BUFFALO PUBLIC SCHOOLS CHARACTER COUNTS! PILOT PROJECT
PARENTS/CAREGIVERS VALUES & PRIORITIES SURVEY

INTRODUCTION

FOR PARENTS AND CAREGIVERS OF CHILDREN IN THE BUFFALO PUBLIC SCHOOLS.

The Buffalo Public School System will be integrating the CHARACTER COUNTS! 5.0 comprehensive student development program this year to provide specific strategies and resources to help us systematically develop in students a wide range of academic, social, emotional and character traits, values, attitudes and skills. An important aspect of this program is to assess and adapt to the specific cultures of each participating school. Results will guide specific design and implementation strategies. Your responses will be analyzed by the Josephson Institute of Ethics, the creators of CHARACTER COUNTS!.

PLEASE COMPLETE THE SURVEY NO LATER THAN APRIL 18, 2017

Question Title

* 1. Your School:

#17 ECC

#19 Native American

#27 Hillery Park

#30 Frank A. Sedita

#43 Lovejoy Discovery

#45 International School

#54 Dr. George E. Blackman

#59 Science Magnet

#61 ECC

#65 Roosevelt Early Childhood Center

#66 North Park Academy

#67 Discovery

#69 Houghton Academy

#72 Lorraine Academy

#74 Hamlin Park Claude & Ouida Clapp Academy

#89 Lydia T. Wright

#91 BUILD Academy

#94 West Hertel Academy

#97 Harvey Austin

#206 South Park High School

#355 Emerson Annex

#363 Computing Academy @ Bennett Campus

Question Title

* 2. PRIORITIES. For your children, how important to you is it that the teachers and administrators at your school systematically seek to achieve each of the listed objectives.

	Essential	Very Important	Important	Mildly Important	Unimportant
1. Assure my child is competent in all core academic subjects and graduates from high school.	1. Assure my child is competent in all core academic subjects and graduates from high school. Essential	1. Assure my child is competent in all core academic subjects and graduates from high school. Very Important	1. Assure my child is competent in all core academic subjects and graduates from high school. Important	1. Assure my child is competent in all core academic subjects and graduates from high school. Mildly Important	1. Assure my child is competent in all core academic subjects and graduates from high school. Unimportant
2.Provide the motivation and education necessary to help my child reach his/her full academic potential.	2.Provide the motivation and education necessary to help my child reach his/her full academic potential. Essential	2.Provide the motivation and education necessary to help my child reach his/her full academic potential. Very Important	2.Provide the motivation and education necessary to help my child reach his/her full academic potential. Important	2.Provide the motivation and education necessary to help my child reach his/her full academic potential. Mildly Important	2.Provide the motivation and education necessary to help my child reach his/her full academic potential. Unimportant
3. Instill or enhance positive life skills such as persistence, diligence, self-discipline and goal-setting to prepare my child to succeed in the workplace.	3. Instill or enhance positive life skills such as persistence, diligence, self-discipline and goal-setting to prepare my child to succeed in the workplace. Essential	3. Instill or enhance positive life skills such as persistence, diligence, self-discipline and goal-setting to prepare my child to succeed in the workplace. Very Important	3. Instill or enhance positive life skills such as persistence, diligence, self-discipline and goal-setting to prepare my child to succeed in the workplace. Important	3. Instill or enhance positive life skills such as persistence, diligence, self-discipline and goal-setting to prepare my child to succeed in the workplace. Mildly Important	3. Instill or enhance positive life skills such as persistence, diligence, self-discipline and goal-setting to prepare my child to succeed in the workplace. Unimportant
4. instill the motivation and provide the educational training necessary to help my child succeed in college.	4. instill the motivation and provide the educational training necessary to help my child succeed in college. Essential	4. instill the motivation and provide the educational training necessary to help my child succeed in college. Very Important	4. instill the motivation and provide the educational training necessary to help my child succeed in college. Important	4. instill the motivation and provide the educational training necessary to help my child succeed in college. Mildly Important	4. instill the motivation and provide the educational training necessary to help my child succeed in college. Unimportant
5. Instill and improve social and emotional skills to assist my child establish positive relationships and improve life satisfaction.	5. Instill and improve social and emotional skills to assist my child establish positive relationships and improve life satisfaction. Essential	5. Instill and improve social and emotional skills to assist my child establish positive relationships and improve life satisfaction. Very Important	5. Instill and improve social and emotional skills to assist my child establish positive relationships and improve life satisfaction. Important	5. Instill and improve social and emotional skills to assist my child establish positive relationships and improve life satisfaction. Mildly Important	5. Instill and improve social and emotional skills to assist my child establish positive relationships and improve life satisfaction. Unimportant
6. Instill or reinforce ethical values and character traits to help my child become a good person.	6. Instill or reinforce ethical values and character traits to help my child become a good person. Essential	6. Instill or reinforce ethical values and character traits to help my child become a good person. Very Important	6. Instill or reinforce ethical values and character traits to help my child become a good person. Important	6. Instill or reinforce ethical values and character traits to help my child become a good person. Mildly Important	6. Instill or reinforce ethical values and character traits to help my child become a good person. Unimportant
7. Provide an environment where my child is both physically and emotionally safe.	7. Provide an environment where my child is both physically and emotionally safe. Essential	7. Provide an environment where my child is both physically and emotionally safe. Very Important	7. Provide an environment where my child is both physically and emotionally safe. Important	7. Provide an environment where my child is both physically and emotionally safe. Mildly Important	7. Provide an environment where my child is both physically and emotionally safe. Unimportant

