Partners in Making Your Case

(2014 | Available in English and Spanish) | Partners in Making Your Case is a 3-hour self-study course designed to help people with disabilities and their families create positive change through advocacy. The course helps participants understand the legislative process, the essential elements of good advocacy, identify and research personal issues, then advocate for systems change as individuals and as part of larger community efforts. The course includes opportunities to put what has been learned into practice through a series of interactive exercises.

Enter the course at:

There’s also a Spanish version of Partners in Making Your Case, at:

An American Sign Language version is also available and can be accessed directly at:

There’s even an app you can download called “Telling Your Story,” which is designed to help you create and practice your personal story with tips on how to best present yourself, to help inform and educate your elected public officials about issues that are important to you.

For the iPad version (OS7 or older), go to:

For the iPhone/iPodTouch version (OS7 or older), go to:

For the Amazon Kindle Fire HD version. go to:

Sample Scenarios | Part 1 Parent Center Data Collection

September 2015

Reporting your Parent Center’s activities accurately for the 2015 program year is an important and sometimes confusing task. This page gives you two different scenarios of support and assistance you might offer to a parent, and illustrates how the various contacts and activities would be counted in the 2015 Data Collection Form.

Sample Scenario 1

Ms. Example calls to find out how to deal with her daughter being suspended.  She leaves a message with your Parent Center’s receptionist. You call Ms. Example back, reach her voice mail, and leave a message asking her to call back.

Ms. Example calls back with her question about her daughter’s suspension from school, is connected to your staff person, and receives information and coaching on how to work with the school to get her daughter back in school with the help she needs.

You ask Ms. Example some demographic questions and find out that Ms. Example self-identifies as the African-American parent of a 16-year-old child with a learning disability and an emotional disturbance.

She does not identify as Hispanic but she states that her daughter’s dad is Hispanic and her daughter identifies as Hispanic.

You ask her if she would like to sign up for your e-newsletter, and she provides you with her email address.  She receives six e-newsletters during the reporting period.

Ms. Example emails you back with questions about her child’s IEP as a follow up to the information you provided, and you respond by email.

Ms. Example leaves a message two weeks later thanking you for your help and sharing with you the good news that her daughter is back in school.

She also finds your Center on Twitter and Facebook and follows you on both.

How would you count this experience with Ms. Example?

Individual Assistance Contacts

  • There have been two (2) contacts with Ms. Example (the first phone call when you responded to her initial call and the email you sent in response to her follow-up email) for Individual Assistance.
  • One contact is counted under phone calls, and one contact is counted under electronic modes.

Demographic Information

  • Her daughter is counted twice in the Federal disability category, under both learning disability and emotional disability.
  • Her daughter is counted as African-American (race) and Hispanic (ethnicity) in the demographic data.

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Sample Scenario 2

Ms. Example signs up to attend a training on IDEA Rights and Responsibilities.  At the session, she signs your attendance sheet with her name but not her contact information.

At the training, she picks up your flyer for your three-part webinar series on discipline. She participates in the first webinar while it’s being held live, but downloads recordings of the other two webinars.

A month later, she calls you back with a question about her son, who is 12 months old and who doesn’t seem to be developing like he should. You explain to her the process for calling her local early intervention system and how to ask for a multidisciplinary evaluation.

She calls you back and says her son was evaluated and found eligible for early intervention services, but now she needs help understanding the results of the evaluation. You arrange to meet her in the office to go over the results of the evaluation with her.

During the meeting in the office, it’s apparent that she will need additional support at the IFSP meeting and that she meets your center’s criteria for going to that meeting. You meet with her two more times to prepare her for the meeting, and you attend the IFSP meeting with her.

How would you count this experience with Ms. Example?


  • She counts once (1) for the in-person training she attended.
  • She counts three (3) times for the trainings she attended virtually

Individual Assistance

  • She counts once (1) for the phone call where you discussed her son.
  • She counts three (3) times for the in-person meeting with parents (once (1) for the first meeting and twice (2) for the two meetings to prepare for the IFSP).
  • She counts once (1) for the IFSP meeting you attended to support her.

