Last updated 2026-07-11
TL;DR
Under FERPA, schools must give you copies of your child's educational records, including any dyslexia screening results, within 45 days of a written request. Ask in writing, name the specific records, and keep a copy. If the school ran a screening and won't share results, that's a FERPA violation. This guide walks you through the exact steps.
What legal right do parents have to dyslexia screening results?
You have a federal right to every dyslexia screening result the school has on your child. The Family Educational Rights and Privacy Act, better known as FERPA, gives parents the right to inspect and receive copies of their child's education records. That includes any reading screener data the school has collected. The law is 20 U.S.C. § 1232g, and it covers every school that gets federal funding, which is essentially every public school in the country [1].
Schools must respond within 45 days of receiving your written request. That deadline is firm. If a school tells you the results are "confidential" or says you need to wait for a scheduled meeting, they are wrong. You do not have to sit through an IEP meeting or a parent-teacher conference to receive records you already have a right to.
Separately, if your child has ever been referred for a special education evaluation, the Individuals with Disabilities Education Act (IDEA) gives you additional rights. Under IDEA, the school must give you written notice before and after any evaluation, and you're entitled to a full written report of all assessment results [2]. Those two laws work together and give parents real bargaining power.
One thing worth knowing: FERPA covers records the school already has. If you want the school to conduct a dyslexia evaluation that hasn't happened yet, that's a different request, covered under IDEA's evaluation procedures rather than a records request. We'll cover that distinction below.
What's the difference between a dyslexia screening and a full evaluation?
A screening flags risk. An evaluation diagnoses. Schools run these as two separate processes, and mixing them up costs parents time.
A dyslexia screening is a brief, often universal check that teachers or reading specialists run on whole classrooms, usually in kindergarten through second grade. Common tools include DIBELS (Dynamic Indicators of Basic Early Literacy Skills), the CTOPP-2 (a phonological processing test), or state-mandated screeners. These screenings flag kids who may need more support. They are not diagnostic [3].
A full psychoeducational evaluation is a multi-hour, individually administered battery of tests conducted by a school psychologist or licensed educational diagnostician. It can result in an official learning disability classification and open the door to an IEP. This is the process covered most directly by IDEA, and schools must complete it within 60 days of receiving parental consent (though some states set shorter timelines) [2].
When you request "dyslexia screening results," you're most likely asking for the brief screener data. If your child was also formally evaluated, those records exist separately and you can request both at once. Be specific in your records request, which we'll get into next.
If your child has never been formally evaluated and you think they need one, requesting the screener results is still a smart first step. Those scores can help you make the case for why a full evaluation is warranted. For more context on what a formal assessment involves, see our guide on the dyslexia test.
How do you actually write a FERPA records request?
Put it in writing and name exactly what you want. Email is fine. A physical letter works too. The format matters less than the paper trail. Here's what your request needs to include:
1. Your name and your child's full name, date of birth, and grade. 2. The specific records you're asking for. Don't just say "dyslexia records." Write something like: "All dyslexia or reading screening data, scores, and reports; any phonological awareness assessment results; any response-to-intervention (RTI) or Multi-Tiered System of Supports (MTSS) progress monitoring data; and any psychoeducational evaluation reports." 3. Your preferred format (printed copies, PDF via email, or school portal access). 4. Your contact information. 5. The date of the request, clearly stated.
Send it to the school principal AND the district's FERPA compliance officer or special education director. Schools often have a designated records custodian. Asking both at once means you're less likely to fall into a bureaucratic gap.
Keep a copy of everything. If you send by email, save the sent message with a timestamp. If you mail a letter, use certified mail with return receipt. That 45-day clock starts the day the school receives your request, and you want to be able to prove when that was [1].
Do not make the request verbally. A verbal request is easy for a school to lose or misremember. Written requests create accountability.
What records should you specifically ask for?
