Every Child Reads.

GENERAL ASSEMBLY OF NORTH CAROLINA
SESSION 2025
H 1
HOUSE BILL 947

Short Title: Every Child Reads. (Public)
Sponsors: Representatives Cotham, Biggs, and Brockman (Primary Sponsors).
For a complete list of sponsors, refer to the North Carolina General Assembly web site.
Referred to: Education - K-12, if favorable, Rules, Calendar, and Operations of the House
April 14, 2025
*H947-v-1*
A BILL TO BE ENTITLED 1
AN ACT TO PROVIDE FO R DYSLEXIA SCREENING AND INTERVENTIONS I N 2
SCHOOLS, TO REQUIRE DYSLEXIA TRAINING FO R TEACHERS, TO REQUI RE 3
LITERACY INSTRUCTION IN MIDDLE SCHOOLS B E ALIGNED WITH THE 4
SCIENCE OF READING, AND TO TRANSFER THE NC PRE-K PROGRAM TO THE 5
DEPARTMENT OF PUBLIC INSTRUCTION. 6
The General Assembly of North Carolina enacts: 7
8
PART I. DYSLEXIA SCREENINGS AND INTERVENTIONS 9
SECTION 1.(a) Chapter 115C of the General Statutes is amended by adding a new 10
Article to read: 11
"Article 9D. 12
"Students with Dyslexia. 13
"§ 115C-150.20. Purpose. 14
It is the intent of the General Assembly that all students with dyslexia receive the necessary 15
and appropriate screenings, assessments, and special education services providing interventions 16
for learning di fficulties with language, reading, and writing. To provide a common set of 17
professional standards and guidelines for the identification of and intervention for students with 18
dyslexia, the State Board of Education and local boards of education shall implement a screening 19
process, comprehensive assessment, and intervention strategies for these students in accordance 20
with the provisions of this Article and Article 9 of this Chapter. 21
"§ 115C-150.21. Definitions. 22
The following definitions apply in this Article: 23
(1) Disability. – As defined in G.S. 115C-106.3(2). 24
(2) Dyslexia. – A disorder in o ne or more of the basic psychological processes 25
involved in the understanding or in using language, spoken or written, 26
characterized by difficulty with accurate or fluent word recognition, or both, 27
and by difficulty with spelling and decoding. 28
(3) Individualized education program or IEP. – As defined in 29
G.S. 115C-106.3(6). 30
(4) Science of Reading. – As defined in G.S. 115C-83.3(7a). 31
(5) Special education. – As defined in G.S. 115C-106.3(20). 32
"§ 115C-150.22. Screening, assessment, and intervention. 33
(a) The State Board of Education shall provide informational materials and screening 34
instruments developed in accordance with G.S. 115C-12(50) to local boards of education to 35
General Assembly Of North Carolina Session 2025
Page 2 House Bill 947-First Edition
identify students who exhibit potential indicators of dyslexia. Each local board of education shall 1
provide informational materials related to dyslexia to parents of students who exhibit potential 2
indicators of dyslexia on an annual basis. 3
(b) Local school administrative units shall s creen every student in grades kindergarten 4
through three, grade six, and grade nine for dyslexia using the screening instr ument adopted by 5
the State Board. 6
(c) If a screening instrument indicates that a student exhibits potential indicators of 7
dyslexia, the local school administrative unit shall administer a comprehensive assessment 8
adopted by the State Board to determine whether the student has dyslexia. A student i dentified 9
as having dyslexia shall be provided appropriate intervention strategies grounded in the Science 10
of Reading through the student's individualized education program in accordance with the rules 11
adopted by the State Board. 12
"§ 115C-150.23. Training for school personnel. 13
(a) All grades kindergarten throug h three, grade six, and grade nine teachers shall be 14
trained to administer the screening instruments provide d by the State Board pursuant to 15
G.S. 115C-150.22. 16
(b) Ongoing professional development opportunities shall be made available to teachers 17
and other school personnel on the identification of and intervention strategies for students with 18
dyslexia." 19
SECTION 1.(b) G.S. 115C-12 is amended by adding a new subdivision to read: 20
"(50) Informational M aterials and Screening for Dyslexia. – The State Board of 21
Education shall develop informational materials to be shared with parents 22
regarding dyslexia. The State Board of Education shall adopt age-appropriate 23