Demographic Information

  • Her son counts as one (1) child who’s disability is suspected when she made her initial phone call and then again as one (1) child with a developmental delay once he’s found eligible for services.

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Quick Jump Links

Parent Center Data Collection FAQs

September 2015

In Part 1 of the data collection process, Parents Centers will use the new data collection worksheet and accompanying definitions key to report:

  • numbers of contacts with parents and professionals;
  • an unduplicated count of parents served;
  • demographic data on children (e.g., disability, race, ethnicity) and the primary language of parents;
  • numbers of meetings attended by staff; and
  • outreach and dissemination activities.

In Part 2 of the data collection process, Parent Centers will survey some of the families they have served throughout the program year (October 1, 2014 to September 30, 2015). A new survey is being piloted this year, so the schedule that’s been used in the past is quite delayed. The survey also has a new name: It’s now the Program Measures Survey (formerly the Impact Survey). But it’s not quite ready yet, so stay tuned.

On this Frequently Asked Questions (FAQs) page, the CPIR and RPTACs will post your questions about the new data collection tools and processes, along with answers to those questions. We will also offer several sample scenarios, to illustrate how to record and report your work with families and professionals. And last but not least, several drop-in call times have been scheduled, where you can ask questions and get immediate answers!

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Frequently Asked Questions about Part 1 of the Data Collection Process 

Question 1: What is the reporting period for Part 1 Data?

Part 1 data collection covers Parent Center activities for the 12 months beginning October 1, 2014 and ending September 30, 2015.

Question 2: What is the deadline for the Part 1 data submission?

The deadline for completing the online submission form for your Part 1 data is Monday, November 2, 2015.  It is important that you submit by the deadline, as your unduplicated count of parents served is required in order to determine the numbers of surveys that each Center will complete in Part 2 of the data collection (as mentioned above, the Program Measures Survey, formerly known as the Impact Survey).

Further below, we explain how your Center’s unduplicated count of parents served will be used to determine how many surveys your Center will complete in Part 2.

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Question 3: What happens if, at this point, our Center cannot get an unduplicated count?

Your data system may not automatically produce an unduplicated count, but your data system has a list of every person that you were in contact with for TA or training.  If your system does not generate such a list , you will have to go through the lists of TA and training contacts and eliminate the duplicates.  One approach may be to generate your list, then generate it into a .csv or Excel file, then sort it alphabetically by last name and hand delete any duplicates.

This is a pilot year for the entire data collection process.  We are not looking for perfection, just for your best efforts.

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Question 4: Is a person served in multiple years a new person every year?


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Question 5: Regarding disability categories, a Parent Center may have categories that may not fit into any of the categories listed.  What do we do?

We know that the listing of disability categories does not include all of the types of issues parents face when they contact your Center (children at risk, discipline issues). Therefore, report the information you have for the disability categories that are listed in the Data Collection worksheet.  We know that it won’t add up to your total contacts.

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Question 6: Regarding reporting on demographic information, if we serve families multiple times in the same year, do we provide an unduplicated or a duplicated count?

Depending on their contact management system, Centers may find it easier to respond to the counts in the demographic data items as a duplicated count or an unduplicated count (see the sample scenarios). Just let us know which way you are reporting the numbers.  The online submission form asks, “Are these data based on a duplicated or unduplicated count?”  This is where you indicate which way you are reporting it.

After this pilot year is done, we will look at what the data say, how many Centers reported duplicated vs. unduplicated, and then come to a decision for  future years.  For now, submit your data in whatever way is easiest and provides the cleanest data.

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What to Do With Your Unduplicated Count 

As described in the September 17, 2015 webinar, a new process is being piloted this year for selecting the pool of parents who will be asked to complete the Program Measures Survey. That process is linked to the “unduplicated count” of parents served that Centers report in Part I of the data collection process and includes the following steps:

  • Each Parent Center generates an unduplicated list of parents served this past program year.
  • Each parent on the Center’s list is assigned a unique code or identifier.
  • All Centers provide the CPIR with their list of these unique codes or identifiers (not the names of parents or any personally identifiable information).
  • Several of the unique codes or identifiers on each list will be randomly selected.
  • CPIR provides each Parent Center with a list of the codes or identifiers selected for its Center.
  • Each Parent Center then matches the codes or identifiers to their list of unduplicated parents served, and now knows the pool of parents to ask to participate in the Program Measures Survey.

