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The impact of standards-based reform on students with disabilities has been a topic of considerable concern in recent special education literature although scant information has been reported from the school system level on this issue. Recognizing that a key element in ensuring that students with disabilities are successfully involved in a reformed general education environment is a strengthened IEP process well aligned with general education outcomes, Anne Arundel County Public Schools (Maryland) has implemented an intensive staff development program over the past two years on this topic. To ensure that the IEP needs of students are reflected in daily classroom instruction, teacher observation and rating instruments have been revised to include specific teacher and principal expectations relative to IEP delivery. The process and benefits of including IEP implementation in the teacher evaluation process are described based on an analysis of almost 200 classroom observations. (Contains 4 tables.)