screening instruments, a comprehensive assessme nt for students who exhibit 24
potential indicators for dy slexia, and appropriate intervention strategies 25
grounded in the Science of Reading for use by local boards of education." 26
SECTION 1.(c) G.S. 115C-83.10(b) reads as rewritten: 27
"(b) Each local board of education shall report annually in writing to the State Board of 28
Education by September 1 of each year the following information on the prior school year: 29
(1) A description of all literacy interventions provided to students who have been 30
retained under G.S. 115C-83.7(a). 31
(1a) A description of the literacy interventions provided to (i) students who exhibit 32
potential indicators of dyslexia and (ii) students with dyslexia. 33
(2) The number of first and second grade students attending a reading camp 34
offered by the local board. 35
(3) The license area or areas, years of licensed teaching experience, grade level 36
assignment, and any other specific subject -area assignments of each teacher 37
providing instruction at a reading camp. 38
(4) The number and percentage of teachers providing instruction at a reading 39
camp who were paid a reading performance bonus during the school year 40
immediately preceding the reading camp and the grade level on which the 41
bonus was based. 42
(5) The number of kindergarten through third grade students wi th an Individual 43
Reading Plan." 44
SECTION 1.(d) G.S. 115C-83.6A(a) reads as rewritten: 45
"(a) Each local school administrative unit shall submit to the Department of Public 46
Instruction a plan for the literacy interventions it will offer, including reading cam ps, in the 47
following school year no later than October 1. The plan shall include information about the 48
specific literacy interventions and literacy curricula that will be used with (i) students who exhibit 49
potential indicators of dyslexia and (ii) students with dyslexia. The plan shall include information 50
about the local school administrative unit's efforts to staff reading camps with the most qualified 51
General Assembly Of North Carolina Session 2025
House Bill 947-First Edition Page 3
teachers possible, including the unit's efforts to attract teachers associated with high growth in 1
reading based on EVAAS data and teachers who have earned a reading bonus. The plan shall 2
incorporate any feedback received from the Department on the previous year's plan. As part of 3
their plans, local school administrative units are encouraged to partner with o ther local school 4
administrative units and with community organizations to enhance literacy interventions." 5
SECTION 1.(e) G.S. 115C-83.6B(a) reads as rewritten: 6
"(a) An Individual Reading Plan (IRP) shall be developed for any student in kindergarten 7
through third grade demonstrating difficulty with reading development based on the results of 8
either (i) the first diagnostic or formative assessment of the school year or (ii) the first diagnostic 9
or formative assessment of the second semester of the school year. The IRP shall be continually 10
adjusted based on multiple data sources as prescribed by the Department of Public Instruction, 11
including the results of any dyslexia screening performed in accordance with G.S. 115C-150.22, 12
indicating that the student is not progressing toward grade-level standards in one or more major 13
reading areas. Based on the most recently collected data, the IRP shall include the following 14
information, specific to the identified student: 15
(1) The specific reading skill deficiencies identified by assessment data. 16
(2) Goals and benchmarks for growth. 17
(3) The means by which progress will be monitored and evaluated. 18
(4) The specific additional literacy interventions the student will receive. 19
(5) The Science of Reading -based instructional pr ogramming the teacher will 20
implement. 21
(6) Any additional services the teacher deems appropriate to accelerate the 22
student's reading skill and development." 23
SECTION 1.(f) Each local board of education shall report to the State Board of 24
Education on the following information by September 15, 2026: 25
(1) A description of the literacy interventions provided to students who exhibit 26
potential indicators of dyslexia, which includes difficulty with accurate or 27
fluent word recognition, or both, and difficulty with spelling and decoding. 28
