IEP goals for students who take alternate assessments

By the IEP Atlas editorial teamLast updated November 1, 2026

Short answer

IEP goals for students who take alternate assessments are measurable annual goals linked to grade-level content through the state's alternate achievement standards, plus functional goals the student needs. Federal rules add one requirement: each goal must include benchmarks or short-term objectives. Write each goal in the student's response mode, with a baseline from present levels.

Once the team decides a student will take the alternate assessment, the goals change in two ways. The academic goals link to grade-level content at reduced depth and complexity, through what your state calls its alternate achievement standards. And every annual goal needs benchmarks or short-term objectives, which federal rules require for students assessed on alternate achievement standards.^[1]

Everything else stays the same. The goal is still measurable, still built from present levels, still meant to help the student take part and progress in the general curriculum. This page follows one fictional student from present levels to finished goals. For how the testing decision itself is made, see alternate assessment eligibility. For goal examples across all areas, start with the pillar on IEP goals for students with severe and profound disabilities.

The rules at a glance

Topic	What applies	Varies by state?
Annual goals	Measurable academic and functional goals that let the student take part and progress in the general curriculum^[1]	No
Short-term objectives or benchmarks	Required for students assessed on alternate achievement standards^[1]	Some states require them for all students with IEPs
Link to grade-level content	Alternate achievement standards are linked to the state's grade-level content standards^[2]^[5]	Yes: names differ (extended standards, essential elements, access points) and so do the standards
Standards-based IEP format	Not required federally	Yes: some states require goals tied to a named standard
Functional goals	Included when the student needs them	No
Goals must match test items	No	No: goals target what the student needs, not the test blueprint
Progress reports	Periodic reports on each goal, as stated in the IEP^[1]	Reporting schedule and forms differ

Look up your state's alternate achievement standards on the state education agency's website. NCEO maintains information on state alternate assessment policies.^[3]

How goals for these students are built

Start with the grade-level standard the class is working on, such as a grade 7 standard on citing evidence from a text.
Find the state's alternate version of that standard. It keeps the core idea at reduced complexity, such as answering a question about a text by selecting a picture or word.
Pick the skill from present levels. What does the student do now with that content, in what response mode, at what prompt level?
Write the annual goal with a condition, the student's response, a criterion and a measurement method.
Write 2 to 4 objectives that show the steps to the goal: fading a prompt, adding choices, moving to a new setting or text.
Add functional and communication goals the student needs. For many students, a communication goal comes first because every other goal depends on it.

One student from present levels to goals

Lucia is a fictional 7th grader with multiple disabilities. She communicates with a speech-generating device with about 60 core words, plus vocalizations and gestures. Her team decided in October 2025 that she will take the alternate assessment in reading and math. Her annual review was October 20, 2025.

Present levels, October 2025. In 3 probes during adapted read-alouds of a grade 7 novel, Lucia answered who and what questions by choosing from 3 picture choices on 4, 3 and 4 of 10 questions. On 10 functional money tasks, she identified a $1 bill and a $5 bill in a field of 3 on 6 of 10 trials. She does not yet compare amounts. With her device, she sends a median of 2 messages per 45-minute class, all requests after an adult model.

Grade 7 standards and alternate versions (illustrative).

Grade 7 standard (summary)	Alternate version (illustrative)	Lucia's goal area
Cite evidence to support analysis of a text	Answer questions about a text by selecting a picture or word from the text	Reading comprehension
Solve problems with proportional relationships, including money	Compare two amounts to decide which is more	Functional math
Engage in collaborative discussions	Contribute to a group discussion with a message	Communication

Annual goals and objectives.