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Our list includes parents’ contact information. So what do we send CPIR?

You just send the list of unique identifiers you created. Be sure to maintain your original list so that you can connect the unique identifier to specific parents.

To illustrate, here’s a sample list of parent names and phone numbers generated by a Parent Center—in this case, YOUR Center. To the right, you can see that each parent has been assigned a unique “contact code.”

Sample list  of parents, their phone numbers, and the unique code they've been assigned





You would send only the list of “contact codes” to the CPIR for selection of participants. No personally identifiable information is shared.

Let’s say that 2 codes are selected: the first and the last. You would receive back from the CPIR those 2 codes (in this example, 1010 and 7777).

Using your original list, you can match the codes to the parents’ names and know who to ask to participate in the survey. Your Center is the only one that knows who had been assigned those codes.

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So we don’t send CPIR names, only the contact codes?

Yes, that’s correct. Send only the contact codes.

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I would like to understand the benefit of CPIR having the code of a family.

The collection of the Program Measures Survey will be truly random across the Parent Centers.  In order for it to be random, someone has to generate a random list of participants.  In this case, the CPIR will generate the random list for each Parent Center but will need to have a coded list of participants to generate that list.

Assigning every parent a unique code and providing CPIR with only the unique code is an ironclad way to protect the personally identifiable information of the parents and child. CPIR will never know the identity of the family behind the unique code, only the Parent Center involved will know. In this, CPIR is an intermediary facilitating the random selection of families to participate in the Program Measures Survey.

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Drop-In Call Schedule 

To ensure that Parent Centers can get answers to their questions, the RPTACs have scheduled drop-in call times, where any of you from any region can call in for answers and clarifications. Here are the times and contact numbers for the drop-in calls.

October 19, 2015 | Monday
Time: 11:00 AM (EST)
Region 4 PTAC is conducting a Drop-In-Call to answer your questions regarding the new data collection process.
Call: 1-877-512-6886 |  Conference ID: 491 064 7613

October 26, 2015 | Monday
Time: 3:00 PM (EST)
Region 5 PTAC is conducting a Drop-In-Call to answer your questions regarding the new data collection process.
Call: 1-877-512-6886 |  Conference ID: 491 064 7613

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Quick Jump Links

Definitions Key to the Parent Center Data Collection Form

September 2015

The data collection form that Parent Centers use to report on their work was revised in January 2015. In addition to changes in the data items, the form now includes definitions of key terms, so that PTIs and CPRCs will have a common understanding of the data they need to record and report for the 2014-2015 program year (October 1, 2014 to September 30, 2015). For your convenience, we’ve created this online list of the definitions of terms used in the data collection form.

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Terms Used in Sections I, II, and IV

Due process hearings attended (used in Section IV.A3)
Includes attendance to support parents and students at the hearing that is conducted by a due process hearing officer.

Emails/Texts and other electronic modes (used in Sections I.B1c, I.B2c, I.B3c)
Contacts using email or other electronic modes (e.g., text messages, Facebook messages, etc.) specifically for individual assistance. Do not include outreach activities.

Facilitated IEP meetings attended  (used in Section IV.A2)
Only include IEP meetings that are facilitated by a neutral third party. Do not include IEP meetings that do not meet this description.

IFSP/IEP/504 Plan meetings attended (used in Section IV.A1)
Meetings to support parents and/or students in developing, reviewing, and revising an individual’s IFSP, IEP, or 504 Plan. Include: initial, review/revision, annual, and 3-year re-evaluation meetings. Does not include Facilitated IEP meetings. Facilitated IEP meetings are reported in IV.A2.

In-person meetings (used in Sections I.B1d, I.B2d, I.B3d)
= when a parent center representative meets with individuals in-person for the purpose of providing individual assistance related to a specific child or family. Include the # of individuals who attended the meetings you also report under Section IV.A. Meeting locations may be: the parent center office, the parent’s home (includes “homeless” location or other “home” location), school site, church, coffee shop, restaurant, or other community setting.

In-person trainings  (used in Sections I.A1, I.A3, I.A5)
Count # of people attending trainings presented face to face by the parent center rep (e.g., trainings, workshops, conferences, institutes, forums, etc. that are funded, in whole or in part, by the parent center project). Count attendees based on a visual count, sign-in sheets, registration lists, etc.

Attendees should be counted once for each training attended.

For multi-session events (e.g., conferences or institutes) count attendees in each session that parent center presented.

When presenting multiple sessions at a conference, institute, forum, etc., count individuals who attended each separate session presented.

Count is duplicative (i.e., the same individual may have attended multiple parent center in-person trainings).

Individual assistance (used in Section I.B)
Count # of contacts in one-to-one or small-group settings focused on providing help for a specific infant, toddler, child, youth, or family. Individual assistance includes contacts when the purpose is to provide information, provide referrals to resources, review records, and help individuals prepare for child-specific meetings. It also includes supporting individuals at child-specific meetings.

Count each time an individual assistance contact is made.

Number is duplicative (i.e., the same individual may have had multiple contacts with the parent center).

Letters (used in Sections I.B1b, I.B2b, I.B3b)
Written correspondence regarding provision of individual assistance sent or received by parent center via hand delivery (e.g., delivered by hand or by U.S.P.S or other mail carrier).

Local/community-level systems (used in Section IV.1)
Meetings where the focus is on systems serving children with disabilities (education, health, DD, etc.) within a community, county, school district, municipality, or other governmental unit that is smaller than statewide.

Manifestation determination meetings (used in Section IV.A4)
Includes attendance to support parents and students at each manifestation determination meeting.

Mediations attended (used in Section IV.A5) 
Count attendance to support parents and students at a mediation session conducted by a qualified and impartial mediator to resolve a disagreement between a parent and a public agency.

Meetings attended (used in Sections IV.A, IV.B)
Count every individual meeting attended where the parent center representative’s participation is funded, in whole or in part, by the parent center project. Example 1: It may take 4 meetings to complete an IEP, staff attended all 4 meetings, count as 4 meetings. Example 2: A State Special Education Advisory Council meets monthly, count each of the 12 meetings.

National/federal level systems (used in Section IV.B3) 
Meetings where the focus is on systems serving children with disabilities (education, health, DD, etc.) and are national in scope.

Parent (used in Sections I.A1, I.A2, I.B, II, III.D, IV.A)
Biological or adoptive parent of a child; foster parent; guardian; individual acting in the place of a guardian or adoptive parent (grandparent, stepparent, or other relative with whom the child lives); surrogate parent; other family members (such as sibling, other relative), parent advocates (who are unpaid IEP partners, parent mentors, etc.).

If someone is both a parent of a child with a disability & a professional/other, count them as a parent.

Phone call (used in Sections I.B1a, I.B2a, I.B3a)
Each individual telephone call to an individual or received from an individual related to providing individual assistance. Do not count text messages here; count text messages under “Emails/Texts and other electronic modes.”

Professionals/others (used in Sections I.A3, I.A4, I.B2)
Includes anyone who is not the “parent” or “student” such as: special education and general education school staff, principals, administrators, related services personnel, board members, providers, disability agencies and organizations, medical personnel, other types of providers, attorneys and other professional advocates (paid), etc.

If someone is both a parent of a child with a disability and a professional/other, count them as a parent.

Resolution meetings (used in Section IV.A6)
Includes attendance to support parents and students in resolution meetings that are required to be held when a parent has requested a due process hearing.

State level systems (used in Section IV.B2)
Meetings where the focus is on systems serving children with disabilities (education, health, DD, etc.) through a state or territory.