COMMENTS:

Question Title

* 3. VALUES, BELIEFS AND MINDSETS. How important is it to you that, in addition to providing a first-rate content education, the teachers and administrators at your school systematically seek to instill in students the following values, beliefs and mindsets?

	Essential	Very Important	Important	Mildly Important	Unimportant
8. Love of learning and a commitment to lifelong personal growth.	8. Love of learning and a commitment to lifelong personal growth. Essential	8. Love of learning and a commitment to lifelong personal growth. Very Important	8. Love of learning and a commitment to lifelong personal growth. Important	8. Love of learning and a commitment to lifelong personal growth. Mildly Important	8. Love of learning and a commitment to lifelong personal growth. Unimportant
9. Earning their high school degree will increase job opportunities and improve life satisfaction.	9. Earning their high school degree will increase job opportunities and improve life satisfaction. Essential	9. Earning their high school degree will increase job opportunities and improve life satisfaction. Very Important	9. Earning their high school degree will increase job opportunities and improve life satisfaction. Important	9. Earning their high school degree will increase job opportunities and improve life satisfaction. Mildly Important	9. Earning their high school degree will increase job opportunities and improve life satisfaction. Unimportant
10. A college or other advanced education will increase job opportunities and improve life satisfaction.	10. A college or other advanced education will increase job opportunities and improve life satisfaction. Essential	10. A college or other advanced education will increase job opportunities and improve life satisfaction. Very Important	10. A college or other advanced education will increase job opportunities and improve life satisfaction. Important	10. A college or other advanced education will increase job opportunities and improve life satisfaction. Mildly Important	10. A college or other advanced education will increase job opportunities and improve life satisfaction. Unimportant
11. Being a good person is more important than money or status.	11. Being a good person is more important than money or status. Essential	11. Being a good person is more important than money or status. Very Important	11. Being a good person is more important than money or status. Important	11. Being a good person is more important than money or status. Mildly Important	11. Being a good person is more important than money or status. Unimportant
12. Lying, cheating and other forms of dishonesty are wrong even if others are doing it.	12. Lying, cheating and other forms of dishonesty are wrong even if others are doing it. Essential	12. Lying, cheating and other forms of dishonesty are wrong even if others are doing it. Very Important	12. Lying, cheating and other forms of dishonesty are wrong even if others are doing it. Important	12. Lying, cheating and other forms of dishonesty are wrong even if others are doing it. Mildly Important	12. Lying, cheating and other forms of dishonesty are wrong even if others are doing it. Unimportant
13. Violence should be avoided even if the other person started it.	13. Violence should be avoided even if the other person started it. Essential	13. Violence should be avoided even if the other person started it. Very Important	13. Violence should be avoided even if the other person started it. Important	13. Violence should be avoided even if the other person started it. Mildly Important	13. Violence should be avoided even if the other person started it. Unimportant

COMMENTS:

Question Title

* 4. COMPETENCIES, SKILLS AND ABILITIES. How important is it to you that, in addition to providing a first-rate content education, the teachers and administrators at your school systematically seek to instill in students the following competencies, skills and abilities?

