Involving state content standards in the development of individualized education programs (IEPs) for students with disabilities--a practice most often referred to as "standards-based IEPs"--is a growing area of interest in special education. The Access Center, a federally funded technical assistance resource, is dedicated to helping students with disabilities learn from the general education curriculum and it has included the topic of standards-based IEPs in some documents, discussions and technical assistance activities. Requirements in federal law to provide students with disabilities access to the general education curriculum first adopted in1997 prompted the movement toward this new approach to IEPs. As would be expected, there is little in the way of relevant formal literature on this relatively new topic and most of what is available focuses on students with the most severe cognitive disabilities or on the development of curriculum (Browder et al., 2005). The most relevant information is available on the internet in state policy and/or training materials or technical assistance documents from organizations. Much information about standards-based IEPs is being generated in special education practice by state and district staff. However, there has been little sharing of these new approaches to the IEP that are being created in the field. The data collected for this task confirmed the existence of significant policy changes in states and extensive investments in professional development. This document is an analysis of the most recent developments in some states that are implementing standards-based IEPs. It is written to further the recognition of this evolving movement and to stimulate additional sharing and conversation among states. State summaries are appended. (Contains 12 footnotes.)