Resources for Educators

Contact:

Program Administrator:  Nancy Childress, Personnel Development Consultant

• Exceptional Children Tuition Reimbursement Opportunity Memo  
• All details for this program as well as the application are located in the Exceptional Children Tuition Reimbursement Guidebook

Co- Leads:

Crystal Patrick, Office of Exceptional Children

Donna Murray, Office of Technology Services

Accessible Educational Materials was previously referred to in the IDEA as Accessible Instructional Materials. “Educational materials and technologies are “accessible” to people with disabilities if they are able to “acquire the same information, engage in the same interactions, and enjoy the same services” as people who do not have disabilities. As a person with a disability, you must be able to achieve these three goals “in an equally integrated and equally effective manner, with substantially equivalent ease of use” (Joint Letter US Department of Justice and US Department of Education, June 29, 2010).” (aem.org.cast)The NC Policies Governing Services for Children with Disabilities cites IDEA on Accessible Instructional Materials.

“The National Center on Accessible Educational Materials for Learning at CAST provides technical assistance, coaching, and resources to increase the availability and use of accessible educational materials and technologies for learners with disabilities across the lifespan.” (aem.cast.org) Resources include a decision-making tool the AEM Navigator.

National Instructional Materials Access Center (NIMAC) is federally funded through the IDEA 2004. Information on eligibility criteria and changes to copyright laws following the implementation of the Marrakesh Treaty are available. A NC Request for Accessible Formats including NIMAC form is available for educators to complete on behalf of eligible students in North Carolina. This form collects information on the requested accessible educational materials format(s) required for the student. Once complete the NIMAC Coordinator will contact and share options for acquiring the format(s), in a timely manner with the Public School Unit.

For question or concerns regarding NIMAC or students requiring AEM please contact Crystal Patrick

Contacts:

Maureen Kaniuka (NE, SE Regions)
Sarah Royal (NC, SH Regions)
Amanda Passmore (PT, SW Regions)
Heidi Carico (NW, W Regions)

This program serves as a resource to Public School Units (PSUs), including charter schools. The goal is to help ensure that students with ASD develop intellectually, physically, socially, emotionally, and vocationally. NCDPI Consultants for Autism accomplish this by providing universal, tailored, and customized support through professional learning and technical assistance to PSUs throughout the state. This fosters capacity building and sustainment of best practices for PSUs to provide appropriate individualized education programs in the least restrictive environment.

Access the topic areas for more information, guidance documents, and resources for public school educators working in PSUs in North Carolina and other interested stakeholders. 

Information and Resources on ASD

ASD Policy & Guidance Related to Autism

Evidence-Based Practices (EBPs) for Students with ASD

NCDPI Autism Team Professional Learning Offerings

Professional Learning Resources and Autism Focused Agencies

The Google Site for DeafBlind professionals has moved to a Canvas Hub. Please visit the Canvas hub to view professional development offerings (both current opportunities and previously recorded webinars) and explore numerous resources.

Dr. Alan Chase - 984-236-2582

Virginia Madorin - 984-236-2307

The North Carolina DeafBlind Project (NCDBP) is a federally funded grant through the Office of Special Education Programs (OSEP) and is administered through the North Carolina Department of Public Instruction (NCDPI) in the Office of Exceptional Children. The mission of NCDPI and the NC DeafBlind project is to assist educators, related service providers, and families to gain knowledge to enable children who are DeafBlind to access the general curriculum and to gain skills and experiences that prepare them to successfully transition to adult life. NCDPI in collaboration with East Carolina University Teacher Support Program for Learners with DeafBlindness and the Exceptional Children's Assistance Center, directs grant activities such as the annual child count (census), educator support activities (such as financial support to attend professional development activities), educational training for families, and collaboration with other state DeafBlind projects.

For additional information about the North Carolina DeafBlind Project, as well as additional resources, please visit the Deaf and Hard of Hearing Site.