Annual goal	Objectives	Measure
During adapted read-alouds of grade-level texts, Lucia will answer who, what and where questions by selecting from 4 picture or word choices on 8 of 10 questions across 3 consecutive probes. Template: adapted text questions on a choice board.	1. 6 of 10 with 3 choices by January. 2. 7 of 10 with 4 choices by March. 3. 8 of 10 with 4 choices, including where questions, by October 2026.	Opportunities, weekly probe
Given 2 prices up to $10 and real bills, Lucia will decide whether she has enough money to buy an item on 8 of 10 trials in class and on 2 community trips.	1. Identify $1, $5 and $10 bills in a field of 3 on 9 of 10 trials. 2. Choose the larger of 2 amounts on 8 of 10 trials. 3. Decide if she has enough on 8 of 10 trials in class.	Opportunities, twice weekly
During 45-minute general education classes, Lucia will add a comment to class discussion using her device at least 3 times per class without an adult model, on 4 of 5 classes.	1. 2 comments per class with a model. 2. 2 comments without a model. 3. 3 comments without a model.	Frequency per class

Each objective is a real step toward the goal, not a smaller copy of it. Together they give the team 3 or 4 points to report on during the year.

January 2026 progress. Lucia answers 6 of 10 questions with 3 choices, meeting objective 1. She identifies all 3 bills on 9 of 10 trials. She sends 2 comments per class with a model. The team keeps the plan and moves to 4 choices in reading.

Academic and functional goals together

Students on alternate standards still learn grade-level content. A plan with only functional goals can cut them off from it; a plan with only academic goals can miss skills they need every day. Many teams aim for both: academic goals linked to the alternate standards, and functional goals for communication, self-care, safety and independence.

Goal area	Example template	Why it belongs
Reading	Yes or no questions about an adapted story	Access to grade-level texts
Reading	Answer print questions with an AAC device	Joins reading and communication
Writing	Compose a journal sentence on an AAC device	Writing through the student's mode
Math	Count out a set amount of money	Grade-level number ideas in a real context
Communication	Share prepared IEP meeting messages	Self-determination
Daily living	See personal care participation goals	Independence and dignity

More templates are on the significant support needs goal page.

Measuring goals for these students

Most goals use opportunities or task analysis. Define the response mode, set a wait time, and use enough choices that guessing can't pass. The details are in how to measure goals for students who do not speak. Report objectives as they are met, and keep a work sample or probe sheet for each.

Mistakes to avoid

Copying the test blueprint into the IEP. The alternate test samples standards. The IEP targets what this student needs to learn next.
Objectives that just lower the percent. "60%, then 70%, then 80%" tells the team nothing about what changes. Change the prompt, the field, the text or the setting.
Dropping academic content. Students on alternate standards are still taught grade-level content at reduced complexity.
Goals the student can't respond to. If the response mode isn't reliable yet, write a communication goal first.

Before the meeting, paste each goal into the goal checker. Rules vary by state; check your state's alternate standards and IEP guidance. The TIES Center has resources on teaching grade-level content to students with significant cognitive disabilities in general education classes.^[4]

Frequently asked questions

Do students who take alternate assessments need short-term objectives?

Yes. Federal rules require benchmarks or short-term objectives for each annual goal when a student is assessed on alternate achievement standards. Some states require them for every student with an IEP.

Should IEP goals match the alternate assessment?

Goals should be linked to the state's alternate achievement standards, but they do not need to copy test items. The test samples a few standards. The IEP targets the skills this student needs to learn next, including functional skills.

Can students on alternate standards have functional goals?

Yes. Most do. Communication, self-care, safety and independence goals sit alongside academic goals linked to grade-level content. The mix depends on the student's present levels and priorities.

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Sources

34 CFR §300.320: Definition of individualized education program, Legal Information Institute, Cornell Law School
34 CFR §300.160: Participation in assessments, Legal Information Institute, Cornell Law School
National Center on Educational Outcomes (NCEO), National Center on Educational Outcomes, University of Minnesota
TIES Center, TIES Center, University of Minnesota
34 CFR §200.6: Inclusion of all students (assessment of students with disabilities, including alternate assessments), eCFR (National Archives)

Written and checked by the IEP Atlas editorial team under our editorial policy. This guide describes general practice and federal rules. It is not legal advice; your state may add requirements, and the IEP team makes the decisions for each student.