Student (used in Sections I.A5, I.A6, I.B3)
Count children, youth, and young adults with disabilities who have not aged out of Part B education services.

Suspension/expulsion hearings attended (used in Section IV.A7)
Includes hearings attended by parent center representatives to support parents and students in suspension and expulsion hearings.

Unduplicated number of parents served (used in Section II)
Count only the actual number of individual parents served during the reporting period for whom you have contact information (e.g., phone number, address). The same parent may have participated in a number of workshops and received individual assistance multiple times; but for this data point, count each parent only one time. Example: If Jane Smith attended 5 trainings, called the center 10 times, and was supported in 1 IEP meeting and 1 mediation, she would only be counted as one (1) parent served.

Virtual trainings (used in Sections I.A2, I.A4, I.A6)
Parent center presentations delivered using methods that are not in-person and that are funded, in whole or in part, by the parent center project, including:

Training using live web or phone conferencing technology or other live electronic methods;

Training delivered via access to parent center presentation materials (e.g., recordings of webinars, phone conferences, print versions of trainings, on-lined self-paced trainings, etc.) available via parent center’s website, mail, e-mail, or other methods used to reach parents that are not in-person.

The data worksheet asks for a count of people who attended such virtual trainings. Count attendees based on:

Registrations received for the virtual event, number of participants seen on the webinar attendance list during the conference, on roll call, or in conference log for phone conference.

Number of electronic training files/materials (DVDs, workbooks, etc.) mailed or emailed.

Number of pageviews reported in web analytics for on-line trainings (recordings, powerpoints, modules, etc.)

Number is duplicative (i.e., the same individual may have attended multiple parent center virtual trainings). Individuals should be counted once for each virtual training attended.

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Terms Used in Section III (Demographic Information)


A. Federal Disability Categories

Unless otherwise noted, the definitions of each term in IDEA can be found at:

Autism  (used in Section III.A1) | As defined in IDEA.

Deaf-Blindness (used in Section III.A2) | As defined in IDEA.

Deafness  (used in Section III.A3) | As defined in IDEA.

Hearing Impairment (used in Section III.A4) | As defined in IDEA.

Developmental Delay (early childhood) (used in Section III.A5) | As defined in IDEA.

Emotional Disturbance (used in Section III.A6) | As defined in IDEA.

Intellectual Disability (used in Section III. A7)  As defined in IDEA.

Multiple Disabilities (used in Section III. A8)
Please note that a child who has more than one disability is not included as a child with multiple disabilities. Please only include in the category of “Multiple Disabilities” those children who have been identified as meeting the definition of “multiple disabilities” as defined in IDEA.

Orthopedic Impairment (physical) (used in Section III.A9) | As defined in IDEA.

Other Health Impairment (used in Section III.A10) | As defined in IDEA.

Specific Learning Disability (used in Section III.A11) | As defined in IDEA.

Speech or Language Impairment (used in Section III.A12 ) | As defined in IDEA.

Traumatic Brain Injury (used in Section III.A13) | As defined in IDEA.

Visual Impairment including Blindness (used in Section III.A14)  As defined in IDEA.

Children who may be inappropriately identified (used in Section III.A15)
Include in the category the number of families who contacted you for individual assistance who have a child who may have been inappropriately identified as being a child with a disability due to lack of appropriate instruction in reading or math, cultural factors, environmental or economic disadvantage, or limited English proficiency.

Children where a disability is suspected or not yet identified (used in Section III.A16)
The number of families who contacted you for individual assistance who have a child who is suspected of having a disability but who has not yet been identified as having a specific disability or who has not yet been identified as having a disability to determine eligibility for IDEA.

Disability not disclosed (used in Section III.A17)
The number of families who contacted you for individual assistance who chose not to disclose their child’s disability status.

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B. Ethnicity Definitions

Hispanic or Latino (used in III.C)
A Latino or Hispanic person is of Cuban, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin, regardless of race.

Undisclosed (used in III.C)
A person who declines to disclose his or her ethnicity.

