1. M.A.T.C.H. Professional Series: Module 10
Facilitating Growth: Evaluation and Outcomes
Time allotted for slides 1-4: 10 minutes
To prepare for this module:
Label 5 pieces of chart paper with the following competencies from the MATCH Self-Assessment:
Upholds a commitment to the quality of a MATCH relationship through ongoing and open evaluation of the process, goals etc.
Practices effective time management, record keeping and documentation
Models and promotes reflection that leads to effective practice
An objective self-assessment or external assessment of practices and skills identifies current strengths, needs and conditions
Review of practice and learning, and assessment of outcomes determines next steps
You will need: Internet access to explore the toolkit (*consider requesting that participants bring laptops or tablets so that they can access the toolkit individually or in groups.*)

2. M.A.T.C.H. Professional Series
Eleven 3-hour training modules
Goals:
Share and practice effective strategies
Gain new information, resources and tools
Enhance reflection
Develop a community of practice
Handout 1A: Series Outline
The modules are based on the M.A.T.C.H. knowledge and competencies and current evidence based research and practices. 
Review the bullet points on this slide with participants. Offer additional information regarding the purpose for the series by sharing the following:
Increase strategies and resources for mentoring, coaching, and consultation for MATCH professionals working in VT.
To enhance skills in self-awareness, flexible response, reflection and problem solving
To provide consistent content and skills based on the MATCH Knowledge and Competencies state-wide, while addressing regional and individual needs
Review Handout 1A with participants. 

3. Our Time Together Working Together: Connection and Community
Inquiry and Sharing: Capacity Building
Learning
Exploring
Applying and Planning
Share with participants that each module will have consistent components, however, the flow may look different within each module (Some modules will have a learn section and follow with exploring, and then move into a new learning piece followed by exploring. Other modules may have one learning section followed by exploring and then move right into applying and planning). 
As you share the components with the participants, highlight which icon is associated with which component. 
Working Together: Connection and Community (circle with people)
Inquiry and Sharing: Capacity Building (question mark)
Learning (book)
Exploring (magnifying glasses)
Applying and Planning (pencil)

4. Objectives for Today: Review components of planning for evaluation
Identify elements of documentation of progress
Identify and discuss strategies for transition or for ending client relationships
Become familiar with the online toolkit
Share the bullet points with participants. 

5. Working Together: Connection and Community
Time allotted for this section: 20 minutes

6. Shared Agreements ENGAGE Silence phones, please
Limit sidebars during whole group
Assume positive intent
Hold confidentiality
Take care of yourself
What else?
Review the slide with participants. Ask the group if there are ideas or requests they would like to ask of you and their colleagues to help make the environment conducive for sharing, understanding and learning from and with one another. Using chart paper, write down and capture their responses. 
Ask participants if there are other agreements to add; ask if everyone can agree to these. 
Facilitator Tip: Keep this piece of chart paper with agreements and bring to each session. You can change the slide to include additional participant agreements for the upcoming sessions. 

7. Reflection and Connection
Create a visual representation of the successful end to a MATCH/client relationship
You can do this activity individually, in partners, or in small groups. After giving participants a few minutes to create, share out with the whole group.

8. Inquiry and Sharing: Capacity Building
Time allotted for this section: 30 minutes
Let participants know you are moving into inquiry and sharing. Explain that for each module, there will be opportunity to share and discuss current happenings in their work, as well as ask questions and for feedback. 
Facilitator Note: The ways in which the group will experience inquiry and sharing within each module will differ. 

9. Issaquah Coaching Protocol
Choose one group member to be the presenter. Follow instructions on Handout 10A to work through these steps.
1. Presentation
2. Clarifying questions
3. Active listening/reflecting back
4. Check-in
5. Interpretive listening/reflecting back
6. Check-in again
7. Probing questions
8. Response
9. Suggestions
10. Response
Divide participants into 3 groups (or more if needed to keep each group under 5 or 6 people.)

