The "No Child Left Behind" Act (2002) requires that all students have access to the general curriculum at their designated grade level. Federal guidance received from the US Department of Education noted that these extended standards are intended only for students with the most significant cognitive disabilities. A key goal is to assure that the extended standards represent both the content standards and the range of cognitive skills of all students. A group of approximately 50 regular education teachers, special education teachers, parents, university personnel, school administrators and system administrators convened with staff of the five divisions in three sessions between September 2005, and January 2006, to further delineate the extensions at three entry points. These three entry points were defined as symbolic, early symbolic and pre-symbolic (see Behaviors Demonstrated at Entry Points). The extended standards represent an effort to assure a balance of functional and academic skills within the North Carolina Standard Course of Study. Also, a goal of the extended standards is to provide concepts at a level accessible to the student within a grade-level context. It is critical that the IEP of each student continues to address both academic skills and functional skills necessary to assure positive school and adult outcomes. The intent is to provide the student what he needs to succeed through the IEP and instruction.