DPI maintains multiple listservs for professionals working with students who are deaf, hard of hearing, visually impaired, or deafblind. To be added to a listserv, please contact the listserv administrator below:

• Deaf and Hard of Hearing - Virginia Madorin
• Visual Impairment - Alan Chase
• DeafBlind - Virginia Madorin

Each year the NCDBP is required by the federal government to conduct a child count and submit specific information. This information determines North Carolina’s share of federal grant money which is used to provide professional development and technical assistance to families and service providers of children who are identified as DeafBlind. The count is a snapshot of eligible students on December 1st. The count includes infants and toddlers, children, and youth birth through 21 years of age.

The DB Census should include “Children with COMBINED FUNCTIONAL or documented vision and hearing loss which may interfere with their ability to a) communicate and interact with others in educational and/or social settings; to access information (spoken, social media, print); and b) move about safely and efficiently in familiar and unfamiliar environments”. The definition also includes individuals with documented functional loss and/or with progressive conditions such as Usher's Syndrome.

• Area of Eligibility (primary or secondary) identified on IEP
• Receiving Special Education and/or Related Services such as Vision, Hearing, OT, PT, APE, etc.
• The presence or absence of additional disabilities

The North Carolina DeafBlind Project provides free technical assistance to children and youth with DeafBlindness from birth through 21 years of age and their families. The following are examples of the type of assistance which may be offered:

• Information and Referrals: Access state and national resources. Receive a free resource packet.
• Consultation: Speak with a Family Engagement Coordinator
• Training: Attend conferences and meet national/international experts, learn at a workshop/retreat or online.
• Networking: Meet and share with other families, bi-monthly phone family phone calls.

NC DeafBlind Project Family Engagement Coordinator: 

Nancy Giurato

Brittany Cutshaw

A DeafBlind Intervener is a skilled person who can facilitate access to environmental information, communication, and social and emotional well-being for a student with DeafBlindness.

For more information about interveners, visit the National Center on DeafBlindness or view the previously linked Canvas hub which holds additional technical assistance information for IEP teams considering the use of a DeafBlind Intervener for a student with DeafBlindness.

Training and Professional Development Opportunities

The East Carolina University Teacher Support Program (ECU TSP) provides a no-cost year-long DB Intervener Cohort virtual training opportunity. Once cohort participants complete the modules, they are invited to proceed with pursuing national certification through one of the pathways offered by the National Center on DeafBlindness. During this time, ECU TSP will continue to provide mentor support and intensive technical assistance at no cost to individuals pursuing national certification. For more information about the East Carolina University Teacher Support Program’s support for DeafBlind Interveners, please visit their website or contact Julie Brickhouse.

In addition to ECU’s program, the following four programs offer university coursework:

• Central Michigan University DeafBlind Intervener Undergraduate Certificate
• Utah State University DeafBlind Intervener Training Certificate
• DeafBlind Intervener Training Certificate (California)
• Shawnee State University Intervener Certificate Program (Ohio)

Join Our Listservs: The DHH team maintains multiple listservs for professionals working with students who are deaf or hard of hearing, including Educational Audiology, Deaf Education, NC Deaf/Blind, Educational Interpreters and Transliterators. To join any of our listservs, please subscribe using the Listserv Registration Link. 

Developmental delay means a child aged three through seven, whose development and/or behavior is delayed or atypical, as measured by appropriate diagnostic instruments and procedures, in one or more of the following areas: physical development, cognitive development, communication development, social or emotional development, or adaptive development, and who, by reason of the delay, needs special education and related services.

Please view other disability areas for additional resources that could help support students identified as having a Developmental Delay

Contacts:

Lisa Taylor 984-236-2624 Northeast, Southeast, North Central, Sandhills
Felicia Goodgion 984-236-2625 Northwest, Southwest, Piedmont-Triad, Western

Disabilities Covered under Individual with Disabilities Education Act (IDEA)

The following defines each area of disability included in the Policies Governing Services for Children with Disabilities (Amended – June 2010), Public Schools of North Carolina, State Board of Education Department of Public Instruction: Office of Exceptional Children, Section NC 1500-2.4 (b) (1-14) Definitions:

Emotional Disability (ED) (also referred to as Serious Emotional Disability)

Serious emotional disability is a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child’s educational performance:

• An inability to make educational progress that cannot be explained by Intellectual sensory or health factors.