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B. Race Definitions

African-American/Black (used in III.C)
A person having origins in any of the Black racial groups of Africa. It includes people who indicate their race as “Black” or “African American” or use a term such as Kenyan, Nigerian, or Haitian.

American Indian/Native American/Alaskan Native (used in III.C)
A person having origins in any of the original peoples of North and South America (including Central America) and who maintain tribal affiliation or community attachment.

Asian  (used in III.C)
A person having origins in any of the original peoples of the Far East, Southeast Asia, or the Indian subcontinent including, for example, Cambodia, China, India, Indonesia, Japan, Korea, Malaysia, Pakistan, the Philippine Islands, Thailand, and Vietnam. It includes “Asian Indian,” “Chinese,” “Filipino,” “Korean,” “Japanese,” “Vietnamese,” and “Other Asian.”

Caucasian/White (used in III.C)
A person having origins in any of the original peoples of Europe, the Middle East, or North Africa. It includes people who indicate their race as “White” or use a term such as Irish, German, English, Scottish, Italian, Lebanese, Near Easterner, Arab, or Polish.

Native Hawaiian/Pacific Islander (used in III.C)
A person having origins in any of the original peoples of Hawaii, Guam, Samoa, or other Pacific Islands. It includes people who indicate their race as “Native Hawaiian,” “Guamanian or Chamorro,” “Samoan,” and “Other Pacific Islander.”

Two or more races (used in III.C)
A person identifying as being multi-racial, inter-racial, or mixed race.

Undisclosed (used in III.C)
A person who declines to disclose his or her race.

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Terms Used in Section V (Outreach and Dissemination)

Exhibits, poster sessions, resource fairs—events attended (used in V.A4)
Count the number of events attended by parent center representatives who are funded, in whole or in part, by the parent center project.

Exhibits, poster sessions, resource fairs—materials disseminated (used in V.A3 )
# of materials disseminated at activities or events (not including events counted as “trainings”) where parent center publications, products, or promotional items are handed out or picked up by individuals. Events may be information tables, conference exhibits, poster session presentations, etc. Materials distributed are funded, in whole or in part, by the parent center project.

Materials disseminated (used in V.A3) 
Count number of publications (fact sheets, brochures, etc.), products (CDs, DVDs, flash drives, etc.), and promotional items (bookmarks, business cards, logo items like key rings or can openers) given to or taken by event participants.

Media events held (used in V.A6)
An event or activity that exists for the sole purpose of media publicity. It may also include any event that is covered in the mass media or was hosted largely with the media in mind. This number should not include trainings, workshops, or conferences.

Newsletters disseminated (used in V.A1)

Count the total number of parent center periodicals distributed (print or on-line newsletters, magazines, e-newsletters, etc.).

Count print periodicals mailed or handed out.

Count number of subscribers or recipients of newsletters sent via e-mail.

Count number of pageviews of newsletters posted on parent center’s website.

 Social media reach (used in V.A2)
The total number of people you were able to reach across all of your various social media networks. Use data from parent center’s social media accounts/pages, including Facebook, LinkedIn, Twitter, Google+, and other social networking platforms. Count includes number of followers, connections, “Likes,” members, etc.

Website page views (used in V.A5) 
Count the number of pageviews. A pageview is each time a visitor views a page on your website, regardless of how many hits are generated. This is not the same as “hits.” These data are generated by your web analytics program.

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Buzz from the Hub | September 2015

Happy Girl Playing Outside On The GrassTheme: Social-Emotional Development

Welcome to the September 2015 edition of Buzz from the Hub, the newsletter of the Center for Parent Information and Resources—the CPIR. In this issue we turn the spotlight on the social and emotional development of young children. You can share this information with the families you serve, use it in your own professional development activities, and apply it in your SSIP work for Part C. Many states (n=30) have chosen “improving the social and emotional development of infants and toddlers with disabilities” as their SSIP target for improving outcomes for children in Part C.


See other issues of the Buzz 

New Resources in the Hub

What’s new in the resource library? Here are 2 on our theme!

