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Real World in the Classroom 3HR PPT - Meghann Perry Group - 2026

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Training Dashboard and Data System FY27: Data Collection Plan

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Training Dashboard and Data System FY27: Data Collection Plan

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To help training vendors complete the Data Collection Plan Survey, below are guides and blank templates

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To help training vendors complete the Data Collection Plan Survey, below are guides and blank templates

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Each guide includes:

1. An overview of the requested data metrics;

2. An example of the survey result download;

3. Instructions on how to modify your data for submission; and

4. An example of the final submission.

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BSAS Trainings Values for Observation Tool

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BSAS Trainings Values for Observation Tool

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Brochure of BSAS's Professional Development FY26

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Brochure of BSAS's Professional Development FY26

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Brochure of BSAS Professional Development - FY 26

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Prompts - Stories and Case Studies for Training - MeghannPerryGroup

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Prompts - Stories and Case Studies for Training - MeghannPerryGroup

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Prompts-Stories and Case Studies for Training-Real World in Classroom-BSAS-MeghannPerryGroup

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for CEUs - acceptable learning objective verbs

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for CEUs - acceptable learning objective verbs

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Co-creating a Container for Racial Justice and Liberation Work Lab

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Co-creating a Container for Racial Justice and Liberation Work Lab

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May 27, 2025, 2:00 PM -4:00 PM, virtual

Please join facilitators Meenakshi Verma-Agrawal, Abigail Ortiz, as we slow down and share the key “ingredients” for a trauma-responsive container, a framework developed at the Southern Jamaica Plain Health Center.  The session will focus on co-creating a container for Racial Justice and Liberation Work that centers embodiment practices at its core. The session will start with shared definitions, assumptions, and setting mutually agreed upon guidelines for engagement.  This session is open to all, regardless of facilitation experience - we are here to work on this together!

Participants will:

Practice co-regulation with facilitation tools

Practice with the “window of tolerance” and learn helpful facilitation tips for how to use it as a somatic practice during meetings

Work in pairs to understand core assumptions and definitions and how they can provide containment when things get hard

Try on some way to get people moving in meetings (yes even on Zoom!) as a strategy to help participants connect and metabolize material

Leave feeling more ready to facilitate your current training engagement from a Critical Race Theory (CRT) framework and practice

Register Here  for the May 27th  Lab

Please note: Attendance at the REI Groundwater presentation on 5/12 is required to attend this 2-hour lab. The session will last 2 hours, and you are asked to commit to staying in the lab, on camera (we love food and pets) for the duration.  Space will be capped at 25.

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Applying Adult Learning Priciples for Effective Training

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High-Quality Training Content Design  Development (1)

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SLIDE DECK for 4/08 Virtual Training Tips

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HRiA LC - Strategies and Tips for Virtual Trainings (2)

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Executive Summary BSAS TTA Vendor Themes Report Feburary 2025

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BSAS Training Values and Observation Tool for Training Vendors

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BSAS Training Values and Observation Tool for Training Vendors

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BSAS Training Values and Observation Tool for Training Vendors - Fall 2024 (4)

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Feedback Form for Values and Observation Tool

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Feedback Form for Values and Observation Tool

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Activities Handout   High-Quality Training Content: Design & Development           

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Activities Handout   High-Quality Training Content: Design & Development           

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Introduces the Web Content Accessibility Guidelines (WCAG) international standard, including WCAG 2.0, WCAG 2.1, and WCAG 2.2. WCAG documents explain how to make web content more accessible to people with disabilities.

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The Universal Design for Learning Guidelines

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The Universal Design for Learning Guidelines

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

Reenvisioning the UDL Guidelines

Because the UDL Guidelines are meant to be informed by feedback from the field as well as new research, they have been updated several times in the past. We are in the process of updating the Guidelines once again in our UDL Rising to Equity initiative.

This update will focus specifically on addressing systemic barriers that result in inequitable learning opportunities and outcomes. CAST aims to develop a transparent, inclusive, and community-driven process. If you are interested in collaborating and staying updated on our progress, we invite you to complete a brief survey.

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

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Google Slides for "Planning Your Virtual Training"

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APHA link to 'Presentation Accessibility Requirements'

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For information about accessibility services provided for registrants, visit the Accessibility page. If you are a presenter requiring specific accommodations, such as a sign language interpreter, please contact APHA directly via email or by calling 202-777-2528.