(2) A description of the literacy interventions provided to students with dyslexia. 29
(3) A list and description of any literacy curricula being used with students with 30
dyslexia. 31
(4) A list and description of the professional development offered to teachers in 32
the local school administrative unit that includes instruction on identifying and 33
providing interventions for students with dyslexia. This shall include the 34
number of teachers who have participated in the professional development. 35
The State Board of Education shall report the information provided by the local 36
boards of education, with an executive summary and disaggregated by local school 37
administrative units, to the Joint Legislative Education Oversight Committee by November 15, 38
2026. 39
SECTION 1.(g) This section is effective when it becomes law. Subsections (a), (b), 40
and (e) of this section apply beginning with the 2026 -2027 school year. Subsection (c) of this 41
section applies beginning with the report submitted by September 1, 2027. Subsection (d) of this 42
section applies beginning with literacy intervention plans submitted by October 1, 2026. 43
44
PART II. EARLY LITERACY PROGRAM 45
SECTION 2. G.S. 115C-83.4B(b) reads as rewritten: 46
"(b) As part of the Early Literacy Program, the Department o f Public Instruction shall 47
focus on at least the following components: 48
(1) Provide a training program to educators and administrators working with 49
children in the NC Pre -K program to ensure developmentally appropriate 50
instruction grounded in the Science of Reading and outcomes promoting 51
General Assembly Of North Carolina Session 2025
Page 4 House Bill 947-First Edition
reading achievement in students. The Department of Public Instruction shall 1
utilize a third -party independent teacher training program to deliver 2
professional development that demonstrates evidence -based success with 3
educators and administrators in establishing deep knowledge of literacy 4
instruction. 5
(2) Provide integration of age -appropriate resources, including digital and 6
technological resources, in the NC Pre-K program for children to meet reading 7
achievement goals. 8
(3) Ensure administration of a formative assessment to children at the conclusion 9
of their participation in the NC Pre-K program to determine their kindergarten 10
readiness and the alignment of their literacy instruction with the Science of 11
Reading. The Departmen t shall also ensure that the results of each child's 12
formative assessment are shared with the child's kindergarten teacher at the 13
beginning of the next school year. 14
(4) Ensure administration of a dyslexia screening instrument to every student 15
participating in the NC Pre-K program. The Department shall ensure that the 16
results of each child 's screening are shared with the child 's kindergarten 17
teacher at the beginning of the next school year. 18
(5) Provide training to educators and administrators working with children in the 19
NC Pre -K program to ensure appropriate instruction and intervention 20
strategies are used with students who exhibit potential indicators of dyslexia." 21
22
PART III. EDUCATOR PREPARATION AND CONTINUING LICENSURE 23
SECTION 3.(a) G.S. 115C-269.20(a)(3) reads as rewritten: 24
"(3) EPPs providing training for elementary and special education general 25
curriculum teachers shall ensure that students receive instruction in early 26
literacy intervention strategies and practices that are aligned with the Science 27
of Reading and State and national reading standards and shall include the 28
following: 29
a. Instruction in the teaching of reading, including a substantive 30
understanding of reading as a process involving oral language, 31
phonological and phonemic awareness, phonics, fluency, vocabulary, 32
and comprehension. Instruction shall include appropriate application 33
of literacy interventions to ensure reading proficiency for all students. 34
b. Instruction in evidence -based assessment and diagnosis of specific 35
areas of difficult y with reading development and of reading 36
deficiencies. 37
c. Instruction in appropriate application of literacy interventions to 38
ensure reading proficiency for all students. 39
d. Instruction in the identification of and intervention strategies for 40
students with dyslexia." 41
SECTION 3.(b) G.S. 115C-269.20(a)(4) reads as rewritten: 42
