University of Minnesota
Driven to Discover

2012 Summer Institute Intensive Session

Minnesota Early Intervention Summer Institute

Track 7

Implementing Part C Regulations

Large group presentation and small group activities worked to produce learner outcomes for participants to be able to:

  • Describe the changes imposed by the Part C regulations
  • Implement the Part C regulations in their daily work with infants and toddlers with disabilities and their families
  • Write functional outcome statements that address family priorities
  • Know how compliance with each component will be monitored


Part C Part 1 thumbnail


Implementing Part C, Part 1 (33 min.)



Part C Part 2 thumbnail


Implementing Part C, Part 2 (57 min.)



Part C Part 3 thumbnail


Implementing Part C, Part 3 (42 min.)



Part C Part 4 thumbnail


Implementing Part C, Part 4 (37 min.)




  • Division for Early Childhood (DEC) of the Council for Exception Children (2007). Promoting positive outcomes for children with disabilities: Recommendations for curriculum, assessment, and program evaluation.
  • Dunst, C., & Trivette, C. (2004). Toward a categorization scheme of child find, referral, early identification and eligibility determination practices. Tracelines, Vol. 1, No. 2, 1-18.
  • Early intervention in natural environments: A five-component model. (The EINE Model). Dr. Robin McWilliam, Division of Child Development, Department of Pediatrics, Vanderbilt University Medical Center. Early Steps Children's Medical Services.
  • McWilliam, R. (2003). Giving families a chance to talk so they can plan. American Association for Home-Based Early Interventionists. Vol. 8, No. 3.


Lisa Backer has served the field of Early Childhood Special Education (ECSE) for more than 30 years as a teacher and a district administrator. She has been with the Minnesota Department of Education (MDE) since 2000 and currently supervises MDE’s ECSE team. Lisa is a doctoral student at the University of Minnesota.
Michelle Dockter has more than 30 years’ experience in education. Most of her professional career has been with St. Paul Public Schools as a teacher and team leader. She has a Masters’ degree in Early Childhood Special Education and holds licensure in Early Childhood Special Education, Vision and Elementary Education. Michelle has served as co-chair of her Interagency Early Intervention Committee and has been a member of MDE’s ECSE team since March.

Kara Hall Temple, Part C Coordinator for the MN Department of Education, has experience including a combination of private non-profit, private consulting, county social service case management and state policy work. She has maintained a primary focus on services to children with a variety of disabilities and their families. Kara has served as a Developmental Disabilities case manager in Scott County with children ranging in age from 3-21 and their families and was involved in various state-wide initiatives, interagency committees, and acted as a member of school-based IEP teams. As a private consultant, Kara focused on the development and pilot efforts of the MN Choices comprehensive assessment. Kara worked at the Minnesota Department of Human Services as a policy specialist in the consumer-directed program area  and provided subject matter expertise in the areas of policy, training and certification, federal rules and data analysis, most specifically to services for children and individuals with developmental disabilities within the MN Choices implementation effort. Kara holds a BA in Psychology, an M.A. in Early Childhood Special Education, and has completed Master’s Level coursework in Speech-Language Pathology.

© 2017 Regents of the University of Minnesota. All rights reserved.
The University of Minnesota is an equal opportunity educator and employer
Last modified on February 21, 2013.