North Carolina 2025-2026 Regular Session

North Carolina House Bill H875 Compare Versions

Version 1 (Old)

Version 2 (New)

Old	New		Differences
1	1		GENERAL ASSEMBLY OF NORTH CAROLINA
2	2		SESSION 2025
3		-	H 1
4		-	HOUSE BILL 875
	3	+	H D
	4	+	HOUSE BILL DRH30362-NG-116
	5	+
5	6
6	7
7	8		Short Title: DPI to Redesign Math Instruction. (Public)
8		-	Sponsors: Representatives Willis, Biggs, Pickett, and Rhyne (Primary Sponsors).
9		-	For a complete list of sponsors, refer to the North Carolina General Assembly web site.
10		-	Referred to: Education - K-12, if favorable, State and Local Government, if favorable, Rules,
11		-	Calendar, and Operations of the House
12		-	April 10, 2025
13		-	H875 -v-1
	9	+	Sponsors: Representative Willis.
	10	+	Referred to:
	11	+
	12	+	DRH30362 -NG-116
14	13		A BILL TO BE ENTITLED 1
15	14		AN ACT TO DIRECT THE DEPARTMENT OF PUBLIC INSTRUCTION TO PROVIDE 2
16	15		CERTAIN MATHEMATICS SUPPORTS IN SCHOOLS AND TO REPORT TO THE 3
17	16		GENERAL ASSEMBLY ON THOSE SUPPORTS . 4
18	17		The General Assembly of North Carolina enacts: 5
19	18		SECTION 1.(a) Article 8 of Chapter 115C of the General Statutes is amended by 6
20	19		adding a new Part to read: 7
21	20		"Part 1C. Mathematics Instruction. 8
22	21		"§ 115C-83.20. North Carolina mathematics. 9
23	22		The General Assembly wants all students to become proficient in grade-level math as defined 10
24	23		by State standards in order to prepare to take and pass NC Math 1 and the related EOC and ensure 11
25	24		they are college and career ready. To attain these goals, all students should have access to 12
26	25		high-quality systems of math instruction that include math facts, procedural fluency, conceptual 13
27	26		learning, and problem solving. These systems should be based on the best evidence on how 14
28	27		students learn math and include core instructional materials and professional development. 15
29	28		"§ 115C-83.22. Definitions. 16
30	29		The following definitions apply in this Part: 17
31	30		(1) Explicit math instruction. – A form of high-quality instruction in which, for 18
32	31		some portion of a lesson or intervention, the teacher provides clear modeling, 19
33	32		think-alouds, worked examples, practice, and timely corrective feedback 20
34	33		directly to students. 21
35	34		(2) High-quality math instructional materials. – Strategies and materials, aligned 22
36	35		to State standards, where students are guided through a coherent progression 23
37	36		of topics, skills, and approaches to learning math which include a mix of 24
38	37		explicit instruction, practice, conceptual reasoning, and problem solving. 25
39	38		These strategies and materials simultaneously develop students' conceptual 26
40	39		understanding, procedural fluency, ability to apply concepts, and 27
41	40		problem-solving skills. 28
42	41		(3) Mathematical deficiency. – When a student does not meet the minimum State 29
43	42		standard math skills for their grade level. These skills include at least: 30
44	43		one-to-one correspondence, cardinality, number sense, counting, and the four 31
45	44		basic operations. 32
46	45		(4) Mathematical discourse. – Opportunities for students to reason 33
47		-	mathematically and discuss with their peers and teacher how they are thinking 34 General Assembly Of North Carolina Session 2025
48		-	Page 2 House Bill 875-First Edition
49		-	about mathematics, including use of math-specific vocabulary, procedural 1
50		-	steps, concepts, and problem-solving strategies. 2
51		-	(5) Mathematical proficiency. – A demonstrated understanding of a mathematical 3
52		-	standard, which serves as foundational prior knowledge on which to build new 4
53		-	learning. 5
54		-	(6) Responsive feedback. – Immediate, interactive feedback made possible by 6
55		-	technology that shows students the mathematical meaning of their thinking 7
56		-	and guides them to develop stronger conceptual understanding, procedural 8
57		-	fluency, ability to apply concepts, and problem-solving skills. 9
58		-	(7) Structured approach to problem-based learning. – Strategies and materials that 10
59		-	develop students' curiosity into lasting grade-level understanding using 11