• An inability to build or maintain satisfactory interpersonal relationships with peers and teachers.

• Inappropriate types of behaviors or feelings under normal circumstances.

• A general pervasive mood of unhappiness or depression.

• A tendency to develop physical symptoms or fears associated with personal or school problems.

Serious emotional disability includes schizophrenia. The terms do not apply to children who are socially maladjusted, unless it is determined that they have an emotional disturbance related to (5) (A-E) above.

Disabilities Covered under Individual with Disabilities Education Act (IDEA)

The following defines each area of disability included in the Policies Governing Services for Children with Disabilities (Amended – June 2010), Public Schools of North Carolina, State Board of Education Department of Public Instruction: Office of Exceptional Children, Section NC 1500-2.4 (b) (1-14) Definitions:

Other Health Impaired (OHI)

Other health impairment is having limited strength, vitality or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, that-

• Is due to chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, and Tourette’s Syndrome, etc.; and

• Adversely affects a child’s educational performance.

Contact: 

Beverly Colwell, Consultant

The Intellectual Disabilities Program serves as a resource to public school units, adult service agencies, parents and state-operated educational programs. The Consultant for Intellectual Disabilities is involved with state and local program planning and evaluation, policy development and inter-agency collaboration. A major focus of the program is the provision of professional staff development to teachers and administrators related to providing access to the general education curriculum.

NC Teachers Resource for Mild Intellectual Disabilities - LiveBinder (livebinders.com)

Intellectual Disabilities_Policy Requirements and Best Practice Considerations_FINAL.pdf - Google Drive

Intellectual Disabilities: Evaluation, Identification and Instructional Programming - YouTube

Contact:

Matthew Martinez, Consultant

This program serves as a resource to Public School Units (PSUs), including charter schools. The program supports LEAs in curriculum adaptations to address the Extended Content Standards, methodology and best practices, implementation of the NCEXTEND1, and other issues regarding students with severe/profound or multiple disabilities.

For more information, guidance, and resources for public school educators working in Public School Units (PSUs) in North Carolina and other interested stakeholders.

Additional supports and resources can be found further down on this page within Curriculum and Standards section.

Evidence Based Practices for Students with Severe Disabilities

IRIS Center Evidence Based Practices

Communication

Project Core

Multiple disabilities means two or more disabilities occurring together (such as intellectual disability blindness, intellectual disability orthopedic impairment, etc.), the combination of which causes such severe educational needs that they cannot be accommodated in special education programs solely for one of the impairments. Multiple disabilities does not include deaf blindness.

Please view other disability areas for additional resources that could help support students identified as having a Multiple Disabilities.

Orthopedic impairment means a severe physical impairment that adversely affects a child's educational performance. The term includes impairments caused by a congenital anomaly, impairments caused by disease (e.g., poliomyelitis, bone tuberculosis, etc.), and impairments from other causes (e.g., cerebral palsy, amputations, and fractures or burns that cause contractures, etc.).

This section is currently under construction.

Learning Disabilities/ADHD Organizations

• Learning Disabilities Association of North Carolina
• Learning Disabilities Association of America
• The International Dyslexia Association
• NC Branch of the International Dyslexia Association
• CHADD (Children & Adults with Attention-Deficit Hyperactivity Disorder)
• Council for Exceptional Children - Division for Learning Disabilities
• Decoding Dyslexia North Carolina

Learning Disabilities Websites

• The Hill Center
  The mission of The Hill Center is to provide specialized multi-sensory instruction, enabling students with learning disabilities or attention deficit disorder to achieve their full potential.  The Hill Center offers a variety of professional development workshops for teachers.
• LDonline
• LDonline / ADHD
• National Center for Learning Disabilities
• Understood
• AIM Academy Teachable Moments:  A Series of Brief Conversations with Experts in the Field
• Yale Center for Dyslexia & Creativity
• Dyslexia Help at the University of Michigan
• Tennessee Center for the Study and Treatment of Dyslexia