"(4) EPPs providing training for middle and high school teachers shall include the 43
following: 44
a. Adequate coursework in the relevant content area. For clinical 45
residency programs, students may instead demonstrate mastery of the 46
relevant content area through the passage of the relevant content area 47
examination approved by the State Board. 48
b. Adequate coursework in the teaching of the relevant content area. 49
c. For EPPs providing training for science teachers, adequate preparation 50
in issues related to science laboratory safety. 51
General Assembly Of North Carolina Session 2025
House Bill 947-First Edition Page 5
d. Instruction in the identification of an d intervention strategies for 1
students with dyslexia." 2
SECTION 3.(c) G.S. 115C-270.30(b)(2) reads as rewritten: 3
"(2) For elementary school teachers, teachers and middle school teachers teaching 4
under a Middle Grades license, at least three continuing education credits 5
related to literacy. Literacy renewal credits shall include evidence -based 6
assessment, diagnosis, and intervention strategies for students not 7
demonstrating reading proficiency, grounded in the Science of Reading, as 8
defined in G.S. 115C-83.3. At least one credit shall include instruction in the 9
identification of and intervention strategies for students with dyslexia." 10
11
PART IV. MIDDLE SCHOOL LITERACY INSTRUCTION 12
SECTION 4. Article 8 of Chapter 115C of the General Statutes is amended by adding 13
a new section to read: 14
"§ 115C-81.37. Literacy instruction in middle schools. 15
To the extent literacy instruction is provided, all literacy instruction in middle schools shall 16
be aligned with the Science of Reading, as defined in G.S. 115C-83.3." 17
18
PART V. RELOCATE NC PRE-K FROM DHHS TO DPI 19
SECTION 5.(a) The NC Prekindergarten (NC Pre -K) program is tra nsferred from 20
the Department of Health and Human Services to the Department of Public Instruction effective 21
July 1, 2025. This transfer shall have all of the elements of a Type I transfer, as defined in 22
G.S. 143A-6(a). All duties and requirements associate d with NC Pre -K are now the duty and 23
responsibility of the Department of Public Instruction to fulfill. 24
SECTION 5.(b) G.S. 143B-168.10A reads as rewritten: 25
"§ 143B-168.10A. NC Pre-K Reports. 26
The Division of Child Development and Early Education Department of Public Instruction 27
shall submit an annual report no later than March 15 of each year to the Joint Legislative 28
Commission on Governmental Operations, the Joint Legislative Oversight Committee on Health 29
and Human Services, the Senate Appropriations Committee on Health and Human Services, the 30
House of Representatives Appropriations Subcommittee on Health and Human Services, the 31
Office of State Budget and Management, the Joint Legislative Education Oversight Committee, 32
and the Fiscal Research Division. The report shall include the following: 33
(1) The number of children participating in the NC Pre-K program. 34
(2) The number of children participating in the NC Pre-K program who have 35
never been served in other early education programs, such as child care, public 36
or private preschool, Head Start, Early Head Start, or early intervention 37
programs. 38
(3) The expected NC Pre-K expenditures for the programs and the sourc e of the 39
local contributions. 40
(4) The results of an annual evaluation of the NC Pre-K program." 41
SECTION 5.(c) G.S. 143B-168.10F(a) reads as rewritten: 42
"(a) The Division of Childhood Development and Early Education of the Department of 43
Health and Human Ser vices Department of Public Instruction shall post the following 44
information on its website: 45
(1) The educational opportunities for kindergarten offered by local school 46
administrative units. 47
(2) The educational opportunities for kindergarten offered by charter schools. 48
(3) Scholarships for enrollment in nonpublic schools provided pursuant to Part 49
2A of Article 39 of Chapter 115C of the General Statutes, or any successor 50
program. 51
General Assembly Of North Carolina Session 2025
Page 6 House Bill 947-First Edition
This information shall be indexed or searchable by county, and the 1
Division Department shall update the information on June 1 each year." 2
SECTION 5.(d) NC Pre-K Program. – The Department of Public Instruction shall 3