	Essential	Very Important	Important	Mildly Important	Unimportant
14. Ability to think for themselves rather than simply adopting ideas and values of peers.	14. Ability to think for themselves rather than simply adopting ideas and values of peers. Essential	14. Ability to think for themselves rather than simply adopting ideas and values of peers. Very Important	14. Ability to think for themselves rather than simply adopting ideas and values of peers. Important	14. Ability to think for themselves rather than simply adopting ideas and values of peers. Mildly Important	14. Ability to think for themselves rather than simply adopting ideas and values of peers. Unimportant
15. Ability to employ critical and creative thinking skills to solve problems and make rational, ethical, and effective decisions.	15. Ability to employ critical and creative thinking skills to solve problems and make rational, ethical, and effective decisions. Essential	15. Ability to employ critical and creative thinking skills to solve problems and make rational, ethical, and effective decisions. Very Important	15. Ability to employ critical and creative thinking skills to solve problems and make rational, ethical, and effective decisions. Important	15. Ability to employ critical and creative thinking skills to solve problems and make rational, ethical, and effective decisions. Mildly Important	15. Ability to employ critical and creative thinking skills to solve problems and make rational, ethical, and effective decisions. Unimportant
16. Ability to exercise self-control and overcome strong negative emotions and impulses.	16. Ability to exercise self-control and overcome strong negative emotions and impulses. Essential	16. Ability to exercise self-control and overcome strong negative emotions and impulses. Very Important	16. Ability to exercise self-control and overcome strong negative emotions and impulses. Important	16. Ability to exercise self-control and overcome strong negative emotions and impulses. Mildly Important	16. Ability to exercise self-control and overcome strong negative emotions and impulses. Unimportant
17. Ability to understand the feelings and motivations of others.	17. Ability to understand the feelings and motivations of others. Essential	17. Ability to understand the feelings and motivations of others. Very Important	17. Ability to understand the feelings and motivations of others. Important	17. Ability to understand the feelings and motivations of others. Mildly Important	17. Ability to understand the feelings and motivations of others. Unimportant
18. Ability to resist negative peer pressure.	18. Ability to resist negative peer pressure. Essential	18. Ability to resist negative peer pressure. Very Important	18. Ability to resist negative peer pressure. Important	18. Ability to resist negative peer pressure. Mildly Important	18. Ability to resist negative peer pressure. Unimportant
19. Ability to bounce back from personal tragedies and failures (resilience).	19. Ability to bounce back from personal tragedies and failures (resilience). Essential	19. Ability to bounce back from personal tragedies and failures (resilience). Very Important	19. Ability to bounce back from personal tragedies and failures (resilience). Important	19. Ability to bounce back from personal tragedies and failures (resilience). Mildly Important	19. Ability to bounce back from personal tragedies and failures (resilience). Unimportant
20. Ability to set goals and make plans to achieve them.	20. Ability to set goals and make plans to achieve them. Essential	20. Ability to set goals and make plans to achieve them. Very Important	20. Ability to set goals and make plans to achieve them. Important	20. Ability to set goals and make plans to achieve them. Mildly Important	20. Ability to set goals and make plans to achieve them. Unimportant
21. Ability and determination to make healthy life choices including avoidance of alcohol and drugs.	21. Ability and determination to make healthy life choices including avoidance of alcohol and drugs. Essential	21. Ability and determination to make healthy life choices including avoidance of alcohol and drugs. Very Important	21. Ability and determination to make healthy life choices including avoidance of alcohol and drugs. Important	21. Ability and determination to make healthy life choices including avoidance of alcohol and drugs. Mildly Important	21. Ability and determination to make healthy life choices including avoidance of alcohol and drugs. Unimportant

COMMENTS:

Question Title

* 5. ATTRIBUTES AND CHARACTER TRAITS. How important is it to you that, in addition to providing a first-rate content education, the teachers and administrators at your school systematically seek to instill in students the following attributes and character traits?

