DPI to Redesign Math Instruction.

GENERAL ASSEMBLY OF NORTH CAROLINA
SESSION 2025
H 3
HOUSE BILL 875
Committee Substitute Favorable 4/29/25
Third Edition Engrossed 5/1/25

Short Title: DPI to Redesign Math Instruction. (Public)
Sponsors:
Referred to:
April 10, 2025
*H875-v-3*
A BILL TO BE ENTITLED 1
AN ACT TO DIRECT THE DEPARTMENT OF PUBLI C INSTRUCTION AND LO CAL 2
SCHOOL ADMINISTRATIV E UNITS TO PROVIDE C ERTAIN MATHEMATICS 3
SUPPORTS IN SCHOOLS AND TO REQUIRE THE D EPARTMENT OF PUBLIC 4
INSTRUCTION TO REPORT TO THE GENERAL ASSEMBLY ON THOSE SUPPORTS. 5
The General Assembly of North Carolina enacts: 6
SECTION 1.(a) Article 8 of Chapter 115C of the General Statutes is amended by 7
adding a new Part to read: 8
"Part 1C. Mathematics Instruction. 9
"§ 115C-83.20. North Carolina mathematics. 10
The General Assembly intends that all students become proficient in grade-level mathematics 11
as defined by the standard course of study in order to prepare to take and pass NC Math 1 and 12
the related end-of-course assessment and ensure they are college and career ready. To attain these 13
goals, all students should have access to high -quality systems of math ematics instruction that 14
include mathematics facts, procedural fluency, conceptual learning, and problem solving. These 15
systems should be based on the best evidence on how students learn math ematics and include 16
core instructional materials and professional development. 17
"§ 115C-83.22. Definitions. 18
The following definitions apply in this Part: 19
(1) Explicit instruction. – A form of high -quality instruction in which, for some 20
portion of a lesson or intervention, the teacher provides clear modeling, 21
think-alouds, worked examples, practice, and timely corrective feedback 22
directly to students. 23
(2) Mathematical deficiency. – When a student does not meet the minimum 24
mathematical skills for their grade level as defined by the standard course of 25
study. These skills include at least: one -to-one correspondence, cardinality, 26
number sense, counting, and the four basic operations. 27
(3) Mathematical discourse. – Opportunities for students to reason 28
mathematically and discuss with their peers and teacher how they are thinking 29
about mathematics, including use of math -specific vocabulary, procedural 30
steps, concepts, and problem-solving strategies. 31
(4) Mathematical proficiency. – A demonstrated understanding of a mathematical 32
standard, which serves as foundational prior knowledge on which to build new 33
learning. 34
General Assembly Of North Carolina Session 2025
Page 2 House Bill 875-Third Edition
(5) Responsive feedback. – Immediate, interactive feedback made possible by 1
technology that shows students the mathematical meaning of their thinking 2
and guides them to develop stronger conceptual understanding, procedural 3
fluency, ability to apply concepts, and problem-solving skills. 4
(6) Structured approach to problem-based learning. – Strategies and materials that 5
develop s tudents' curiosity into lasting grade -level understanding using 6
structured lessons and engaging tasks. This approach uses step -by-step 7
instruction to systematically build on students' prior knowledge by combining 8
conceptual understanding, procedural fluency, and application in a 9
pedagogically coherent sequence. 10
"§ 115C-83.24. Department of Public Instruction mathematics supports. 11
The Department shall provide a system of support based on high -quality mathematics 12
instructional systems and a structured approach to problem -based learning for all students in 13
kindergarten through grade eight and teachers of students in those grades . The system shall, 14
where appropriate and reasonable, leverage technology to engage students and provide them with 15
responsive feedback, while also providing teachers with actionable instructional insights. The 16
system of support shall include the following: 17
(1) An approved li st of one or more high -quality mathematics assessment and 18
support systems that meet all of the following: 19
a. Include assessments that are valid and reliable. 20
b. Measure a number of age -appropriate skills that include one-to-one 21
correspondence, cardinality, number sense, counting, the four basic 22
operations, addition and multiplication facts, measurement, fractions, 23
and geometry. 24
c. Identify students who have a math ematical deficiency, including 25
identifying students with characteristics of dyscalculia. 26
