This paper presents recommendations designed to ensure that limited-English-proficient (LEP) children are included in proposals embodied in "Goals 2000." These are as follows: persons knowledgeable about the education of LEP students should be included in national, state and local panels; all educational reform activities should address the needs of LEP students; content standards should reflect the best knowledge about how LEP students learn and how the content can be taught most effectively to them, and should include foreign language standards to accommodate the native language of students; states should develop performance assessments appropriate for LEP students and should evaluate the extent to which schools implement core standards; states should also develop accountability systems that incorporate LEP students; research and development is needed on issues related to instruction, opportunity-to-learn, and assessment that are specific to LEP students; issues regarding participation of Native American governmental groups in the "Goals 2000" process should include the participation of tribes in the formulation and coordination of plans relating to their culture; and the Department of Education should meet with Native Americans regarding implementation of "Goals 2000." Two appendices provide specific recommendations, and a list of participants at two meetings on systemic reform and LEP students. (CK)