• Oversees the development of MBI practices and principles
• Links with state coordinator and the various components of MBI
• Meets regularly for sharing, communicating, and strategic planning
• Coordinates efforts to impact statewide policies, guidelines or structures which will promote the mission and goals of the MBI

• Develop and provide technical assistance, training, and support services
• Support site teams in their understanding and implementation of MBI goals
• Serve on the MBI Council
• Participate in focused training, joint problem-solving and coordinated efforts to promote the mission and goals of MBI

• Contracted evaluator analyzes statewide implications of MBI
• Ongoing decision-making and management activities
• Data-driven decision-making management

• Participate in professional development training, enhancing facilitator and team leadership skills
• Help sites develop an understanding of the MBI process
• Organize an MBI team to identify and address site-based concerns
• Guide sites through the MBI process
• Extend knowledge of "best practices" and validated educational strategies
• Assist in the development of community development
• Network with educators and community members statewide

• Workshops and conference presentations
• Listserv participation
• Web site information
• Brochures and other resources
• Site visitations and presentations

Community and statewide agencies support MBI by:

• Working with schools to strengthen community and state resources supporting policy and procedures to facilitate effective and efficient services for our youth
• Coordinating community-based services with schools
• Encouraging change that enables schools and communities to provide quality services for youth

Youth Day and High School Forum

• Links the MBI components together
• Coordinates professional development training
• Networks with other agencies
• Develops materials
• Assists with Summer Institute planning

• Nationally recognized professional development institute - June 18-22, 2012
• Nationally renowned speakers
  • George Batsche
  • Dan Habib (Education Revolution)
  • Karl Mecklenburg
  • Tim Lewis
  • Susan Isaacs
  • Mickey Corso
  • Kim Marcum
  • many, many more
• More than 4,000 individuals and site teams educated in best practices
• Networking opportunities for community partners

• Module 1: Introduction and Classroom Expectations and Rules
  • Handout 1—Rules Writing Activity Examples
  • Handout 2—Rules Writing Activity
  •  Handout 3—Classroom Expectations and Rules Survey
  • Classroom Expectations and Rules Fact Sheet
  • Additional Presentations
• Module 2:   Classroom Procedures and Routines - PowerPoint
  • Handout 1—Classroom Procedures and Routines Worksheet
  • Classroom Procedures and Routines Fact Sheet
• Module 3:   Classroom Strategies to Acknowledge Appropriate Behaviors - PowerPoint
  • Handout 1—Classroom Continuum of Acknowledgment Strategies
  • Strategies to Acknowledge Appropriate Behavior Fact Sheet
• Module 4:   Classroom Response Strategies and Error Correction - PowerPoint
  • Handout 2—Student Scenarios
  • Handout 3—Schoolwide Continuum of Response
  • Classroom Response Strategies and Error Correction Fact Sheet
• Module 5:   Classroom Active Supervision - PowerPoint
  • Handout 1—Components of Active Supervision
  • Handout 2—Active Supervision Interacting Frequently
  • Handout 3—Active Supervision Classroom Practices
  • Classroom Active Supervision Fact Sheet
• Module 6:   Classroom Active Engagement & Multiple Opportunities to Respond - PowerPoint
  • Handout 1—How Many Opportunities to Respond
  • Handout 2—True False Response Card
  • Handout 3—Classroom OTR Response Card Activity Sheet
  • Handout 4—OTR Elementary Example
  • Handout 5—Secondary Example
  • Classroom Opportunities to Respond Fact Sheet
• Module 7:   Classroom Activity Sequence and Offering Choice - PowerPoint
  • Handout 1—Activity Sequencing Examples
  • Handout 2—Using Sequencing in Your Classroom
  • Handout 3—Offering Choice Examples
  • Handout 4—A Menu of Choice Options
  • Classroom Activity Sequencing and Offering Choice Fact Sheet
• Module 8:   Classroom Academic Success and Task Difficulty - PowerPoint
  • Handout 1—Academic Success and Task Difficulty Examples
  • Handout 2—Addressing Task Difficulty in Your Classroom
  • Academic Success and Task Difficulty Fact Sheet
• Module 9:   Administrative Classroom Walk-Through and Brief Observation - PowerPoint
  • Administrative CWTBO Tool
• Module 10:  What’s Next?
  • Effective Classroom Practices Action Plan
  • Notes pages

Tim Lewis Tier II powerpoint

• Session II - Agenda
• Completing the Team Implementation Checklist
• School Survey Data Entry Information Sheet
  • Module 1
    • Problem-Solving Implementation Issues Part I
    • Problem-Solving Implementation Issues Part II
  • Module 2 - Procedures for Discouraging Inappropriate Behavior
    • School Data - A Comedy
  • Module 3 - Introduction to Outcome Data-Based Decision-Making Using Office Discipline Referrals
  • Module 4 - Understanding My Voice Survey
  • Module 5 - Listening to Student Voice with Focus Group
    • Listening to Student Voice with Focus Group - Revised
  • Module 6 - Active Supervision
  • Module 7 - Finale
  • Module 8 - Surfin' the Web Part II

