DISCIPLINE PLAN RICHARDS’ Level 1: Non-Interfering** Level 2: Interfering** Behaviors that solely or primarily Behaviors that interfere with the impact the student learning/activity of others– Discipline offenses Discipline – primarily handled by teacher/staff offenses primarily handled by teacher/staff Not prepared Blurting out Visiting/talking Out of seat Inappropriate noises Breaking pencils Tattling Not following directions Talking back to adults Playing in desk Touching Not doing class work Poking Not in line Standing on furniture Sleeping Constant talking Copying Out of seat and interfering with learning others’ Refusing to work Inappropriate language Consistently not following directions No homework Spitting Not having materials Playing in desk Teasing/Taunting Passing or writing notes Inappropriate language Refusing to do work Other Bringing electronics, toys, or other inappropriate items to school Ideas for Managing Behavior Ideas for Managing Behavior Daily routines & procedures Level 1 ideas Eye contact Adequate supervision Proximity Consultation with teams, support staff and colleagues for management ideas (TAT Non-verbal signals referral, grade3 level) Engaging curriculum More instructional support Adapting curriculum Pre-correction and reminders Positive practice Pre-teaching and re-teaching of expectations Link rewards to appropriate replacement behaviors Varied reinforcement Acknowledge effort to change Verbal warning Visual cue cards Behavior contract Consequences may include: Consequences may include: Time out in room Time out in another room teacher’s Parent contact Admin/parent/student/teacher conference Detention Restitution Loss of privileges Moving seat
RICHARDS’ DISCIPLINE PLAN Level 1: Non-Interfering** Behaviors that solely or primarily impact the student – Discipline offenses primarily handled by teacher/staff Level 2: Interfering** Behaviors that interfere with the learning/activity of others– Discipline offenses primarily handled by teacher/staff Not prepared Out of seat Breaking pencils Not following directions Playing in desk Not doing class work Not in line Sleeping Copying Refusing to work No homework Not having materials Teasing/Taunting Inappropriate language Other Blurting out Visiting/talking Inappropriate noises Tattling Talking back to adults Touching Poking Standing on furniture Constant talking Out of seat and interfering with others’ learning Inappropriate language Consistently not following directions Spitting Playing in desk Passing or writing notes Refusing to do work Bringing electronics, toys, or other inappropriate items to school Ideas for Managing Behavior Ideas for Managing Behavior Daily routines & procedures Eye contact Proximity Non-verbal signals Engaging curriculum More instructional support Adapting curriculum Pre-correction and reminders Positive practice Pre-teaching and re-teaching of expectations Link rewards to appropriate replacement behaviors Varied reinforcement Acknowledge effort to change Verbal warning Visual cue cards Behavior contract Level 1 ideas Adequate supervision Consultation with teams, support staff and colleagues for management ideas (TAT referral, grade3 level) Consequences may include: Consequences may include: Time out in room Parent contact Detention Restitution Loss of privileges Moving seat Time out in another teacher’s room Admin/parent/student/teacher conference
HandbookRichards2012-13_2.docx