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 – 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