Carolina International School's program continues to deepen and discover new ways for our students to connect learning to the world around them.  Ten years after being granted a charter by the state of North Carolina, our program is more relevant than ever.  Our international and environmental focus provide the framework for learning to ignite interest, relevance, and significance for learning.  Our teachers, staff and administration continually strive to garner the resources needed to perfect our professional practice, and thus each individual's access to a high quality education.

INTERNATIONAL FOCUS

We strive to deepen our communities understanding our individual and collective place in the world.  The international framework provides a context to explore educational standards within various cultures and traditions.  These comparisons and contrasts create relevance, interest and understanding. 

ENVIRONMENTAL FOCUS

Our new eighty-two (82) acre campus affords our students the opportunity to beautiful scenery atop a hill overlooking vast expanses of greenery - within an urban zone.  Beyond the beauty, however, students have an opportunity to apply concepts and skills to attain greater understanding.  We have three (3) ponds, wooded areas, and access to a variety of insects and creatures.  This allows for unrivaled opportunties for observation, testing, and written description that cross all disciplines.

Students will develop – in coordination with his/her teacher(s) - an Individual Learning Plan (ILP).  This emphasizes student learning and communication styles, as well as documents their growth within subject areas.  The PEP is developed by the classroom teacher with other related teachers, administrators, and resource staff.  The PEP is intended to serve as a roadmap for the student’s future success, and includes student and parent/guardian involvement in its formationPEP’s are reviewed periodically to assess the effectiveness of the plan. 

 504 is part of the Rehabilitation Act of 1973. It is a civil rights law that prohibits discrimination of students on the bases of a handicapping condition. Section 504 is different from the Exceptional Children’s Program in that the Individuals with Disabilities Act (IDEA) has a defined list of disabilities that may qualify under IDEA. Section 504 is much broader in that it has no list. Each potentially qualifying disability much be assessed individually. A student qualifying to be served by Section 504 is one that has:

  1. a physical or mental impairment which substantially limits one or more major life activities,
  2. a record of such impairment, or
  3. is regarded as having such an impairment

Carolina International School holds that all students have the right to a quality education appropriate to their needs and abilities.  It is the goal of the Exceptional Children program at CIS to develop and implement instructional and socialization strategies for students with identified special needs, either within the regular classroom push-in  or though one-on-one or small group remediation.

Every student identified with a disability will be provided with an Individual Education Program (IEP) specifying goals, level of service and ancillary services, and the least restrictive placement.  Parents will be fully informed of their rights, procedures, and responsibilities under special education law. 

Click here to access our EC Department's website: http://ciscometsec.weebly.com/

Or contact our Exceptional Children Coordinator, Michelle Phillips directly for more information: This email address is being protected from spambots. You need JavaScript enabled to view it.,">This email address is being protected from spambots. You need JavaScript enabled to view it., 704-455-3847, ext. 5545.

(MTSS) integrates assessment and intervention within a multi-level prevention system to maximize student achievement and to reduce behavior problems. When a student is referred to MTSS, it is determined if the student is at risk academically or is having social difficulties. The team then monitors the student over a period of time, utilizes evidence-based interventions and adjusts the intensity and nature of those interventions depending upon a student’s responsiveness. The student’s response to the interventions enables the team to determine if he/she needs additional assessments.  The team consists of:  MTSS coordinator, administration, counselor, teachers, and parents.

Conatct our MTSS Coordinator, Joannah Glass for more information: This email address is being protected from spambots. You need JavaScript enabled to view it.,">This email address is being protected from spambots. You need JavaScript enabled to view it., 704-455-3847, ext. 5518.

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