d. Identify the areas of mathematical proficiency that each student has so 27
teachers can build on what students already understand to inform 28
differentiated instruction and appropriate interventions. 29
e. Include a system of parent or guardian notifications that will describe, 30
in understandable language to the parent or guardian, the nature of a 31
student's math ematics deficiency and areas of mathematical 32
proficiency on which to build no later than 15 calendar days after the 33
identification of thi s deficiency. The notification will include the 34
current services being provided to the student, proposed interventions 35
and materials to address the deficiency, and strategies for parents or 36
guardians to use at home. 37
f. Are supported by research that has de monstrated positive student 38
outcomes. 39
(2) An approved list of one or more high -quality mathematics instructional 40
systems that meet all of the following: 41
a. Include both core curriculum and supplemental materials. 42
b. Are based on the best evidence of how students learn mathematics and 43
are supported by research that has demonstrated positive student 44
outcomes. 45
c. Use a coherent progression of topics, skills, and approaches to learning 46
mathematics which include a mix of explicit instruction, practice, 47
conceptual reasoning, and problem solving. These strategies and 48
materials simultaneously develop students' conceptual understanding, 49
procedural fluency, ability to apply concepts, and problem -solving 50
skills. 51
General Assembly Of North Carolina Session 2025
House Bill 875-Third Edition Page 3
d. Utilize a structured approach to problem-based learning. 1
e. Provide explicit instruction that is systematic and sequentially aligned 2
to grade-level standards. 3
f. Provide targeted and flexible small group or individualized 4
mathematics interventions based on student need. 5
g. Allow for consistent and clea r practice and reinforcement of critical 6
mathematics concepts to ensure all students reach grade -level 7
mathematical proficiency. 8
h. Include responsive feedback for students. 9
i. Include numerous opportunities for student -to-student mathematical 10
discourse. 11
j. Have an appropriate pedagogical and developmental balance of print 12
and digital content. 13
k. Build on students ' areas of mathematical proficiency and prior 14
knowledge to develop new learning. 15
l. Align with the standard course of study. 16
(3) An approved list of one or more high -quality professional learning offerings 17
that are supported by research demonstrat ing positive student outcomes for 18
using each of the following: 19
a. High-quality mathematics assessment and support syst ems approved 20
by the Department pursuant to subdivision (1) of this section. 21
b. High-quality math ematics instructional systems approved by the 22
Department pursuant to subdivision (2) of this section. 23
c. A structured approach to problem-based learning. 24
d. Technology in the mathematics classroom. 25
"§ 115C-83.26. Local school administrative unit requirements. 26
Local school administrative units shall select and implement all of the following from the 27
approved lists adopted by the Department of Public Instruction pursuant to this Part: 28
(1) A high-quality mathematics assessment and support system for screening and 29
progress monitoring toward grade-level mathematics. 30
(2) A high-quality mathematics instructional system to be used for mathematics 31
support. Each student in kindergarten through grade eight shall be provided 32
an appropriate mathematics intervention to address their specific needs. 33
(3) High-quality profession al learning offerings for mathematics teachers in 34
kindergarten through grade eight." 35
SECTION 1.(b) The Department of Public Instruction shall report to the Joint 36
Legislative Education Oversight Committee prior to the implementation of the first mathematics 37
standards adopted by the State Board of Education after the effective date of this act. The report 38
shall include the following: 39
(1) A summary of the mathematics standards adopted by the State Board. 40
(2) Mathematics supports to be provided by the Department pursuant to 41
G.S. 115C-83.24, as enacted by this act. 42
(3) Any other information the Department deems relevant. 43
SECTION 2. This act is effective when it becomes law and applies beginning with 44
the 2026-2027 school year. 45