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Behavioural Event Interview
1
Behavioural Event Interview:
From task/situation to results achieved
Presented by Kendra
Change Leadership
Situation
- Spring 2021 - Asked to re-review EA Allocation for 21-22
- Fall 2021- Tasked with evaluating our then EA Allocation Process
Effective Allocation within budget
Understanding of how schools utilize EAs
Consistency/ efficiency of the process
Situation
Coordinators
Director of ESS
Intervention Leads
Resource Leads
Question: Do we have a growing need for EAs or are we over-allocating?
Actions
1. Evaluating our current process
Not time efficient for DESS or Schools
Student needs based
continual increase in ASD-W allocation
Continual work towards consistency between centres
Budgetary constraints
Actions
2. Review of the EA data over 5 years.
Determined both school specific and grade level group specific trends
Majority of schools flux between 1-5 EA increases, with most 1-2 EAs.
We were able to find ratios for grade level groupings that generally follow the data trend
Created magin caps to support outlier schools
Actions
3. Implemented a Ratio based EA Allocation process for ASD-W 2022-2023
Video explaination for ESSTs
Process for schools to be re-evaluated and Checklist for Coordinators/Leads to follow
Clear & Transparent communication with Directors, DESS, schools and Admin
Plan for 23-24 Review
Margin Caps to stop extream fluxuations in schools
Results
Through my actions I:
Challenged mine and others thoughts on how and why we use EAs in our system.
Involved Director, Coordinators, and Leads in a review process of our then allocation, and data to determine trends.
Allerted our coordinator and diretor team to discrepancies in our processes.
Worked with them to determine a plan to investigate a ratio based allocation that fit budget.
Supported DESS Leads in thier understanding of the data and new process steps.
Strategic Thinking
Situation
- Fall 2021 Jordan's Principle going into 4th year
- Many positive steps in ASD-W (collaboration between FN and ESS, Process documents, data collection)
- Increase in the number of community/parent supported calls regarding students with JP supports.
Actions
Question: How can we ensure that supports are going above what the district should provide? How do we follow up?
Actions
- Worked with the FN Education Coordinator on needs. Types of calls we had been recieveing & time needed to support.
- Review of the current data. (Type of supports implemented through JP in schools, and where)
- Presented data and information to Director of ESS and Director of Curriculum.
Results
New JP Support Worker role - 22-23
Results
- Under ESS, funded by FN Education
- Supports schools (Access, Process, Planning)
- Liase with JP Focal Points
- Check in's for students.
- Support for parents/communities
- Data tracking
Situation
Devloping Others
Intervention Leads
Presenting data
Focus on Coaching
New Lead group
"Building the plane while flying"
2 out of 3 new leads with some understanding of what their role in supporting others looks like
Actions
Book study - The coaching habit
Opportunities to put in action the strategies from the book.
Leaning into thier strengths as individuals and a team - Strength Finder 2.0, Predictive Index, growth goals
Intentional weekly check-ins (group & 1-1)
Opportunities to coach around specific situations.
Issues with hard to serve schools
unresponsive team members
emotionally upset staff,
challenges to our process
"We challenge ideas not people"
Results
A Cohesive team - assigned specific tasks based on strengths.
Open communication regarding concerns
Opportunities for me to coach regarding areas of strengths and weeknesses.
Several accomplished tasks - ESS Connect Support, Planned Pilot of ESS Connect Request for Services, EA Allocation Process Review, and Justification Summary Review.
Coaching Up opportinities - Joy Belyea
Effective Interactive Communication
New Maryland School felt that they did not have enough EAs to support needs
Situation
After thier review it was determined that they had they appropriate amount of EAs to support thier needs. This was communicated and met with upset.
EST-Rs felt it was unmanagaeable. One left visually upset. Wanted to have observations of students. Admin brought up other schools and thier concerns with process.
Actions
Listened - Allowed the team to share thier concerns (pain points).
Made a plan for a follow up meeting
Checked in on the EST-R who left the meeting - I followed up with a call later that day.
Follow up meeting the next day - Shared my understanding of thier concerns. Re-stated the process and where things could not change. Offored support with thier concerns. Created a next steps plan.
Results
Concern: How to prioritize all of the needs of students including those with Safety, Individualized, and intervention group needs.
Brought them into the FEC with EST-SC for two 1/2 days. Focus - Reprioritizing all students of concern based on Safety criteria first and needing an EA, then creating a Master EA schedule for 20 EAs. If students were not able to be supported by EAs, problem solve who else could support.
Results
School led the process with myself, and Lead support.
Hard conversations, but in a safe environment.
We challenged thier ideas, and asked questions, but ultimately they made the choices on prioritization and scheduling.
They saw it was possible! All students scheduled in some way. Team was creative with other supports for intervention blocks.
Follow up meetings with Admin and EST-Rs much more calm and productive.