Seven Key Principles of Self-Regulation and Self-Regulation in Context

(2017, February) | Useful to Parent Centers and others working with children and adolescents to cultivate their skills of self-regulation.

Self-regulation refers to one’s ability to manage emotions and impulses. This 3-page brief discusses how self-regulation develops over time from birth through young adulthood and  then highlights 7 key principles that summarize a framework for understanding how self-regulation develops. The 7 principles are:

    1. Self-regulation serves as the foundation for lifelong functioning.
    2. Self-regulation is the act of managing cognition and emotion.
    3. A combination of individual and external factors influence self-regulation.
    4. Teachers, providers, caregivers, and parents can teach and strengthen self-regulation.
    5. Self-regulation is dependent on “co-regulation” provided by parents or other caregiving adults.
    6. Prolonged or pronounced stress and adversity, including poverty and trauma experiences, can disrupt self-regulation.
    7. Self-regulation develops over an extended period from birth through young adulthood.

Access to Self-Regulation Brief at:

Also see the companion 6-page brief in this series from the Administration for Children and Families at the U.S. Department of Health and Human Services.

Promoting Self-Regulation in Adolescents and Young Adults: A Practice Brief
(PDF, 328 kb)

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Buzz from the Hub | February 2017 | Number 2

An Hispanic couple finds information on the computerBuzz from the Hub, February 2017, No.2

Theme: Resources You Can Share with Families

This issue of the Buzz from the Hub connects you with resources you can share with the families you serve, including materials in Chinese and Spanish and for Native American parents.

We hope that the resources spotlighted in this issue of the Buzz will support the great work you do every day. All our best to you, as always,

The CPIR Team | Debra, Lisa, Jessica, and Myriam


Just Launched! Evidence for ESSA

ESSA stands for the Every Student Succeeds Act (ESSA), the federal general education law as reauthorized in December 2015. States are now deeply involved in deciding how ESSA will be implemented in their schools.

The new Evidence for ESSA website can help! Created by the Center for Research and Reform in Education at Johns Hopkins University, Evidence for ESSA gives us all easy access to information on educational programs in math and reading that meet the evidence standards of ESSA.

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Resources You Can Share with Families

Health & Disability Info in Spanish
Looking for basic fact sheets in Spanish on health issues, guidance for parents, and/or disabilities? Try Healthy, a service of the American Academy of Pediatrics. The variety of health subjects addressed is amazing. The site’s Health Conditions and Issues A-Z page (linked above) is especially useful when searching out the information your Spanish-speaking families need.

Getting Started: Exploring Assistive Technology with Your Teen or Young Adult
Newly added to the Hub, this 7-page guide offers steps for families to take with their teens and young adults to get them involved in the process of exploring assistive technology (AT). From the Center on Technology and Disability (CTD) and the PACER Center.

Bullying and Cyberbullying of Native Children and Youth with Disabilities
What do Native parents need to know about bullying and cyberbullying? Where can they (and schools) turn to for more information, especially about bullying prevention?

This collection of products from the Native American Parent Technical Assistance Center (NAPTAC) provides answers and includes 2 fact sheets and a 4-page resource list. The collection was developed expressly for Parent Centers to share with the Native families they serve. Connect with the entire collection in one place—in the newly added description in the Hub!

AACAP’s Facts for Families in English, Chinese, and Spanish
AACAP is the American Academy of Child and Adolescent Psychiatry. Its Facts for Families series provides concise and up-to-date information on emotional and behavioral issues that affect children, teenagers, and their families. Visit the link above and use the Quick Links menu on the left to see what fact sheets are available in English, Chinese, and Spanish.

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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 is listening! Your input is extremely valuable to helping us to craft newsletters that support your work with families.

Debra, Myriam, Jessica, and Lisa
The CPIR Team


This eNewsletter from the CPIR is copyright-free.
We encourage you to share it with others.

Center for Parent Information and Resources
c/o SPAN, Inc.
35 Halsey St., Fourth Floor
Newark, NJ 07102

Subscribe to the Buzz from the Hub.
See past issues of the Buzz.

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.

A Guide to the Implementation Process: Stages, Steps, and Activities

(Published 2014, March) | Useful to Parent Centers and SSP staff involved in SSIP work and the implementation of evidence-based practices for systems change

Implementation science is the study of the processes needed to bring new practices into widespread use. These recommendations and process described in this guide are based on findings from implementation science. The guide describes how to apply implementation science to improve child and family outcomes in early childhood education programs, including early intervention and preschool.

Parent Centers and state and local personnel can benefit from knowing about implementation of science and utilizing it in planning the systems improvement strategies and processes to be used to improve outcomes for children with disabilities.

Download the guide from:

Also available:

Glossary of Terms | Http://

State-level Self-Assessment | Http://

Local-level Self-Assessment | Http://

PowerPoint Presentation | Http://

More about Implementation Science
To improve outcomes, an evidence-based practice or innovation must be selected, and the process of implementing that practice or innovation must be effective. Yet, changing policies or guidelines, and providing information and training alone are not adequate to bring about sustainable changes in practice. To adopt evidence-based practices, the implementation process must also address the organizational supports that are necessary to initiate and sustain the practices with fidelity. The following stages of implementation are described in the guide:

  • Exploration
  • Installation
  • Initial implementation
  • Full implementation
  • Expansion and scale-up

Each stage has specific steps and associated activities. While the stages, steps, and activities suggest a linear sequence of events, in actual implementation there is often more dynamic flow to the work. Some stages or steps may occur simultaneously, and the work often circles back to earlier stages. The guide also looks at implementation drivers such as technical leadership and adaptive leadership, organizational supports, and personnel development mechanisms-which must be aligned with and support the new practices to be adopted.

Involving Teens and Young Adults in Selecting Assistive Technology

(2016) | Useful to Parent Centers, families, youth with disabilities, and educators working with students with disabilities who could benefit from using assistive technology.

This 4-page resource helps families involve teens and young adults in learning about and selecting assistive technology (AT). An important goal for older students is to understand the areas in which technology can support them in their educational and employment goals. The tip sheet encourages  students to advocate for themselves, and to take an active role in selecting assistive technology to address their needs.

The tip sheet is a product of the Center on Technology and Disability (CTD) and the PACER Center.

Access the tip sheet at:

See also the 7-page companion guide called Getting Started: Exploring Assistive Technology (AT) with Your Teen or Young Adult, at:


Getting Started: Exploring Assistive Technology with Your Teen or Young Adult

(2016) | Useful to Parent Centers, families, youth with disabilities, and educators working with students with disabilities who could benefit from using assistive technology.

This 7-page guide offers steps for families to take with their teens and young adults to get them involved in the process of exploring assistive technology (AT). When youth take an active role in choosing their own AT tools, they are more likely to find things that will work well for their individual needs. Steps discussed include:

  • understanding self-advocacy,
  • incorporating AT into an IEP or 504 plan,
  • finding ways to try out different tools, and
  • evaluating the impact of AT.

The guide is a product of the Center on Technology and Disability (CTD) and the PACER Center.

Access the Getting Started guide at:

See also the 4-page tip sheet called Involving Teens and Young Adults in Selecting Assistive Technology at:

Tribal Sovereignty and Treaty Making

(2016, November) |  Useful to Parent Centers and other service providers working with American Indian/Alaska Native families.

In this brief, NAPTAC (the Native American Parent Technical Assistance Center) explores:

  • what sovereignty is,
  • how and why it applies to federally recognized tribes,
  • what sovereignty means to Indian nations, and
  • key points for Parent Centers to remember.

In a companion brief, NAPTAC discusses how outreach to Native tribes can be adjusted to remain in keeping and in accord with the reality of Native sovereignty.

Tribal Sovereignty and Treaty Making is available in HTML, Word, and PDF formats, accessible at:

The companion brief from NAPTAC, called Tribal Sovereignty and Outreach to Native Families, is available at:



Tribal Sovereignty and Outreach to Native Families

(2016, November) |  Useful to Parent Centers and other service providers working with American Indian/Alaska Native families.

In this brief, NAPTAC (the Native American Parent Technical Assistance Center) explores how Parent Centers might plan and conduct outreach to Native families within the reality of tribal sovereignty and the governing policies of individual tribal communities. The brief:

  • explains what sovereignty is and how it might impact the outreach activities that Parent Centers use to connect with Native communities;
  • discusses how Tribal Education Departments might contribute to the outreach activities of Parent Centers; and
  • offers some considerations for meeting and working with tribal leaders and community services staff.

The brief is available in HTML, Word, and PDF formats, accessible at:

See also the companion brief from NAPTAC, called Tribal Sovereignty and Treaty Making, at: 



Bullying and Cyberbullying: What American Indian and Alaska Native Parents Need to Know

(2016, December) | Useful to Parent Centers working with Native communities.

NAPTAC, the Native American Parent Technical Assistance Center, developed this information package on bullying and cyberbullying expressly for Parent Centers to use and share with the American Indian or Alaska Native families with whom they work. Resources in the package include:

Fact sheet about bullying, specific to the Native American community and to Native children with disabilities | 4 pages | Available in HTML, Word, and PDF

Fact sheet about cyberbullying, also specific to American Indian and Alaska Native families and children with disabilities | 4 pages | Available in HTML, Word, and PDF

Resource list on bullying and cyberbullying of Native youth, which identifies agencies and organizations addressing bullying and cyberbullying, bullying prevention programs, publications on bullying and cyberbullying, and websites to visit on these two subjects | 4-pages | Available in HTML, Word, and PDF

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ESSA Implementation Toolkit: Improving Education Outcomes for Children and Youth in Foster Care

(2017, January) |  Useful to Parent Centers, states, and counties involved with students in foster care.

This toolkit for ESSA implementation is a product of the Legal Center for Foster Care and Education. The toolkit is a series of adaptable tools and resources for states and counties in supporting the school stability and success of students in foster care.  (The contents of the toolkit are described further below.)

Download the toolkit from:

In December 2015 the Every Student Succeeds Act (ESSA) became the latest reauthorization of the Elementary and Secondary Education Act (ESEA). For the first time, the law included several provisions for students in foster care. Most of these
provisions went into effect December 10, 2016.

What the Toolkit Includes

  • A basic Question and Answer fact sheet about the foster care provisions of ESSA
  • A short summary of the detailed joint guidance issued from the U.S. Departments of Education and Health and Human Services related to the foster care provisions of the law
  • Two checklists to support child welfare and education agencies in understanding their roles and responsibilities around implementation
  • A Model MOU that can be adapted by state child welfare and education agencies to implement the law
  • Sample Guidance from a State Department of Education to Local Education Agencies about the law
  • A basic Question and Answer factsheet about Points of Contact in child welfare and education agencies to support students in foster care
  • A checklist of considerations, including sample forms, for making best interest determinations to support stability
  • A guide about creating transportation plans between Local Education Agencies and child welfare agencies, with corresponding sample templates
  • An appendix with relevant federal child welfare and education laws and guidance

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Requesting a Meeting to Review Your Child’s IEP

Una coleccion de lapices. A collection of pencils.From our series of model letters…because sometimes
you need to communicate with the school
about your child’s education.

Updated, March 2017
En español | In Spanish

This short publication comes from a much longer Parent’s Guide that focuses on communicating with your child’s school via letter writing. There are times when you, as a parent, may want to communicate in writing with your child’s school about some problem or concern with your child’s education or well-being. Because the Parent’s Guide is so long, we decided it would be more convenient to our readers if each of the letters discussed in the guide was also available separately, to make reading and printing individual letters easier.

