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Evaluations of Preschoolers

Preschool Evaluations (Ages 3–5)

Starting Point Services for Children is comprised of highly qualified, New York State–certified and licensed professionals with specialized expertise in preschool special education under Education Law §4410. Our multidisciplinary team works collaboratively with families to navigate the Committee on Preschool Special Education (CPSE) evaluation process administered by the New York City Department of Education (NYCDOE), ensuring that evaluations are comprehensive, timely, and fully compliant with regulations of the New York State Education Department. We prioritize clear communication, procedural integrity, and family engagement at every stage, providing objective, data-driven assessments that support informed CPSE decision-making and the development of appropriate educational programming for each child.
Early identification and intervention can significantly improve developmental outcomes. The evaluation process is designed to understand your child’s strengths, identify needs, and ensure appropriate educational support.

Understanding the CPSE Evaluation Process in New York City

If you have concerns about your child’s development, you are not alone — and support is available.
In New York State, children ages 3–5 who may have a developmental delay or disability can be evaluated through the CPSE. This process is administered locally by the New York City Department of Education.

Our Commitment

Starting Point Services for Children is committed to conducting timely, comprehensive, and legally compliant evaluations that will determine:

  • Whether your child has a developmental delay or disability
  • How your child is functioning across developmental domains
  • Whether your child is eligible for preschool special education services
  • What supports or services, if eligible, would best meet your child’s needs

Evaluations are conducted at no direct cost to families.

When Should a Child Be Referred?

Parents should consider requesting a CPSE evaluation between ages three and five when there are ongoing developmental concerns that are not resolving with typical classroom support or maturation. Under Section 4410, a referral is appropriate when a child is suspected of having a disability that may impact learning, participation, or functioning in a preschool setting.
Common indicators include:

Speech and Language

  • Limited vocabulary compared to same-age peers
  • Difficulty following directions
  • Unclear speech that is difficult for unfamiliar listeners to understand
  • Limited conversational skills or difficulty expressing needs

Cognitive / Pre-Academic Skills

  • Difficulty learning basic concepts (colors, shapes, numbers)
  • Challenges with memory, problem-solving, or attending to structured tasks
  • Significant difficulty acquiring early literacy readiness skills

Social-Emotional Development

  • Limited peer interaction or difficulty engaging in cooperative play
  • Frequent emotional dysregulation disproportionate to age
  • Persistent separation difficulties beyond developmental expectations

Motor Development

  • Fine motor delays (difficulty holding crayons, using scissors, manipulating small objects)
  • Gross motor concerns (frequent falls, difficulty with stairs, balance issues)

Adaptive / Self-Help Skills

  • Delays in toileting, feeding, dressing, or following routines relative to age expectations

A referral may also be warranted when:

  • A preschool teacher expresses consistent concerns
  • A pediatrician recommends evaluation
  • The child previously received Early Intervention (ages birth–3)
  • There is regression in skills

Importantly, a referral does not presume eligibility. It initiates a multidisciplinary evaluation through the CPSE of the New York City Department of Education to determine whether the child meets criteria for services under Section 4410, as regulated by the New York State Education Department.

Early identification is strongly encouraged. If concerns are persistent, interfere with preschool participation, or impact developmental progress, parents should consider requesting an evaluation rather than adopting a “wait and see” approach.

New York State requires a multidisciplinary evaluation, which typically includes:

  • Psychological Evaluation – Assesses cognitive development, learning style, and social-emotional functioning
  • Educational Evaluation – Reviews pre-academic skills, play skills, and classroom readiness
  • Physical Examination – Documentation of a recent medical examination (completed by the child’s physician)
  • Classroom Observation – demonstrating the child’s typical daily performance in their natural environment

Additional assessments may be conducted if specific areas of concern are identified and approved by the CPSE; such as:

  • Speech and Language Evaluation – Assesses receptive and expressive language, articulation, and pragmatic skills
  • Occupational and/or – Assesses fine motor, gross motor, sensory processing, and functional skills
  • Physical Therapy Evaluation – Assesses gross motor such as ascending/descending stairs, navigating classroom and large obstacles for safe maneuvering in the environment

Evaluations are conducted by licensed and certified professionals using standardized assessment tools, structured observation, and caregiver interviews.

Starting Point Services for Children ensures that:

  • Evaluations are conducted by appropriately certified or licensed professionals.
  • Assessment tools are valid, reliable, and non-discriminatory.
  • No single measure is used as the sole criterion for determining eligibility.
  • The evaluation assesses all areas of suspected disability.
  • Parent input is documented and considered.

Parents receive copies of all evaluation reports prior to the CPSE meeting.

Eligibility for preschool special education services is determined at your IEP meeting with the CPSE of the New York City Department of Education.

A child is determined eligible if the CPSE finds that the child has a disability, as defined in regulation, and requires special education and/or related services as a result.

Starting Point Services for Children does not determine eligibility and does not assign services independently of CPSE authorization.

Parents are equal members of the CPSE team and must consent to services before they begin.

CPSE Meeting and IEP Development

Following completion of the evaluation:

  1. Reports are submitted to the CPSE.
  2. The CPSE convenes a meeting that includes the parent/guardian.
  3. The committee reviews evaluation results.
  4. If eligible, the CPSE develops an Individualized Education Program (IEP) specifying:
    • Classification (if applicable)
    • Measurable annual goals
    • Recommended services
    • Frequency, duration, and service location
    • Program placement

Services may not begin without written parental consent.

If your child is found eligible for services, they must maintain the Least Restrictive Environment which may include:

  • Related Services Only (speech therapy, occupational therapy, physical therapy, and/or counseling)
  • Special Education Itinerant Teacher (SEIT)
  • Special Class in an Integrated Setting (SCIS)
  • Special Class
  • Extended School Year (if appropriate)

All services are based on documented individual need.

Under New York State regulations, the evaluation and CPSE process must move forward within mandated timelines once parental consent is provided. Families are informed of each step and retain procedural safeguards throughout.

Parents have the right to:

  • Participate fully in meetings
  • Receive copies of evaluation reports
  • Request additional evaluations if needed
  • Disagree with recommendations
  • Access due process protections

 

Procedural safeguards are provided by the New York City Department of Education in accordance with state and federal law.

Getting Started

If you believe your child may benefit from an evaluation:
Contact your local CPSE office through the New York City Department of Education, or Contact Us!