Communicating Assessment Results to Families

Why Family Communication Matters

Assessment results only help a child when the adults who care for that child understand them and can act on them. A beautifully completed developmental checklist locked in a file drawer does nothing. Sharing what you have observed—clearly, respectfully, and in partnership with families—is a core professional responsibility for every preschool teacher and a required competency for both the CDA credential and state childcare licensure.

Families are a child's first and most consistent teachers. They hold knowledge about the child that no checklist can capture: the child's history, home language, cultural practices, medical background, and what makes that child light up. Your job in a family conference is not to deliver a verdict. It is to share what you have observed, listen to what families know, and build a plan together.

Preparing Before the Conference

Good conferences start long before you sit down with a family. Preparation includes:

• Organize the evidence. Gather work samples, observation notes, and completed checklists from the child's portfolio. Select two or three concrete examples that clearly illustrate the child's strengths and any areas of concern.
• Write a Family-Friendly Assessment Summary. Convert technical developmental language into plain statements. Instead of "demonstrates emerging phonological awareness," write "your child is beginning to notice rhyming words in songs and stories."
• Plan the setting. Arrange adult-sized chairs so you and the family sit at the same level—never across a desk, which creates a barrier. Ensure privacy. If an interpreter is needed, arrange that service in advance and confirm it with the family.
• Review the family's home language and any prior concerns. Look at past conference notes so you do not surprise a family with information that was already discussed.

Using Plain Language

Jargon is the enemy of trust. Terms like "fine-motor deficit," "scaffolding," "zone of proximal development," and "summative assessment" may be second nature to you, but they can confuse, frighten, or alienate a parent who has never taken an education course. Plain language means:

• Use everyday words. "Hand and finger skills" instead of "fine motor."
• Describe what you actually saw. "On Tuesday, Marcus held the crayon with his whole fist rather than his fingers" is more useful than "Marcus shows immature grip."
• Avoid labels and diagnoses. You are not qualified to diagnose developmental conditions, and sharing unconfirmed labels can cause serious harm. Say "I have noticed that Ava often seems to need extra time to respond when I give a direction. I'd like us to think together about how to support her" rather than "I think Ava might have ADHD."
• Check for understanding. After explaining something, ask: "Does that make sense?" or "What questions do you have about that?"

Conducting the Conference

A family conference has a natural structure:

1. Welcome and purpose. Greet warmly, state why you are meeting, and remind the family that this is a conversation, not a one-way report.

2. Start with strengths. Lead with specific, positive observations. This is not flattery—it establishes that you genuinely know and value their child.

3. Share areas for growth. Present concerns as observations, not judgments. Use "I noticed" and "I have been wondering about" rather than "he can't" or "she fails to."

4. Show evidence. Pass work samples or read a brief observation note. Concrete evidence grounds the conversation.

5. Invite family perspective. Ask: "Does this match what you see at home?" A skeptical parent or a parent who disagrees is sharing important information—listen fully before responding.

6. Develop next steps together. Write down one or two specific actions the program will take and one or two things the family might try at home, if they are willing.

7. Document the conference. Immediately after the family leaves, complete the conference documentation form: date, attendees, key topics discussed, next steps agreed upon, and any follow-up needed. This record is part of the child's file and may be required for licensing compliance.

Responding to Challenging Situations

Not every conference runs smoothly. Three common challenges:

The skeptical parent disagrees with your observations. Do not argue. Say, "I really appreciate you telling me that. It helps me understand Marcus better. Can you tell me more about what you see at home?" Then listen. Disagreement often reveals important context.

The non-English-speaking parent needs a qualified interpreter—not another child, not a sibling, and not a hasty attempt at a second language you are not fluent in. Using an unqualified interpreter risks miscommunication about a child's development, which can cause real harm. Many programs and state agencies provide interpreter services; know your program's policy before conference day.

The parent in denial may resist information about a developmental concern. Your role is to share observations factually and kindly, document that you did so, and offer resources. You cannot force a family to act, but you must keep the child's wellbeing central and follow your program's and state's mandated reporting requirements if you have concerns about the child's welfare.

Documentation and Privacy

All conference records, assessment summaries, and portfolio materials are confidential. Under FERPA principles that apply to many early childhood programs, and under state childcare licensing regulations, you must store records securely, share them only with authorized individuals, and never leave them where other families or unauthorized staff can see them. Treat every piece of paper about a child with the same care you would want given to your own family's records.

Connecting to Your Credentials

The CDA Competency Standards require candidates to demonstrate the ability to communicate with families about children's development and to maintain confidential records. State childcare licenses and renewals often include compliance reviews of family communication practices and documentation. Every skill practiced in today's role-play is a skill that will be evaluated in the real world.