English language learners (ELLs) with disabilities are a growing part of the K-12 school population and will be included in the next generation of accountability assessments, just as they are now included in state assessments. These learners have some unique characteristics and may demonstrate their knowledge and skills in particular ways because of the interaction of second-language learning and disability-related needs. To help these students achieve to their full potential, special education administrators must do the following: (a) support appropriate identification of ELLs with disabilities; (b) help all educators, especially mainstream teachers, understand the characteristics of these students and how they demonstrate their knowledge and skills; and (c) strengthen the standards-based individualized education program (IEP) process so that ELLs with disabilities are meaningfully included in the grade-level standards on which state assessments will be based. This entails collaborative decision making by a diverse IEP team and individualized state assessment participation and accommodations decision making. (Contains 2 figures.)