Hello, Update, and Goodbye Program

Hello, Update and Goodbye Program

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

Pam

1

Ive come to a frightening conclusion. I am the decisive element in the classroom. Its my personal approach that creates the climate. Its my daily mood that makes the weather. As a teacher, I possess tremendous power to make a childslife 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

Pam

2

Todays 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.

Pam

3

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

Pam

4

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

Pam

5

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

Pam

6

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

7

Nancy

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 students behavior

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

Nancy

8

There is no significantlearning withouta significant relationship.

~ James Comer

Nancy

9

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

Nancy

10

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 days HUG form signed by parents

Review of goals and encouragement to have a great day

A new HUG form

Morning - Hello

Nancy

11

Child gives HUG form to teacher

Teacher and other staff rate students behavior for specified time periods

Teacher offers brief, specific comments to students about the ratings

During the Day -

Update

Nancy

12

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

Nancy

13

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

Nancy

14

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

Nancy

15

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%.

16

Sally

H.U.G. students rate of academic growth increased significantly with this support. Oral reading fluency increased 50% as compared to the 21.8 of the general population.

Increased on-task behavior increases the amount of time for student learning to occur.

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

Sally

17

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


Sally

18

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) Doesnt meet: L (0 points)
GoalsHomeroom AMReading GroupHomeroom PMBe SafeJ K LJ K LJ K LBe RespectfulJ K LJ K LJ K LBe ResponsibleJ K LJ K LJ K LTotal PointsTeacher Initials
HUG Daily Goal _____/18 HUG Daily Score _____/18

Teacher Comments: Please state briefly any specific behaviors or achievements that demonstrate the students progress.

____________________________________________________________________

____________________________________________________________________

Parents Signature and Comments: _________________________________________

Sally

19

HUG


Raul Date: _______________________




Teacher Comments (Comentarios de maestra): ____________________________________________________________________

Firma y comentarios de padres:____________________________________________
Goal (Objetivo)Morning in Class (Maana 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 LJ K LJ K LJ K LJ K LJ K LJ K LI will be Responsible (Se responsible)J K LJ K LJ K LJ K LJ K LJ K LJ K LI will be Kind (Se amable)J K LJ K LJ K LJ K LJ K LJ K LJ K LTotal PointsTeacher Initials

Sally

20

HUG


Eli Date: _______________________




Teacher Comments: Please state briefly any specific behaviors or achievements that demonstrate the students progress.

____________________________________________________________________

Parents Signature and Comments: _________________________________________
GoalsMorningSpecialsAfternoonBe Safe: I keep my hands and feet to myself.J K LJ K LJ K LBe Responsible: I will stay on task and actively participateJ K LJ K LJ K LBe Kind: I will be a good friend to classmatesJ K LJ K LJ K LTotal PointsTeacher Initials

Sally

21

Sally

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: _______________________________________


Sally

23

Chart and review progress at least weekly using Excel or CICO

Sally

24

CICO at SWIS

http://www.swis.org

Sally

25

Whats 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

Pam

26

. . . and what weve 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

Pam

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 teachers rating

Reduce check points during the day

Manage own H.U.G. account


Pam

Teacher rates student without student rating himself until student meets goal consistently for 8 to 12 weeks. Then Student self-assesses and compares their rating to the teachers, daily. Enter teacher rating in CICO. If the ratings match consistently for 4 weeks, student transitions to rating their own behavior without feedback while still checking in daily. If successful for four more weeks student achieves self-management status throughout the school.

28

ShakingitUpIndividualizingHUG

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.

Pam

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

Pam

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


Sally

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.


Sally

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


Sally

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.

Pam

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?

Pam

35

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

Nancy

36

Any Questions?

Nancy

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 [email protected]

Nancy Brown [email protected]

Sally Helton [email protected]

Nancy

38

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

Nancy

39

Emily's HUG Chart

Goal 9, Maximum Points 12

0

3

6

9

12

10/22/07

10/29/07

11/5/07

11/12/07

11/19/07

11/26/07

Points Earned

Hello, Update, and Goodbye Program

Documents

Transcript of Hello, Update, and Goodbye Program