	Essential	Very Important	Important	Mildly Important	Unimportant
22. Trustworthiness	22. Trustworthiness Essential	22. Trustworthiness Very Important	22. Trustworthiness Important	22. Trustworthiness Mildly Important	22. Trustworthiness Unimportant
23. Integrity	23. Integrity Essential	23. Integrity Very Important	23. Integrity Important	23. Integrity Mildly Important	23. Integrity Unimportant
24. Respectfulness	24. Respectfulness Essential	24. Respectfulness Very Important	24. Respectfulness Important	24. Respectfulness Mildly Important	24. Respectfulness Unimportant
25. Personal responsibility	25. Personal responsibility Essential	25. Personal responsibility Very Important	25. Personal responsibility Important	25. Personal responsibility Mildly Important	25. Personal responsibility Unimportant
26. Fairness	26. Fairness Essential	26. Fairness Very Important	26. Fairness Important	26. Fairness Mildly Important	26. Fairness Unimportant
27. Caring/Compassion	27. Caring/Compassion Essential	27. Caring/Compassion Very Important	27. Caring/Compassion Important	27. Caring/Compassion Mildly Important	27. Caring/Compassion Unimportant
28. Citizenship/Social responsibility	28. Citizenship/Social responsibility Essential	28. Citizenship/Social responsibility Very Important	28. Citizenship/Social responsibility Important	28. Citizenship/Social responsibility Mildly Important	28. Citizenship/Social responsibility Unimportant
29. Self-Awareness	29. Self-Awareness Essential	29. Self-Awareness Very Important	29. Self-Awareness Important	29. Self-Awareness Mildly Important	29. Self-Awareness Unimportant
30. Self-Discipline	30. Self-Discipline Essential	30. Self-Discipline Very Important	30. Self-Discipline Important	30. Self-Discipline Mildly Important	30. Self-Discipline Unimportant
31. Perseverance	31. Perseverance Essential	31. Perseverance Very Important	31. Perseverance Important	31. Perseverance Mildly Important	31. Perseverance Unimportant
32. Resiliency (bouncing back from failure of tragedy)	32. Resiliency (bouncing back from failure of tragedy) Essential	32. Resiliency (bouncing back from failure of tragedy) Very Important	32. Resiliency (bouncing back from failure of tragedy) Important	32. Resiliency (bouncing back from failure of tragedy) Mildly Important	32. Resiliency (bouncing back from failure of tragedy) Unimportant
33. Positivity	33. Positivity Essential	33. Positivity Very Important	33. Positivity Important	33. Positivity Mildly Important	33. Positivity Unimportant
34. Gratitude	34. Gratitude Essential	34. Gratitude Very Important	34. Gratitude Important	34. Gratitude Mildly Important	34. Gratitude Unimportant
35. Adaptability	35. Adaptability Essential	35. Adaptability Very Important	35. Adaptability Important	35. Adaptability Mildly Important	35. Adaptability Unimportant

COMMENTS:

Question Title

* 6. In your opinion how big a problem are the following forms of conduct by students at your school? (Leave blank if you have no opinion)

	Severe	Serious	Significant	Minor	No problem
36. Lying	36. Lying Severe	36. Lying Serious	36. Lying Significant	36. Lying Minor	36. Lying No problem
37. Stealing	37. Stealing Severe	37. Stealing Serious	37. Stealing Significant	37. Stealing Minor	37. Stealing No problem
38. Fighting	38. Fighting Severe	38. Fighting Serious	38. Fighting Significant	38. Fighting Minor	38. Fighting No problem
39. Racial, ethnic or gender prejudice	39. Racial, ethnic or gender prejudice Severe	39. Racial, ethnic or gender prejudice Serious	39. Racial, ethnic or gender prejudice Significant	39. Racial, ethnic or gender prejudice Minor	39. Racial, ethnic or gender prejudice No problem
40. Excessive absence	40. Excessive absence Severe	40. Excessive absence Serious	40. Excessive absence Significant	40. Excessive absence Minor	40. Excessive absence No problem
41. Excess tardiness	41. Excess tardiness Severe	41. Excess tardiness Serious	41. Excess tardiness Significant	41. Excess tardiness Minor	41. Excess tardiness No problem
42. Vandalism	42. Vandalism Severe	42. Vandalism Serious	42. Vandalism Significant	42. Vandalism Minor	42. Vandalism No problem
43. Bullying	43. Bullying Severe	43. Bullying Serious	43. Bullying Significant	43. Bullying Minor	43. Bullying No problem
44. Alcohol use	44. Alcohol use Severe	44. Alcohol use Serious	44. Alcohol use Significant	44. Alcohol use Minor	44. Alcohol use No problem
45. Drug use	45. Drug use Severe	45. Drug use Serious	45. Drug use Significant	45. Drug use Minor	45. Drug use No problem
46. Gang activity	46. Gang activity Severe	46. Gang activity Serious	46. Gang activity Significant	46. Gang activity Minor	46. Gang activity No problem
47. Sexual activity	47. Sexual activity Severe	47. Sexual activity Serious	47. Sexual activity Significant	47. Sexual activity Minor	47. Sexual activity No problem

