This dissertation was an inquiry into how staff in two elementary schools perceived the professional development models used to improve their ability to write Individualized Education Programs (IEPs) for students with disabilities that were in procedural compliance with state and federal regulations. The study sought to investigate the perception of teachers, related service providers, and administrators relative to the effectiveness of professional development and training opportunities to which they were exposed. The professional development events were intended to increase their knowledge and skill in the area of special education compliance in IEP development as a component of a school improvement initiative. The overall results indicated that staff in both schools improved IEP writing skills. Staff also indicated that they became more intentional when planning and collaborating together to improve the academic and behavioral performance of students with disabilities in their learning community.