I would just like to add that you may want to initiate testing with the school district as well since they are not obligated to use your outside results and you do have such a time lag from request to results.
I would also like to suggest that you look at the Wrightslaw website. Based on what your saying, especially the part Passing Grades, IQ scores & evaluations of students with learning disabilites: Letter to Lillie/Felton. This is a letter about special ed eligibility published by the Office of Special Education Programs in 1995. My understanding is that these requirements apply today with IDEA 2004. This gives more information about how each child must be measured against his own expected performance and not against an arbitrary general standard. It discusses how none of the seven area listed to determine disability can be excluded in this determination. It also gives information about eligibility and placement decisions. The website on a whole is very informative about what is actual law and how it can be interpreted.
Armed with information from the website I was able to insist (in a not so subtle way after many really "nice" conversations) that my daughter be fully tested (she had been partially tested before). Her private evaluations show she is 2E. The school was insisting that she be placed according to her weakest subject and with Aspergers and Dysgraphia that is LA, while not taking in to account her abilities in every other subject. At the same time they wouldn't even consider a disability or even giving her added help in writing because she "isn't failing" as they put it. We are still waiting on the schools testing... Once you are armed with and understand IDEA you can become a fierce advocate.
You might also request your schools written education policy so you know what they do or don't have documented in this area as well.
