Integrated Comprehensive Service Delivery

• What is ICSD?

• Where does my school need to start?

• What are the Year 1 Targets?

We have adopted an Integrated Comprehensive Service Delivery

Model• Organizes professional staff by the

needs of each learner instead of clustering learners by label.

• Does not assign staff members to a program or place them in separate classrooms.

• School and community environment is collaborative (general education and exceptional education work collaboratively)

Collapse separated lunches and related arts-integrate students at grade level.

The IEP teams will determine that each student with a disability will spend at least part of each day with students without disabilities.

Classrooms serving students with disabilities are located within the buildings on grade-level hallways.

Explore ways to utilize both general and special education staff including itinerants, psychologists, custodians, food service etc. to maximize services for every student.

Weekly lesson plans should be required of all teachers serving students with disabilities

All staff including administrators, school counselors, campus supervisors etc. should be trained in Integrated/Inclusive Service Delivery

Administrative walk through/critiques of all classes servicing students with disabilities (co-taught and pull out– all services) one time per nine week grading period (the department will provide a guide).

Lockers etc. for students with disabilities are located amongst grade levels with typical peers.

Development of the school level teams for sustainability

Conduct at least one parent/community meeting per semester to inform parents of the changes in service delivery and include them in the decision making for the changes.

Year 1 Targets for SchoolsGoal: June 1, 2010

Inclusive Model

Academic and socialInstruction occurs

Strictly in theSpecial education setting

Inclusive services in general educationActivities with special education support, academicInstruction occurs primarily in the special education

setting

Inclusive services in one to three GeneralEducation subjects and activities with

Support from the exceptional education teacherIncluding pull-out services

Inclusive services in most General Education subjects and activities

with some support from the exceptional education teacher

Inclusive services in all General Education subjects and activities with no support from the exceptional education teacher

Least restrictive environment

Most restrictive environment

West Tennessee RISE Project, 2007