With the passage of No Child Left Behind and the start of the high-stakes accountability movement, it has become increasingly important that teachers are able to appropriately assess all students, including those who qualify for alternate assessments. If suitable assessment is occurring, teachers can use these data to help improve student performance to meet both individualized education program (IEP) goals and state standards. In this study, which was conducted with teachers in an urban system within a high-stakes accountability state, students' alternate assessment scores improved when teachers received training on instructional practices. In addition, students who did well on alternate assessments also showed growth in direct observation of performance of their IEP objectives.