For many parents, the word evaluation can feel overwhelming. When a teacher or caregiver suggests that a child might benefit from extra support, it is easy to feel fear, guilt, or even shame. But evaluations are not about labeling children. They are about opening doors to resources that help each child thrive.
As someone who has walked alongside families and seen the difference early intervention can make, I believe the evaluation process is one of the most important tools we have to support children. And as educators, we have the privilege of not only guiding families toward the right resources but also walking beside them every step of the way.
Where Do Families Start?
Most families begin with the people who see their child every day: teachers and caregivers. In a structured setting like a classroom, teachers notice patterns that may not be obvious at home: delays in speech, difficulty with motor skills, or challenges interacting with peers. When concerns appear in more than one setting, it can be a good time to begin a conversation.
From there, families with children from birth to age three can contact their county’s Early Intervention Program. After a developmental screening, an Individualized Family Service Plan (IFSP) may be created, outlining services such as speech, occupational, or physical therapy to support the child’s growth.
For children ages three to five, the process usually goes through the local school district. Families can request an evaluation from the Committee on Preschool Special Education (CPSE). This evaluation, which is typically free, may include assessments in areas like speech, motor skills, cognition, and social-emotional development.
And through it all, a pediatrician can be an important partner. Pediatricians not only provide referrals for evaluations, but can also connect families to outside specialists and supply the documentation often required for insurance coverage.
How Educators Can Support Families
Educators play a powerful role in how families experience this process. When concerns are shared with compassion, celebrating a child’s strengths first and then gently highlighting areas of need, parents are far more likely to feel seen and supported rather than judged.
Clear guidance also matters. Many families have no idea where to begin, and a teacher who provides phone numbers, websites, or even offers to help make the first call can lift a tremendous burden.
Beyond referrals, educators can also walk alongside families through the evaluation process itself: attending meetings, offering classroom observations, and helping translate professional jargon into everyday language. In moments when the paperwork feels overwhelming, the steady voice of a trusted teacher can remind parents they are not alone.
Most of all, encouragement is key. An evaluation is not about failure; it’s about equipping children to succeed. Simple words like, “You’re doing the right thing for your child,” can bring peace to an anxious parent’s heart. And as services begin, teachers can celebrate each new milestone with families: a new word spoken, a steady scissor grip, a positive interaction with a peer. Every step forward is worth honoring together.
The evaluation process may feel daunting, but it is also deeply hopeful. It is a pathway to resources, tools, and people who want to see children succeed. Families are not meant to walk it alone. Educators have the privilege of being encouragers, advocates, and cheerleaders along the way… reminding parents that seeking help is not weakness, but strength.
Because in the end, the goal is the same for all of us: helping children grow into the unique, God-designed individuals they were created to be.
Carry each other’s burdens, and in this way you will fulfill the law of Christ. — Galatians 6:2
Grace in the Disarray 