Example-Handling of Discipline Offenses-Haggerty
Making clear which problem behaviors will be sent to the office and which will be handled by the
faculty/staff sends two important messages to students:
1. The office is a serious place for serious infractions.
2. All faculty/staff in the school take responsibility and have the authority to maintain an
environment that is safe and conducive to the growth of all students.
Discipline offenses handled by the
Teacher/Staff
Discipline offenses that result in an Office
Referral
 Physical Aggression - Non-serious, but
inappropriate physical contact
 Minor Theft – Taking something of
minimal value that can be easily replaced
 Minor Vandalism/Property Damage Misuse of property and/or minor
destruction resulting in damage that can
easily be fixed (by student w/or w/o help)
 Teasing/Taunting – Name calling, words
or gestures that are used to make someone
unhappy but do not include serious threat
or intimidation
 Defiance/Disrespect -Brief or low
intensity failure to respond to adult
requests
 Disruption - Low intensity interference
with instruction/activity
 Inappropriate Language - Low intensity
instance of profanity or rude language
 Other -Any other minor problem
behaviors
 Fighting/Serious Physical Aggression -Actions
involving serious physical contact where injury is
intended or highly likely, such as two individuals
exchanging blows that could result in serious injury.
 Theft -Student in possession of, having passed on, or
being responsible for removing someone else’s
property that has significant value and cannot easily be
replaced.
 Abusive Language -Words used to threaten harm or
profanity used to hurt another individual.
 Vandalism/Property Damage -Student participates in
an activity that results in substantial destruction or
disfigurement of property: damage that cannot easily
be fixed.
 Bullying/Harassment -Student delivers disrespectful
messages (verbal or gesture) to another person that
includes threats and intimidation, pictures, or written
notes. Disrespectful messages include negative
comments based on race, religion, gender, age, and/or
national origin; sustained or intense verbal attacks
based on ethnic origin, disabilities, or other personal
matter.
 Defiance/Disrespect -Refusal to follow directions,
talking back, and/or socially rude interactions that
continue despite several interventions.
 Disruption -Behavior causing serious interference in a
class or activity that continues despite adult
intervention. Disruption includes continuous loud
talking out of turn, yelling, or screaming; noise with
materials; horseplay or roughhousing; and/or sustained
out-of-seat behavior.
 Inappropriate Language -Student continues to curse
or uses profanity despite continued teacher
intervention.
 Other- Student engages in other major problem
behaviors that do not fall within the above categories
or behavior that escalates or continues despite
repeated intervention strategies.
When intervention attempts have not been
successful in reducing/eliminating
behaviors
Before referring students to the office for
offenses listed above Teacher/Staff will:
1. Utilize intervention strategies to
address/redirect/correct problem
behaviors
2. Follow individual classroom
management plan
3. Contact parents before behavior
becomes chronic
4. Conference with Principal to
communicate the potential for
referral
5. Complete referral form to accompany
student to office
PBIS Indiana
Center on Education & Lifelong Learning and The Equity Project
Indiana University 2011
Example Haggerty Handling Disc Offenses TA-48
Haggerty--Handling of Discipline Offenses (Continued)
Intervention Strategies/Ideas for managing behavior
 Non-verbal Signals
o “The Look”
o Proximity
o Silent Cues/signals
 Engaging curriculum
 Increased responsibility
 Pre-correction and reminders
 Pre-teaching and re-teaching of expectations
 High levels of supervision
 Acknowledge effort to change
 Link reward to appropriate replacement behaviors
 Consultation with colleagues, teams, support staff, administration
Options of Consequences for behaviors handled by faculty/staff
 Verbal Discussion/Correction
 Re-teaching
 Ask—check for understanding
 Increased Supervision
 Moving seat
 Problem solving
 Positive practice or overcorrection
 Loss of privileges (including passes, passing time)
 Restitution
 Timeout in room
 Think sheet (reflection and processing with adult)
 Timeout in another teacher’s room
 Behavior Contract
 Parent contact
 Referral to TAT
 Assign consequence consistent with behavior of concern
Options of Consequences for behavior referred to Office
Principal will issue appropriate consequences and facilitate corrective action designed to help the
student improve his/her school behavior. Corrective action will be based on the student’s
developmental level, past history, as well as frequency and severity of the behavior that has been
referred.
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Verbal Discussion/Correction
Apology
Restitution
Class Time Out
Lunch Time Out
Behavior Contract
PBIS Indiana
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Contact Parent/Family
Parent Meeting
Loss of Privileges
In-school Suspension
Out-of-school Suspension
Center on Education & Lifelong Learning and The Equity Project
Indiana University 2011
Example Haggerty Handling Disc Offenses TA-49