“I wish someone had explained sooner that assessments are actually how you get help,” says Felicia R. Solito, Esq., mother of a son with epilepsy and autism. “Once I understood that, everything changed for us.”
The first time a child is given a developmental screening or assessment can feel overwhelming. There may be relief in finally naming concerns you’ve quietly kept to yourself, but new language about evaluations, scores and eligibility are often confusing—even intimidating. If this is where you are, please know you are not alone. Your questions matter.
Assessments are not designed to label children or predict their future. They are tools that help families and professionals better understand a child’s strengths, challenges and learning style. When used thoughtfully, assessments open the door to services, supports and opportunities that help children flourish.
Early Childhood: The First Look at Development
For many families, the journey begins during routine pediatric visits. Developmental screenings track how young children are growing in areas such as communication, movement, social interaction and problem-solving.
One of the most commonly used tools is the Ages & Stages Questionnaire (ASQ). The ASQ is completed with parents, which means everyday observations truly matter. If a child scores low in two or more areas, it does not mean a diagnosis has been made. Rather, it signals that additional screening or evaluation may be helpful.
Screening results often lead to referrals for Early Start services or the San Diego Regional Center, which connects families to early support. Research overwhelmingly shows that early identification and intervention make a meaningful difference and help children stay on track for kindergarten and beyond.
Preschool and School Age
Once children enter school, assessments often move into the educational setting. Concerns about learning or behavior typically begin with a Student Study Team (SST) meeting, where parents and educators meet to look closely at a child’s strengths and areas of need.
“The purpose of assessments in schools is to determine the most appropriate educational program and supports for a child,” explains Vanessa Montes Jurado, Ed.D, Resource Specialist Program teacher. “Parents should be informed and included in every step of the process.”
If additional information is needed, the school may recommend a full psychoeducational evaluation. This comprehensive assessment looks at the whole child and may include behavior and social-emotional rating scales, academic testing, cognitive assessments, and speech, language or motor evaluations.
By law, once parents provide written consent, schools generally have 60 calendar days to complete the evaluation and meet with families to review results. If a child qualifies for special education, an Individualized Education Program (IEP) is developed to outline goals, services and supports.
Making Sense of Scores and Reports
Assessment reports may feel intimidating, especially when they include charts, scores and unfamiliar terminology. It’s important to remember that scores are tools, not judgments.
“Evaluations drive everything,” says Peter W. D. Wright, Esq., of Wrightslaw. “A student receives an IEP only after an evaluation shows that a disability is impacting school functioning. These evaluations help identify strengths, needs and services that will be most effective.”
Families have the right to receive copies of all reports, ask for explanations in plain language, and take time to review recommendations before agreeing to services. When asked about things you are unfamiliar with, don’t hesitate to ask clarifying questions in return.
Ongoing Assessments and Reviews
Once a child has an IEP, progress is reviewed annually. Every three years, schools conduct a triennial evaluation to determine if the student still qualifies for special education services and whether or not supports should be adjusted.
“The triennial evaluation helps ensure a child’s program continues to reflect their needs as they grow and change,” explains Sunny Kim, education specialist with San Diego Unified School District. These reviews often include updated assessments and parent input.
Transition to Adulthood: Planning Ahead
As students move into teenage years and toward adulthood, assessments begin to focus on life beyond school. Transition evaluations help guide planning for adult services, employment supports and continued eligibility through agencies such as San Diego Regional Center.
Parental Rights
Families are protected by federal and state laws, including the Individuals with Disabilities Education Act (IDEA) and California’s Lanterman Act. These laws ensure parents have the right to request evaluations, give informed consent, participate in meetings, access records and request an Independent Educational Evaluation (IEE) if they disagree with school findings.
“These protections exist to make parents equal partners in decision making,” Wright says.
A Parent’s Perspective
“As a new parent, I was overwhelmed and confused by the terminology, jargon, acronyms and meetings—sometimes on the verge of tears, trying to be strong, but not really hearing what was being said,” says Solito. “When someone asked, ‘What do you want for your child?’ I didn’t have the words they were looking for. All I could say was, ‘I want my child to be normal, happy and healthy.’”
For many parents, understanding the process makes all the difference. Families often seek education and support through disability organizations, EFRC, SDRC and programs such as the USD School of Law’s Special Education Law and Advocacy Series.
The Takeaway
Screenings and assessments are not something to fear. They are the first step toward early intervention, educational support and long-term success. When parents are informed, involved and empowered, assessments become a powerful tool that helps children access the services they need to thrive.
CHECKLIST FOR PARENTS
Use this to guide conversations with doctors, schools and specialists.
Early Childhood
☐ Has my child completed developmental screenings like the ASQ?
☐ Were any concerns identified that need follow-up?
☐ Do we need referrals for speech, OT, PT or a developmental evaluation?
School Age
☐ Has my child had a full educational evaluation through the school?
☐ Were cognitive, academic, speech and behavior areas assessed?
☐ Do the results support an IEP or services?
☐ Do I understand how these assessments drive goals and supports?
Medical & Therapy Evaluations
☐ Has my child been evaluated for autism, ADHD or mental health concerns, if needed?
☐ Were motor, feeding or sensory needs assessed?
☐ Are outside evaluations shared with the school?
Understanding Results
☐ Were results explained in plain language?
☐ Do I know my child’s strengths and needs?
☐ Do the recommendations make sense for daily life and school?
Transition Planning (Teens)
☐ Has transition planning started by age 16 (or earlier)?
☐ Were life skills, work interests and independence discussed?
☐ Is there a plan for adulthood after high school?
Linda St. Angelo Burritt is an educator, resource specialist and local mother of two, one of whom has multiple disabilities.
Read our article “How to Prepare for IEP Meetings” for expert tips.
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