Resources

• The State of Learning Disabilities:  Understanding the 1 in 5, 2017
• State of Learning Disabilities, 2014
• Diplomas At Risk
• Division for Learning Disabilities of the Council for Exceptional Children Position Paper, February 2014:  Intensive Interventions for Students with Learning Disabilities in the RtI Era
• Learning Disabilities and Achieving High Quality Education Standards
• Forward Together: Helping Educators Unlock the Power of Students Who Learn Differently from the National Center for Learning Disabilities and Understood

Definition of Dyslexia:

“Dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.”

Adopted by the IDA Board of Directors, Nov. 12, 2002. This Definition is also used by the National Institute of Child Health and Human Development (NICHD).

The definition of dyslexia is included in the NC Policies Governing Services for Children with Disabilities

Policy Spotlight: 
SESSION LAW 2017-127 HOUSE BILL 149 
AN ACT TO REQUIRE THE STATE BOARD OF EDUCATION AND LOCAL BOARDS OF EDUCATION TO DEVELOP TOOLS TO ENSURE IDENTIFICATION OF STUDENTS WITH DYSLEXIA AND DYSCALCULIA.

• Recorded Webinar
• Legislation

Dyslexia Guidance- US Department of Education

Memo Dyslexia Topic Brief

Dyslexia Topic Brief

Dislexia - Un Resumen del tema

This video from Understood for Learning and Attention Issues (understood.org) features reading specialist Margie Gillis describing how the brain changes when we learn to read and why learning to read is more difficult for some kids than others.

International Dyslexia Association Fact Sheets

Resources

Overview of Dyslexia by Tim Odegard at the Center on Dyslexia at Middle Tennessee State University

IDA Webinars

• Overcoming Dyslexia:  What Does It Take?
• Curing Dyslexia:  What is Possible?

Structured Literacy

Focus on Structured Literacy- this Expert Minute video from the Center on Dyslexia at Middle Tennessee State University provides an overview of Structured Literacy from Nancy Hennessy

Structured Literacy: an Introduction Guide from the International Dyslexia Association
Structured Literacy Brief

Especially for Parents

The following videos provide parents and other interested individuals information about the characteristics of dyslexia and how dyslexia is addressed in North Carolina Public Schools.

• What is Dyslexia?
  • English (Transcript)
  • ¿Qué es la Dislexia? (En Español) (Transcripción)
• Dyslexia in North Carolina Public Schools
  • English (Transcript)
  • La Dislexia en las Escuelas de Carolina del Norte (En Español) (Transcripción)

This document, a collaboration between the Exceptional Children’s Assistance Center and the NC Department of Public Instruction, provides questions parents can ask about reading improvement and dyslexia, so you can mutually gather the information needed to support your child’s growth.  (document)

Do you think your child might have dyslexia?  This fact sheet provides a definition of dyslexia and other helpful facts including ways to help your child.  http://www.readingrockets.org/article/dyslexia-basics

A Child Becomes a Reader:  This document provides proven ideas from research for parents for kindergarten to third grade.  Published by the National Institute for Literacy and Partnership for Children. https://www1.nichd.nih.gov/publications/pubs/documents/readingk-3.pdf

The National Center for Improving Literacy provides practical ideas and expert-approved strategies to help your child learn to read and write.  https://improvingliteracy.org/family

IDA Dyslexia Handbook:  What Every Family Should Know

Dyscalculia

Dyscalculia is a specific learning disability in math for a child who does not learn at an adequate rate when provided sustained, high quality instruction and scientific research-based intervention matched to their needs.

The following video from Understood for Learning and Attention Issues provides a brief overview of dyscalculia.

