Responsibilities of team members
At the team meeting, decisions will be made regarding the goals toward which the child will be working and the specific supports and services that the child will require to achieve his/her goals. The team then needs to assign responsibility to team members for ensuring that a particular goal is met, for providing a specific support service, for accessing a particular piece of material or equipment, or for whatever else is required by the support services plan. Again, once responsibilities have been assigned, the ISS Manager is in a position to ensure that they are fulfilled. In a truly collaborative team, individuals will readily acknowledge the areas where they can provide the required assistance and will support each other's efforts to do so. As discussed earlier, while individual members of the team will have specific areas for which they will be responsible on a daily or intermittent basis, the team as a whole has overall responsibility for the support services plan since the decisions will have been made collaboratively.
The ISSP (as shown on page 107) provides space for the writing of the prioritized goals and relevant details.
Example:
| Goal | To Be Implemented By | Environment | Date of Review |
| June will remain with assigned activities for 30 minutes | Mom, respite worker, student assistant, teacher, leaders | Home, school, Girl Guides | June 10, 19-- |
The service area section of the ISSP as shown on p. 109 outlines area of responsibilities which are important if the child/youth is going to be provided with every possible opportunity to meet the goals set in his/her ISSP:
| * Service Area (proposed review date) | Description of Service Needs and Preferred Service Options | Is Service Available (Yes or No) | Who Will Be Responsible for Obtaining Service | Person/Agency Responsible for Program Implementation | Date Service Obtained | Review Date |
| Health | Audiological assessment at James Paton Memorial Hospital | Yes | R. Ruby, Public Health Nurse | Community Health | June 10, 19-- |
Decisions regarding where aspects of the child's program will be
delivered and/or where the child will receive a particular service are inextricably linked
to the setting of responsibility areas. While some constraints exist in terms of the
options for service delivery in certain situations (e.g., the physical space within the
day care or school building), wherever possible, decisions regarding the environment(s)
for the delivery of the program should be dictated by the child's needs and the goals as
outlined by the team. The child's program should be implemented in environments with
his/her peers except for compelling reasons. In the school setting, if a child is to
receive any aspect of his/her program in a setting different from his/her peers, then the
support services planning team must demonstrate that the reasons for doing so are
compelling, such as those outlined below: