English learners account for roughly 10 percent of all students in K-12 education settings, and their numbers are growing. They represent more than 400 different language groups. Some were born in the United States and others may have just arrived. Some have well-developed academic skills in their first language and some do not. Some English learners also have identified disabilities. It can be challenging for educators to determine how to adapt instruction to help these students make progress toward learning goals identified for all students and to help them meaningfully participate in assessments. The involvement of parents (and guardians) is key to making appropriate individualized decisions about the best ways to support students. Yet parents of English learners are typically English learners themselves and may have some different cultural expectations about the role they play in their student’s education. They also need help understanding the U.S. educational system and how to engage with educators in making decisions for their child. NCEO’s collaboration with the West Virginia Department of Education, funded by work for the U.S. Department of Education, aims to provide training and materials to address these challenges. It includes online professional development training modules for both educators and families on how to make optimal decisions about accessibility and accommodations for English learners and English learners with disabilities. The work also includes the development of a multilingual, multi-format parent-educator toolkit designed to enhance parents’ engagement as equal partners, with educators, in making decisions about how best to support their students in the classroom. These materials will be shared with educators and families nationwide.