Over the past 15 years, students with disabilities have been included in the general education environment at markedly higher rates; however, their achievement is not increasing at the same pace. One reason for this lack of increased achievement may be that academic standards lay the foundation for instruction in this environment, but standards fail to address the component academic skills needed for academic mastery. This article presents a method for analyzing the academic standards and then "unwrapping" them to their component skills using a lattice task analysis. After employing this analysis, educators will be able to systematically plan instruction in the component skills to ensure achievement and growth for all students in the classroom environment.