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					 Hello,
Update,
  and
Goodbye   Improving Behavior one
          H. U. G. at a time
Program
                              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                    Tertiary Prevention:
                                          Specialized
         POSITIVE                       Individualized
        BEHAVIOR                  *Systems for Students with
                         ~5%         High-Risk Behavior
    INTERVENTION &
         SUPPORT                 The H.U.G. Program
                                   Secondary Prevention:
                        ~15%
                                    a targeted
                                 isTargeted Interventions
                                   *Systems for
                                 interventionStudents
                                  with At-Risk Behavior
Primary Prevention:
School-/Classroom-
 Wide Systems for
   All Students,
  Staff, & Settings

                      ~80% of
                      Students
  Major Features of
  Targeted Interventions

 Intervention is continuously            Adequate resources (admin,
  available                                 team)
 Consistent with school-wide             Time for coordination (6-10
  expectations                              hours per week)
 Implemented by all                      Student chooses to participate
  staff/faculty in a school
                                          Continuous monitoring for
 Home/school linkage                       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    H.U.G. Team shares
  student to H.U.G.        information about the
  Coordinator              program and the
 Identify previous        student
  interventions           Identify attainable
 Contact parent to        student goals
  discuss H.U.G.          Sign H.U.G. contract
  Program and              and begin the
  schedule team            program
  meeting
    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              Teacher
 Signs HUG Contract          Signs HUG
 Facilitates check in-        Contract
  check out process
                              Accepts HUG form
 Provides positive
  feedback and rewards
                              Evaluates students
 Collects HUG forms,         Provides specific,
  ensures data is entered,     positive feedback
  reviews progress, and
  makes changes if
  necessary.
More Roles and Responsibilities

Parents                Students
 Sign HUG contract     Sign HUG Contract
 Review progress       Follow all HUG
  with child daily
                         Program guidelines
 Provide positive
  feedback              GIVE IT YOUR
                         BEST!!
 Share concerns and
  celebrations with
  school
      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)

                                                                                           Specials
                        Morning in
                                                                                           (Educacion
                          Class       Reading      ELL        Writing         Math                        Science
                                                                                           Fisico,
                        (Mañana en   (Lectura)   (Ingles)   (Escritura)   (matematicas)                  (Ciencias)
                                                                                           musica, o
                          clase)
   Goal (Objetivo)                                                                         Biblioteca)
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)       Doesn’t meet: L (0 points)



                      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


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



    6                                                                       Points Earned



    3



    0
         10/22/07


                    10/29/07




                                           11/12/07


                                                      11/19/07


                                                                 11/26/07
                                 11/5/07
               CICO at SWIS

http://www.swis.org
 What’s Happening Now. . .

 Creative ways to        Sharing Goal Success
  reward and motivate      immediately with
  kids                     significant staff &
 Transition to            parents
  Challenge, Self-        Ensuring that ALL
  Management and           students at school
  H.U.G. Leader levels     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…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 – phallvik@nwresd.k12.or.us
Nancy Brown – nbrown2@ttsd.k12.or.us
Sally Helton – shelton@ttsd.k12.or.us
    H.U.G. responds
to those kids who let us
know they need support
    with a connection