As the context of special education has changed in the last quarter century, the role and work of the IEP team also has evolved. Today, the general education curriculum is central to the educational programs of all students. The expectation that is clearly communicated in federal policies and regulations, such as the No Child Left Behind Act and the Individuals with Disabilities Education Act of 1997, is that all students will make meaningful, substantial progress in the general education curriculum. The IEP is no longer a substitute for the general education curriculum, but a tool for implementing it. As a result, IEP teams must understand the nature of the general education curriculum and employ effective decision-making strategies in selecting appropriate accommodations and modifications that will enable students with disabilities to make progress in it. Assessment for IEP planning must be aimed at providing information about the curricular and instructional supports that are needed for access to the curriculum. Classroom assessment strategies can help IEP teams collect this information and determine whether students are making adequate progress. (Contains 10 figures.)