Ask for everything in one request. Schools collect more data on struggling readers than most parents realize. Here's a list of specific records worth requesting:
| Record Type | What It Shows | Who Usually Has It |
|---|---|---|
| Universal screener scores (DIBELS, AIMSweb, Fastbridge) | Reading fluency, phoneme awareness benchmarks | Classroom teacher or reading specialist |
| CTOPP-2 or similar phonological processing scores | Phonological awareness, rapid naming, phonological memory | Reading specialist or school psych |
| Progress monitoring data | Week-by-week reading growth in RTI/MTSS | Intervention teacher |
| Psychoeducational evaluation report | IQ, processing speed, working memory, achievement scores | School psychologist |
| State-mandated dyslexia screener results | State-specific early literacy flags | Principal or district records office |
| IEP or 504 evaluation records | Eligibility findings and disability classification | Special education coordinator |
Schools are required to give you a list of the types of records they maintain if you ask [1]. That list is called a "records directory" and it's a useful document to have before you make the formal request.
If your state has a mandatory dyslexia screening law, which as of 2024 more than 43 states have passed in some form, there will be a specific screener result tied to your child's file [4]. Ask by name if you know the tool your state uses.
What happens after you send the request?
The school has 45 days. In practice, most respond faster, especially if you've sent the request to the right person.
Expect one of three outcomes. First, the school sends the records promptly and they're complete. Second, the school sends partial records or something vague. Third, the school goes quiet or pushes back.
If you get partial records, respond in writing immediately. Note the date, what arrived, and what's still missing. Ask for the rest by a specific date, and copy the special education director. Being specific and calm in writing beats getting frustrated on the phone.
If the school denies the request or ignores it past 45 days, you have two escalation paths. You can file a complaint with the U.S. Department of Education's Student Privacy Policy Office, which enforces FERPA [1]. Or you can file a state-level complaint with your state education agency's special education office if IDEA evaluation records are involved [2]. Both are free. Neither requires a lawyer, though having one helps if things get contentious.
Schools generally respond before it gets to that point. Most delays are disorganization, not intentional obstruction.
What if the school says no dyslexia screening was ever done?
This happens. And it's a problem worth taking seriously.
If your child is in a grade covered by your state's mandatory screening law and no screening was done, the school may have violated state law. Contact your state education agency to ask about compliance requirements and how to file a complaint. Most state dyslexia screening laws include a specific grade range, usually kindergarten through third grade, and a timeline for when schools must complete the screener [4].
If the state has no mandatory screening law, the school isn't legally required to have run a screener, frustrating as that is. In that case, your best move is to request a formal evaluation under IDEA. Put it in writing. Schools must respond to a written evaluation request within a set timeframe (typically 60 days from receiving consent, though your state may differ) and must evaluate the child in all areas of suspected disability [2].
"Suspected disability" is language that comes directly from IDEA. If you tell the school in writing that you suspect your child has a learning disability affecting reading, you've triggered a legal obligation. Use those words.
If you're uncertain about what plan might follow an evaluation, our comparison of iep vs 504 explains the key differences and what each one can actually provide.
Can schools charge you for copies of the records?
Yes, but only up to a point.
FERPA allows schools to charge a reasonable fee for copying records, but they cannot charge a fee that effectively prevents you from getting the records. The U.S. Department of Education has said fees must be reasonable and cannot be used as a barrier [1].
What counts as "reasonable" isn't defined precisely in the federal rules, which means it varies. Many districts charge nothing. Some charge $0.10 to $0.25 per page, which for a typical evaluation report of 15 to 30 pages comes out to a few dollars.
If a school quotes you a fee that seems designed to discourage the request, challenge it in writing and note that FERPA prohibits fees that function as access barriers. That letter alone usually resolves the problem.
How do you read and understand dyslexia screening results once you have them?
Screening scores can look confusing. Here's a quick guide to the most common formats.
Many screeners report in percentile ranks. A score at the 25th percentile means your child scored higher than 25 percent of students the same age, and lower than 75 percent. Screeners typically flag students below the 25th or 30th percentile for follow-up.
