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  1. Hello, Update,and Goodbye Program Improving Behavior one H. U. G. at a time Presenters: Pam Hallvik, Administrator Sally Helton, EBIS Coordinator Nancy Brown, Counselor

  2. 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

  3. 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.

  4. SCHOOL-WIDE POSITIVE BEHAVIOR INTERVENTION & SUPPORT Tertiary Prevention: Specialized Individualized *Systems for Students with High-Risk Behavior ~5% The H.U.G. Program is a targeted intervention Secondary Prevention: Targeted Interventions *Systems for Students with At-Risk Behavior ~15% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students

  5. 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

  6. 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 interactions Horner, Sugai, Todd, Rossetto-Dickey, Anderson, Scott 2007

  7. 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

  8. 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

  9. “There is no significantlearning withouta significant relationship.” ~ James Comer

  10. 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

  11. Morning - Hello • 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

  12. During the Day - Update • 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

  13. End of the Day - Goodbye • 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

  14. Roles and Responsibilities • 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

  15. More 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!!

  16. 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%.

  17. 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

  18. 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

  19. 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) 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: _________________________________________

  20. 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:____________________________________________

  21. 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: _________________________________________

  22. 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

  23. Chart and review progress at least weekly using Excel or CICO

  24. CICO at SWIS http://www.swis.org

  25. 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

  26. . . . 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

  27. 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

  28. 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.

  29. 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

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

  31. 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

  32. 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

  33. 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.

  34. 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?

  35. Never underestimate the power of a H.U.G. . . .

  36. Any Questions?

  37. 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.us Nancy Brown – nbrown2@ttsd.k12.or.us Sally Helton – shelton@ttsd.k12.or.us

  38. H.U.G. respondsto those kids who let us know they need support with a connection