School Psychologist's Role in ELL Special Education Pre-Referral
This action research paper examines the role of school psychologists in the pre-referral process for special education evaluation of English Language Learners (ELLs). Using survey data collected from eight school psychologists across elementary and secondary school settings, the study investigates how pre-referral teams are structured, what exclusion criteria are applied to prevent inappropriate referrals, and how RTI/MTSS intervention supports are implemented across Tiers 1–3. Findings are compared with existing NASP literature to identify commonalities and gaps. The paper concludes with practical guidance on culturally responsive, non-discriminatory assessment practices intended to ensure fair and equitable special education referrals for ELLs and students from diverse cultural backgrounds.
- Introduction and Purpose: Purpose, methods, and research goals for ELL pre-referral study
- Survey Results and Pre-Referral Practices: Survey data on pre-referral teams, psychologist roles, and cumulative file review
- Supports and Interventions for ELL Students: RTI, OT, speech path, and behavior intervention options across ELD levels
- Discussion of Findings: Interpretation of results on assessments, exclusion criteria, and SST roles
- Conclusion and Comparison with Existing Literature: Synthesis of findings against NASP literature and research questions
- References: NASP guidelines, RTI handbook, and needs assessment sources cited
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What makes this paper effective
- Grounds its findings in quantitative survey data while clearly acknowledging the small sample size, lending transparency to the study's scope and limitations.
- Directly compares action research results with established NASP guidelines and peer-reviewed literature through a structured comparison table, strengthening credibility and identifying practical gaps.
- Maintains a clear policy-relevance focus throughout, consistently linking empirical findings back to actionable recommendations for school psychologists working with ELLs.
Key academic technique demonstrated
The paper demonstrates effective use of a comparative analysis framework, juxtaposing primary survey findings with established literature across four distinct research questions. By organizing this comparison in tabular form, the author makes similarities and discrepancies immediately visible, a technique well-suited to action research that aims to bridge practitioner experience with scholarly knowledge.
Structure breakdown
The paper opens with a statement of purpose and methodology, moves into quantitative survey results (organized by question topic and supported by figures and tables), transitions into a detailed discussion section that interprets findings, and closes with a conclusion that synthesizes results against existing literature and restates the four guiding research questions. References follow APA formatting conventions.
Introduction and Purpose
The purpose of this action research was to examine the role of the school psychologist in the pre-referral process for English Language Learners (ELLs) in special education evaluation. This study serves as a tool for school psychologists to identify effective pre-referral processes and provides guidance on the development and implementation of culturally responsive practices that ensure a fair and non-discriminatory process in the evaluation and identification of ELLs. Insights from the study are intended to be helpful in the assessment and identification of students from diverse cultural backgrounds for special education services. To achieve this purpose, data obtained from a group of school psychologists in pre-identified schools was evaluated through quantitative analysis.
Survey Results and Pre-Referral Practices
The survey was carried out with a group of eight (8) school psychologists working in pre-identified elementary and secondary schools. Based on their responses, 37.5% of participants indicated that they are aware of the existence of a pre-referral process for special education evaluation for ELLs at their school. Similarly, 37.5% stated that such a process does not exist at their school site, while the remaining 25% were not aware of one.
The 37.5% of school psychologists who reported the existence of a pre-referral process at their school site provided varying descriptions of that process. As shown in Table 1, school sites employ different pre-referral processes for special education evaluation for English Language Learners. Two of the three respondents who reported the existence of a pre-referral process stated that it is carried out by a team comprising teachers, counselors, and school psychologists. The third respondent stated that the pre-referral process at their campus includes a psychologist, counselor, EL coordinator, and vice principals (VPs).
Table 1: Nature of Pre-Referral Process at the School Site
Type of Pre-Referral Process / Frequency / Cumulative Frequency (%)
A team comprising teachers, counselors, and school psychologists — 2 — 66.7%
A team comprising a psychologist, counselor, EL coordinator, and VPs — 1 — 33.3%
On the question of the role of the school psychologist in the pre-referral process for ELL special education evaluation, participants provided varying answers. 62.5% stated that the school psychologist is responsible for conducting formal and informal assessments as part of the data collection process. During this process, the school psychologist reviews records such as family history and conducts interviews with teachers and parents. One respondent (12.5%) reported that the school psychologist does not play a major role, since that responsibility falls to the teacher. Another participant (12.5%) stated that the school psychologist is not part of the pre-referral team, and another (12.5%) reported being unaware of the school psychologist's role. The remaining respondent stated that the school psychologist's involvement comes after an intervention has shown no progress despite undergoing numerous cycles.
With regard to exclusion criteria used to prevent inappropriate referrals for ELLs for special education, 75% of participants stated that a student's language development, medical diagnosis/history, and environmental factors play a major role. To this extent, a student's school attendance is reviewed, as well as home life changes, cultural factors, and physical, personal, and psychological factors. One participant reported that the duration of instruction in English and existing learning supports are also considered. One respondent stated that he or she was unaware of the exclusion criteria used to prevent inappropriate referrals for ELLs for special education.
62.5% of participants stated that a process to review the cumulative file before the referral exists at their school site, whereas 37.5% reported being unaware of such a process. Of those who confirmed the existence of such a process, 50% stated that the cumulative file is reviewed by the school psychologist and/or school counselor, while 25% reported being unaware of who conducts the review. One participant reported that the file is reviewed by the principal, and another reported that a teacher reviews it.
Supports and Interventions for ELL Students
On the types of supports offered based on a student's English Language Development (ELD) levels, 62.5% of respondents reported that additional support classes are provided, ranging from general education to special education classes. Two of the remaining participants stated that supports include RTI interventions and vocabulary support using visuals, respectively. One participant reported being unaware of the existence of such supports.
On the types of supports based on a student's tardiness or attendance records, 25% of participants reported attendance review and individualized support, while another 25% reported counseling sessions with principals and parents. An additional 25% reported being unaware of the types of supports available in these situations, while one participant indicated RTI interventions and another reported behavior contracts.
75% of respondents reported that occupational therapy (OT) consultation or observation are the intervention options available for students with fine/gross motor concerns. One participant stated that RTI interventions are also available, while another reported being unaware of available options.
62.5% of participants reported that speech path consultations/observations are the intervention options available for students with speech/language concerns, while two participants (25%) reported the use of RTI interventions and the remaining participant was unaware.
On the duration of RTI/MTSS intervention supports before a student is referred for special education evaluation, 37.5% reported six weeks, while one respondent stated eight weeks. An additional 37.5% reported being unaware of the duration, while one respondent stated that it varies depending on what has been tried with the student and the progress made.
Regarding the types of interventions and supports available for students with behavior concerns, 50% of respondents stated that their school sites provide some form of behavior intervention plans or counseling. One respondent noted that such students work with vice principals, counselors, and psychologists, while another reported family health center referrals. The remaining two participants reported RTI interventions and being unaware, respectively.
On the role of the school psychologist in RTI/MTSS across all tiers (1–3), 50% of respondents reported participating in Student Study Teams (SSTs) and providing recommendations. One respondent stated that the school psychologist's role is to provide suggestions when asked, while another reported conducting unbiased formal and informal assessments. One additional participant stated assessment for special education, and another reported being unaware.
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