Some screeners use benchmark categories: Benchmark (on track), Strategic (some risk), or Intensive (significant risk). These are often color-coded in reports. Strategic and Intensive categories should trigger additional support or evaluation.
Standard scores appear in full psychoeducational evaluations. The average range is 85 to 115 (mean of 100, standard deviation of 15). A score of 70 to 84 is below average. A score below 70 is two standard deviations below the mean, which is often a threshold for eligibility under IDEA [2].
Phonological processing tests like the CTOPP-2 measure specific skills: phoneme awareness (can the child manipulate sounds in words?), rapid automatized naming (can they quickly name letters, numbers, or objects?), and phonological memory (can they hold and repeat sound sequences?). Deficits in these areas are the core markers of dyslexia according to decades of reading science research [3].
If the report uses jargon you don't understand, you have the right to request an explanation from the school psychologist or whoever administered the test. That's not an optional courtesy. It's part of your rights under IDEA for evaluation reports [2].
What should you do with the results once you understand them?
The results are a starting point, not the end of the road.
If the screener shows your child is at risk and the school is not already providing intervention, use the results to request a meeting with the school's reading specialist or special education coordinator. Bring the data. Ask what the school's plan is and what evidence-based reading instruction they'll provide. "Evidence-based" in this context means structured literacy approaches with strong research backing, including systematic phonics instruction. The National Reading Panel and subsequent research identified phonemic awareness and phonics as two of the five pillars of reading instruction [3].
If a full evaluation confirms a learning disability, the school must hold an IEP eligibility meeting within 30 days of completing the evaluation (in most states, though timelines vary slightly) [2]. At that meeting, you can push for specific accommodations and specially designed instruction.
If the evaluation finds no disability but your child is still struggling, a 504 plan may be the right path. A 504 plan can provide accommodations like extended time, text-to-speech, and audiobooks without requiring a disability classification under IDEA.
You can also take the results to an outside specialist. A licensed educational psychologist or a certified academic language therapist can review the school's data and tell you whether they agree with the interpretation. Getting an independent perspective is not adversarial. It's smart.
Parents working through this often find it helpful to organize requests, timelines, and school responses in one place. The ReadFlare parent advocacy kit has templates and checklists built specifically for school record requests and evaluation meetings.
What if you disagree with the school's evaluation results?
You have the right to ask for an Independent Educational Evaluation (IEE) at public expense.
If the school conducted a psychoeducational evaluation and you disagree with the results, you can request an IEE. The school must either pay for an independent evaluator of your choice (subject to reasonable criteria) or initiate a due process hearing to defend why their evaluation was appropriate [2]. Most schools opt to pay rather than go to a hearing.
This right comes from IDEA, specifically 34 CFR § 300.502. The school must give you information about where to get an IEE and the criteria governing the evaluation, including location and qualifications.
IEEs can be expensive if paid out of pocket. Licensed educational psychologist evaluations typically run $1,500 to $3,500 depending on the region and how much testing the assessment covers [9]. Getting the school to fund it is worth the effort.
For a FERPA records dispute (not an evaluation dispute), the process is different. FERPA gives you the right to request amendment of records you believe are inaccurate. If the school refuses to amend, you can insert a statement into the record explaining your disagreement [1].
How does your state's dyslexia screening law affect all of this?
State laws add a layer on top of federal rights, and they've expanded fast. As of 2024, more than 43 states had enacted some form of dyslexia screening requirement, though the laws vary widely in grade coverage, screener specifications, and what must happen after a positive screen [4].
Some states require schools to notify parents in writing if a child screens positive and to outline a specific intervention plan. Others simply require the screening without specifying what comes next. Your state's department of education website will have the specific law and any accompanying guidance.
Knowing your state law matters for two reasons. First, it tells you what the school is obligated to do even before you make a formal request. Second, it gives you a second enforcement mechanism: state law complaints go to your state education agency, which often responds faster than federal complaints.
Search your state's department of education website for "dyslexia screening" plus your state name. Most states now have a dedicated webpage explaining the requirement and what parents can expect.
Once you understand the screening results, understanding what might come next on the special education side is useful. Our overview of learning disabilities explains how dyslexia fits within the broader classification system schools use.
What should you do if the school is not responsive or cooperative?
Go up the chain, in writing, one level at a time.
First contact: the classroom teacher or reading specialist. Second contact: the building principal. Third contact: the district special education director. Fourth contact: the district superintendent.
At each level, send a written email that references your earlier request, the date you sent it, and what you're still waiting for. Keep the tone matter-of-fact. Phrases like "I'm following up on my FERPA request dated [date], which has not yet been fulfilled" work better than anything that sounds accusatory.
If internal escalation fails, file a FERPA complaint with the U.S. Department of Education's Student Privacy Policy Office. You can find the complaint form at studentprivacy.ed.gov [1]. There's no filing fee. Complaints must typically be filed within 180 days of the alleged violation.
For IDEA-related issues (evaluation refusals, IEP disputes), you can request mediation or a due process hearing through your state education agency. Mediation is free and often faster than due process. Your state's special education office is required to give you information about these options when you first receive notice of your rights, which should happen early in any evaluation process [2].
Parent Training and Information Centers, known as PTIs, exist in every state. They're federally funded and provide free advocacy help, including helping parents understand their rights and work through disputes. Find your state's PTI through the Center for Parent Information and Resources at parentcenterhub.org [5].
Frequently asked questions
How long does a school have to give me my child's dyslexia screening results?
Under FERPA, schools must provide access to your child's educational records within 45 days of your written request. Many schools respond faster. If 45 days pass with no response, you can file a complaint with the U.S. Department of Education's Student Privacy Policy Office. There's no fee to file, and the complaint process is straightforward.
Do I need a lawyer to request my child's school records?
No. A FERPA records request is a simple written request any parent can make without legal help. If the school refuses or the dispute escalates into an IDEA due process hearing, a special education attorney or advocate becomes much more useful. For the initial records request, a clearly written email citing FERPA is all you need.
What if my child was never screened for dyslexia at school?
If your state has a mandatory dyslexia screening law and your child falls in the covered grade range, the school may have violated state law. Contact your state education agency. If no screening law applies, request a formal evaluation in writing under IDEA by stating you suspect your child has a learning disability. Schools must respond to that written request.
Can the school refuse to share dyslexia screening results with me?
No. FERPA gives parents the explicit right to inspect and obtain copies of all educational records, including screening results. A school cannot refuse, require you to attend a meeting first, or claim the records are confidential from parents. If they refuse, file a complaint with the U.S. Department of Education's Student Privacy Policy Office.
Is a dyslexia screening the same as a diagnosis?
No. A school dyslexia screening is a brief risk-identification tool, not a diagnosis. It flags students who may need more support. A formal diagnosis requires a full psychoeducational evaluation conducted by a licensed psychologist or educational diagnostician. Schools can classify a child as having a specific learning disability under IDEA, but only a licensed clinician can give a clinical dyslexia diagnosis.
What's the difference between requesting records under FERPA and requesting an evaluation under IDEA?
FERPA covers records the school already has. You're asking for existing data. An IDEA evaluation request asks the school to conduct new testing. Both must be in writing. FERPA gives you a 45-day response deadline. IDEA gives the school 60 days from when they receive your consent to complete an evaluation, though your state may set a shorter window.
Can a school charge me money to get my child's records?
Schools can charge a fee for copying, but FERPA says the fee cannot be so high that it prevents you from getting the records. Most schools charge nothing or a few cents per page. If a school quotes a fee that seems designed to discourage you, challenge it in writing and reference FERPA's prohibition on fees that function as access barriers.
Who should I send my records request to at the school?
