Welcome to this resource for orienting new Child Find Coordinators to their role and assisting seasoned coordinators in the continuing improvement of their practices.

Four sections of this site are separated into the activities that make up a comprehensive child find system.

These sections contain different categories of practices, many of which are interrelated, but serve the purpose to organize and describe effective practices as they exist in Colorado. The TRACE Model, below, is used to differentiate between and categorize these related practices "in ways that make them more likely to be adopted and used for improving child find, early identification and referral".

Join the Google+ Community for Colorado Child Find Coordinators, a discussion area for questions, sharing ideas and connecting with peers.

The Colorado Department of Education supports Child Find throughout the year with regional and statewide meetings, needs assessment for professional learning and technical assistance.


Tracking, Referral and Assessment Center for Excellence

TRACE uses a model that shows how child find, early identification, referral, eligibility determination, and enrollment in Part C early intervention or Part B (619) preschool special education programs are procedurally and functionally related. Any information about eligible or potentially eligible children constitute the focus of child find and referral as well as early identification. According to the model, child find is considered a set of activities that locate children eligible or potentially eligible for early intervention or preschool special education and can lead to early identification or referral or both. Early identification is considered a means for eligibility determination that promotes enrollment in early intervention or preschool special education programs.


Dunst, C., & Trivette, C. (n.d.). TRACE Model. Retrieved November 6, 2015.

Toward a Categorization Scheme of Child Find, Referral, Early Identification, and Eligibility Determination Practices
Carl J. Dunst, Ph.D., & Carol M. Trivette, Ph.D.