Sharing Testing Results with School: Advocacy and Communication

I. Introduction

The moment you receive your child’s psychological evaluation report, everything can hit at once: relief that you finally have answers, worry about what the results mean, and a long list of questions about what happens next. The report may be thorough and validating, but it can still feel hard to translate into practical support at school. 

For many parents, the next challenge is school communication. The school may have the report, but families often still must translate psychological testing results into what teachers will see in the classroom and what the team should do next. Add timelines, eligibility rules, and a stack of acronyms, and the process can quickly become confusing. 

In this post, you will learn how to extract the parts of the report that matter most for learning, how to prepare for conversations with your child’s school, and how to approach those conversations with calm, clear parent advocacy. We will walk through what to do before the meeting, what to say during it, and how to follow-through so the recommendations do not just live in a report. 

II. Understanding Psychological Testing Results

What is a Psychological Assessment? 

A psychological assessment is a structured evaluation of how your child thinks, learns, and manages everyday demands. Parents often seek testing when effort and outcomes do not match, for example when reading is not sticking, homework takes hours, or attention seems inconsistent. You may hear families call this a psychoeducational assessment, learning disability testing, an ADHD evaluation, or neuropsychological testing. In practice, it is usually one psychological evaluation that includes specific tools chosen to answer those questions. 

Most assessments include: 

• Cognitive measures (reasoning and memory) 

• Academic achievement measures (reading, writing, math) 

• Processing measures (attention, working memory, processing speed, language processing) 

• Auditory and visual processing measures (how your child processes what they hear and see) 

Together, these results explain both what skills your child has and why certain tasks feel harder. 

Components of Your Testing Report 

A typical evaluation report has a few main parts, and each one serves a purpose when you are communicating with school staff. 

• Background and developmental history: This section explains the concerns that led to testing and the learning story so far. It pulls in what you have noticed, what teachers have reported, and relevant developmental or medical context. 

• Test scores and interpretations: This section shows how your child performed and explains what those results suggest about strengths, skill gaps, and how the pattern may show up in the classroom. 

• Diagnoses and findings: This section summarizes whether your child meets criteria for a diagnosis (such as ADHD or a learning disorder) and links that conclusion back to the testing results. 

• Testing recommendations: This section lists practical and targeted recommendations tied directly to the assessment findings that share specific supports to try at school and at home. It also outlines ways in which other outside providers may help.  

Key Terms and Scores to Understand 

When it comes to test score interpretation, not every number needs to be memorized. What is important is understanding the difference between common score types and what the pattern means. 

• Percentile ranks compare your child to same-age peers (25th percentile means they scored higher than about 25 out of 100 peers). 

• Standard scores also compare to peers, often with 100 as average. 

Reports also use descriptors like “average,” “below average,” or “very low.” What matters most is the profile: a child might have average overall ability but specific processing weaknesses that make certain tasks much harder. Those processing strengths and weaknesses often explain the “mystery gap” between effort and results, and they are the bridge between cognitive assessment results and the support your child may need in the classroom.  

III. Preparing to Share Results with Your School 

Know Your Rights and Options 

Under FERPA (Family Educational Rights and Privacy Act), you have the right to review your child’s educational records and control when and how those records are shared. When a private evaluation is provided to a school, it becomes part of your child’s education record and should be shared only with staff who need it for planning. 

When it comes to educational services and accommodations, those are covered under IDEA (Individuals with Disabilities Education Act), which outlines the process for determining supports (such as an IEP) and highlights your child’s right to a free appropriate public education (FAPE).It is also helpful to know that schools are generally expected to consider a private evaluation when it is relevant to educational planning, even if the school also completes its own evaluation process. Understanding these educational rights can help you advocate calmly and avoid getting pulled into confusing dialogue. 

Organizing Your Documentation 

Schools are busy, and long reports can get skimmed. Make it easy for the team to find what matters. 

• Gather the full evaluation report, plus any prior IEP/504 documents, report cards, and relevant teacher notes. 

• Highlight the recommendations that connect directly to classroom impact (reading, written output, attention, executive functioning). 

• Create a one-page “summary” sheet that points to the exact pages in the report. This supports better school documentation without replacing the full evaluation paperwork. 

This kind of organization helps with IEP preparation and reduces the chance that important recommendations get lost. 

Setting Communication Goals 

Go into the conversation with a clear objective for action plan development. Are you requesting an evaluation meeting, asking for supports to start now, or seeking a plan change? 

It also helps to understand the difference between an IEP and a 504 plan. You do not have to “choose” between them. The school team determines eligibility based on evaluation data and educational impact. 

Finally, anticipate common school responses. Some teams move quickly. Others may say they need more data or time. There are specific special education timelines that guide how quickly schools must respond. Having your goals in mind keeps the conversation focused on practical next steps and appropriate supports. 

IV. Effective Communication Strategies

Scheduling and Preparing for Meetings 

If you are requesting a parent-teacher conference or an IEP/504 meeting, put your request in writing and be clear about the purpose. If possible, suggest a few meeting times so staff can attend and the meeting does not feel rushed. Many families have better luck avoiding the first week of school, major testing windows, and the final two weeks of the semester. 

As you prepare, think about the key perspectives the team should include (teacher, school psychologist/counselor, and an administrator). You can request that certain staff attend, but the school ultimately decides who is present. If you would like support in the meeting, you may ask to bring an outside evaluator or an advocate, depending on the school’s process. Even when an outside person cannot attend, providing a brief written summary ahead of time can help the team stay focused on your child’s needs. 

During the Meeting: Communication Best Practices 

Start with something positive and specific about your child. This helps the team remember they are talking about a whole person, not just scores. Then shift into parent teacher communication that is clear and calm. 

Use active listening. Repeat back what you heard, ask clarifying questions, and pause when you need a moment to process. If something feels vague, it is appropriate to ask, “Can you explain what that would look like day to day?” These small advocacy strategies keep the conversation grounded in support, not general intentions. 

Take detailed notes. Write down who agreed to what and any timelines. If the meeting moves quickly, ask if the team can summarize decisions before you leave. These habits create effective meetings and reduce confusion later. 

Turning Testing Results into Supports 

When sharing an evaluation, you do not need to explain every score or defend the findings. The school’s role is to review the report and consider how the results affect learning. It can still help to point the team to the main pattern and the day-to-day impact teachers may already see. For example, instead of “processing speed is low,” you might say, “Timed work and copying from the board take her much longer, even when she knows the material.” 

Keep the conversation anchored to actionable recommendations. Highlight a few high priority supports from the report and ask how the school will implement them and what the next steps will be. 

Building Collaborative Relationships 

Strong parent school collaboration does not mean agreeing on everything. It means communicating consistently, staying respectful, and following through. 

Treat the school team as a partner while keeping your role clear. You are the expert on your child, and the school is responsible for access and support during the school day. That mindset supports healthy team communication and a long-term educational partnership. 

After the meeting, send a short follow up communication message summarizing what was discussed and the next steps. This reinforces shared understanding and creates a meeting documentation record without escalating conflict. 

V. Advocacy Strategies for Different Scenarios

When Schools Are Receptive 

When you experience strong school cooperation, take advantage of the momentum. 

• Prioritize the top recommendations that will make the biggest day-to-day difference, then talk through how they will be used in the classroom. 

• Clarify who is responsible for each step so that recommendation implementation does not get lost between team members. 

• Set a simple plan for progress monitoring. Decide what data the school will watch (work completion, reading fluency, behavior frequency, grades, teacher observations) and how often it will be reviewed. 

A receptive team is a great opportunity to build trust early and create a shared baseline for progress. 

When Schools Push Back 

If you run into school resistance, it helps to recognize common objections. You may hear statements like “we need to follow the school’s evaluation process,” “the scores are still in the average range,” or “we want to try targeted interventions and collect data first.” Sometimes the school is merely following a policy or a required process. Other times, the answer is so vague that it quietly delays support. 

Stay calm and ask for specifics. Request that the team explain, in writing, what the next step is, what data they need, and the timeline. Document important conversations and follow up by email with a short recap of what was discussed. Written follow up is one of the simplest forms of advocacy support because it reduces misunderstandings and creates a record. 

If progress stalls, escalate thoughtfully. You can request a meeting with a case manager or administrator, ask about the school’s formal evaluation process, and bring the discussion back to educational impact. If needed, involving an educational advocate can help translate special education language, keep meetings structured, and reduce the emotional load on parents. 

VI. Follow-Through and Ongoing Communication

Maintaining Regular Communication 

Consistent, steady communication is often more effective than only checking in when things feel urgent or stressful. Choose a method that fits the school’s workflow. Many families use email for documentation and a quick check-in message for time-sensitive items. 

