A student has completed a comprehensive assessment, and it was determined she meets criteria for special education services. What part of this student's Individual Education Program (IEP) is represented by the goal to improve her reading fluency skills by 30% within one school year?

The correct answer identifies the specific component of a student's Individual Education Program (IEP) that addresses measurable expectations for a student's progress. In this scenario, improving reading fluency skills by 30% within a school year reflects a clear target that the student is expected to achieve. This is indicative of a goal, which is a fundamental element of the IEP designed to outline what the student is striving to accomplish over a designated time frame.

Goals in an IEP are typically specific, measurable, achievable, relevant, and time-bound (SMART), which helps educators and parents understand the expected outcomes of the special education services. This ensures that the progress can be effectively monitored and evaluated throughout the school year. Setting such a goal provides both the student and educators with a clear benchmark for improvement in an essential academic area, thus justifying its classification as an IEP goal.

In contrast, an IEP objective would generally refer to smaller, actionable steps that lead up to achieving that larger goal. Accommodations are adjustments made to support the student in the learning environment without altering the learning expectations, and standards refer to the educational benchmarks for grade level performance broadly—not specific to one student's individualized plan.