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Requesting an ASL Interpreter or CART through MDPH

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How to Request an ASL Interpreter or CART captioner

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Requests for Interpreters are made either directly by Deaf, Deaf-Blind, late deafened, hard of hearing and hearing individuals and/or agencies, etc.

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Exercises for sitting at your desk

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Share your videos with friends, family, and the world

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Virtual Challenges

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[CHAT] Virtual Trainings Learning Communities

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#228 Learning Community Chat File_(4.8.25)_

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Racial Equity Institute's Groundwater Presentation

Wednesday, May 12th, from 1pm - 4pm

REI’s Groundwater presentation is designed to develop the capacity of participants to better understand racism in its institutional and structural forms. Moving away from a focus on personal bigotry and bias, this workshop presents a historical, cultural, and structural analysis of racism. With shared language and a clearer understanding of how institutions and systems are producing unjust and inequitable outcomes, participants should leave the training better equipped to begin to work for change.  For more about REI's Groundwater approach, please visit: Groundwater Approach | Racial Equity Institute | Developing Tools

Please fill out this form as your registration by May 1, 2025

If you cannot attend, please email marion@adcare-educational.org to withdraw your registration (we have to pay for the people who have registered and received login information, so please free up your spot if you can’t go!)

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List of Future Centering Equity Trainings and Instructions Document

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List of Future Centering Equity Trainings and Instructions Document

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Since these are “open” sessions people may be attending from all parts of the workforce, including outside of BSAS-funded or licensed facilities. This is your chance to learn about the topic and view other trainers and facilitators styles.

You are encouraged to:

1. Register and attend one (or more) of these equity-focused sessions as part of Unit 2

2. Fill out this reflection form regarding the session. This can be done anonymously or with your name. This form is not an evaluation of the session you attend, but a reflection as to how the session may (or may not!) inform your trainings moving forward.

Cost: BSAS-funded TTA providers (you!) can use following code to waive the registration fee.  Please do not share this code. Grayken trainings are free and do not need a code. Code for registration through AdCare: KAVg6qng

Voices Visions and Unusual Beliefs, Wildflower Alliance

5/20 from 10am – 4:30pm, in Person (Worcester)

Increasing Equity in Employment Practices to Meet CLAS Standards, Human in Common

5/20 and 5/21 from 9am – 1pm, virtual

Culturally Responsive Supervision, Ayala Livny and Mayte Antelo-Ovando

5/22 from 9am - 4pm, in person (Marlborough)

Understanding and Transforming Language, Wildflower Alliance

5/28 from 12-4pm, virtual

Aging With Dignity Series: Exploring the Challenges and Successes of Older BIPOC LGBTQIA+ Adults in Substance Use

Thursday, May 29, 2025 from 2:00 pm - 3:45 pm

Aging With Dignity Series: Practice and Workforce Considerations for Working with Older Adults with Substance Use and Mental Health Concerns

Monday, June 2, 2025 from 12:00 pm - 1:30 pm

Aging With Dignity Series: Aging Veterans and Co-Occurring Disorders

Monday, June 9, 2025 from 11:00 am - 12:30 pm

MA OBAT ECHO®: Cultural Considerations for Indigenous People with Substance Use Disorders, Holly Echo-Hawk, MSc/Grayken

Tuesday, June 10, 2025 - 7:30 to 9:00am

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Unit 2, Session #3 - Other BSAS-sponsored “open” offerings focused on Centering Equity and Individualized Care (1)

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2- Co-creating a Container for Racial Justice and Liberation Work Lab

Tuesday, May 20, Afternoon TBA (2hrs, virtual)

Please join facilitators Meenakshi Verma-Agrawal, Abigail Ortiz, as we slow down and share the key “ingredients” for a trauma-responsive container, a framework developed at the Southern Jamaica Plain Health Center.  The session will focus on co-creating a container for Racial Justice and Liberation Work that centers embodiment practices at its core. The session will start with shared definitions, assumptions, and setting mutually agreed upon guidelines for engagement.  This session is open to all, regardless of facilitation experience - we are here to work on this together! Please note: Attendance at the REI Groundwater presentation on 5/12 is required to attend this 2-hour lab. The session will last 2 hours, and you are asked to commit to staying in the lab, on camera (we love food and pets) for the duration.  Space will be capped at 25.

