(a) Have in effect established goals for the performance of children with disabilities in the State that—
Promote the purposes of this part, as stated in §300.1;
Are the same as the State’s long-term goals and measurements of interim progress for children with disabilities under section 1111(c)(4)(A)(i) of the ESEA.
Address graduation rates and dropout rates, as well as such other factors as the State may determine; and
Are consistent, to the extent appropriate, with any other goals and academic standards for children established by the State;
Last modified on August 24, 2017