This monograph has been developed as part of an intensive, 3-year study of five local school districts engaged in general and special education reform. The purpose of the study was to examine how educational reforms were being defined and implemented at the local district and school levels, particularly with students with disabilities. The investigated reforms included standards, assessments and accountability, family and community involvement, and teacher development. This publication describes the key elements of reform that emerged during the study and issues surrounding educational reform. Section 2 presents a context in which to understand the district reforms. Sections 3-5 present specific findings related to each area. The final section presents conclusions. Findings from the study indicate: (1) there needs to be a consistent decision-making process outlining who should make decisions about how to include students with disabilities in standards and assessments; (2) there need to be consistent guidelines with teacher and family input for making these decisions and for public accountability for these decisions; and (3) teachers of students with disabilities must be made aware of the essential connection between standards, assessment, and accountability and the daily content and structure of their instruction. (CR)