The proposed study will first compare MSHS and non-MSHS programs on their disability coordination[1]that is, the rates of screening, referral for, and identification for early intervention/special education, controlling for 1) program rurality, 2) enrollment size, 3) demographic characteristics of enrolled families, and 4) demographic characteristics of staff. Next, associations between MSHS children’s teacher-rated communicative “risk” on screening questionnaires and language and literacy skills will be examined. Lastly, multilevel analyses will examine if parent, teacher, and center-director reported aspects of disability coordination in MSHS programs are associated with children’s language and literacy outcomes.