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Student Special Services

Student Support Services Programs

CIS prides itself on many things, including the fact that we treat students as individuals and thus differentiate curriculum, instruction and assessment accordingly. We also provide support as needed for students in various ways, including those ready for accelerated learning, those identified in need of assistance in one or more ways to succeed academically, socially and emotionally, and those who are not yet proficient in English.


​The North Carolina Department of Public Instruction (NCDPI) is making available its annual State Application for receiving grant award under Part B of the Individuals with Disabilities Education Act (IDEA) as amended in 2004. The proposed application will be available for public review March 15, 2021 – May 14, 2021. Comments will be accepted March 15, 2021 – April 14, 2021. A copy of the State Application will be available on the NCDPI website at: under Hot Topics. Also, each Public School Unit will receive a copy of the State Application for public review. Interested citizens may submit comments via email to or mail to: NCDPI, Exceptional Children Division, ATTN: Matt Hoskins or Amanda Byrd/ 6356 Mail Service Center, Raleigh, NC 27699-6356.

Academically and Intellectually Gifted (AIG)

The Academically and Intellectually Gifted (AIG) Program is a program that helps our gifted students reach their full potential. AIG students perform or show the potential to perform at substantially high levels of accomplishment when compared to others of their age, experiences, or environment. AIG students exhibit high performance capability in intellectual areas or specific academic fields. AIG students require differentiated educational services beyond those ordinarily provided by the regular education program. 

​For more information about the AIG Program at Carolina International School, please contact Ms. Ivory Smith , 704-455-3847

Multi-Tiered Systems of Support (MTSS)

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.

Section 504

Section 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.

​For more information, contact Dr. Stoilovic  704-455-3847, ext. 9504

McKinney-Vento Homeless Assistance Act

The Education for Homeless Children and Youths (EHCY) program, authorized under the McKinney-Vento Homeless Assistance Act, is designed to address the needs of homeless children and youths and ensure educational rights and protections for these children and youths. For more information, including a definition of "homeless" and a description of Parent/Unaccompanied Homeless Youth rights, click here: McKinney-Vento.

For general information about the NC Homeless Education Program, here is a link to the NCHEP web page.

​For our school homeless data, here is a link to the NCHEP Profile web page.

You may also contact our school's McKinney-Vento liaison, Tasha Parks, 704-455-3847, ext. 9508.

You may also contact the State Coordinator:  Lisa Phillips –

English as a Second Language (ESL)

Carolina International School provides supports for English as a Second Language (ESL) learners. Assistance is provided for social language as well as instructional language.

​Social language involves everyday topics including greetings, personal experiences, current events, community events, information about family and friends, health and safety, social events, and personal opinions.

Instructional Language involves everyday classroom and academics topics including classroom materials/supplies, information gathering, school or classroom rules, instructions, directions, class discussion/discourse, school events, and requests for information.

​For more information contact our ESL Coordinator, Mr. Lahcen Qasserras, at 704-455-3847, ext. 9523

Exceptional Children (EC)

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 (EC) 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 Plan (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.

For more information, contact Deborah Lamm,  704-455-3847, ext. 9546.

Individual Learning Plan (ILP) and Personal Education Plan (PEP)

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 formation. PEP’s are reviewed periodically to assess the effectiveness of the plan.

​For more information, contact your student's teacher or teaching team.