This presentation will explore the findings from a study of how initial classification as an English Learner (EL) affects subsequent identification for Special Education (SPED). Leaders from SFUSD - Miguel de Loza and Margaret Farrugio - and two Stanford Graduate School of Education graduates - Angela Johnson at NWEA and Mark Murphy at the University of Hawai'i at Mānoa - will discuss the motivation for this study, the findings, and future implications for policy and practice.