This report documents efforts to develop instruments for data-gathering and to train field staff in the use of the instruments, as part of a feasibility study designed to validate a conceptual framework that describes the elements of California's special education prereferral and alternative assessment procedures for ethno-linguistically diverse students at the elementary level. The conceptual framework identifies the prereferral intervention process as a multi-channel student flow system through which a student at risk who is experiencing problems with learning academic skills is reviewed and placed in one of the following six categories of program and/or placement modifications: (1) return the student to the originating mainstream teacher; (2) reassign the student to another classroom; (3) adjust environmental factors; (4) provide remedial instruction services; (5) provide ongoing support services; and (6) refer student directly for special education assessment and placement. It is hypothesized that the frequency with which students at risk are channeled into each of the six outcome categories is predicted by eight factors representing various demographic and individual student characteristics such as problem etiology and diagnosis, family and demographic characteristics, school climate and culture, and service availability. Ten original instruments were developed to gather data to test these hypotheses, and other existing instruments were incorporated into the instrumentation package. Copies of the forms are provided. (17 references) (JDD)