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
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 – [email protected] Brown – [email protected] Helton – [email protected]
H.U.G. respondsto those kids who let us know they need
support with a connection