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

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’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 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

3. Today’s Goals Define the logic and core features of Targeted Interventions, and the specifics of the H.U.G. Program. 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. Provide empirical evidence supporting H.U.G. and practical examples from elementary schools. Self-assess if H.U.G. is appropriate for your school. Self-assess if H.U.G. is appropriate for your school.

4. 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

5. Major Features of Targeted Interventions Intervention is continuously available Intervention is continuously available Consistent with school-wide expectations Consistent with school-wide expectations Implemented by all staff/faculty in a school Implemented by all staff/faculty in a school Home/school linkage Home/school linkage Flexible intervention based on assessment Flexible intervention based on assessment Rapid access to intervention Rapid access to intervention Very low effort by teachers Very low effort by teachers Adequate resources (admin, team) Adequate resources (admin, team) Time for coordination (6-10 hours per week) Time for coordination (6-10 hours per week) Student chooses to participate Student chooses to participate Continuous monitoring for decision-making Continuous monitoring for decision-making Clear Criteria for entry into and exit from the intervention 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) Increased structure (prompts for appropriate behavior) Structured times for feedback ( several per day) Structured times for feedback ( several per day) Enhanced home-school communication Enhanced home-school communication Development of self-management skills Development of self-management skills Target reward to function of the behavior: Target reward to function of the behavior: Increase access to adult attention Increase access to adult attention Increase access to peer attention Increase access to peer attention Increase access to activity choice Increase access to activity choice Acceptable options for avoiding aversive activities Acceptable options for avoiding aversive activities Acceptable options for avoiding aversive social interactions Acceptable options for avoiding aversive social interactions Horner, Sugai, Todd, Rossetto-Dickey, Anderson, Scott 2007

7. H ello ~ U pdate ~ G oodbye … a targeted intervention A check in/check out system that supports students experiencing challenging behaviors 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 method for providing targeted feedback, reinforcement and positive attention from adults A team approach connecting school and home A team approach connecting school and home

8. Foundations for H.U.G. Success Effective PBS/EBIS Team Effective PBS/EBIS Team Strong PBIS school-wide systems Strong PBIS school-wide systems Data based decision making in place Data based decision making in place Willingness to reward students for incremental changes in behavior Willingness to reward students for incremental changes in behavior Follow through from adults Follow through from adults Belief that adults can make a difference in a student’s behavior 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 A need to look at ongoing and new interventions for behavior and academic concerns

9. “There is no significant learning without a significant relationship.” ~ James Comer

10. Putting the Plan Together... Teacher/staff refers student to H.U.G. Coordinator Teacher/staff refers student to H.U.G. Coordinator Identify previous interventions Identify previous interventions Contact parent to discuss H.U.G. Program and schedule team meeting 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. 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

12. 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

13. 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

14. 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

15. 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

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 2 nd grade HUG students increased 50% as compared to the 21.8% increase of the general population. H.U.G. students’ rate of academic growth shows a significant increase with this support. Example: oral reading fluency of 2 nd 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. 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. 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%. 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 Improved structure Prompts are provided throughout the day for correct behavior. Prompts are provided throughout the day for correct behavior. Student meets daily with at least one positive adult. Student meets daily with at least one positive adult. Student chooses to participate. Student chooses to participate. Student is “set up for success” Student is “set up for success” First contact each morning is positive. First contact each morning is positive. “Blow-out” days are pre-empted. “Blow-out” days are pre-empted. First contact each class period (or activity period) is positive, and sets up successful behavioral momentum. First contact each class period (or activity period) is positive, and sets up successful behavioral momentum. Increase in contingent feedback Increase in contingent feedback Feedback occurs more often. Feedback occurs more often. Feedback is tied to student behavior. Feedback is tied to student behavior. Inappropriate behavior is less likely to be ignored or rewarded. 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 Program can be applied in all school locations Classroom, playground, cafeteria (anywhere there is a supervisor) Classroom, playground, cafeteria (anywhere there is a supervisor) Elevated reward for appropriate behavior Elevated reward for appropriate behavior Adult and peer attention delivered each target period Adult and peer attention delivered each target period Adult attention (and/or tangible reward) delivered at end of day Adult attention (and/or tangible reward) delivered at end of day Links behavior support and academic support Links behavior support and academic support For academic-based, escape-maintained problem behavior incorporate academic support For academic-based, escape-maintained problem behavior incorporate academic support Encourages and provides for more home and school communication Encourages and provides for more home and school communication Provide format for positive student/parent contact Provide format for positive student/parent contact Program is organized to morph into a self-management system Program is organized to morph into a self-management system Increased options for making choices Increased options for making choices Increased ability to self-monitor performance/progress 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: (2 points) So, so:  (1 point) Doesn’t meet:  (0 points) GoalsHomeroom AMReading GroupHomeroom PM Be Safe  Be Respectful  Be Responsible  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: _________________________________________

20. HUG (Hello, Update, Goodbye) Raul Date: _______________________ Please indicate whether the student has met the goal during the time period indicated. Meets: (2 points) So, so:  (1 point) Doesn’t meet:  (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)  I will be Responsible (Se responsible)  I will be Kind (Se amable)  Total Points Teacher Initials

