MBI Belief Statements
- All students should be taught all the skills necessary for success: academic, social, emotional, and behavioral.
- Schools are places where students can learn and practice positive interpersonal, cross-cultural, and citizenship skills.
- A caring school climate and positive relationships between students and staff are critical to student success and provide an environment where academics flourish.
- Schools are places where youth have access to many significant adults to help them feel collectively and individually valued.
- Schools and communities must work together to meet the diverse needs of students and honor the traditions and contributions of both family and community members.
- All students are entitled to be treated with dignity and respect.
- Successful schools gather and use a variety of information to improve teaching and learning.
- Effective use of a team approach involving all school staff working together provides a consistency which enhances student success.
- Positive, proactive and preventative efforts of schools and communities can create a school climate free of stereotyping, harassment, hatred and violence—filled with a concern for justice and fairness.
MBI Key Goals
To increase the awareness and understanding of effective schools practices.
- Team Process:
To increase and improve the use of team processes in educational decision-making and in addressing issues concerning our youth.
- Proactive Support Systems:
To support the implementation of best practices procedures in Montana's schools, foster beliefs which hold that all children are valued, and that positive and proactive approaches to problems produce the most satisfying results.
- Evaluation Process:
To increase awareness regarding the value and use of data-based decision- making in education.
- Community Process:
To foster the belief that the education of today's youth is a community responsibility.
MBI is a proactive approach in creating behavioral supports and a social culture that establishes social, emotional, and academic success for all students.
MBI uses the Response to Intervention model which is a 3-tiered system of support and a problem solving process to assist schools in meeting the needs of and effectively education all students.
"Data-based decision-making aligns curricular instruction and behavioral supports to student and staff needs. Schools applying MBI/PBIS begin by establishing clear expectations for behavior that are taught, modeled, and reinforced across all settings and by all staff. This provides a host environment that supports the adoption and sustained use of effective academic and social/emotional instruction. MBI/PBIS has proven its effectiveness and efficiency as an Evidence-Based Practice (Surai and Horner, 2007)
The principals and practices of MBI/PBIS are consistent with federal education mandates such as No Child Left Behind Act (NCLB) and the Individuals with Disabilities Education Act of 2004 (IDEA 2004) (pbis.org)
Four Elements of MBI/PBIS
||academic and behavior targets that are endorsed and emphasized by students, families and educators
||curricula, instruction, interventions, and strategies that are evidence-based
||information that is used to identify status, need for change, and effects of interventions
||supports that are needed to enable the accurate and durable implementation of the practices of MBI/PBIS