60		-	structured lessons and engaging tasks. This approach uses step-by-step 12
61		-	instruction to systematically build on students' prior knowledge by combining 13
62		-	conceptual understanding, procedural fluency, and application in a 14
63		-	pedagogically coherent sequence. 15
64		-	"§ 115C-83.24. Department of Public Instruction mathematics supports. 16
65		-	The Department shall provide a system of support for all students in kindergarten through 17
66		-	grade eight and teachers of students in those grades based on high-quality math instructional 18
67		-	materials and utilizing a structured approach to problem-based learning. The system shall, where 19
68		-	appropriate and reasonable, leverage technology to engage students and provide them with 20
69		-	responsive feedback, while also providing teachers with actionable, instructional insights. The 21
70		-	system of support shall include the following: 22
71		-	(1) An approved list of one or more reliable, valid, high-quality supplemental 23
72		-	math systems that districts shall choose from to use for screening and progress 24
73		-	monitoring toward grade-level math. The supplemental math system shall 25
74		-	meet all of the following: 26
75		-	a. Measure a number of age-appropriate skills that include, but are not 27
76		-	limited to, one-to-one correspondence, cardinality, number sense, 28
77		-	counting, the four basic operations, addition and multiplication facts, 29
78		-	measurement, fractions, and geometry. 30
79		-	b. Identify students who have a math deficiency, including identifying 31
80		-	students with characteristics of dyscalculia. 32
81		-	c. Identify the areas of mathematical proficiency that each student has so 33
82		-	teachers can build on what students already understand to inform 34
83		-	differentiated instruction and appropriate interventions. 35
84		-	d. Include a system of parent or guardian notifications that will describe, 36
85		-	in understandable language to the parent or guardian, the nature of a 37
86		-	student's math deficiency and areas of proficiency on which to build 38
87		-	no later than 15 calendar days after the identification of this deficiency. 39
88		-	The notification will include the current services being provided to the 40
89		-	student, proposed interventions and materials to address the 41
90		-	deficiency, and strategies for parents or guardians to use at home. 42
91		-	(2) An approved list of one or more high-quality instructional materials that 43
92		-	utilize a structured approach to problem-based learning that districts must 44
93		-	choose from to be used for math support. Each student in kindergarten through 45
94		-	grade eight shall be provided an appropriate math intervention to address their 46
95		-	specific needs. The math intervention program will do the following: 47
96		-	a. Provide explicit instruction that is systematic and sequentially aligned 48
97		-	to grade-level standards and builds on areas of mathematical 49
98		-	proficiency. 50 General Assembly Of North Carolina Session 2025
99		-	House Bill 875-First Edition Page 3
100		-	b. Provide targeted and flexible small group or individualized math 1
101		-	interventions based on student need. 2
102		-	c. Allow for consistent and clear practice and reinforcement of critical 3
103		-	math concepts to ensure all students reach grade-level proficiency. 4
104		-	(3) An approved list of one or more high-quality professional learning offerings 5
105		-	that districts must choose from the following for teachers in kindergarten 6
106		-	through grade eight: 7
107		-	a. Comprehensive training on high-quality math instruction and using a 8
108		-	structured approach to problem-based learning. Additionally, where 9
109		-	appropriate and reasonable, how to leverage technology in the 10
110		-	mathematics classroom. 11
111		-	b. The Department approved supplemental math systems selected by 12
112		-	school districts to ensure teachers have the knowledge and skills to 13
113		-	administer the supplemental math systems and use the resulting data 14
114		-	to inform instruction based on student need. 15
115		-	(4) An approved list of one or more high-quality math instructional materials that 16
