• 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, crosscultural, and citizenship skills.

    ✓ A caring school climate and positive relationships between students, staff, and families 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 family and community members.

    ✓ All students and families 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, families and communities can create a school climate free of stereotyping, harassment, hatred and violence—filled with a concern for justice and fairness.

  • What is the Montana Behavioral Initiative?

    The term initiative refers to proactive efforts by family, community and school leaders to identify and prioritize concerns, teach acceptable alternatives to inappropriate behaviors and create a culture of respect in the academic setting. With this in mind, the Montana Behavioral Initiative is a content-based staff development philosophy and process designed to meet students' diverse and complex social, emotional, behavioral, and academic needs.

  • History of the Montana Behavioral Initiative . . .

    In the spring of 1995, five community school partnerships were selected to become model sites. Each site selected a team of educators, parents, and community members to assess sitebased school and community needs and to develop goals to address those needs. In turn, the team developed plans and strategies to meet these goals.

    The MBI has grown from the original five model sites to over 250 participating schools. The MBI sites utilize facilitators trained by MBI to provide guidance and direction to site-based teams. As a result, many positive, proactive and preventative strategies have been implemented.

    Four important features characterize the MBI process:

    1. local teams are free to choose any validated strategies from an array of proven practices, and

    2. data is used to assess general school climate, identify needs of focus and overall program effectiveness

    3. highlighting best classroom practices through intentional use of both "The Great 8" and "The 8 Conditions of Student Aspirations"

    4. building a positive school climate through collectively established guidelines and expectations that are articulated with a common language