Federal policy statement on including children with disabilities in high-quality early childhood programs.
Hot off the press from the U.S. Department of Education and the U.S. Department of Health and Human Services, this joint policy statement indicates that all young children with disabilities should have access to inclusive high-quality early childhood programs, where they are provided with individualized and appropriate support in meeting high expectations. Free resources useful for states, local providers, and families are also identified.

Preschool Inclusion Series | Videos and training materials.
(Available in English and Spanish) The SpecialQuest Multimedia Training Library includes videos and training materials to support high-quality inclusion of preschoolers (ages 3 to 5) in early care and education settings that are responsive to the priority and concerns of families. The series includes 4 video programs (English, English open-captioned, Spanish open-captioned), 5 training scripts, and related handouts in English and Spanish.

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Spotlight on…Social-Emotional Development

As mentioned, the majority of states have chosen “improving the social and emotional development of infants and toddlers with disabilities” as their State-Identified Measurable Result (SIMR) for early intervention (Part C). But what is social-emotional development, how is it measured, and what evidence-based tools and strategies are available to guide states’ work in this area?

Social and emotional development milestones.
With respect to social-emotional development, what types of behavior and skills might we expect from a baby? From a 1-year-old, or a 2-year-old? Consult this catchy chart put together by PBS, which summarizes milestones up to age 5.

The social emotional development of young children: Resource guide for Healthy Start staff.
This 14-page guide describes how children develop social and emotional skills; gives the basics about early brain development; and discusses how staff can help parents promote healthy social-emotional development in their children.

How is social-emotional competence screened and assessed?
This 19-page research synthesis provides information for early care and education providers on using evidence-based practices in screening and assessing the social-emotional competence of infants, toddlers, and young children. The synthesis is organized around common questions related to screening and assessing social-emotional competence.

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Resources You Can Share with Families

This section of the Buzz identifies useful resources you might share with families or mention in your own news bulletins. The emphasis in this section is, of course, on social-emotional development.

Parent Portal on social-emotional development.
Zero to Three has just launched a Parent Portal, which includes an entire section on social-emotional development—where you’ll find tipsheets, podcasts, FAQs, and videos on the subject.

Family tools for nurturing children’s social-emotional development.
(Available in English and Spanish) Visit this landing page at the Center on the Social and Emotional Foundation of Early Learning (CSEFEL) and the door of resources for families opens wide! From “Teaching Your Child To: Identify and Express Emotions” to “Tips on Nurturing your Child’s Social Emotional Development”, these tip sheets are short, family-friendly, and backed by research. Several tip sheets are also available in Spanish.

Video | Promoting social and emotional competence in early childhood.
Practitioners explain the components of the evidence-based Pyramid Model in this 27-minute video and highlight the benefits of supporting children’s healthy social-emotional development. Parents share their perspectives, too.

Podcast | Early experiences count: How emotional development unfolds starting at birth.
In this podcast, Dr. Ross Thompson describes how early emotional development unfolds and what parents can do to nurture strong, positive social and emotional skills starting at birth.

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Just for Parent Centers: Resources for SSIP Involvement, Part C

What evidence-based practices exist for improving the social and emotional development of infants and toddlers with disabilities? What might Parent Centers contribute to the discussions that are now taking place, as states define what improvement strategies and evidence-based practices they’re going to use to achieve their SIMR for Part C? Hopefully, the resources below will inform!!

Social-emotional development in early childhood: What every policy maker should know.
What does research tell us about children’s social-emotional development in early childhood? What family and environmental risk factors make children vulnerable to social, emotional, and behavioral problems? What barriers prevent families and children from getting the help they need? This discussion from the National Center for Children in Poverty is data-driven, detailed, and important for all those involved in making decisions affecting children’s social and emotional well-being.

The Pyramid Model | Narrated PowerPoint presentation.
(Available in English and Spanish) In this 11-minute presentation, the components of the Pyramid Model are explained, including how the model corresponds to the range of children’s social-emotional needs, from nurturing relationships to addressing challenging behaviors. A Spanish version is also available.