Participants will:

Practice co-regulation with facilitation tools

Practice with the “window of tolerance” and learn helpful facilitation tips for how to use it as a somatic practice during meetings

Work in pairs to understand core assumptions and definitions and how they can provide containment when things get hard

Try on some way to get people moving in meetings (yes even on Zoom!) as a strategy to help participants connect and metabolize material

Leave feeling more ready to facilitate your current training engagement from a Critical Race Theory (CRT) framework and practice

Registration Summary - VIRTUAL: Co-Creating a Container for Racial Justice and Liberation Work Lab (232/102)

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Making a Plan for Addressing Your Facilitation Challenge - worksheet

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Making a Plan for Addressing Your Facilitation Challenge - worksheet

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  Plan for Addressing Facilitation Challenges

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3.1 Advanced Facilitation Skills for Challenges in Training

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This content is created by the owner of the form. The data you submit will be sent to the form owner. Microsoft is not responsible for the privacy or security practices of its customers, including those of this form owner. Never give out your password.

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Tip Sheet: Formative Assessment Strategies

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Tip Sheet: Formative Assessment Strategies

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Tip Sheet: Resources for Data and Training Materials

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Tip Sheet: Resources for Data and Training Materials

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It is optional to provide any piece of information to share with your TTA provider colleagues

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*optional* List of contacts from Gathering for BSAS TTA Providers and Staff, 10.22.25

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Brochure of BSAS's Professional Development FY26

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Brochure of BSAS's Professional Development FY26

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Brochure of BSAS Professional Development - FY 26

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Incorporating Racial Equity in Group Facilitation *for trainers*

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Incorporating Racial Equity in Group Facilitation *for trainers*

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Cohort 1: Jan - March, Wednesday mornings

Cohort 2: April - June, Thursday afternoons

Training Session 1 -

Laying the Foundation for Racial Equity

Description: The purpose of this training session is to build shared understanding of racial equity concepts and the historical context of systemic racism in Massachusetts.
Learning Objectives: Upon completion of this training session, participants will be able to:

Describe individual, interpersonal, and institutional roles in advancing equity.

Explore historical roots of systemic racism and ongoing inequities.

Training Session 2 -

Embedding Racial Equity into Training & Group Facilitation - Part I

Description:  The purpose of this training session is identity, self-awareness, positionality and biases.  Understanding who we are as facilitators.
Learning Objectives:  Upon completion of this training session, participants will be able to:

Describe facilitator identity, bias, and positionality.

Explore how lived experience shapes engagement and facilitation.

Describe how to build relational trust and manage power dynamics.

Navigate discomfort, resistance, and challenging conversations.

Training Session 3 -

Embedding Racial Equity into Training & Group Facilitation - Part II

Description:  The purpose of this training session is practical application and intentional design of embedding racial equity into our training content and facilitation.
Learning Objectives: Upon completion of this training session, participants will be able to:

Design equity-centered objectives, materials, and activities.

Describe how to embed cultural relevance into content and delivery.

Practice equitable facilitation using real-world examples.

Identify 2-3 tools for eliciting feedback, addressing harm and supporting continuous improvement.

Affinity Groups (2 sessions)

Racial affinity spaces are intentional, identity-based groups that allow trainers to engage in deeper, more honest reflection, skill-building, and growth around race and equity within their professional practice. In the substance use and behavioral health field — where systemic racism and inequities shape both client experiences and service delivery — these spaces offer crucial support and development for trainers committed to equity-centered work.

While affinity spaces are not mandatory, they are strongly encouraged/recommended as they enhance understanding and application of the training content.

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BSAS TTA Vendor Capacity Building Training for Trainers

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Bringing the Real World into your Trainings: What Does a Facilitator Need to Know?

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Bringing the Real World into your Trainings: What Does a Facilitator Need to Know?

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April 10, 2026

9:30 AM-12:30 PM

Storytelling and the use of real-world examples to illustrate concepts is a powerful teaching tool for facilitators. In particular in the substance use field we put great emphasis on the voices and experiences of those who have been directly impacted by substance use challenges. Incorporating these voices and stories as well as other professional experiences significantly enhances learning by concretizing abstract concepts, supporting critical thinking, activating emotional connection to a topic, and increasing memory and retention. But how do we do it both effectively and ethically?

This three-hour virtual training will introduce key considerations in sharing real-life experiences like facilitator stories, case studies, scenarios, and participant sharing. Boundaries, ethics, intent versus impact, stigma, and equity will be explored and discussed as a group. Participants will leave with a series of prompts to guide them in choosing how and when to incorporate life experience in the classroom and a deeper understanding of how storytelling supports learning.

