Integrated Comprehensive Services-Learning Together

School teams share ideas and insights at the Summer Collaborative Institute:






In their article "Leading Beyond Compliance: Integrated Comprehensive Services For All Learners," Elise Frattura and Colleen Capper write that "integrated" in ICS

"refers to the environments that all students, regardless of need or legislative eligibility, access throughout their day in school and non-school settings; that is, in these environments, students with a variety of needs and gifts learn together in both small and large groupings that are flexible in nature. A school then becomes a community where all spaces are for all learners and shared in a manner to provide the most synthesized instruction for each student."

The "comprehensive" in ICS

"refers to the array of services and supports in addition to a curriculum and instruction that is differentiated to accommodate various learning needs of children to ensure their school success."

We are taking the first step toward integrated comprehensive services this fall, with a group of Kindergarten and First Grade students assigned to schools close to home, schools where they can potentially stay throughout their K-5 or K-8 experience, schools where they will be truly integrated, learning the same curriculum alongside their peers, and where they will have services provided in the least restrictive environment.

40 Elementary and K-8 schools are ICS schools this fall, with the vision at ALL schools will ultimately provide integrated comprehensive services. ICS schools have received additional staffing, including Instructional Assistants, additional certificated staff, and Instructional Coaches, to help support a more integrated approach to special education services.

This week, August 17-21, over 150 general education and special education teachers, instructional assistants, related service providers, and principals are meeting at Madison Middle school for our K-1 Summer Collaborative Institute, and at West Seattle High School, for the Elementary-Secondary Institute. These institutes are designed to help school staff deepen their understanding about inclusive and integrated services and plan for the coming school year.

We have been thrilled with the turnout and the response to the Institute, with nearly twice the school staff joining us that we anticipated.

On Monday, August 17th, school staff and principals learned about various ways of structuring collaboration and co-teaching in the classroom, and explored their assumptions about teaching and learning.

Becky Clifford, Special Education Director, teaches to a capacity crowd about norms of collaboration:




School Leaders at the Elementary/Secondary Institute enjoy their time together at West Seattle High School:


Special Education Supervisor Geri Diaz facilitates a dialogue about co-teaching and collaboration:





On Tuesday, UW Professor and Director of the Experimental Education Unit Ilene Schwartz taught us about positive behavior supports and reviewed the building blocks of an effective instructional program in a school, which begins with a strong instructional program for all.

Staff members study together:



School Coaches Lindsey Daniels and Kristin Alfonso plan supports for schools: