344 TEACHING Exceptional Children, Vol. 52, No. 5, pp. 344–347. Copyright 2020 The Author(s). DOI: 10.1177/0040059920919087 A lex was a rising seventh-grade student with a learning disability (LD) in reading and serious behavior problems. Alex’s parents and school personnel had a meeting to develop his individualized education program (IEP). A district behavioral expert was called in to assist the team in developing a behavioral program for Alex. By the end of a very productive meeting, an IEP was developed that included (a) reading instruction in a self-contained classroom 1 hour each day of the school week; (b) program modifications to Alex’s science, social studies, and English general education classes, which included having tests read to him; (c) a related service that consisted of participation in a weekly anger management group conducted by the school counselor; and (d) a very specific behavior management plan, which included a check-in/ check-out program that was to be implemented by all of Alex’s teachers. Additionally, Alex’s IEP contained ambitious annual goals in reading and behavior and very specific details regarding the related service and behavior intervention plan. His IEP required that the special education teacher, who worked with Alex in reading, report Alex’s progress to his parents every 6 weeks. Alex’s parents were extremely pleased with his IEP. The IEP was put into place when Alex began his seventh-grade school year. Seventh grade began well; Alex told his parents he liked seventh grade. Our purpose in this special issue was to examine school districts’ responsibilities for developing students’ IEPs. We conclude this special issue by highlighting some of the most important points from the U.S. Supreme Courts decision in Board of Education v. Rowley (1982) and Endrew F. v. Douglas County School District (2017) but also discussing another crucial point to which school district personnel must adhere to ensure that a free appropriate public education (FAPE) is provided: ensuring a student’s IEP is being implementing as written. Developing IEPs That Provide FAPE In two seminal rulings, the U.S. Supreme Court has clarified the responsibility of special education administrators and teachers to develop IEPs that confer a FAPE to students with disabilities eligible under the Individuals with Disabilities Education Act (IDEA; 2006). First, the Rowley (1982) decision emphasized the importance of adhering to the procedural requirements, especially those that involve having a student’s parents meaningfully involved in the special education process. The importance of parental participation has been emphasized consistently since TCX Epilogue Developing and Implementing Educationally Meaningful and Legally Sound IEPs Bringing It All Together Mitchell L. Yell, Ph.D., David Bateman, Ph.D., and Jim Shriner, Ph.D.