How to choose a social-emotional curriculum.
Today, there are many curricula that focus on young children’s social-emotional development. The purpose of the this 2-pager is not to recommend any specific curriculum but, rather, to offer guidance on how to choose the one that will best meet the needs and concerns at hand.

Compendium of screening measures for young children.
This resource is a collection of research-based screening tools for children under the age of 5. Practitioners in early care and education, primary health care, child welfare, and mental health can use this reference to learn cost, administration time, quality level, training required, and age range covered for each screening tool.

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Logo of the Center for Center for Parent Information and ResourcesThe CPIR hopes that you’ve found useful and relevant resources listed in this month’s Buzz from the Hub. Please feel free to write to the editor, Lisa Küpper, at to suggest the types of resources you’d like to see in the future. CPIR’s listening! Your input is extremely valuable to helping us to craft newsletters that support your work with families.

Our very best to you,

Debra, Indira, Lisa, and Myriam
The CPIR Team


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Publication of this eNewsletter is made possible through Cooperative Agreement H328R130014 between OSEP and the Statewide Parent Advocacy Network (SPAN). The contents do not necessarily reflect the views or policies of the Department of Education, nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Government or by the Center for Parent Information and Resources.

Preschool Inclusion Series | Videos

(English and Spanish)  The SpecialQuest Multimedia Training Library includes early childhood inclusion training resources. The videos and training sessions support high-quality inclusion of preschoolers (ages 3 to 5) in early care and education settings that are responsive to the priority and concerns of families. The target audiences are early childhood professional development providers, Institutes of Higher Education, family leaders, and policy makers.

The Preschool Inclusion Series videos and training sessions explore several aspects of including preschool-age children who have disabilities in programs and settings with their typically developing peers such as:

  • benefits and rationale for inclusion
  • stories about the successful inclusion of a child
  • what it took for families and service providers to ensure appropriate supports
  • practical and concrete strategies for making the Individualized Education Program (IEP) process collaborative and ensuring inclusion, with perspectives of family, service providers, and administrators.

The series includes 4 video programs (English, English open-captioned, Spanish open-captioned), 5 training scripts, and related handouts in English and Spanish. The videos are:

  • Preschool Inclusion: Working Together to Make It Happen
  • Preschool Inclusion: Drew
  • Preschool Inclusion: Samantha
  • The Individualized Education Program: Strategies for Making it Work and Doing It Well

Find all of this great stuff at:


Federal Policy Statement on Including Children with Disabilities in High-Quality Early Childhood Programs

(2015, September)  | Useful to Parent Centers in advocating for inclusion of children with disabilities in high-quality early childhood programs.

The U.S. Departments of Education and Health and Human Services issued a joint policy statement urging early learning programs to include children with disabilities. The guidance sets a vision for action that recommends states, districts, schools, and public and private early childhood programs prioritize and implement policies that support inclusion, improve their infrastructure, and offer professional development to strengthen and increase the number of inclusive high-quality early childhood programs nationwide. The Departments crafted the guidance with the input of early learning professionals, families, and early learning stakeholders.

Read the full guidance at:

Read the Executive Summary at:

The policy statement also includes free resources for states, local districts, early childhood personnel, and families. Connect with these stand-alone pages by clicking the links below.

Justice Department Issues Technical Assistance on Testing Accommodations

(September 2015) Useful to Parent Centers in understanding and communicating what’s permitted in terms of testing accommodations for individuals with disabilities.

On September 8, 2015, the Justice Department issued technical assistance on testing accommodations for individuals with disabilities who take standardized exams and other high-stakes tests. This guidance addresses the obligation of testing entities, both private and public, to ensure that the test scores of individuals with disabilities accurately reflect the individual’s aptitude, achievement, or the skill that the exam purports to measure, rather than his or her disability. The document discusses:

  • who is entitled to testing accommodations,
  • what types of testing accommodations must be provided, and
  • what documentation may be required of the person requesting testing accommodations.

The document also discusses prohibited flagging policies and how test scores for test-takers receiving disability-related accommodations should be reported.

Read the technical assistance document at:

A PDF version is also available, at: