Long-standing research on suspension and expulsion has shown the inefficacies of such punitive and reactive disciplinary approaches. These practices have fostered a negative trajectory of wrongdoing and an ongoing cycle of repeat violations; however, they continue to be reflected in schoolwide discipline codes of conduct. Due to significant gaps in the literature regarding students who are repeat offenders, the current study examined the responses of Illinois high schools when students recurrently violate discipline codes of conduct. This research served as an extension of a larger discipline policy project conducted in 2004, utilizing a revised version of the Analysis of Discipline Codes Rating Form-Revised (ADCR-R) to methodically assess the content of the policies. Comparisons were made among the data to ascertain the number of policies referencing responses to subsequent violations, and whether suspension, expulsion, and increasingly severe responses were more common beyond the first offense. Results indicated that for six of the eighteen selected behaviors, suspension was offered more frequently for initial violations; expulsion was more widespread for initial violations of one behavior. The means for all behavioral subtypes and levels of responses were higher for the initial infractions. Implications for future research regarding schoolwide discipline and the integration of proactive approaches were discussed.