SLD Task Force White Paper

This paper provides stakeholders a review of the research and findings of the Specific Learning Disability Task Force which culminated in policy changes for the definition, evaluation and identification of students with Specific Learning Disabilities (SLD).

Fletcher, J. M., & Miciak, J. (2019). The identification of specific learning disabilities: A summary of research on best practices. Austin, TX: Texas Center for Learning Disabilities.
This report from the Texas Center for Learning Disabilities summarizes research on the identification of SLD and makes recommendations for best practice, regardless of the method used

Decision-Making and Evaluation Guidance

MTSS and Students with Disabilities

SLD Fact Sheets

SLD Fact Sheet #1-Identification of an SLD

SLD Fact Sheet #2-Insruction Intervention LEP 4.16.21

SLD Fact Sheet #3-Educational Assessment

SLD Fact Sheet #4-Exclusionary Factors

SLD Fact Sheet #5-Inadequate Achievement

SLD Fact Sheet #6-Observation Requirements

SLD Fact Sheet #7-Implementation

SLD Fact Sheet #8-Insufficient Progress

SLD Fact Sheet #9-English Learners

SLD Fact Sheet #10-FAQs

Application Tools

SLD Data Sources Organized by Criterion

Data Mapping Templates: (Data Mapping Template PDF) (Data Mapping Template Google Doc)

East Carolina University STEPP Program
The STEPP Program’smission is to provide students with learning disabilities who aspire to achieve a college education with access and comprehensive support throughout the education experience.

STEPP College Bound Transition Curriculum
Resources intended to be used by teachers and families supporting transition to college for students with learning differences.

College STAR:  Supporting Transition Access and Retention A UNC System Project Supporting Students with Learning Differences

Secondary Transition Webinar:  Specific Learning Disabilities

Knowledge and Practice Standards for Teachers of Reading

Texas Center for Learning Disabilities

The Meadows Center for Preventing Educational Risk

National Center for Intensive Intervention

What Works Clearinghouse

Best Evidence Encyclopedia John Hopkins University School of Education

MTSS and Students with Disabilities:  Guidelines for Evaluation and Decision Making

Students with SLD and Mathematics Sequence Exemption in the Future-Ready Course of Study

Learning Ally Guidance Document

Speech or language impairment means-A communication disorder, such as an impairment in fluency, articulation, language, or voice/resonance that adversely affects a child's educational performance. Language may include function of language (pragmatic), the content of language (semantic), and the form of language (phonologic, morphologic, and syntactic systems). A speech or language impairment may result in a primary disability or it may be secondary to other disabilities.

Additional Resources and Support can be found under Speech-Language Services on our Programs and Services page.

Contact: 

TBI Registry

Additionally, the NC DPI Consultant for Psychological Services, Lynn K. Makor, is responsible for the coordination and management of the training required by NC Policy in the evaluation and identification of Traumatic Brain Injury, including:

• Ongoing development of TBI  training and services
• IDEA evaluation and identification procedures
• Maintenance of the TBI Registry of Approved Providers
• Communication with and support of TBI Approved Providers
   
  • Assistance to LEAs in need of securing TBI Approved Providers 

Contacts:

Sherri Vernelson - Section Chief, Sensory Support & Assistive Technology (SSAT), 984-236-2584
Alan Chase - Northeast, Southeast, North Central, Sandhills 984-236-2582
Crystal Patrick - Piedmont-Triad, Southwest, Northwest, Western 984-236-2617
Terri Terrell - Data Specialist/APH Ex-Officio Trustee, 984-236-2581

NCVI Listserv
NCVI Listserv Join self-subscribe 

Visual impairment is a low incidence condition, but it can have a high impact on student performance. Material and equipment must be carefully chosen to meet the unique needs of each student with a visual impairment. The Office of Exceptional Children of the North Carolina Department of Public Instruction has developed a Statewide System of Support for Students with Visual Impairments to help public school units (PSUs) understand and meet the needs of their students with visual impairments.  Information and resources are available on the VI Resources Canvas Hub. 

