Lansdowne Three Level Behavior System

• Following Directions: running, not having class materials, wearing hood/hat in class, inappropriate drawings/writing, not participating in group work, staying in restroom too long, area messy/disorganization
• Out-of-Area: cutting in line, leaving assigned area within room
• Off-Task: not completing class work, no homework, sleeping in class
• Disruptive: horseplay, passing notes, talking out of turn, pencil tapping, chair tipping, fidgeting/wiggling in seat, inappropriate voice level, excessive talking
• Hands & Feet: Not keeping hands/feet to self
• Respect: writing on desk, tattling, lying, name calling/teasing, disrespectful gestures (i.e.eye rolling), cursing (outburst not directed at people), spreading rumors/gossip, name calling

Level II Misbehaviors:(moderate) Infractions that DO NOT require immediate administrative involvement; however, they do require the completion of a discipline referral because reporting staff feels the administrator should be aware and/or have record of the incident; Staff has assigned a correction that is part of the school wide plan.

• 3 Repeated Level I behaviors that have not improved with classroom Tier I and Tier II interventions.
• Misbehaviors that occur on the school bus.
• Stealing
• Cheating
• Leaving designated area without permission or supervision (no safety concern)
• Misuse/Inappropriate use of technology
• Destruction of property (minor)
• Bullying (all reported bullying will be documented and investigated)

Level III (severe) Infractions: Serious safety violations that require immediate administrative involvement; documented with office discipline referral.

• Presence of weapons
• Inappropriate sexual touching
• Threat of harm to self or others
• Inappropriate sexual/racial comments - Harassment
• Physical aggression/Fight!
• Damaging Property
• Severe Bullying
• Leaving designated area (Safety Concern)
• Fighting involving immediate injury
• Hurting self/others
• Spitting
• Illegal drugs
• Student MAJOR disruption in the learning environment (out of instructional control)
• Failure to follow directions/insubordination/  refusal to comply with consequence
• Cursing at peers/staff
• Destruction of property (safety concern)

Consequences:

• Gentle verbal reprimand
• Proximity correction
• Keep a record of behavior (if repeated)
• Contact parents/DOJO
• Use planned ignoring, if appropriate
• Consequences owed through teacher behavior system
• Assign time-out at student’s desk, or in another location in room
• Assign time-out in another teacher’s room
• Require restitution (i.e., restoring, repairing damage done)
• Praise a responsibly behaving student
• Discussion with student
• Teacher directed reset

Level II Misbehaviors:(moderate) Infractions that DO NOT require immediate administrative involvement; however, they do require the completion of a discipline referral because reporting staff feels the administrator should be aware and/or have record of the incident; Staff has assigned a correction that is part of the school wide plan.

• DOJO/communication to parents
• Call or send letter to parents
• Continue Level I consequences that have not yet been implemented
• Additional behavior support may be necessary (SPS referral)
• Possible behavior referral. 
• Possible structured physical activity in place of free choice play
• Consider behavior improvement plan/behavior contract with student.
• Consider collaboration with support staff to determine if additional strategies can be implemented by completing referral to SPS.
• Conference with parent(s) and possibly request an administrator or mental health/behavior resource person on staff to attend for support and resources.
• Additional consequences implemented by Administration

Level III (severe) Infractions: Serious safety violations that require immediate administrative involvement; documented with office discipline referral.

• Call administration/office if a student needs to be removed; they will be picked up by a member of the PBIS team or other school officials.  
• Administration will administer consequences (use of FCPS Code of Conduct), the online referral system will generate an email to ensure communication between admin/teacher. 
• Teacher may consider making an SPS referral; implementation of behavior support plan may be necessary; on-going consultation with support staff and administration; mental health services may also be considered.