Hello, Update,

and Goodbye Program

Presenters:Pam Hallvik, Administrator

Sally Helton, EBIS Coordinator Nancy Brown, Counselor

Improving Behavior one H. U. G. at a time

I’ve come to a frightening conclusion. I am the decisive element in the classroom. It’s my personal approach that creates the climate. It’s my daily mood that makes the weather.

As a teacher, I possess tremendous power to make a child’slife miserable or joyous. I can be atool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal.

In all situations it is my responsethat decides whether a crisis will be escalated or de-escalated and a child

humanized or dehumanized.

HaimGinott, Child Psychologist and Teacher, from Teacher and Child

Today’s Goals

Define the logic and core features of Targeted Interventions, and the specifics of the H.U.G. Program.

Provide empirical evidence supporting H.U.G. and practical examples from elementary schools.

Self-assess if H.U.G. is appropriate for your school.

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:

Targeted Interventions*Systems for

Students with At-Risk Behavior

Tertiary Prevention:Specialized

Individualized*Systems for Students

with High-Risk Behavior

~80% of Students

~15%

~5%

SCHOOL-WIDE POSITIVE BEHAVIOR

INTERVENTION &SUPPORT The H.U.G. Program

is a targeted intervention

Major Features of Targeted Interventions

Intervention is continuously available

Consistent with school-wide expectations

Implemented by all staff/faculty in a school

Home/school linkage

Flexible intervention based on assessment

Rapid access to intervention

Very low effort by teachers

Adequate resources (admin, team)

Time for coordination (6-10 hours per week)

Student chooses to participate

Continuous monitoring for decision-making

Clear Criteria for entry into and exit from the intervention

Source: Horner, Sugai, Todd, Rossetto-Dickey, Anderson, Scott 2007

What do Targeted Interventions do?

Increased structure (prompts for appropriate behavior)

Structured times for feedback ( several per day) Enhanced home-school communication Development of self-management skills Target reward to function of the behavior:

Increase access to adult attention Increase access to peer attention Increase access to activity choice Acceptable options for avoiding aversive

activities Acceptable options for avoiding aversive

social interactionsHorner, Sugai, Todd, Rossetto-Dickey, Anderson, Scott 2007

Hello~Update ~Goodbye… a targeted intervention

A check in/check out system that supports students experiencing challenging behaviors

A method for providing targeted feedback, reinforcement and positive attention from adults

A team approach connecting school and home

Foundations for H.U.G. Success

Effective PBS/EBIS Team

Strong PBIS school-wide systems

Data based decision making in place

Willingness to reward students for incremental changes in behavior

Follow through from adults

Belief that adults can make a difference in a student’s behavior

A need to look at ongoing and new interventions for behavior and academic concerns

“There is no significantlearning without

a significant relationship.”

~ James Comer

Putting the Plan Together...

Teacher/staff refers student to H.U.G. Coordinator

Identify previous interventions

Contact parent to discuss H.U.G. Program and schedule team meeting

H.U.G. Team shares information about the program and the student

Identify attainable student goals

Sign H.U.G. contract and begin the program

• A positive, sincere greeting• A check to see if child is prepared

for the day (lunch ticket, materials, etc.)

• A check to learn how child is feeling• Collection of previous day’s HUG

form signed by parents• Review of goals and encouragement

to have a great day • A new HUG form

Morning - Hello

• Child gives HUG form to teacher

• Teacher and other staff rate student’s behavior for specified time periods

• Teacher offers brief, specific comments to students about the ratings

During the Day -Update

• Student returns HUG form to HUG coordinator prior to last bell

• Student receives a positive, sincere greeting

• Review goal chart• Provide reward and encouragement

and problem solve any areas of concern

• HUG forms go home

End of the Day - Goodbye

HUG Coordinator Signs HUG Contract Facilitates check in-

check out process Provides positive

feedback and rewards

Collects HUG forms, ensures data is entered, reviews progress, and makes changes if necessary.

Teacher Signs HUG

Contract Accepts HUG

form Evaluates

students Provides

specific, positive feedback

Roles and Responsibilities

Parents Sign HUG contract Review progress

with child daily Provide positive

feedback Share concerns

and celebrations with school

Students Sign HUG

Contract Follow all HUG

Program guidelines

GIVE IT YOUR BEST!!

