COVID-19 school closures disrupted special education in numerous ways. During the summer of 2020, district leaders across the U.S. developed reopening plans; these plans addressed special education and a constellation of other elements of schooling, such as remote learning schedules and health protocols. By fall 2020, educational leaders sought to reopen schools and continue serving students with disabilities. These leaders published reopening documents that contained messages on priorities for special education policy and practice. Taking seriously issues at the nexus of special education and district leadership, the authors analyzed reopening documents from the 25 largest U.S. public school districts to understand district-level messaging in the 2020-21 school year. This analysis highlights how districts strategically communicate problems and solutions associated with special education. The authors share recommendations for research and practice on special education implementation throughout phases of the pandemic. [This report was produced by the Evidence Project at Center on Reinventing Public Education (CRPE).]