This page presents a model letter or email you might write the school to request a meeting to review and/or revise your child’s IEP.



If your child is receiving special education services, he or she must have a written plan known as an Individualized Education Program (IEP). The IEP lists, among other things, annual goals for your child and the special education services that he or she will receive.

You are a member of the team that writes your child’s IEP. As an IEP team member, you can ask that your child’s IEP be reviewed and revised, if needed. This part of the Parent’s Guide looks at writing a letter to request that your child’s IEP be reviewed.

Why might I ask for a review of my child’s IEP?

Some reasons for requesting an IEP review include:

  • Your child has met one, or several, of the goals written in the IEP.
  • Your child does not seem to be making enough progress toward one, or several, of the goals written in IEP.
  • You feel your child needs more services or other services in order to make progress.
  • You feel that your child no longer needs a service he or she is currently receiving.
  • Your child has experienced a major change, such as illness, injury, or surgery.

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General letter-writing tips

When writing any business letter, it is important to keep it short and to the point. First, start by asking yourself the following questions and state the answers in your letter:

  •  Why am I writing?
  • What are my specific concerns?
  • What are my questions?
  • What would I like the person to do about this situation?
  • What sort of response do I want: a letter, a meeting, a phone call, or something else?

Each letter you write should include the following basic information:

  • Put the date on your letter.
  • Give your child’s full name and the name of your child’s main teacher or current class placement.
  • Say what you want, rather than what you don’t want. Keep it simple.
  • Give your address and a daytime phone number where you can be reached.
  • Always end your letter with a “thank you.”

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 What are some other tips to keep in mind?

You want to make a good impression so that the person reading your letter will understand your request and say “yes.” Remember, this person may not know you, your child, or your child’s situation. Keep the tone of your letter pleasant and businesslike. Give the facts without letting anger, frustration, blame, or other negative emotions creep in. Some letter-writing tips include:

  • After you write your first draft, put the letter aside for a day or two. Then look at it again and revise it with fresh eyes.
  • Read your letter as though you are the person receiving it. Is your request clear? Have you included the important facts? Does your letter ramble on and on? Is it likely to offend, or is the tone businesslike?
  • Have someone else read your letter for you. Is your reason for writing clear? Can the reader tell what you are asking for? Would the reader say “yes” if he or she received this letter? Can your letter be improved?
  • Use spell check and grammar check on the computer. Or ask someone reliable to edit your letter before you send it.
  • Keep a copy for your records.

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Model Letter

Today’s Date (include month, day, and year)

Your Name
Street Address
City, State, Zip Code
Daytime telephone number

Name of Your Child’s Teacher
Name of School
Street Address
City, State, Zip Code

Dear (Teacher’s name),

I am writing to request an IEP review meeting. I would like to discuss making some changes in (child’s name)’s IEP. I am concerned about (state your reasons, but don’t go into detail about the specific changes you want to make—save those for the meeting).

I would also like to have (names of specialists or other staff) attend. I think his/her/their ideas about the changes we may need to make will be valuable.

I can arrange to meet with you and the other members of the IEP team on (days) between (give a range of time, such as between 2:00 and 4:00). Please let me know what time would be best for you.

I look forward to hearing from you soon. My daytime telephone number is (give your phone number). Thank you for your help.


Your name

cc: specialists or other staff

Note: The “cc:” at the bottom of the letter means you are sending a copy of your letter to the people listed after the cc.

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Would you like to read another letter?

Discussing a problem

Requesting a copy of your child’s records

Requesting an evaluation for special education services

Requesting an independent evaluation

Requesting a meeting to review your child’s Individualized Education Program (IEP)

Requesting a change in your child’s placement

Informing the school that you intend to place your child in a private school at public expense

Requesting prior written notice

Requesting mediation to resolve a conflict

Requesting a due process hearing to resolve a conflict

Filing a complaint with the State to resolve a conflict

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