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In order to support Early Start service coordinators and service providers in assessing social and emotional development, the California Interagency Coordinating Council (ICC) developed the Guidelines for Evidence-Based Infant-Toddler Social and Emotional Assessment and Screening for Early Start in California. The Guidelines are based on federal and state statutes, as well as a review of evidence-based literature and published best practice guidelines, with input from Early Start stakeholders. 

Click here to download this resource directly.


This resource was developed by the California ICC for the California State Systemic Improvement Plan (SSIP) with the support of the WestEd Center for Prevention & Early Intervention. Early Start is implemented by the Department of Developmental Services.

The ICC-Recommended Early Start Personnel Manual (ESPM) describes core knowledge in early intervention. To access the ESPMCLICK HERE

This resource is related to the following ESPM Knowledge-level Competencies:

  • Core Knowledge (CK):
    • CK2: The role of primary social and emotional relationships as the foundation for early learning.
  • Evaluation and Assessment (EA):
    • EA3 (EIA): Understands roles and responsibilities for team members including parents/caregivers in the evaluation and assessment process.
    • EA4 (EIA): Knows strategies that support parents/caregivers in identifying and articulating their concerns about their infant/toddler’s development and needs.
    • EA5 (EIA): Is aware of the effect of social context, child’s state of health and well-being, primary language, ability and environment on assessment processes.
    • EA6 (EIA): Is aware of assessment strategies for families who represent diverse cultural and linguistic backgrounds.
    • EA7 (EIA): Is aware of strategies to determine child and family strengths, typical routines and activities and preferred teaching and learning styles.
    • EA8 (EIA): Is aware of the connection between assessment information and the development of appropriate interventions.
    • EA9 (EIS): Knows strategies for formal and informal evidence-based assessment such as observation, naturalistic play-based assessment and family interviewing.
    • EA10 (EIA): Knows multiple tools and practices to assess development and progress in the physical, cognitive, language, social-emotional and adaptive domains.
    • EA11 (EIA): Understands the importance of conducting ongoing child and family assessments that monitor effectiveness of intervention within natural settings.
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  • Wonderful! Guidance is always a good thing!
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