HUG presentation - pbisnetwork2010conference
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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
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’s
life miserable or joyous. I can be a
tool of torture or an instrument of
inspiration. I can humiliate or humor,
hurt or heal.
In all situations it is my response
that 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.
SCHOOL-WIDE
POSITIVE
BEHAVIOR
INTERVENTION &
SUPPORT
~5%
~15%
Tertiary Prevention:
Specialized
Individualized
*Systems for Students with
High-Risk Behavior
The
H.U.G.
Program
Secondary
Prevention:
Interventions
isTargeted
a targeted
*Systems for Students
intervention
with At-Risk Behavior
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
~80% of
Students
Major Features of
Targeted Interventions
Intervention is continuously
Adequate resources (admin,
Consistent with school-wide
Time for coordination (6-10
Implemented by all
Student chooses to participate
available
expectations
staff/faculty in a school
Home/school linkage
team)
hours per week)
Continuous monitoring for
decision-making
Flexible intervention based on Clear Criteria for entry into
assessment
and exit from the intervention
Rapid access to intervention
Very low effort by teachers
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
interactions
Horner, 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 significant
learning 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
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
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
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
Roles and Responsibilities
HUG Coordinator
Signs HUG Contract
Facilitates check incheck 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
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!!
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)
Goals
So, so: K (1 point)
Homeroom AM
Doesn’t meet: L (0 points)
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)
Goal (Objetivo)
Morning in
Class
(Mañana en
clase)
So, so: K (1 point)
Reading
(Lectura)
ELL
(Ingles)
Doesn’t meet: L (0 points)
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 Daily Goal
_____/42
HUG Daily Score
_____/42
Teacher Comments (Comentarios de maestra):
____________________________________________________________________
Firma y comentarios de padres:____________________________________________
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)
Goals
Morning
Doesn’t meet: L (0 points)
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
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: _________________________________________
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
Chart and review progress at least
weekly using Excel or CICO
Emily's HUG Chart
Goal 9, Maximum Points 12
12
9
P o ints Ea rne d
6
3
11/26/07
11/19/07
11/12/07
11/5/07
10/29/07
10/22/07
0
CICO at SWIS
http://www.swis.org
What’s Happening Now. . .
Creative ways to
Sharing Goal Success
reward and motivate
kids
Transition to
Challenge, SelfManagement and
H.U.G. Leader levels
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, RossettoDickey, Anderson, Scott 2007
ShakingitUp…Individualizin
gHUG
“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 intervention
Adapted 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 – [email protected]
Nancy Brown – [email protected]
Sally Helton – [email protected]
H.U.G. responds
to those kids who let us
know they need support
with a connection