NCSIP - Improving Instruction for Students with Disabilities

the north carolina State Improvement Project




Please review the attached documents(below) which contain the description of the application process for the NC State Improvement Project (NC SIP). Details are provided about the three new levels of engagement with NC SIP. The Exceptional Children Division suggests that you first read the memo, then read the goals, expectations and requirements alignment document. From this information, you will be able to determine which application to complete for the appropriate level of engagement with the NC State Improvement Project. A hard copy of the completed application including the ‘wet signatures’ is to be postmarked no later than June 24th.


If you have questions, email Dr. Paula Crawford, Project Director, at


NC SIP Application Memo

Best Practice Center Application

Demonstration Site Application

Goals, Expectations and Requiments

Network Site Application


NC SIP Math Foundations Trainer Verification Requirements - 2015


Welcome! We have designed this area of the website to provide information, resources and instructional tools to our statewide network of administrators and educators involved with our NC SIP Mathematics sites.

In addition to links to our upcoming events, this area will provide access to materials for our Math Foundations Trainings, both for participants and trainers.

Common Core State Standards Explained- 2013

2.28.13 Trainer Updates

Evidence Based Instruction

In October 2004, a group of educators from across the state began the process of reviewing and evaluating research related to evidence-based math instruction in special education. A rigorous review of studies using experimental or quasi-experimental group designs that included students with learning disabilities was conducted. The information gleaned from the research provided the conceptual framework for the development of the Foundations of Mathematics training.

The Foundations of Mathematics training has continued to evolve and includes the most recent research from Sharon Griffin, John Woodward, Liping Ma, Richard E. Mayer, the National Research Council, and others. This research indicates that number sense must be developed through a carefully sequenced set of learning opportunities in a scaffolded approach. Teacher modeling and student verbal rehearsal of that modeling is important in the pursuit of conceptual understanding. The use of visuals and multiple representations are other researched-based strategies that have been shown to support conceptual understanding.

Components of Number Sense Graphic