Parent-Teacher Conferences Ahead: Using Psychoeducational Testing Results to Advocate for Your Child
- Monarch
- 2 days ago
- 6 min read
Parent-teacher conferences are soon approaching. Conferences can feel intimidating, even for the most seasoned parents. Add in the complexities of supporting a neurodivergent child—whether they have ADHD, a learning disability, autism, anxiety, or another unique profile—and those short meetings can feel high-stakes. How do you make sure the teacher understands your child? How do you ensure the right supports are in place? And how do you use the information from psychoeducational testing in a way that truly benefits your child’s school experience? The good news: when you walk into a conference with a plan, grounded in your child’s testing results, you can transform the conversation. Instead of a one-way report about grades or behavior, it becomes a collaborative dialogue about how to help your child thrive.
In this post, we’ll explore how parents can prepare for conferences, use psychoeducational testing results effectively, and advocate for their child in ways that build bridges—not walls—with educators.
Why Psychoeducational Testing Matters
Psychoeducational testing goes beyond grades and classroom performance. It provides a detailed map of how your child thinks, learns, and processes information. While teachers see daily behavior and academic outcomes, testing results reveal the underlying skills and challenges influencing those outcomes.
Testing often includes insights into:
Cognitive abilities (like reasoning, problem-solving, memory)
Academic skills (reading, writing, math achievement)
Executive function (planning, organization, task initiation)
Processing speed and working memory
Social-emotional functioning
This information is powerful. It helps explain why a child may struggle with timed tests, written expression, or following multi-step directions. More importantly, it points to strategies and accommodations that make success possible.
Parent-teacher conferences are an ideal time to connect the dots between what testing shows and what’s happening in the classroom.
Step 1: Prepare Before the Conference
Walking into a conference without preparation can leave you feeling rushed or unsure of what to say. Preparing ahead allows you to focus on what matters most.
Review the Testing Report
Highlight strengths: Teachers benefit from knowing what your child does well, not just areas of struggle.
Highlight challenges: Look for patterns. For example, if processing speed is low, that could explain why your child struggles to finish timed assignments.
Note recommendations: Most reports include strategies or accommodations. Flag ones you’d like to discuss with the teacher.
Reflect on What You’ve Seen at Home
Testing is only part of the picture. Add your own observations:
How does homework go?
When does your child feel frustrated?
What helps them succeed?
Prioritize 2–3 Key Points
Parent-teacher conferences are usually short. Instead of trying to cover everything, choose a few critical points that will make the biggest difference.
Step 2: Set the Tone
The way you open the conversation can set the tone for collaboration. Aim for partnership rather than confrontation.
Example opening: “I really appreciate the time you’ve taken to meet. We recently had some testing done for Sam, and it gave us helpful insights into his learning. I’d love to share a couple of highlights and talk about how they might connect with what you see in class.”
This approach:
Signals respect for the teacher’s perspective.
Frames testing as a resource, not a demand.
Keeps the focus on supporting the child.
Step 3: Share Strengths First
Start with what your child does well. This balances the conversation and prevents your child from being seen only through the lens of struggle.
For example:
“The testing showed that she’s very strong in verbal reasoning. That explains why she loves class discussions and storytelling.”
“He has a great visual memory, which is why science labs really excite him.”
When teachers see strengths alongside challenges, they’re more likely to approach your child with empathy and higher expectations.
Step 4: Connect Psychoeducational Testing Results to Classroom Realities
Teachers don’t need every test score. What they need is practical information they can use. Translate the results into classroom applications.
Here are some common examples:
Processing Speed: “The testing showed that timed tasks are especially hard for him. Have you noticed he struggles to finish tests? Extra time or untimed practice could help.”
Working Memory: “She has trouble holding multi-step instructions in her head. At home, it helps when we write directions down. Would written instructions be possible in class?”
Executive Function: “Planning and organization are tough. Could we try breaking long assignments into smaller steps with check-ins?”
Reading Challenges: “Testing confirmed dyslexia. He benefits from audiobooks and text-to-speech. How might we make that work in your subject?”
By linking testing insights to classroom strategies, you help teachers see how supports aren’t just “nice to have”—they’re directly tied to your child’s learning profile.
Step 5: Ask Collaborative Questions
Instead of presenting a list of demands, use questions to invite the teacher’s perspective. This makes them more likely to engage positively.
Examples:
“The report suggested extra processing time. How could that look in your class?”
“At home, she does better with graphic organizers. Is that something you’ve used with other students?”
“What strategies have you found effective so far, and how can we build on them?”
This approach respects the teacher’s expertise while still advocating for your child’s needs.
Step 6: Discuss Accommodations and Supports
If your child has a 504 Plan or IEP, the conference is a good time to check on implementation:
Are the accommodations being used consistently?
Are there any barriers to putting them in place?
Do teachers see areas where adjustments are needed?
If your child doesn’t have a formal plan yet, but testing suggests they may need one, the conference is an opportunity to start the conversation. You can ask:
“Based on what the testing showed, I’m wondering if accommodations might be helpful. What’s the process for exploring that here?”
Step 7: Share Your Child’s Voice
Even if your child isn’t in the room, you can bring their perspective into the conversation. Share their own reflections:
“She told me she feels rushed on tests and it makes her panic.”
“He says he loves science but gets stuck when he has to write long lab reports.”
When teachers hear the child’s own words, it humanizes the data and builds empathy.
Step 8: Make a Plan for Follow-Up
One conference isn’t enough. End by establishing how you’ll stay in touch.
“Could we check in by email in a few weeks to see how these strategies are working?”
“What’s the best way to let you know if I see something at home that’s relevant?”
“Are there specific things you’d like me to reinforce at home?”
This shows you’re committed to partnership, not just a one-time meeting.
Handling Challenges and Resistance
Sometimes conferences don’t go smoothly. A teacher might resist accommodations, minimize concerns, or focus only on deficits. Here are strategies for those moments:
Stay calm and child-focused: Keep returning to, “What will help my child learn best?”
Use the testing as a neutral anchor: Instead of debating opinions, point back to the data.
Acknowledge challenges teachers face: Recognize that classrooms are busy, but emphasize that small changes can make a big difference.
Know your rights: If needed, follow up with the special education coordinator, counselor, or administrator to ensure formal supports are in place.
Practical Do’s and Don’ts for Parents
Do:
Bring a summary sheet of key testing results and recommendations.
Focus on collaboration and solutions.
Highlight both strengths and challenges.
Ask teachers what they’ve observed.
Thank them for their efforts.
Don’t:
Overwhelm with technical details or jargon.
Frame testing as a “weapon” against the teacher.
Expect all changes to happen overnight.
Forget to include your child’s perspective.
Leave without a clear follow-up plan.
Beyond the Conference: Keeping the Bridge Strong
The real work happens after the meeting. Keep communication open by:
Checking in periodically, not just when there’s a crisis.
Celebrating progress and sharing positive updates.
Reviewing testing results together again if new challenges arise.
Encouraging your child to self-advocate as they grow older.
Parent-teacher conferences are just one part of the home–school partnership. But when parents use testing results effectively, those meetings can be powerful springboards for meaningful support.
Psychoeducational testing provides a window into how your child learns. Parent-teacher conferences provide a forum to share that knowledge. When you bring the two together, you give your child the best chance to be understood, supported, and successful. Advocacy doesn’t have to be adversarial. With preparation, collaboration, and the right use of testing results, you can turn parent-teacher conferences into opportunities to strengthen the bridge between home and school—one that supports your child in crossing toward confidence and achievement.
ADHD - Autism - Executive Functioning - Learning Disorders
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