116		-	utilize a structured approach to problem-based learning, including both core 17
117		-	curriculum and supplemental materials, that districts must choose for students 18
118		-	in kindergarten through grade eight. These materials shall meet all of the 19
119		-	following criteria: 20
120		-	a. Be based on the best evidence of how students learn to do math and 21
121		-	utilize structured problem-based learning. 22
122		-	b. Include responsive feedback for students as well as numerous 23
123		-	opportunities for student-to-student mathematical discourse. 24
124		-	c. Have an appropriate pedagogical and developmental balance of print 25
125		-	and digital content. 26
126		-	d. Builds on students' areas of mathematical proficiency and prior 27
127		-	knowledge to develop new learning. 28
128		-	e. Align with current State math content standards." 29
129		-	SECTION 1.(b) The Department of Public Instruction shall report to the Joint 30
130		-	Legislative Education Oversight Committee prior to the implementation of the first mathematics 31
131		-	standards adopted by the State Board of Education after the effective date of this act. The report 32
132		-	shall include the following: 33
133		-	(1) A summary of the mathematics standards adopted by the State Board. 34
134		-	(2) Mathematics supports to be provided by the Department pursuant to 35
135		-	G.S. 115C-83.24, as enacted by this act. 36
136		-	(3) Any other information the Department deems relevant. 37
137		-	SECTION 2. This act is effective when it becomes law and applies beginning with 38
138		-	the 2025-2026 school year. 39
	46	+	mathematically and discuss with their peers and teacher how they are thinking 34
	47	+	about mathematics, including use of math-specific vocabulary, procedural 35
	48	+	steps, concepts, and problem-solving strategies. 36
	49	+	H.B. 875
	50	+	Apr 9, 2025
	51	+	HOUSE PRINCIPAL CLERK General Assembly Of North Carolina Session 2025
	52	+	Page 2 DRH30362-NG-116
	53	+	(5) Mathematical proficiency. – A demonstrated understanding of a mathematical 1
	54	+	standard, which serves as foundational prior knowledge on which to build new 2
	55	+	learning. 3
	56	+	(6) Responsive feedback. – Immediate, interactive feedback made possible by 4
	57	+	technology that shows students the mathematical meaning of their thinking 5
	58	+	and guides them to develop stronger conceptual understanding, procedural 6
	59	+	fluency, ability to apply concepts, and problem-solving skills. 7
	60	+	(7) Structured approach to problem-based learning. – Strategies and materials that 8
	61	+	develop students' curiosity into lasting grade-level understanding using 9
	62	+	structured lessons and engaging tasks. This approach uses step-by-step 10
	63	+	instruction to systematically build on students' prior knowledge by combining 11
	64	+	conceptual understanding, procedural fluency, and application in a 12
	65	+	pedagogically coherent sequence. 13
	66	+	"§ 115C-83.24. Department of Public Instruction mathematics supports. 14
	67	+	The Department shall provide a system of support for all students in kindergarten through 15
	68	+	grade eight and teachers of students in those grades based on high-quality math instructional 16
	69	+	materials and utilizing a structured approach to problem-based learning. The system shall, where 17
	70	+	appropriate and reasonable, leverage technology to engage students and provide them with 18
	71	+	responsive feedback, while also providing teachers with actionable, instructional insights. The 19
	72	+	system of support shall include the following: 20
	73	+	(1) An approved list of one or more reliable, valid, high-quality supplemental 21
	74	+	math systems that districts shall choose from to use for screening and progress 22
	75	+	monitoring toward grade-level math. The supplemental math system shall 23
	76	+	meet all of the following: 24
	77	+	a. Measure a number of age-appropriate skills that include, but are not 25
	78	+	limited to, one-to-one correspondence, cardinality, number sense, 26
	79	+	counting, the four basic operations, addition and multiplication facts, 27
	80	+	measurement, fractions, and geometry. 28
	81	+	b. Identify students who have a math deficiency, including identifying 29