21. HUG (Hello, Update, Goodbye) Eli Date: _______________________ Please indicate whether the student has met the goal during the time period indicated. Meets: (2 points) So, so:  (1 point) Doesn’t meet:  (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: _________________________________________ GoalsMorningSpecialsAfternoon Be Safe: I keep my hands and feet to myself.  Be Responsible: I will stay on task and actively participate  Be Kind: I will be a good friend to classmates  Total Points Teacher Initials

23. 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

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

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

26. What’s Happening Now... Creative ways to reward and motivate kids Creative ways to reward and motivate kids Transition to Challenge, Self- Management and H.U.G. Leader levels 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

27. ... and what we’ve learned Data-based decision making does work Data-based decision making does work The H.U.G. philosophy has become an integral part of how all staff works with every student 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 With less or no dollars, it remains a priority Students are finding success across all boundaries in their lives Students are finding success across all boundaries in their lives

28. Plan for the future: We want self-managers Embed self-management strategies as driven by the data Embed self-management strategies as driven by the data Use natural signals for monitoring as much as possible Use natural signals for monitoring as much as possible Teach students to Self-monitor Teach students to Self-monitor Self-record, check for accuracy by comparing with teacher’s rating Self-record, check for accuracy by comparing with teacher’s rating Reduce check points during the day Reduce check points during the day Manage own H.U.G. account Manage own H.U.G. account Horner, Sugai, Todd, Rossetto- Dickey, Anderson, Scott 2007

29. ShakingitUp…Individualizin gHUG “Showin’ Up” Create point column for check-in and check-out – get extra bonus pts. for showing 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. Award student double points during consistently difficult times of day. “Cashin’ In” Create a list of opportunities that can be earned over time. Create a list of opportunities that can be earned over time.

30. Critical Elements For Success Use data to look at the WHOLE child Use data to look at the WHOLE child Find as many school staff as possible to celebrate ANY goal successes Find as many school staff as possible to celebrate ANY goal successes The check-in person MUST be positive and consistent The check-in person MUST be positive and consistent Individualize plans and rewards with creativity, flexibility and authenticity Individualize plans and rewards with creativity, flexibility and authenticity

31. Is the H.U.G. Program right for your school? Faculty and staff commitment Faculty and staff commitment Are there students with multiple referrals? Are there students with multiple referrals? Are staff willing to commit 5 min per day per student? Are staff willing to commit 5 min per day per student? Is H.U.G. a reasonable option for you? Is H.U.G. a reasonable option for you? H.U.G. is designed to work with “yellow zone” students. 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. H.U.G. does NOT replace need for individualized supports within and outside of the classroom. Team Available Team Available H.U.G. Coordinator (reviews data weekly) H.U.G. Coordinator (reviews data weekly) H.U.G. Check-in Person (mornings and afternoons) H.U.G. Check-in Person (mornings and afternoons) Intervention Team (meets at least monthly) to review progress of the intervention Intervention Team (meets at least monthly) to review progress of the intervention Adapted from: Horner, Sugai, Todd, Rossetto-Dickey, Anderson, Scott 2007

32. Prerequisites for H.U.G. School-wide PBIS in place School-wide PBIS in place School-wide expectations defined and taught School-wide expectations defined and taught Reward system operating Reward system operating Clear and consistent consequences for problem behavior Clear and consistent consequences for problem behavior Process for identifying a student who may be appropriate for H.U.G. Program Process for identifying a student who may be appropriate for H.U.G. Program Student is not responding to SWPBIS expectations Student is not responding to SWPBIS expectations Example: Two or more ODRs Example: Two or more ODRs Student who finds adult attention rewarding Student who finds adult attention rewarding Student is NOT in crisis. Student is NOT in crisis. Adapted from: Horner, Sugai, Todd, Rossetto-Dickey, Anderson, Scott 2007

33. Other Prerequisites Daily H.U.G progress report card Daily H.U.G progress report card Similar expectations for all students Similar expectations for all students Common number of rating periods Common number of rating periods All staff taught rules for accepting, completing and returning the card. All staff taught rules for accepting, completing and returning the card. Home report process Home report process Can be same as progress card Can be same as progress card Can be a unique reporting form Can be a unique reporting form Adapted from: Horner, Sugai, Todd, Rossetto-Dickey, Anderson, Scott 2007

34. H.U.G. Implementation What are the starting roadblocks that may surface for your school? What are the starting roadblocks that may surface for your school? Using the resources you have, how might you overcome these challenges Using the resources you have, how might you overcome these challenges Group sharing of solutions. Group sharing of solutions.

35. Questions to take back to your school Who could be our H.U.G coordinator? Who could be our H.U.G coordinator? What resources does our school have to support H.U.G.? 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.? 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? How will we get commitment or buy-in from staff?

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

37. Any Questions?

38. Thank you! H.U.G. Documents can be found at www.ttsd.k12.or.us/district/ebis/ebs-1 www.ttsd.k12.or.us/district/ebis/ebs-1 and at www.pbisnetwork.org Pam Hallvik – phallvik@nwresd.k12.or.usphallvik@nwresd.k12.or.us Nancy Brown – nbrown2@ttsd.k12.or.usnbrown2@ttsd.k12.or.us Sally Helton – shelton@ttsd.k12.or.usshelton@ttsd.k12.or.us

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