-work is not complete before the first session you will not be allowed to attend.
Participants need a fully charged laptop & prepare to turn on their video camera the entire Academy.  Laptops required for all participants in order to complete your Application/Dissemination.

Teacher and Administrator Evaluator Retraining: Student Growth (Academy #3000)

This is the one required student growth retraining course for teacher and administrator evaluators who are renewing their designations required to evaluate educators.

Participants will learn how to:
1. Use assessments and measurement models identified by the joint committee in determining the student growth attributable to individual teachers/principals and understand how different types of assessments are used for measuring growth;
2. Use data from the evaluation rubric, other evidence collected, and best practices relative to evaluating student growth to link teacher/principal and school-level professional
development plans to evaluation results;
3. Create, in collaboration with teachers/principals, supportive, targeted professional development plans that consider past results, contribute to professional growth, and assist teachers/principals in aligning professional development and goal setting to school improvement goals; and
4. Communicate evaluation outcomes and findings in constructive and supportive ways that enable teachers/principals to set goals and improve practice.

NOTE: Participants will have to complete their A/D Component and send their completed E-Template, if used, to the presenter during the Academy for review and comment.

This Academy will be held online with a Zoom link sent prior to the AA.

Laptops required for all participants in order to complete your Application/Dissemination activity.

This course is designed to support school leaders in understanding the effects of trauma, burnout and compassion fatigue that their staff may encounter as the first responders to student trauma. Participants will be provided resources and strategies that can be used as interventions and/or preventative measures to implement with their staff. Participants will be able to identify how their own trauma is effecting them and be able to assist their staff in recognizing the same so they can better understand students' trauma. At the end of the academy, participants will walk away with strategies and tools to implement in their schools to reduce or prevent burnout and compassion fatigue. It is encouraged that school leaders bring their support staff personnel (school counselors, social workers, teachers, etc.) so that a team approach can be utilized when developing an implementation plan.

Participants need a fully charged laptop