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    IDEA 2004
    SEAs must establish  performance goals for children with disabilites, including objectives for progress  by children with disabilities, address graduation and droput rates, including other factors established by State
    establish performance indicators to assess progress toward achieving perfomance goals including measurable annual objectives for progress by children with disabilities under NCLB
    provide annual reports on the progress of the State, and of children with disabilities in the State, toward meeting perfomance goals
    All students with disabilities must participate in state and district wide assessments, with appropriate accommodations and alternate assessments, where necessary and as indicated in IEP
    include statement of individual appropriate accommodations necessary to measure  academic achievement and functional performance
    if student will  take alternate assessment, team must  explain why child cannot participate in regular assessment and why alternate assessment was selected as appropriate
    S/LEAs must report, and make available to the public, information concerning number of children with disabilities participating in regular assessment with accommodations, and in alternate assessments, as well as  their perfomance , compared with all children, including students with disabilities
    IEP must describe how  the child's progress toward IEP goals will be measured
    when periodic reports on progress will be made (such as through the use of quarterly or other periodic reports, concurrent with issuance of report cards)
    IEP must be reviewed annually and revised, as appropriate, to address lack of progress toward goals and in general education
     
     PROGRESS IN THE GENERAL EDUCATION CURRICULUM
     
Last Modified on November 30, 2018