The Elementary and Secondary Education (ESEA) flexibility program initiated in September 2011 holds several implications for special education accountability and, by extension, state education agencies and the technical assistance providers who support them. The U.S. Department of Education has approved ESEA waiver applications for a majority of states, allowing them flexibility in the design of their state accountability systems in exchange for implementation of several key federal reform initiatives--the adoption of college- and career-ready standards for all students; differentiated recognition, accountability, and support for schools and districts; and evaluation systems for educators and administrators that incorporate measures of student achievement. These shifts in state accountability systems represent particular changes and challenges for special education and students with disabilities. It is evident that states are looking to the Regional Comprehensive Centers (RRCs) for guidance and technical assistance around the implementation of their ESEA waivers as they relate to systems changes that impact students with disabilities. More and more states are bridging the silos between general and special education and the RRCP staff have the capacity to assist states in working across agencies to ensure that each and every student is afforded the opportunity of a quality education. Witness the level of activity, to date, that RRCP staff have been involved in around the ESEA waivers and it is clear that the RRCP staff are not only being included in the conversations around the ESEA waivers in states, but have been active partners in implementation, as well.