Below is the most updated information on national teaching training programs within the field of visual impairment, which includes some grant information. If you are looking to "grow your own" Teachers of the Visually Impaired or would like to recruit graduates for your PSU, please review this document. If you are a Teacher desiring more coursework this document may be helpful to you as well.

VI Schools and Programs

Questions and concerns have been received by the Office of Exceptional Children recently in light of increased attention to CVI in the state and across the nation. The guidance document is a step to provide initial guidance and support. The Office of Exceptional Children Consultants for Vision Impairment and the Consultant for Deaf-blind will stay abreast of information and issues, updating the field as necessary.

Neurological Visual Impairment Guidance Doc

Neurological Visual Impairment Guidance Memo

The office of Exceptional Children at NCDPI is pleased to offer guidance regarding vision screening for all students ages PreK-12th grade. If you have any questions, please contact Crystal Patrick, Consultant for Visual Impairment.

Vision Screening Guidance 2024

In an effort to support LEAs during the Unified English Braille (UEB) Transition, the EC Division has provided ongoing technical assistance and support, including professional development. There are many resources available to staff from sources around the country that will assist in learning more about UEB. Please contact your regional Consultant for Visual Impairment for a list of resources. 

North Carolina UEB Transition Timeline

UEB Flyer

NC's Transition to the Unified English Braille

• NC's Transition to UEB Webinar Recording
• NC's Transtion to UEB Webinar Transcript

APH Federal Quota System

NCAPH has removed PSU allotment for Quota Fund spending. Instead, all PSUs are encouraged to order what is needed to meet the unique needs of a registered student. For questions or concerns, please contact Terri Terrell (NC Ex-Officio Trustee) 984.236.2581 or ncaph@dpi.nc.gov.

The Federal Quota Program

A Guide to Federal Quota Registration - Birth thru 3

A Guide to Federal Quota Registration - Preschool thru Grade 12

A Guide to Federal Quota Registration - Adult

NCAPH Order Form

NCAPH Repair Form

APH 2023 Legally Blind Registration

Information About Registration

NCAPH Memo

Directions on How to Register Students

Webinar: NC APH 2023 Census Password: NCaph#2023

Transcript

Important Forms

• APH Parent Permission ENGLISH
• APH Parent Permission SPANISH
• Ophthalmological summary template
• NCAPH Medical Addendum Form Final

Low Vision

The Office of Exceptional Children supports PSUs serving students with Visual Impairment by providing access to mobile clinical low vision evaluations. For information on the process, please read the information below:

CLVE Flowchart

CLVE Checklist

CLVE Intake Form

CLVE Device Request Form

NC Ophthalmological Summary Template

Community Low Vision Center Release

CLVE Electronic Notification Form

For information on what to expect during a low vision evaluation, please read the following:

What to expect during a LVE

Instruction on LV devices (WVU, CVRP)

Position Papers

Facilitating Visual Efficiency (CEC-DVI)

Low Vision: Access to Print (CEC-DVI)

Assistive Technology

For more information go to NCDPI AT

Under IDEA 2004 addressing assistive technology:

Sec. 300.105 Assistive technology.

(a) Each public agency must ensure that assistive technology devices or assistive technology services, or both, as those terms are defined in Sec. Sec. 300.5 and 300.6, respectively, are made available to a child with a disability if required as a part of the child's--

(1) Special education under Sec. 300.36;

(2) Related services under Sec. 300.34; or

(3) Supplementary aids and services under Sec. Sec. 300.38 and 300.114(a)(2)(ii).

(b) On a case-by-case basis, the use of school-purchased assistive technology devices in a child's home or in other settings is required if the child's IEP Team determines that the child needs access to those devices in order to receive FAPE.

