English language learners (ELLs) are a significant and growing subset of the school age population across the United States. The projected growth of ELL students is significant and poses unique challenges for school districts when assessing bilingual students for special education. The state of California has the most ELL students in the nation (O'Bryon & Rogers, 2016) (National Center for Education Statistics, 2016). While understanding the complex issues related to ELLs is a difficult task, it is necessary one in order to meet the needs of this unique student population. An analysis of recent literature indicated that a systematic approach was needed to address additional factors may impact an individual school psychologist's ability to provide assessment within best practices. This project was based on current research and a handbook was designed to provide school district administrators and school psychologists a framework for the implementation of a districtwide systemic approach to bilingual assessment. The handbook provides a framework and a step by step process to inform the intended user of the product and assist in improving assessment practices and the identification of ELLs in Special Education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]