Set a realistic cadence for ongoing communication, such as a brief update every 3 to 4 weeks, or around grading periods. Ask for specific parent-teacher updates tied to the plan, not general reassurance. For example, request a short note on work completion, reading fluency checks, or how often your child needs prompts. This keeps progress tracking anchored in observable data. 

When to Request Re-evaluation 

Re-evaluation is not something families need every year, but it can be helpful at major transition points when new demands show up. Many evaluators recommend a re-evaluation timeline of about every 3 to 5 years, especially if your child is still growing through key academic transitions. Your school may also have its own evaluation cycle. 

Common reasons to request testing updates include a major change in functioning, supports that are not helping despite consistency, or new concerns that were not part of the original evaluation. Previous results provide a baseline for progress assessment, which can help the team see what has improved and what still needs support. 

VII. Common Challenges and Solutions 

Language and Cultural Barriers 

If English is not the language you feel most comfortable using, you can request translation services through the school so you are not relying on your child or a relative to interpret sensitive information. 

It is also okay to name what you need at the start of the meeting, such as asking the team to slow down, avoid acronyms, or explain terms as they go. Clear cultural communication is part of this too, it means the school explains expectations in plain language and you feel safe asking questions without feeling judged. Multilingual support can include bringing a trusted support person or advocate. 

Time and Scheduling Conflicts 

School schedules are not always parent-friendly. If you cannot attend during the school day, ask about virtual meetings or a phone option. Many teams can also share documents ahead of time so you can review them when you are not juggling work or childcare. 

If a live meeting is hard to schedule, you can use asynchronous communication tools like email to gather input, confirm decisions, and keep a written record. This is part of flexible communication, and it supports parent scheduling realities without delaying support. 

Disagreements About Recommendations 

Sometimes the school agrees there is a need, but disagrees about which supports to provide or how to provide them. When that happens, begin by narrowing the disagreement. Ask what the school is willing to try now, how they will measure whether it helps, and when the team will review results. This often opens the door to practical compromise. 

If the disagreement continues, you still have options. Many districts offer mediation services as a problem-solving step. More formal paths can involve dispute resolution processes and, in some cases, due process rights. Most families never need to go that far, but knowing the options exist can help you stay calm and persistent. 

VIII. Resources and Support Systems 

Finding Educational Advocates 

An educational advocate can help you understand the school process, prepare for meetings, and keep the conversation focused on what your child needs. Some advocates specialize in IEPs or 504 plans, and some focus on specific learning or attention needs. Costs vary, so ask about hourly rates, sliding scale options, or a limited-scope consult. Many communities also have free advocacy services through disability organizations or parent centers to provide parent support. 

Parent Support Organizations 

Parent organizations can offer templates, workshops, and a sense of “we have been there.” National groups like Council of Parent Attorneys and Advocates (COPAA) and Learning Disabilities Association (LDA) are common starting points, and local support groups can be just as helpful for referrals and practical tips. Online advocacy networks can also connect you with other parents navigating similar issues. This kind of parent support matters, especially if the process stretches over months. 

Educational Therapy 

Educational therapy can be a strong support for families who want learning help to start now. An educational therapist or learning specialist can provide targeted skill-building, teach learning strategies, and help turn testing recommendations into a plan your child can practice week to week. This support can work alongside school services and accommodations, and it can also help families track what is improving over time. 

Legal Resources 

Most families never need an attorney, but it helps to understand the basics of special education law and your rights as a parent. If you are facing repeated delays, denials, or serious conflict, a consultation with a legal professional can clarify options for legal advocacy and disability rights, including pro bono resources in some areas. 

VII. Conclusion

Getting psychological testing results can feel like a turning point, but the report is only the beginning. What matters is how those findings are communicated and put into action at school. Start by focusing on educational impact, keeping meetings structured, and following through so supports actually materialize in the classroom. When challenges arise, persistence and collaboration are often what lead to successful advocacy. 

Most importantly, you do not have to navigate this alone. With clear testing results, communication, the right team, and steady follow-through, families can move from uncertainty to a plan that supports real progress. That is parent empowerment in action. 

If your child could use hands-on learning support alongside school services, you can also schedule a complimentary consultation for educational therapy with our team. We can talk through your goals, what the testing is pointing to, and what targeted support could look like week to week.