(Authority: 20 U.S.C. 1412(a)(1), 1412(a)(12)(B)(i) )

Assistive Technology for Students with Visual Impairment (Position Paper, CEC-DVI)

The National Agenda

This National Agenda represents a broad consensus of how educational programs must change to meet the needs of students with visual impairments. Commitment to achieve the National Agenda goals has come from the full range of individuals involved in the educational service delivery system, including individuals with visual impairments, parents, educators, and professionals responsible for program administration and personnel preparation. Once achieved, it is anticipated the National Agenda will improve overall educational services so that teachers and students will have the tools they need to improve teaching and learning. Partnerships will be strengthened among university training programs, school administrators, educators and parents. Referral and assessment procedures will be enhanced to ensure that all students with visual impairments are learning what they need to know to succeed. (www.afb.org)

Time and services

• Michigan O& M and Vision Severity Rating Scales
• Visual Impairment Scale of Service Intensity of Texas

Caseload Analysis

QPVI Caseload Analysis (from A Guide to Quality Programs for Students with Visual Impairments)

Braille Institute Braille Challenge

AER Conference

Council for Exceptional Children Conference

American Foundation for the Blind Leadership Conference

Assistive Technology Industry Association Conference

American Printing House for the Blind Annual Meeting

Braille Authority of North America

• English Language Arts 9-12
• Introduction to Mathematics
• NC Math 1
• Financial Management
• Biology
• Applied Science
• Founding Principles of the United States of America and North Carolina: Civic Literacy
• American History
• American History I
• American History II
• Economic and Personal Finance
• Employment Preparation I Science
• Employment Preparation II Citizenship 1A & 1B
• Employment Preparation III Citizenship 2A & 2B
• Employment Preparation IV Math
• Occupational Preparation I
• Occupational Preparation II
• Occupational Preparation III
• Occupational Preparation IV
• Self-Advocacy Development (previously Social Studies II)

• Introduction to Mathematics
• NC Math 1
• American History Founding Principles Civics and Economics

OCS Pathway Considerations Form

Occupational Preparation Resources

North Carolina Standard Course of Study

Contact:

Matthew Martinez

NC Extended Content Standards PLC Guide

Dot Notation for Standards
Home Base, the student information and instructional improvement system, provides resources that are aligned to these standards and provides the ability for teachers to conduct standards-based grading, where appropriate. To support these functions, each standard within the North Carolina Standard Course of Study has been associated with a unique dot notation as outlined at http://center.ncsu.edu/standards/search.php.

English Language Arts

The new Extended Content Standards ELA K-12 adopted June 2017 for IMPLEMENTATION 2018-19 school year

Standard Course of Study to Extended Content Standard Alignment

Standard Course of Study to Extended Content Standard Alignment Kindergarten

Standard Course of Study to Extended Content Standard Alignment 1^st Grade

Standard Course of Study to Extended Content Standard Alignment 2^nd Grade

Standard Course of Study to Extended Content Standard Alignment 3^rd Grade

Standard Course of Study to Extended Content Standard Alignment 4^th Grade

Standard Course of Study to Extended Content Standard Alignment 5^th Grade

Standard Course of Study to Extended Content Standard Alignment 6^th Grade

Standard Course of Study to Extended Content Standard Alignment 7^th Grade

Standard Course of Study to Extended Content Standard Alignment 8^th Grade

Standard Course of Study to Extended Content Standard Alignment 9-10^th Grade

Standard Course of Study to Extended Content Standard Alignment 11-12 Grade

Vertical Alignment of the Extended Content Standards

Vertical Alignment of the Extended Content Standards Elementary

Vertical Alignment of the Extended Content Standards Middle

Vertical Alignment of the Extended Content Standards High

K-8 Mathematics Extended Content Standards

The new K-8 Extended Content Standards were adopted September 2017 for Implementation 2018-19.

