CSPP pre-referral processes mirror the K-12 MTSS approach and apply fundamentally the same steps to ML and non-ML children¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Interviewees described an MTSS-style pre-referral process of multidisciplinary teams, baseline data review, and iterative interventions applied similarly to ML and non-ML children. → Burr 2023

Evidence¶

Burr 2023¶

Burr, E., Burho, J., & Perez, A. (2023). Pre-Referral Processes in California State Preschool Programs: How Practitioners Decide to Refer Multilingual Children for Special Education Evaluation. WestEd. https://eric.ed.gov/?id=ED655866

q2 · i? · qualitative · r2

Qualitative interview study of 13 coordinators overseeing CSPP, TK, or both across eight California LEAs. Interviewees reported that interpreters and bilingual specialists are involved for ML children, but "the steps of the process remain fundamentally the same."

"The pre-referral process for determining whether to refer children in CSPP for special education evaluations consisted of similar steps for non-ML children and ML children alike."

Discussion¶

Related Claims¶

• CSPP pre-referral decisions draw on baseline data from the ASQ, ASQ:SE-2, and the DRDP administered twice per year — related
• Multidisciplinary teams often provide home language support and delay referral to rule out lack of opportunity to learn before evaluating ML children — related
• Bilingual staff help differentiate typical language development from disability, but interviewees described no systematic process for doing so — related
• Systems constraints on pre-referral include lack of appropriate observation tools, over-identification fears, and COVID-19 effects — related
• Multidisciplinary team collaboration is the most prominent theme in research on supports for multilingual learners with suspected disabilities — related
• Learning behaviors of typical multilingual development can resemble those of disability, complicating accurate identification — related
• KSDE established a statewide infrastructure — Core Team, facilitators, symposium, and website — that respondents rate as effectively supporting MTSS — related
• Most implementing schools report MTSS positively affecting benchmark scores, state assessment proficiency, discipline referrals, and special education referrals — related
• Kansas schools are progressing from exploration to more advanced MTSS implementation stages over time — related
• Subgroup analyses indicate school staff identification and referral services and informal networks both contribute to learning-mode differences in children’s SSI applications — related