comply with the following provisions: 4
(1) Eligibility. – The Department of Public Instruction shall continue 5
implementing the NC Prekindergarten (NC Pre -K) program. The NC Pre -K 6
program shall serve children who are 4 years of age on or before August 31 7
of the program year. In determining eligibility, the Department shall establish 8
income eligibility requirements for the prog ram not to exceed seventy -five 9
percent (75%) of the State median income. Up to twenty percent (20%) of 10
children enrolled may have family incomes in excess of seventy -five percent 11
(75%) of median income if those children have other designated risk factors. 12
Furthermore, any age-eligible child who is a child of either of the following 13
shall be eligible for the program: (i) an active duty member of the Armed 14
Forces of the United States, including the North Carolina National Guard, 15
State military forces, or a re serve component of the Armed Forces who was 16
ordered to active duty by the proper authority within the last 18 months or is 17
expected to be ordered within the next 18 months, or (ii) a member of the 18
Armed Forces of the United States, including the North Caro lina National 19
Guard, State military forces, or a reserve component of the Armed Forces who 20
was injured or killed while serving on active duty. Eligibility determinations 21
for NC Pre-K participants may continue through local education agencies and 22
local North Carolina Partnership for Children, Inc., partnerships. Other than 23
developmental disabilities or other chronic health issues, the Department shall 24
not consider the health of a child as a factor in determining eligibility for 25
participation in the NC Pre-K program. 26
(2) Staff-to-child ratio and class size. – The classroom shall not exceed a 27
maximum staff-to-child ratio of one to 10 with a maximum class size of 20 28
children, with at least one teacher and one teacher assistant per classroom. A 29
classroom of 10 children or less shall have at least one teacher. The Child Care 30
Commission shall adopt any rules, and the Department of Public Instruction 31
shall revise any rules or policies necessary to implement the provisions of this 32
subdivision. 33
(3) Multiyear contracts. – The Department of Public Instruction shall require the 34
NC Pre-K contractor to issue multiyear contracts for licensed private child 35
care centers providing NC Pre-K classrooms. 36
(4) Building standards. – Notwithstanding G.S. 110-91(4), private child care 37
facilities and public schools operating NC Pre -K classrooms shall meet the 38
building standards for preschool students as provided in G.S. 115C-521.1. 39
(5) Programmatic standards. – Except as provided in subdivision (3) of this 40
subsection, entities operating NC Pre-K classrooms shall adhere to all of the 41
policies prescribed by the Department of Public Instruction regarding 42
programmatic standards and classroom requirements. 43
(6) NC Pre-K committees. – Local NC Pre-K committees shall use the standard 44
decision-making process developed by the Department of Public Instruction 45
in awarding NC Pre-K classroom slots and student selection. 46
(7) Reporting. – The Department of Public Instruction shall submit an annual 47
report no later than March 15 of each year to the Joint Le gislative Education 48
Oversight Committee, the Office of State Budget and Management, and the 49
Fiscal Research Division. The report shall include the following: 50
General Assembly Of North Carolina Session 2025
House Bill 947-First Edition Page 7
a. The number of children participating in the NC Pre -K program by 1
county. 2
b. The number of childr en participating in the NC Pre -K program who 3
have never been served in other early education programs such as child 4
care, public or private preschool, Head Start, Early Head Start, or early 5
intervention programs. 6
c. The expected NC Pre-K expenditures for the programs and the source 7
of the local contributions. 8
d. The results of an annual evaluation of the NC Pre-K program. 9
(8) Audits. – The administration of the NC Pre -K program by local partnerships 10
shall be subject to the financial and compliance audits au thorized under 11
G.S. 143B-168.14(b). 12
13
PART VI. EFFECTIVE DATE 14
SECTION 6. This act is effective when it becomes law and applies beginning with 15
the 2025-2026 school year. 16