OSEP Technical Assistance Center on Positive Behavioral Intervention and Supports From the website: “The Technical Assistance Center on Positive Behavioral Interventions and Supports (PBIS) has been established by the Office of Special Education Programs, US Department of Education to give schools capacity-building information and technical assistance for identifying, adapting, and sustaining effective school-wide disciplinary practices. The Center focuses on two goals:

• Broad dissemination to schools, families, and communities about a technology of school-wide positive behavioral interventions and support.
  
• Demonstrations at the level of individual students, schools, districts, and states that school-wide positive behavioral interventions and support are feasible and effective.”

McREL Compendium of Standards and Benchmarks A compilation of content standards for K-–12 curriculum in both searchable and browsable formats.

Making Action Plans—Student Centered Transitional Planning A document originally for a conference or workshop that details how to set up a MAP. It advocates a person-centered approach to building transition goals for students aged 14 years old and older. The process begins with stating the student’s history, moves on to enumerate the student’s dreams and fears for the future, asks each participant to talk about who the student “is,” and finally lays out the student’s needs for whatever transitions have been discussed.

Seeing the Whole Child: Making Actions Plans for an IEP One parent’s view of how a MAP helped in the IEP process for his son. His MAP was adapted from a process described in All My Life’s a Circle: Using the Tools: Circles, MAPs, and PATH by Mary Falvey, Marsha Forest, Jack Pearpoint, and Richard Rosenberg (1994, Toronto: Inclusion Press International, 110 pp., $20.00).

Focus on Severe Disabilities—Person-Centered Planning A document detailing the workings, strategies, and benefits of Person-Centered Planning, a way to provide services whereby the focus is turned away from the system and onto the individual. This is so that people with disabilities are not made to fit into a particular program, but rather, the program is tailored to their particular needs.

Challenges Facing Secondary Education and Transition Services for Youth with Disabilities in the United States A position paper by David R. Johnson from the National Center on Secondary Education and Transition, Institute on Community Integration, University of Minnesota) that states the requirements for students with disabilities (i.e., IEPs, graduation requirements, and transition requirements; and how all three work together); explains how some students have difficulties meeting the requirements (and why); and lays out how the National Center on Secondary Education and Transition (NCSET) is attempting to alleviate these students’ difficulties.

Integrating Standards into the Curriculum This is a “critical issues” page on the North Central Regional Educational Laboratory’s (NCREL) website. One of the main issues of such standards integration is accountability (across an entire education community) for the standards and goals that have been advanced. Other such “critical issues” pages include the following ones (regarding science and math instruction).