This paper discusses federal requirements for addressing general education curriculum standards and student participation in educational assessments in the Individualized Education Programs (IEPs) of students with disabilities. Specific regulations of the Individuals with Disabilities Education Act are cited, and the following recommendations are offered for addressing standards and assessment on IEPs: (1) whenever access to the general curriculum is mentioned on an IEP, there should also be mention of access to the educational standards that apply to all children; (2) develop participation decision-making processes of IEP teams, and reflect these on the IEP form; (3) include "alternate assessment" on the list of assessment participation options; (4) specify important implications of assessment decisions on the IEP form; (5) post state IEP forms in easily accessible locations on state education agency Web sites; (6) offer statewide training, ongoing technical assistance, and easily accessible information about standards-based IEPs and assessment options; (7) clearly label IEP forms as sample, recommended, or required so that districts know their parameters in making alterations to the form; and (8) give IEP teams the time to make thoughtful decisions. (CR)