10. Learning
Time allotted for this section: 

11. What Can Data Tell Us?

12. WHAT CAN DATA TELL US? Data level: Agency Program Classroom
What do they tell us? How are we doing overall? How are sites or programs doing? Look for patterns. How are teachers and children doing?

13. Making Meaning Data focuses conversations
Helps us examine how teachers are teaching and how kids are learning
Guides the creation and evaluation of program goals
Use tools to examine data
Predict! Start conversations without data
Look at the data to examine the cause of gaps
Look forward to find solutions.
Go over the bullet points – do these ideas mesh with the experiences that participants have had with analyzing data? Anything new or different here? Anything that makes using data this way difficult?

14. DATA-BASED DECISION MAKING
Who is driving?
Not the data!
Team is the driver in data-based decision making
Team is using data as information to fuel decisions
Letting the data drive (“being data driven”) is like being in a car and only looking at the dashboard – never looking out the windshield!
What are things you need to consider in addition to assessment/evaluation data?

15. Evaluating Implementation and Impacts of MATCH Work

16. EVALUATING MATCH WORK Is implementation occurring as intended?
Are goals being met?
Is MATCH work having measurable impacts?
Should work continue as planned, or are adjustments needed?
What additional PD supports might be needed?
Go over the bullet points

17. Evaluating Implementation
Gather information to determine the extent to which MATCH work was implemented as intended.
Not implementing as planned can affect outcomes and assessments.
Consider various dimensions of implementation: Who, What, How
Are MATCH professional and the client both satisfied with their partnership?
Go over the bullet points

18. EVALUATION: DATA SOURCES
What data would you gather to answer the questions about implementation of your work?
Whole group discussion

19. IMPACT: DATA SOURCES
What data would you gather to answer the questions about the impacts of your work?
Whole group discussion
Facilitator note: You may wish to draw participants’ attention to the differences between evaluation of implementation and evaluation of impact.

20. Exploring
Time allotted for this section: 30 minutes

21. Write and Comment Carousel
As a group, fill in the chart paper at your table
At signal, move to a different table
As a group, read, discuss, and write comments about what you see on the paper
Label 5 pieces of chart paper with the following competencies from the MATCH Self-Assessment:
Upholds a commitment to the quality of a MATCH relationship through ongoing and open evaluation of the process, goals etc.
Practices effective time management, record keeping and documentation
Models and promotes reflection that leads to effective practice
An objective self-assessment or external assessment of practices and skills identifies current strengths, needs and conditions
Review of practice and learning, and assessment of outcomes determines next steps
Divide participants into 5 groups and ask each group to begin with one of the charts. They can write, comment, draw, list, etc. anything they want related to this item. After a few minutes, signal to groups to move and “add to the conversation” on the new chart, underlining, commenting, asking questions, making additions to what the previous group wrote. Continue this until each group has had a chance to write on every chart. Consider ending with a gallery walk of all charts and/or a whole group discussion about these competencies.

22. Explore the Toolkit
Look at the MATCH toolkit, focusing on the following sections:
Time management
Organizational tools
Tools for self-reflection and growth as a M.A.T.C.H professional
Evaluation and Outcomes
Ending client relationships:
If you have just one computer, project these resources on the screen, clicking around to show what is contained in each section. If participants have laptops or tablets, invite them to explore individually or in groups. Then come together for a discussion, asking each person to share one resource they will use, or one thing they learned through this exploration.

23. Applying and Planning
Time allotted for this section: 15 minutes

24. Action Planning
Look at the self-assessment and choose one of these competencies to focus on.
Use the action planning form to write a goal for yourself (how will you apply this competency in your work?) and action steps to meet that goal
Facilitator Note: Encourage each participant to set a small, measurable goal that can be achieved within the next few weeks.

25. Reflection Share one thing from today that stands out to you
Share your goal
Time allotted for this section: 10 minutes
Depending on the size of the group, you may wish to reflect and share with partners, small groups, or whole group.

26. “This seems to be the law of progress in everything we do; it moves along a spiral rather than a perpendicular; we seem to be actually going out of the way, and yet it turns out that we were really moving upward all the time.” - Frances E. Willard Date, time and location of next module: