More than 725,000 of California's K-12 students qualified for special education services in 2018-19, but they entered a system that is often ill equipped to serve them. This brief summarizes the findings from 13 research publications produced as part of the PACE Policy Research Panel "Special Education: Organizing Schools to Serve Students with Disabilities in California." We find opportunities for improvement in early identification; transitions into and out of special education services; educator preparation and development; and availability of mental and physical health services. Comprehensive implementation of the Multi-Tiered System of Supports (MTSS) framework would address the needs of all students, including students with disabilities (SWDs), but will require substantial investments. Policy can better equip schools by establishing expectations on inclusion, developing educator capacity, systematizing data, and fostering interagency collaboration.