Send it to two people simultaneously: the building principal and the district's special education director or FERPA compliance officer. Some districts have a designated records custodian; ask the front office who that is. Sending to both people at once reduces the chance your request falls through a gap between departments.
What if I disagree with the school's interpretation of my child's screening results?
For a full psychoeducational evaluation, IDEA gives you the right to request an Independent Educational Evaluation at public expense (34 CFR § 300.502). The school must either fund an independent evaluator or initiate a due process hearing to defend their evaluation. For screener data alone, you can bring the scores to an outside specialist for a second opinion at your own cost.
What records should I ask for besides the dyslexia screener scores?
Ask for all of the following in one request: universal screener scores, phonological processing test results (like the CTOPP-2), progress monitoring data from any intervention program, psychoeducational evaluation reports, RTI or MTSS records, and any IEP or 504 evaluation documents. Being specific ensures you receive the full picture rather than just a summary.
How do I read standard scores on a dyslexia evaluation report?
Standard scores have a mean of 100 and a standard deviation of 15. The average range is 85 to 115. Scores of 70 to 84 are below average. Scores below 70 are two standard deviations below the mean, a threshold schools often use for eligibility under IDEA. A school psychologist is required to explain results to you; ask for a plain-language explanation if the report is unclear.
What happens after my child is identified by a dyslexia screening?
The school should move your child into a more intensive tier of reading intervention (Tier 2 or Tier 3 in an MTSS framework) and monitor progress. If intervention doesn't produce gains, the school should refer your child for a full evaluation. In many states with dyslexia screening laws, schools must also notify parents in writing and describe the planned response to a positive screen.
Does my child need an IEP or a 504 plan after a dyslexia identification?
It depends on severity and how it affects the child's education. An IEP provides specially designed instruction and is appropriate when a child qualifies as having a specific learning disability under IDEA. A 504 plan provides accommodations (extended time, text-to-speech) without specialized instruction, and has a lower eligibility threshold. Our article on iep vs 504 explains the differences in detail.
Sources
- U.S. Department of Education, Student Privacy Policy Office: FERPA for Parents: FERPA (20 U.S.C. § 1232g) gives parents the right to inspect and obtain copies of educational records within 45 days; schools may charge fees but not fees that prevent access
- U.S. Department of Education, Individuals with Disabilities Education Act (IDEA): Building the Legacy: IDEA requires schools to evaluate in all areas of suspected disability, provide written evaluation reports to parents, complete evaluations within 60 days of consent, and give parents the right to an IEE at public expense under 34 CFR § 300.502
- National Institute of Child Health and Human Development, Report of the National Reading Panel (2000): Phonemic awareness and phonics instruction are among the five evidence-based pillars of reading; phonological processing deficits (phoneme awareness, rapid naming, phonological memory) are core markers of dyslexia
- National Conference of State Legislatures: Dyslexia Legislation: As of 2024, more than 43 states have enacted some form of dyslexia screening requirement, though laws vary widely in grade coverage, screener specifications, and required parent notification
- Center for Parent Information and Resources (CPIR): Parent Training and Information Centers: Parent Training and Information Centers (PTIs) exist in every state, are federally funded, and provide free advocacy support for families working through special education
- University of Oregon DIBELS Data System: DIBELS (Dynamic Indicators of Basic Early Literacy Skills) is a widely used universal screener; benchmark categories (Benchmark, Strategic, Intensive) flag students below the 25th-30th percentile for follow-up
- Pro-Ed Inc.: CTOPP-2 (Comprehensive Test of Phonological Processing, Second Edition): The CTOPP-2 measures phonological awareness, phonological memory, and rapid symbolic naming; standard scores use a mean of 100 and SD of 15
- Understood.org: What is an Independent Educational Evaluation (IEE)?: Private psychoeducational evaluations typically cost $1,500 to $3,500 out of pocket; under IDEA parents can request an IEE at public expense if they disagree with the school's evaluation