The Individualized Education Program (IEP) is the heart of providing special education services to students with disabilities. It is a complex document that is supposed to include several required components. IEP teams are required to be composed of certain individuals, including "a representative of the district who is qualified to provide or supervise the provision of special education, and who is knowledgeable about the general education curriculum and the availability of resources of the district, and has the authority to allocate resources" (McElhinny & Pellegrin 2014). This representative is an administrator who often is the special education director, a special education coordinator, or a school principal. In this article, the authors provide basic information administrators need to know about student participation in state and district-required assessments and about ways to ensure that students have needed accessibility supports, including accommodations. The authors highlight specific things that administrators can do to support IEP teams, as well as identify the critical role that administrators play in documenting and monitoring IEP processes and outcomes for students with disabilities.