Faculty PBIS Survey -

I believe in the PBIS philosophy	Neither Agree or Disagree
I regularly handout Trojan Tickets	Neither Agree or Disagree
I think PBIS works at UPS	Disagree
I think that the quarterly incentives motivate the students to behave appropriately	Disagree
I teach the Universal and Classroom Expectations to my students at the beginning of the school year	Agree
I teach the Universal and Classroom Expectations throughout the school year	Agree
I take my students to the Trojan Store or allow them to go to the Trojan Store	Agree
I believe my students enjoy going to the Trojan Store	Neither Agree or Disagree
I believe that the Trojan Tickets motivate the students to behave appropriately	Disagree
I have see an improvement in overall behavior since the implementation of PBIS	Neither Agree or Disagree
The students know the universal expectations	Agree
I believe that UPS should continue with all aspects of the PBIS program	Neither Agree or Disagree
I feel comfortable handing out Trojan Tickets	Neither Agree or Disagree
I believe that the Trojan Traits and Trojan Traits Matrix are developmentally appropriate for my students	Agree
I believe that the new Report of Student Misconduct and Discipline (office referral form) meets my needs	Agree
I feel the Universal Expectations are taught and reinforced school-wide	Agree
I feel that a student with chronic misbehavior has adequate supports to help improve their behavior	Agree
I am willing to do my part to help in the complete implementation of PBIS	Agree
Out of the three main components of the PBIS program, Universal Expectations, Large Group Incentives, and Individual Incentives, which one(s) do you feel is the most important to UPS?	Universal Expectations
What do you think could be done to help improve the PBIS program? How can you help in the improvement process?	I'm unsure. While I do distribute them, I do not feel that Trojan Tickets are an effective motivator for all students.
What is your philosophy on school-wide and classroom management?	School-wide expectations are important so that students know how they are expected to behave throughout the entire building. I feel that classrom management should be geared toward the individual needs of each class. My classroom rules may change from year-to -year depending on the particular group of students I have at the time.

Hilt

Faculty PBIS Survey: View Response #4

I believe in the PBIS philosophy

I regularly handout Trojan Tickets

I think PBIS works at UPS

I think that the quarterly incentives motivate the students to behave appropriately

I teach the Universal and Classroom Expectations to my students at the beginning of the school year

I teach the Universal and Classroom Expectations throughout the school year

I take my students to the Trojan Store or allow them to go to the Trojan Store

I believe my students enjoy going to the Trojan Store

I believe that the Trojan Tickets motivate the students to behave appropriately

I have see an improvement in overall behavior since the implementation of PBIS

The students know the universal expectations

I believe that UPS should continue with all aspects of the PBIS program

I feel comfortable handing out Trojan Tickets

I believe that the Trojan Traits and Trojan Traits Matrix are developmentally appropriate for my students

I believe that the new Report of Student Misconduct and Discipline (office referral form) meets my needs

I feel the Universal Expectations are taught and reinforced school-wide

I feel that a student with chronic misbehavior has adequate supports to help improve their behavior

I am willing to do my part to help in the complete implementation of PBIS

Out of the three main components of the PBIS program, Universal Expectations, Large Group Incentives, and Individual Incentives, which one(s) do you feel is the most important to UPS?

What do you think could be done to help improve the PBIS program? How can you help in the improvement process?

What is your philosophy on school-wide and classroom management?