Assessment Decision Tree

A Guide for School Counselors: When Does a Student Need a Psycho-Educational Assessment?

How to Use This Decision Tree

Use this flowchart to guide conversations with parents and teachers when considering whether a student needs a formal psycho-educational assessment. Not every struggling student needs testing—but some do, and early identification makes a significant difference.

1Is the student struggling academically or behaviorally?

Significant gap between effort and performance
Difficulty with reading, writing, or math despite interventions
Attention or behavioral challenges interfering with learning
Teacher concerns about learning pace or retention

YES → Continue to Step 2

The student is showing signs that warrant further exploration.

NO → Monitor

Continue regular check-ins. Assessment not needed at this time.

↓

2Have school-based interventions been tried for 6-8 weeks?

Academic support (tutoring, small group instruction)
Classroom accommodations (extra time, visual aids, preferential seating)
Behavioral interventions (check-in/check-out, reward systems)
Parent communication and home support strategies

YES → Continue to Step 3

Interventions have been implemented with limited success.

NO → Implement interventions first

Try targeted interventions for 6-8 weeks, then reassess.

↓

3Are the struggles persistent despite interventions?

Little to no improvement after 6-8 weeks of intervention
Student requires significantly more support than peers
Performance inconsistent with cognitive ability (appears bright but struggles)
Multiple teachers expressing concern across subjects

YES → Continue to Step 4

Assessment is likely warranted to identify underlying issues.

NO → Continue interventions

Student is showing progress. Continue current supports.

↓

4Could transition/adjustment factors explain the struggles?

Consider whether temporary factors might be contributing:

New to the school within the last 3-4 months
Recent family transition (move, divorce, trauma)
Language barrier or ESL adjustment
Recent curriculum change (new school system, IB vs. American, etc.)

YES (Adjustment likely) → Wait & monitor

Give 2-3 more months for adjustment. Reassess if no improvement.

NO (Long-term pattern) → Recommend assessment

Struggles are not explained by temporary factors.

↓

5What type of assessment is needed?

Match the assessment to the concern:

Learning Difficulties (Reading, Writing, Math):
→ Cognitive + Academic Achievement Testing (WISC-V, WIAT-III)

Attention/Focus Issues:
→ ADHD Evaluation (cognitive testing + behavioral rating scales)

Social Communication Challenges:
→ Autism Spectrum Evaluation (ADOS-2, cognitive & social assessments)

Behavioral/Emotional Concerns:
→ Social-Emotional Assessment (may not need full psycho-ed; consider therapy first)

Parent Conversation Starter

"Based on what we're seeing at school, I think it would be helpful to get a clearer picture of how [student name] learns best. A psycho-educational assessment can help us understand their strengths and identify any areas where they might need additional support. This isn't about labeling—it's about making sure we're giving them the right tools to succeed."

When NOT to Recommend Assessment

Student arrived within last 3 months (normal adjustment period)
Interventions haven't been tried yet or implemented for less than 6 weeks
Struggles are clearly due to trauma, grief, or family crisis (therapy first, assessment later if needed)
Primary concern is behavioral/emotional, not academic (consider therapy referral instead)

Marble Psychological Services

Psycho-Educational Assessments • Therapy • School Partnerships

Email: info@marble-psychology.com | Phone: 09456124067

This resource is for educational purposes. Assessment recommendations should be made collaboratively with parents, teachers, and clinical professionals.