This report summarizes findings from case studies that explored the implementation of the reauthorization of the Individuals with Disabilities Education Act (IDEA) and how it affects school district progress toward addressing the behavioral needs of students. Results are also presented on the progress districts are making on: developing accountability systems to report on the performance of children with disabilities in general scholastic activities and assessments; increasing the participation of parents in the education of their children with disabilities; providing for the participation of children with disabilities in the general curriculum; easing early childhood and secondary transitions; and preventing dropouts. Seventeen districts were visited in five states. Findings indicate there were three categories of school districts. Category 1 districts took a reactive approach to behavior management that emphasized disciplinary procedures specified by IDEA. These school districts had medium to high percentages of students who were minorities and received free and reduced lunches. Category 2 school districts shared the characteristics of Categories 1 and 3. Category 3 school districts described a comprehensive range of formal policies governing the prevention and management of behavior problems. Positive behavior support and behavioral Individualized Education Program goals were consistently available. These districts tended to be small and virtually all were in suburban areas. (Contains 19 references.) (CR)