Identification

PLEASE NOTE: The information and resources on this webpage will be removed soon. If you currently access any of the resources, please download a copy of the resource for continued personal use.

The INSPIRE ACTION framework was developed to assist those responsible for administrative oversight of local early childhood special education programs to identify and celebrate strong program components and to identify those program components most in need of improvement. The development was sparked by recognition that many local program leaders (e.g., Directors of Special Education, elementary principals, some special education coordinators) have limited knowledge of early childhood special education and are unable to consistently determine the presence or absence of ECSE program quality.

Definition

Identification includes public awareness and outreach activities, screen, evaluation, and assessment as those terms are defined by Part C and Part B of the Individuals with Disabilities Education Act (IDEA).

Professional Standards

The Importance of Early Intervention for Infants and Toddlers with Disabilities and their Families  (NECTAC, 2011, July).

DEC Recommended Practices
DEC Recommended Practices are a DEC initiative that bridges the gap between research and practice, offering guidance to parents and professionals who work with young children who have or are at risk for developmental delays or disabilities.

Minnesota Early Childhood Indicators of Progress (ECIPs)
The ECIPs are Minnesota’s early learning standards. Revised and expanded in 2016, these standards are a framework for a common set of developmentally appropriate expectations for children ages birth to kindergarten, within a context of shared responsibility for helping children meet these expectations. The ECIPs are aligned to the Minnesota Kindergarten Academic Standards.

EZ ECSE FAQ

Use of the ASQ-3

Foundational Resources: Understand the Basics

As you look at the resources and tools provided here, consider:

  • What is the main focus and purpose of each resource?
  • How does this information align with what you currently know and do in your work with young children and families?
  • How will you integrate this information into your work?
  • How might you share or apply this information in working with: Children? Families? Colleagues?

Foundational Resources: Understand the Basics

Help Me Grow MN
Minnesota’s Help Me Grow initiative provides information and resources that will help parents, professionals, and community members identify children who may be experiencing delays in their development.  The Help Me Grow site is a go-to resource, equipping those who interact with young children (birth to kindergarten) to better understand and monitor each child’s development.

Minnesota Department of Education
Minnesota Early Childhood Indicators of Progress: The Early Childhood Indicators of Progress (ECIPs) are Minnesota’s early learning standards. Revised and expanded in 2016, these standards are a framework for a common set of developmentally appropriate expectations for children ages birth to kindergarten, within a context of shared responsibility for helping children meet these expectations. The ECIPs are aligned to the Minnesota Kindergarten Academic Standards. Visit this page to discover the ECIPs and companion resources.

Minnesota Department of Education Early Childhood Screening
Screening is a brief, simple procedure used to identify potential health or developmental problems in infants and young children who may need a health assessment, diagnostic assessment or educational evaluation. Use this page to uncover support resources connected with screening in both English and other languages for professionals and families.

Readiness Resources: Deepen Knowledge and Prepare to Implement

As you look at the resources and tools provided here, consider:

  • What is the main focus and purpose of each resource?
  • How does this information align with what you currently know and do in your work with young children and families?
  • How will you integrate this information into your work?
  • How might you share or apply this information in working with: Children? Families? Colleagues?

Readiness Resources: Deepen Knowledge and Prepare to Implement

Minnesota Department of Education

Your program has received a referral for an infant or toddler – now what? This resource provides guidance in next steps.

MDE’s flowchart and information have been created to help programs determine the right path to follow following a referral.

Centers for Disease Control
Act Early! - Watch Me! Celebrating Milestones and Sharing Concerns
This 1-hour, 4-module course is designed for early care and education professionals. The modules, also available in Spanish, focus on:

  • Why monitoring children’s development is important
  • Why you have a unique and important role in developmental monitoring
  • How to easily monitor each child’s developmental milestones
  • How to talk with parents about their child’s development

Early Childhood Technical Assistance Center
Early Identification of Specific Disabilities and Children At-Risk
This resource page offers practitioners resources on specific disabilities and risk factors, including information and materials to share with families and caregivers.

Implementation Resources: Apply and Practice

As you look at the resources and tools provided here, consider:

  • What is the main focus and purpose of each resource?
  • How does this information align with what you currently know and do in your work with young children and families?
  • How will you integrate this information into your work?
  • How might you share or apply this information in working with: Children? Families? Colleagues?

Implementation Resources: Apply and Practice

NECTAC

Visit this list of webinars to view them and uncover accompanying materials designed to support programs and practitioners working in Part C.

Updated overview detailing the meaning and implementation of the regulatory requirement “informed clinical opinion” in Part C.

MNCoE Online Modules: Understanding Age Expectations – Birth to 3 & 3-5
These modules have been created to support practitioners in applying typical development expectations over functional outcomes as they go through the COSF process. The modules may be used for self-study, and additional materials are designed with team trainings in mind.

Extending Practice: Resources for Family Engagement

As you look at the resources and tools provided here, consider:

  • What is the main focus and purpose of each resource?
  • How does this information align with what you currently know and do in your work with young children and families?
  • How will you integrate this information into your work?
  • How might you share or apply this information in working with: Children? Families? Colleagues?

Extending Practice: Resources for Family Engagement

Center for Inclusive Child Care

Talking with Families When There Are Developmental Concerns e-module

This course will examine the early care and education provider’s role in observation and documentation of child development. This course will give you the tools necessary to identify best practice methodologies when talking with families about developmental concerns.

PDF-Guided Resources and Support

Please contact your regional PDF if you have investigated all resources provided here, but continue to have questions or concerns related to this core component of INSPIRE ACTION.

If you have an additional resource that supports professional development in this core component, please share it with your regional PDF. Your participation in this site's continued growth is encouraged and welcome!