This article addresses the inclusion of English learners with disabilities, including those with significant cognitive disabilities, in state and district assessments. The authors provide background information on who these students are and the relationship between academic English language development, content learning, and assessment. The article highlights the importance of having good assessment data on English learners with disabilities and how to collect these data, as well as the role of the Individualized Education Program (IEP) team in assessment decisions for English learners with disabilities. The authors conclude by discussing how administrators can support the appropriate inclusion of English learners with disabilities in assessments and the interpretation of their results.