Multilingual learners who receive special education services represent one of the fastest-growing student populations in U.S. schools, yet educators continue to face complex questions about equitable identification and instructional support. This interactive professional learning experience begins with an examination of national trends in the identification of multilingual learners with disabilities, highlighting current research on disproportionality. Participants will experience a model lesson from the Language as Learning Institute that demonstrates how language-rich Tier 1 instruction acts as a critical preventative framework, simultaneously advancing language development and preventing the misidentification of general education students. Through engaging in collaborative learning discourse structures that promote speaking, listening, reading, and writing, participants will analyze how a robust Multi-Tiered System of Support (MTSS) creates the instructional foundation necessary to reduce inappropriate referrals, ensure accurate disability identification, and provide robust learning opportunities for all students.