ECS - Math  K-8 Crosswalk 2017

Extended K Mathematics

Extended 1^st Grade Mathematics

Extended 2^nd Grade Mathematics

Extended 3^rd Grade Mathematics

Extended 4^th Grade Mathematics

Extended 5^th Grade Mathematics

Extended 6^th-8^th Grade Mathematics

NC Math 1A&B Extended Content Standards - Implementation SY 2017-18

Extended Essential Standards Financial Management

Standard Course of Study to Extended Content Standard Alignment

Standard Course of Study to Extended Content Standard Alignment Kindergarten Alignment

Standard Course of Study to Extended Content Standard Alignment 1st Grade Alignment

Standard Course of Study to Extended Content Standard Alignment 2nd Grade Alignment

Standard Course of Study to Extended Content Standard Alignment 3rd Grade Alignment

Standard Course of Study to Extended Content Standard Alignment 4th Grade Alignment

Standard Course of Study to Extended Content Standard Alignment 5th Grade Alignment

Standard Course of Study to Extended Content Standard Alignment 6th Grade Alignment

Standard Course of Study to Extended Content Standard Alignment 7th Grade Alignment

Standard Course of Study to Extended Content Standard Alignment 8th Grade Alignment

Standard Course of Study to Extended Content Standard Alignment Math 1 Alignment

Vertical Alignment of the Extended Content Standards

Vertical Alignment to the Extended Content Standards Elementary

Vertical Alignment of the Extended Content Standards Middle

Vertical Alignment of the Extended Content Standards High School

New Science Standards for 2024-2025 Implementation

Science Extended Content Standards

Standard Course of Study Science Standards

Crosswalk between 2011 and 2023 ECS

Standard Course of Study to ECS

2011 Science Extended Content Standards

Extended K-2 Science

Extended 3-5 Science

Extended 6-8 Science

Extended High School Life Science

Extended HS Biology A&B

New Social Studies Extended Content Standards Effective 2022-23 school year

Extended K Social Studies

Extended 1st Grade Social Studies

Extended 2nd Grade Social Studies

Extended 3rd Grade Social Studies

Extended 4th Grade Social Studies

Extended 5th Grade Social Studies

Extended 6th Grade Social Studies

Extended 7th Grade Social Studies

Extended 8th Grade Social Studies

For Students New to High School 2022

Extended Founding Principles

Extended American History

Extended World History

For Students Entering High School Prior to 2022

Extended Civics and Governance

Extended American History I and II

For Students Entering High School 2021

Extended Economic & Personal Finance

Vocational Preparation

Health, Safety, and Independent Living

Alternate Assessment Eligibility Worksheet ECATS Video

Password: Worksheet2023!

Alternate Assessment Eligibility Tip Sheet

Alternate Assessment Eligibility Frequently Asked Questions

Alternate Assessment Guidance Flowchart

Alternate Assessment Guidance Flowchart Recording Link: Password Guidance2023

Alternate Assessment Guidance Presentation

1% Justification Form Video for 2023

     1% Justification Form Recording Link: Password: 1Percent

    1Percent Presentation

Graduation Policy

Course Code Website

    Course Code Video: Password ECSCourseCodes2022!

    Course Code Presentation

XG Video

XG Presentation

EL Video

    EL Recording Link: Password: ELforthe1%

    EL Presentation

Learning Progressions

ELA ECS Presentation

Video of Day 4: Predictable Chart Writing

Anchor Read Apply Possible Lessons

Supporting Math ECS Documents

Year-at-a-Glance Documents

Math ECS Presentation

Glossary

Supporting Science Documents

Social Studies Extended Content Standards

Social Studies Recording Standards - Password SSecs2022!

Social Studies Standards Presentation

Social Studies Standards Resources

Social Studies ECS and OCS Video

    Social Studies ECS and OCS Presentation

Economic and Personal Finance ECS Video

    Economic and Personal Finance ECS Recording : Password ECSepf2022!

    Economic and Personal Finance ECS Presentation

Glossary

Elective Course Presentation 1

Elective Course Presentation 2

Alternate Assessments

The Expanded Core Curriculum for the Visually Impaired

• Compensatory or functional academic skills, including communication modes
• orientation and mobility
• social interaction skills
• independent living skills
• recreation and leisure skills
• career education
• use of assistive technology
• sensory efficiency skills
• self-determination

Finding the Time