COMMENTS:

Question Title

* 7. In your own child(ren) how big a problem are the following negative attitudes.

	Severe	Serious	Significant	Minor	No problem
48. Insufficient appreciation of the value of a good education.	48. Insufficient appreciation of the value of a good education. Severe	48. Insufficient appreciation of the value of a good education. Serious	48. Insufficient appreciation of the value of a good education. Significant	48. Insufficient appreciation of the value of a good education. Minor	48. Insufficient appreciation of the value of a good education. No problem
49. Self-limiting beliefs about their ability to learn and succeed in school.	49. Self-limiting beliefs about their ability to learn and succeed in school. Severe	49. Self-limiting beliefs about their ability to learn and succeed in school. Serious	49. Self-limiting beliefs about their ability to learn and succeed in school. Significant	49. Self-limiting beliefs about their ability to learn and succeed in school. Minor	49. Self-limiting beliefs about their ability to learn and succeed in school. No problem
50. Tendency to get discouraged and stop trying when faced with mistakes or failures.	50. Tendency to get discouraged and stop trying when faced with mistakes or failures. Severe	50. Tendency to get discouraged and stop trying when faced with mistakes or failures. Serious	50. Tendency to get discouraged and stop trying when faced with mistakes or failures. Significant	50. Tendency to get discouraged and stop trying when faced with mistakes or failures. Minor	50. Tendency to get discouraged and stop trying when faced with mistakes or failures. No problem
51. Lack of appreciation for the importance of honesty.	51. Lack of appreciation for the importance of honesty. Severe	51. Lack of appreciation for the importance of honesty. Serious	51. Lack of appreciation for the importance of honesty. Significant	51. Lack of appreciation for the importance of honesty. Minor	51. Lack of appreciation for the importance of honesty. No problem
52. Unwillingness to hold him/her self accountable for the consequences of their choices.	52. Unwillingness to hold him/her self accountable for the consequences of their choices. Severe	52. Unwillingness to hold him/her self accountable for the consequences of their choices. Serious	52. Unwillingness to hold him/her self accountable for the consequences of their choices. Significant	52. Unwillingness to hold him/her self accountable for the consequences of their choices. Minor	52. Unwillingness to hold him/her self accountable for the consequences of their choices. No problem
53. Tendency to be influenced by negative peer pressure.	53. Tendency to be influenced by negative peer pressure. Severe	53. Tendency to be influenced by negative peer pressure. Serious	53. Tendency to be influenced by negative peer pressure. Significant	53. Tendency to be influenced by negative peer pressure. Minor	53. Tendency to be influenced by negative peer pressure. No problem
54. No sense of moral obligation to others.	54. No sense of moral obligation to others. Severe	54. No sense of moral obligation to others. Serious	54. No sense of moral obligation to others. Significant	54. No sense of moral obligation to others. Minor	54. No sense of moral obligation to others. No problem
55. Excessive materialism.	55. Excessive materialism. Severe	55. Excessive materialism. Serious	55. Excessive materialism. Significant	55. Excessive materialism. Minor	55. Excessive materialism. No problem

COMMENT:

Question Title

* 8. What sayings or maxims have guided your own values and conduct that you think should be passed on to this generation of youth? (For example, "treat others the way you want to be treated.")