17.08.1.1 The ICM is designed to educate children with mild disabilities in the general education classroom with their nondisabled peers on a full-time basis for the entire school day.

17.08.1.2 For the purpose of this model, “mild” is defined as children with disabilities who receive resource services for not more than two (2) hours. Where integrated therapy (i.e., speech therapy, physical therapy, and/or occupational therapy) is clearly an inappropriate method of service delivery, children may receive such therapies in a “pull-out” program.

17.08.1.3 The integrated classroom is highly structured, with clear behavioral and academic expectations.

17.08.1.4 Special education children are completely integrated in all classroom activities, with the majority of teacher time being spent on active instruction.

17.08.1.5 High positive reinforcement levels are established and maintained and materials are adapted to meet all children's needs.

17.08.1.6 ICM teachers use a variety of teaching methods to meet child needs and abilities as indicated by the goals and objectives specified in children's individualized education programs (IEPs).

17.08.1.7 District-adopted curricula and materials are also used in the integrated classroom and are modified to meet the needs of the children.

17.08.1.8 The district curricula are supplemented by differentiated materials when needed.

17.08.2.1 Integrated classrooms are composed of up to one- third (1/3) children with mild disabilities with appropriate IEPs and two-thirds (2/3) children who are nondisabled.

17.08.2.2 The maximum teacher/pupil caseload of an integrated classroom cannot exceed a total of 24 children.

17.08.3.1 Children with disabilities whose IEPs can be implemented in an integrated general education classroom, and for whom this type of setting is determined to be the child's least restrictive environment, may be selected for the integrated classroom.

17.08.3.2 The selection of this model on the continuum of alternative options is “regular class/some direct instruction.”

17.08.3.3 All eligible children are assigned to the integrated classroom at the appropriate grade level and, whenever possible, in the building they would normally attend if not disabled.

17.08.3.4 The assignment of nondisabled children to the integrated classroom is made on the same basis as all other class assignments.

17.08.3.5 Nondisabled children should be performing academically in the average to above average range.

17.08.3.6 Participation in “pull-out” programs should be limited for both the child with disabilities and his nondisabled peers.

17.08.4.1 The integrated classroom must meet state facility standards established for regular classrooms.

17.08.5.1 Teachers participating in the ICM should be selected jointly by the building principal and special education administrator.

17.08.5.2 The ICM teacher must be dually licensed in special education and general education or be fully licensed in either special education or general education and have a current Additional Licensure Plan for completion of licensure in the collateral area.

17.08.5.3 A paraprofessional must be assigned to the integrated classroom for a minimum of 50% of the day.

17.08.6.1 A child with disabilities whose IEP is implemented in an integrated classroom on December 1 may be included in the December 1 federal child count.

17.08.6.2 The costs associated with the provision of special education by the integrated classroom teacher may be considered as special education expenditures. Such costs include materials and supplies needed to implement the IEPs of children with disabilities.

17.08.6.3 Up to one-third (1/3) of the teacher's salary and benefits may be charged as special education expenditures.

17.08.6.4 The costs associated with the general education program may not be considered a special education expenditure.

17.08.6.5 The total cost of the half-time paraprofessional in the integrated classroom may be considered as a special education expenditure.

17.08.7.1 Related services must be provided as specified in each child's IEP. It may be necessary to provide related services in a location other than the general education classroom.

17.08.8.1 Prior to implementing the integrated classroom model, the ICM staff must receive at least five (5) hours of in service training before the classroom is operational.

17.08.8.2 During the first year of operation, an additional five (5) hours of in service training must be provided for the ICM staff.

17.08.8.3 A minimum of five (5) hours of staff development must be provided annually following the first year of implementation.

17.08.8.4 At least one-half (1/2) of the required training must be selected from the following areas-

17.08.8.5 Additional staff development topics should be identified and training provided based upon needs assessment.

17.08.8.6 Training must be provided in the context of regular staff development at the building or district level, provided it is identifiable.