This practitioner guide from the California Department of Education provides comprehensive guidance for educators and administrators working with English learners (ELs) who may also be identified as students with disabilities. Organized across multiple sections, the guide addresses the full continuum of processes, including identification of ELs, the use of multi-tiered systems of support (MTSS), pre-referral interventions, special education referral and assessment procedures, individualized education program (IEP) development, instructional programming, and criteria for exiting special education or reclassifying EL status. Throughout the guide, chapters include explanations of policy requirements, frequently asked questions, case scenarios, and checklists to support decision-making in schools and districts. The resource emphasizes culturally and linguistically responsive practices, careful differentiation between language acquisition and disability, and coordinated collaboration among educators, specialists, and families. Within educator preparation programs, this resource may serve as both a policy text and comprehensive toolkit that provides teacher candidates information about both legal processes of identification and instructional strategies.