	82	+	students with characteristics of dyscalculia. 30
	83	+	c. Identify the areas of mathematical proficiency that each student has so 31
	84	+	teachers can build on what students already understand to inform 32
	85	+	differentiated instruction and appropriate interventions. 33
	86	+	d. Include a system of parent or guardian notifications that will describe, 34
	87	+	in understandable language to the parent or guardian, the nature of a 35
	88	+	student's math deficiency and areas of proficiency on which to build 36
	89	+	no later than 15 calendar days after the identification of this deficiency. 37
	90	+	The notification will include the current services being provided to the 38
	91	+	student, proposed interventions and materials to address the 39
	92	+	deficiency, and strategies for parents or guardians to use at home. 40
	93	+	(2) An approved list of one or more high-quality instructional materials that 41
	94	+	utilize a structured approach to problem-based learning that districts must 42
	95	+	choose from to be used for math support. Each student in kindergarten through 43
	96	+	grade eight shall be provided an appropriate math intervention to address their 44
	97	+	specific needs. The math intervention program will do the following: 45
	98	+	a. Provide explicit instruction that is systematic and sequentially aligned 46
	99	+	to grade-level standards and builds on areas of mathematical 47
	100	+	proficiency. 48
	101	+	b. Provide targeted and flexible small group or individualized math 49
	102	+	interventions based on student need. 50 General Assembly Of North Carolina Session 2025
	103	+	DRH30362-NG-116 Page 3
	104	+	c. Allow for consistent and clear practice and reinforcement of critical 1
	105	+	math concepts to ensure all students reach grade-level proficiency. 2
	106	+	(3) An approved list of one or more high-quality professional learning offerings 3
	107	+	that districts must choose from the following for teachers in kindergarten 4
	108	+	through grade eight: 5
	109	+	a. Comprehensive training on high-quality math instruction and using a 6
	110	+	structured approach to problem-based learning. Additionally, where 7
	111	+	appropriate and reasonable, how to leverage technology in the 8
	112	+	mathematics classroom. 9
	113	+	b. The Department approved supplemental math systems selected by 10
	114	+	school districts to ensure teachers have the knowledge and skills to 11
	115	+	administer the supplemental math systems and use the resulting data 12
	116	+	to inform instruction based on student need. 13
	117	+	(4) An approved list of one or more high-quality math instructional materials that 14
	118	+	utilize a structured approach to problem-based learning, including both core 15
	119	+	curriculum and supplemental materials, that districts must choose for students 16
	120	+	in kindergarten through grade eight. These materials shall meet all of the 17
	121	+	following criteria: 18
	122	+	a. Be based on the best evidence of how students learn to do math and 19
	123	+	utilize structured problem-based learning. 20
	124	+	b. Include responsive feedback for students as well as numerous 21
	125	+	opportunities for student-to-student mathematical discourse. 22
	126	+	c. Have an appropriate pedagogical and developmental balance of print 23
	127	+	and digital content. 24
	128	+	d. Builds on students' areas of mathematical proficiency and prior 25
	129	+	knowledge to develop new learning. 26
	130	+	e. Align with current State math content standards." 27
	131	+	SECTION 1.(b) The Department of Public Instruction shall report to the Joint 28
	132	+	Legislative Education Oversight Committee prior to the implementation of the first mathematics 29
	133	+	standards adopted by the State Board of Education after the effective date of this act. The report 30
	134	+	shall include the following: 31
	135	+	(1) A summary of the mathematics standards adopted by the State Board. 32
	136	+	(2) Mathematics supports to be provided by the Department pursuant to 33
	137	+	G.S. 115C-83.24, as enacted by this act. 34
	138	+	(3) Any other information the Department deems relevant. 35
	139	+	SECTION 2. This act is effective when it becomes law and applies beginning with 36
	140	+	the 2025-2026 school year. 37