More Roles and Responsibilities

How is it working?

H.U.G. students’ rate of academic growth shows a significant increase with this support. Example: oral reading fluency of 2nd grade HUG students increased 50% as compared to the 21.8% increase of the general population.

On average, 85% of students met their goal daily.

Most H.U.G. students remain on the program for approx. 3 to 6 months and then graduate to the “Personal Challenge” or “Self-Manager” level.

Students participating in H.U.G generally experience a reduction in office discipline referrals of at least 40%.

Why does H.U.G. work?

Improved structure Prompts are provided throughout the day for correct

behavior. Student meets daily with at least one positive adult. Student chooses to participate.

Student is “set up for success” First contact each morning is positive. “Blow-out” days are pre-empted. First contact each class period (or activity period) is positive,

and sets up successful behavioral momentum.

Increase in contingent feedback Feedback occurs more often. Feedback is tied to student behavior. Inappropriate behavior is less likely to be ignored or

rewarded.Adapted from: Horner, Sugai, Todd, Rossetto-Dickey, Anderson, Scott 2007

Why does the H.U.G Program Work?

Program can be applied in all school locations Classroom, playground, cafeteria (anywhere there is a supervisor)

Elevated reward for appropriate behavior Adult and peer attention delivered each target period Adult attention (and/or tangible reward) delivered at end of day

Links behavior support and academic support For academic-based, escape-maintained problem behavior

incorporate academic support

Encourages and provides for more home and school communication Provide format for positive student/parent contact

Program is organized to morph into a self-management system Increased options for making choices Increased ability to self-monitor performance/progress

Adapted from: Horner, Sugai, Todd, Rossetto-Dickey, Anderson, Scott 2007

HUG(Hello, Update, Goodbye)

Judy Date: _______________________Please indicate whether the student has met the goal during the time period indicated.

Meets: J (2 points) So, so: K (1 point) Doesn’t meet: L (0 points)

Goals Homeroom AM Reading Group Homeroom PM

Be Safe J K L J K L J K L

Be Respectful J K L J K L J K L

Be Responsible J K L J K L J K L

Total Points      

Teacher Initials      

HUG Daily Goal _____/18 HUG Daily Score _____/18

Teacher Comments: Please state briefly any specific behaviors or achievements that demonstrate the student’s progress. ____________________________________________________________________

____________________________________________________________________

Parent’s Signature and Comments: _________________________________________

HUG(Hello, Update, Goodbye)

Raul Date: _______________________Please indicate whether the student has met the goal during the time period indicated.

Meets: J (2 points) So, so: K (1 point) Doesn’t meet: L (0 points)

HUG Daily Goal _____/42 HUG Daily Score _____/42

Teacher Comments (Comentarios de maestra): ____________________________________________________________________

Firma y comentarios de padres:____________________________________________

Goal (Objetivo)

Morning in Class

(Mañana en clase)

Reading

(Lectura)

ELL (Ingles)

Writing

(Escritura)

Math (matematicas)

Specials (Educacion Fisico, musica, o Biblioteca)

Science (Ciencias)

I will be safe(Se seguro) J K L J K L J K L J K L J K L J K L J K L

I will be Responsible (Se responsible) J K L J K L J K L J K L J K L J K L J K L

I will be Kind (Se amable) J K L J K L J K L J K L J K L J K L J K L

Total Points              

Teacher Initials              

HUG(Hello, Update, Goodbye)

Eli Date: _______________________Please indicate whether the student has met the goal during the time period indicated.

