Sharing assessment data in schools typically takes the form of a short meeting to report results and give recommendations to school staff and parents. Such meetings are often dominated by a one-way flow of communication; i.e., from the clinician to the child's caregivers. Drawing on the theory and practice of Person-centered Planning and collaborative consultation, this article presents a process-based alternative to this phase of the assessment process. What is proposed is a shift from "reporting" the assessment data to "integrating" these data with observations and insights from all stakeholders; i.e., empowering collaboration. An ecologically valid plan grounded in a consensus as to the student's needs is the goal of such meetings. Though each meeting is unique, inclusion of the phases of gathering, organizing, analyzing, and planning is recommended. (Contains 1 figure.)