At the end of the session participants will be able to:

Describe the role of real-world experience in the learning environment

Identify at least 3 key ethical considerations for using real-world experience in the classroom

Apply a series of prompts to guide the use of real-world experience in the classroom

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Summary - Bringing the Real World into your Trainings: What Does a Facilitator Need to Know?

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BSAS Core Values for Trainings Observation Form

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BSAS Core Values for Trainings Observation Form

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BSAS Core Values for Trainings Checklist

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BSAS Core Values for Trainings Checklist

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*Please note, this dashboard was developed with mock data and is subject to change.

*Vendors will receive individualized links with their training contract's data as well as aggregate/all BSAS training vendors' data for comparison.

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To request TA on any dashboard related task from HRiA, please find a time with Eva and Camerino/Lisa at this scheduling link

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If you have questions, you can reach out to:

Eva: EChow@hria.org

SarahEvan: sarahevan.colvario2@mass.gov

Your Training Contract Manager

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The columns to the right are the sessions that were offered to BSAS funded trainers from July 1, 2024 - June 30, 2025

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The columns to the right are the sessions that were offered to BSAS funded trainers from July 1, 2024 - June 30, 2025

# data[].attributes.headline
The columns to the right are the sessions that were offered to BSAS funded trainers from July 1, 2025 - June 30, 2026

# data[].attributes.subject
The columns to the right are the sessions that were offered to BSAS funded trainers from July 1, 2025 - June 30, 2026

# data[].attributes.headline
Tip Sheet: Formative Assessment Strategies

# data[].attributes.subject
Tip Sheet: Formative Assessment Strategies

# data[].attributes.headline
for CEUs - acceptable learning objective verbs

# data[].attributes.subject
for CEUs - acceptable learning objective verbs

# data[].attributes.headline
Tip Sheet: Resources for Data and Training Materials

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Tip Sheet: Resources for Data and Training Materials

# data[].attributes.body
Fall 2024: Focus Groups with Trainers and Training Managers (n=53) about Professional Development interests based off of BSAS Training Core Values

Spring 2025: 8 Sessions offered to BSAS Trainers based on focus group feedback:

1.1 Orientation to CB for BSAS TTA Providers

1.2 Learning Community on Adult Learning Principles

1.3 Training for Trainers on Instructional Design and Incorporating High Quality Content into your trainings

1.4 Training for Trainers on Incorporating Meaningful Skill-Building and Tools Into Your Trainings

1.5 Learning Community on Virtual Trainings

2.1 Racial Equity Institute's Groundwater Presentation

2.2 Co-creating a Container for Racial Justice and Liberation

3.1 Advanced Facilitation Skills

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Trainer the Trainer Series Goal  Setting Form

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GUIDE Form C. Training Content_June 2026

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GUIDE Form C. Training Content_June 2026

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GUIDE Form F. Training Feedback_June 2026

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Data GUIDE Form P - Professional Characteristics

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Data GUIDE Form P - Professional Characteristics

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GUIDE Form P. Professional Characteristics_June 2026

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BLANK Template Form C - Training Content

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BLANK Template Form C - Training Content

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BLANK Template Form C. Training Content_June 2026

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BLANK Template Form F - Training Feedback

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BLANK Template Form F - Training Feedback

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BLANK Template Form F. Training Feedback_June 2026

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BLANK Template Form D. Demographics_June 2026

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BLANK Template Form P - Professional Characteristics

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BLANK Template Form P - Professional Characteristics

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BLANK Template Form P. Professional Characteristics_June 2026

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SLIDES: Training Session 1 - Laying the Foundation for Racial Equity

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SLIDES: Training Session 1 - Laying the Foundation for Racial Equity

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[SLIDE DECK] Training #1 Laying the Foundation for Racial Equity (1)

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SLIDES: Training Session 2 - Embedding Racial Equity into Training and Facilitation Part I

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SLIDES: Training Session 2 - Embedding Racial Equity into Training and Facilitation Part I

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[SLIDE DECK] Training #2 Embedding Racial Equity into Training and Facilitation - PART I (2)

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SLIDES: Training Session 3 - Embedding Racial Equity into Training and Facilitation Part II

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SLIDES: Training Session 3 - Embedding Racial Equity into Training and Facilitation Part II

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[SLIDE DECK] Training #3 Embedding Racial Equity into Training and Facilitation - PART II