School Safety and Organization
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1.1 The faculty and staff perceive the school environment as safe and orderly.
1: Agree 2: Disagree 3: I don't know
1.1
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Teachers and staff at PCS consider it a safe place.
Teachers and staff at PCS consider it an orderly place.
PCS has clear and specific rules and procedures in place.
Teachers, staff, and students know the emergency management procedures for our school.
Teachers, staff, and students know how to implement the emergency management procedures for the school.
Teachers, staff, and students have practiced implementing emergency management procedures for specific incidents (for example, tornado drills, fire drills, or lockdown drills).
Emergency management procedures at PCS are updated on a regular basis.
1.2 Students, parents, and the community perceive the school environment as safe and orderly.
1: Agree 2: Disagree 3: I don't know
1.2
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PCS is a safe place.
PCS is an orderly place.
I am aware of the rules and procedures in place at PCS.
PCS uses social media to allow anonymous reporting of potential incidents.
PCS has a system that allows school leaders to communicate with me about issues regarding school safety (for example, a school call-out system).
School leaders coordinate with local law enforcement agencies regarding school safety issues.
School leaders engage the community regarding school safety issues.
1.3 Teachers have formal roles in the decision-making process regarding school initiatives.
1: Agree 2: Disagree 3: I don't know
1.3
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Teachers help make important decisions at PCS.
Specific groups of teachers provide input regarding specific decisions at PCS.
1.4 Teacher teams and collaborative groups regularly interact to address common issues regarding curriculum, assessment, instruction, and the achievement of all students.
1: Agree 2: Disagree 3: I don't know
1.4
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Teachers at PCS meet regularly.
At PCS, teachers who teach the same subject use the same exams, quizzes, and tests.
Teams of teachers at PCS look at student achievement data to figure out how to improve student learning.
1.5 Teachers and staff have formal ways to provide input regarding the optimal functioning of the school.
1: Agree 2: Disagree 3: I don't know
1.5
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The leaders of PCS ask teachers for their opinions about how the school functions.
The leaders of PCS collect information from teachers about their opinions.
1.6 Students, parents, and community have formal ways to provide input regarding the optimal functioning of the school.
1: Agree 2: Disagree 3: I don't know
1.6
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The leaders of PCS ask for my opinion about how the school should function.
The leaders of PCS have a system to save and keep track of the information they collect about my opinions.
Our school hosts an interactive website for students, parents, and the community.
I visit PCS school website often.
The leaders and teachers at PCS use social networking technologies to involve students, parents, and the community.
The leaders of PCS host virtual town hall meetings.
The leaders of PCS conduct focus group meetings with students, parents, and the community.
The leaders of PCS host or speak at community/business luncheons.
1.7 The success of the whole school, as well as individuals within the school, is appropriately acknowledged.
1: Agree 2: Disagree 3: I don't know
1.7
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The accomplishments of PCS have been adequately aknowledged
The accomplishments of PCS teachers have been adequately acknowledged.
Student individual accomplishments have been adequately acknowledged.
My leaders of PCS school acknowledge and celebrate individual accomplishments, teacher-team or department accomplishments, and whole-school accomplishments in a variety of ways (for example, through faculty celebrations, newsletters to parents, announcements, the school website, or social media).
1.8 The fiscal, operational, and technological resources of the school are managed in a way that directly supports teachers.
1: Agree 2: Disagree 3: I don't know
1.8
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Teachers at PCS have adequate materials to teach effectively.
Teachers at PCS have adequate time to teach effectively.
The leaders of PCS develop, submit, and implement detailed budgets.
The leaders of PCS successfully access and leverage a variety of fiscal resources (such as grants or title funds).
The leaders of PCS manage time to maximize focus on instruction.
The leaders of PCS direct the use of technology to improve teaching and learning.
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