How do IEP teams set priorities for student instructional time in a standards-based system?
IEP teams will have to consider priorities to determine how students spend their time. Most states have numerous extremely challenging academic content standards, and many students with disabilities have specific and unique needs that also require time to address. Decisions made at one point may limit options at a future point. For example, a student who is pulled from science instruction in fifth grade to work on remedial reading skills may be missing foundational skills and knowledge needed to successfully access science content in sixth grade. Thus, although the student’s reading skills may have improved, there will be gaps in preparation for more advanced science concepts. IEP team members must have a comprehensive understanding of the scope and sequence of content across and within grade levels as the team considers its choices. Consideration should be given to how the multiple priorities can be “bundled.” For example, a student could work on reading skills in the context of the s
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