Pre-testing Request for Strengthening Relationship Education and Marriage Services (STREAMS)

facilitator self-assessment form MATHEMATICA POLICY RESEARCH

Staff ID# ____________________

Thank you for participating in the road test of facilitation strategies for HMRE youth, part of the Strengthening Relationship Education and Marriage Services (STREAMS) evaluation. The purpose of this information collection is to learn about your experience using the facilitation strategies you were trained to implement in [Name of training(s)]. Participation in this information collection is voluntary. The estimated time to complete this form is 12 minutes. Your responses will be kept private to the extent permitted by law. Please do not include any personal information, such as your name or contact information, on this form.

1. How many group workshops did you deliver today [Date]?

_________ GROUP WORKSHOPS

2. Did you review the tip sheet(s) from [Name of training(s)] today [Date]?

1 □ Yes

0 □ No

Section 1: Use of facilitation strategies

3. Did you use any of the following facilitation strategies today [Date]?

If no “Yes” response selected, skip to Question 8

FACILITATION STRATEGIES	A
	SELECT ONE RESPONSE PER ROW
	Yes	No
Participant-centered facilitation
a. Shared control of the lesson with students	1 □	2 □
b. Embraced opportunities for spontaneous learning	1 □	2 □
c. Expressed authority verbally (high energy voice, clear directions)	1 □	2 □
d. Expressed authority non-verbally (moving around, talking from different locations)	1 □	2 □
e. Adapted style of authority to fit student needs	1 □	2 □
Building Trust, Building Safety; Challenging the Comfort Zone
f. Intentionally validated student comments or successes	1 □	2 □
g. Detected and deactivated dysfunctional behavior	1 □	2 □
h. Created group situations to develop trust (collaborative exercise, peer-to-peer groups)	1 □	2 □
i. Allowed students to “opt out” and participate passively	1 □	2 □
Debriefing
j. Guided group reflection of the “What?” after an activity or discussion to review what happened	1 □	2 □
k. Guided group generalization of the “So what?” after an activity or discussion to generate insights	1 □	2 □
l. Guided group transfer of the “Now what?” after an activity or discussion to transfer learning to real life	1 □	2 □
Managing energy
m. Began class with high “Level 3” energy and communicated with energy through session (using emphasis, enunciation, changes in speech speed, dramatic pauses, hand gestures, facial expressions, and room movement)	1 □	2 □
n. Monitored group’s energy levels (aware of drops to Level 2 or Level 1 energy)	1 □	2 □
o. Re-set energy when necessary (using planned or spontaneous energizer activites, shifting from plan A to plan B)	1 □	2 □
p. Used physical strategies to maintain energy (moving around the room, changing voice inflection)	1 □	2 □
q. Engaged and effectively used social leaders	1 □	2 □
r. Shared the responsibility of managing energy with my co-facilitator (responded to co-facilitator’s energy, balanced co-facilitator involvement, bounced facilitation role back and forth)	1 □	2 □
Trauma-informed facilitation
s. Established clear expectations around privacy, respect, appropriate behavior, and group participation in order to support physical and psychological safety	1 □	2 □
t. Used inclusive language and avoided stigmatization and stereotypes	1 □	2 □
u. Incorporated relationship-focused behavior management strategies rather than punishment	1 □	2 □
v. Provided support in times of stress or intense emotion	1 □	2 □
Addressing personal bias and cultural sensitivity
w. Considered personal beliefs or cultural elements in facilitation delivery	1 □	2 □
x. Connected with youth from different cultural backgrounds, genders, and ages	1 □	2 □
y. Used strengths-based facilitation	1 □	2 □
Climate-building in the classroom
z. Validated student comments/questions	1 □	2 □
aa. Demonstrated an appropriate use of humor to create a sense of ease and comfort	1 □	2 □
bb. Consistent use of student names	1 □	2 □
Managing personal disclosure
cc. Facilitator uses few, if any, personal illustrations	1 □	2 □
dd. Reframe comments to connect the students’ experience to curriculum content	1 □	2 □
ee. Consistent use of generalizing pronoun “we” to focus student comments on curriculum content/skills rather than the individual students’ experience	1 □	2 □

Section 2: Target outcomes

4. Think about your experience across the workshops you delivered today, relative to the same session(s) in prior workshops, and check the relevant box for each of the following statements.

	SELECT ONE RESPONSE PER ROW
After using the facilitation strategies:	Less than typical for the session	Typical for the session	Better than is typical for the session	N/A
a. Youth participated and engaged meaningfully with me and my co-facilitator in activities or discussions (including asking questions, questioning/challenging content)	1 □	2 □	3 □	4 □
b. Youth interacted and engaged in a positive manner with their peers	1 □	2 □	3 □	4 □
c. Youth behavior was manageable and positive	1 □	2 □	3 □	4 □
d. Participation was evenly spread among different youth (i.e. not dominated by social leaders)	1 □	2 □	3 □	4 □
e. I developed positive connections with youth in the sessions	1 □	2 □	3 □	4 □

Section 3: Overall reflections

5. Think about your experience across the workshops you delivered today and check the relevant box for each of the following statements.

	SELECT ONE RESPONSE PER ROW
	Strongly agree	Agree	Disagree	Strongly Disagree
a. I was able to draw on the appropriate facilitation strategies and use them effectively	1 □	2 □	3 □	4 □
b. I was satisfied with how youth responded to the facilitation strategies I used	1 □	2 □	3 □	4 □
c. I felt comfortable and confident delivering the sessions	1 □	2 □	3 □	4 □
d. I left the sessions feeling energized	1 □	2 □	3 □	4 □
e. My co-facilitator was able to draw on the appropriate facilitation strategies and use them effectively	1 □	2 □	3 □	4 □
f. I was satisfied with how youth responded to the facilitation strategies my co-facilitator used	1 □	2 □	3 □	4 □
g. The facilitation strategies met my needs	1 □	2 □	3 □	4 □

6. Of the facilitation strategies you used today, were there any that worked particularly well? Please provide examples.

7. Of the facilitation strategies you used today, were there any that did not work well? Please provide examples.

8. Were there issues that arose for which you felt you needed a strategy, but didn’t have one from the training? If so, please describe the issue and a potential strategy, if you have one.

9. Are there any other comments you would like to share?

Thank you for completing this form!

Prepared by Mathematica Policy Research 13