• Session I - Agenda
  • Module 1 - Initial Team Training
  • Module 2 - MBI Team Overview
  • Module 3 - Developing 3-5 Universal Expectations/Matrix
  • Module 4 - Teaching School-Wide Expectations
  • Module 5 - Establishing Procedures for Encouraging Expected Behaviors
  • Module 6 - Staff Commitment
  • Module 7 - Establishing Procedures for Data Collection
  • Module 8 - Next Steps
  • Action Planning Guide
  • Administrative Leadership
  • Administrator Roundtable
  • Administrator Strategies
  • "Just Like Me"
  • Lesson Plan to Address Behavior (Blank)
  • MBI Workbook
  • The 90/90/90 Schools - A Case Study

• Session III - Agenda
  • Module 1 - Before We Begin....
  • Module 2 - Getting Everyone on Board
  • Module 3 - Becoming a Culturally Competent School
  • Module 4 - Crisis Planning Overview
  • Module 5 - Family and Community Engagement
  • Module 6 - Introduction to Outcome Data-Based Decision Making Using OfficeDiscipline Referrals
  • Module 7 - Bully Prevention
  • Module 8 - What's Next?
  • Administrator's Handbook

• Advanced Coaching: Providing Technical Assistance within the Tier II Process
• Tier II Supports / Classroom Solving Process
• Tier 2 Team Workbook

• Advanced Coaching: Providing Technical Assistance Within the Tier II Process
• Consultant Checklist During Team Trainings
• Contents of Training Crates Masterlist
• Crate Contents
• Expectation Posters
• Forms and Materials Needed at Team Training
• MBI Team Training Report
• MBI Team Training Session 1 (Billings) Sign-in-Sheet
• MBI Team Training Session 1 (Butte) Sign-in-Sheet
• MBI Team Training Session 1 (Great Falls) Sign-in-Sheet
• MBI Team Training Session 1 (Glasgow) Sign-in-Sheet
• MBI Team Training Session 1 (Missoula) Sign-in-Sheet
• MBI Team Training Session 3 (Billings) Sign-in-Sheet
• MBI Team Training Session 3 (Butte) Sign-in-Sheet
• MBI Team Training Session 3 (Great Falls) Sign-in-Sheet
• MBI Team Training Session 3 (Missoula) Sign-in-Sheet
• Renewal Unit Sign Up
• School Informatin Form PBIS Assess
• Team Training Participation Form (Long)
• Team Training Participation Form Revised 2
• MBI Session 1 Evaluation

Kevin Aten PowerPoint

Center on the Social and Emotional Foundations for Early Learning is a
National center focused on strengthening the capacity of child care and Head Start programs to improve the social and emotional outcomes of young children.

Center on the Social and Emotional Foundations for Early Learning: What Works Briefs
Summaries of Effective Practices for Supporting Children's Social-Emotional Development and Preventing Challenging Behaviors. The Briefs describe practical strategies, provide references to more information about the practice, and include a one-page handout that highlights the major points of the Brief.

Center for Evidence-Based Practice: Young Children with Challenging Behavior
funded by the U.S. Department of Education , Office of Special Education Programs to raise the awareness and implementation of positive, evidence-based practices and to build an enhanced and more accessible database to support those practices.

CO-TEACH Preschool
The mission of CO-TEACH Preschool at the Division of Educational Research and Service, is to offer all children a stimulating, playful first school experience and to provide them with the skills they need to achieve - now, when they transition to kindergarten, and during the years that follow. Moreover, CO-TEACH operates on the belief that all children and families have individual strengths and needs and deserve to be treated with respect and dignity in a safe school environment.

Dr. Carolyn Webster-Stratton’s the Incredible Years
The Incredible Years are research-based, proven effective programs for reducing children's aggression and behavior problems and increasing social competence at home and at school.

How to Promote Children’s Social and Emotional Competence by Dr. Carolyn Webster-Stratton
For teachers of children aged 4-8 years, this book shows how teachers can work with parents in addressing children’s educational and emotional needs. The author presents a variety of classroom management strategies which teachers can choose from to strengthen children’s social and academic competence and develop their emotional literacy.

Devereux Early Childhood Assessment Program (DECA)
Strength-based assessment and planning system for children ages 2-5. Based on resilience theory, this comprehensive system is made up of a 5-step system designed to support early childhood teachers, mental health professionals, and parents in their goal of helping children develop healthy social/emotional skills and reduce challenging behaviors.