Meets: J (2 points) So, so: K (1 point) Doesn’t meet: L (0 points)

HUG Daily Goal _____/18 HUG Daily Score _____/18

Teacher Comments: Please state briefly any specific behaviors or achievements that demonstrate the student’s progress. ____________________________________________________________________

Parent’s Signature and Comments: _________________________________________

Goals Morning Specials Afternoon

Be Safe: I keep my hands and feet to myself. J K L J K L J K L

Be Responsible: I will stay on task and actively participate J K L J K L J K L

Be Kind: I will be a good friend to classmates J K L J K L J K L

Total Points      

Teacher Initials      

H.U.G. Home Report

Name: _____________________________

Date: ___________________ I met my goal today ______ I had a hard

day

One thing I did really well today was:________________

Something I will work on tomorrow is: _______________

Comments:Parent/Guardian Signature ________________________Comments: _______________________________________

Horner, Sugai, Todd, Rossetto-Dickey, Anderson, Scott 2007

Emily's HUG ChartGoal 9, Maximum Points 12

0

3

6

9

12

10

/22

/07

10

/29

/07

11

/5/0

7

11

/12

/07

11

/19

/07

11

/26

/07

Points Earned

Chart and review progress at least weekly using Excel or CICO

CICO at SWIS

http://www.swis.org

What’s Happening Now. . .

Creative ways to reward and motivate kids

Transition to Challenge, Self-Management and H.U.G. Leader levels

Sharing Goal Success immediately with significant staff & parents

Ensuring that ALL students at school have a connection with staff

. . . and what we’ve learned

Data-based decision making does work

The H.U.G. philosophy has become an integral part of how all staff works with every student

With less or no dollars, it remains a priority

Students are finding success across all boundaries in their lives

Plan for the future: We want self-managers

Embed self-management strategies as driven by the data Use natural signals for monitoring as

much as possible Teach students to Self-monitor Self-record, check for accuracy by

comparing with teacher’s rating Reduce check points during the day Manage own H.U.G. account

Horner, Sugai, Todd, Rossetto-Dickey, Anderson, Scott 2007

ShakingitUp…IndividualizingHUG

“Showin’ Up”

Create point column for check-in and check-out – get extra bonus pts. for showing up.

“Doublin’ Up”

Award student double points during consistently difficult times of day.

“Cashin’ In”

Create a list of opportunities that can be earned over time.

Critical Elements For Success

Use data to look at the WHOLE child

Find as many school staff as possible to celebrate ANY goal successes

The check-in person MUST be positive and consistent

Individualize plans and rewards with creativity, flexibility and authenticity

Is the H.U.G. Program right for your school?

Faculty and staff commitment Are there students with multiple referrals? Are staff willing to commit 5 min per day per

student? Is H.U.G. a reasonable option for you?

H.U.G. is designed to work with “yellow zone” students. H.U.G. does NOT replace need for individualized supports

within and outside of the classroom.

Team Available H.U.G. Coordinator (reviews data weekly) H.U.G. Check-in Person (mornings and

afternoons) Intervention Team (meets at least monthly) to

review progress of the interventionAdapted from: Horner, Sugai, Todd, Rossetto-Dickey, Anderson, Scott 2007

Prerequisites for H.U.G.

School-wide PBIS in place School-wide expectations defined and taught Reward system operating Clear and consistent consequences for

problem behavior

Process for identifying a student who may be appropriate for H.U.G. Program

Student is not responding to SWPBIS expectations Example: Two or more ODRs

Student who finds adult attention rewarding Student is NOT in crisis.

Adapted from: Horner, Sugai, Todd, Rossetto-Dickey, Anderson, Scott 2007

Other Prerequisites

Daily H.U.G progress report card Similar expectations for all students Common number of rating periods All staff taught rules for accepting, completing

and returning the card.

Home report process Can be same as progress card Can be a unique reporting form

Adapted from: Horner, Sugai, Todd, Rossetto-Dickey, Anderson, Scott 2007

H.U.G. Implementation

What are the starting roadblocks that may surface for your school?

Using the resources you have, how might you overcome these challenges

Group sharing of solutions.

Questions to take back to your school

Who could be our H.U.G coordinator?

What resources does our school have to support H.U.G.?

What student data do we collect that can be used in making decisions for H.U.G.?

How will we get commitment or buy-in from staff?

Never underestimate the power of a

H.U.G. . . .

Any Questions?

Thank you!H.U.G. Documents can be found

at www.ttsd.k12.or.us/district/ebis/ebs-1

and at www.pbisnetwork.org

Pam Hallvik – phallvik@nwresd.k12.or.usNancy Brown – nbrown2@ttsd.k12.or.usSally Helton – shelton@ttsd.k12.or.us

H.U.G. respondsto those kids who let us know they need

support with a connection