Young multilingual learners are a highly diverse group who benefit from high-quality classroom instruction that includes rich language and literacy development opportunities. However, some of these children will experience academic difficulties even with robust support.

It can be challenging to distinguish between their language learning needs and the presence of a potential disability. As a result, multilingual learners are often inaccurately referred for special education services or they miss out on the services they do require. Either scenario has lasting consequences for these children and their academic trajectories.

WestEd launched a cross-sector Learning Collaborative to promote robust instruction and accurate disability identification for young (prek through grade 2) multilingual learners. The Learning Collaborative reviewed current research and practice and developed high-leverage, actionable resourcing recommendations. This report summarizes those recommendations and outlines corresponding funding streams in three areas:

  • Learning opportunities in preK
  • High-quality Tier 1 Core Instruction in elementary settings
  • Pre-referral supports, assessment, and special education referral

Family engagement and professional collaboration are integral in each of these areas.