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 email@example.com.
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
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.