HB 875 — DPI to Redesign Math Instruction.

GENERAL ASSEMBLY OF NORTH CAROLINA SESSION 2025 H 21 HOUSE BILL 875 Committee Substitute Favorable 4/29/25 Short Title:

Representatives Willis, Biggs, Pickett, and Rhyne (Primary Sponsors).

For a complete list of sponsors, refer to the North Carolina General Assembly web site.

Education - K-12, if favorable, State and Local Government, if favorable, Rules, Calendar, and Operations of the House April 10, 2025 A BILL TO BE ENTITLED AN ACT TO DIRECT THE DEPARTMENT OF PUBLIC INSTRUCTION AND LOCAL SCHOOL ADMINISTRATIVE UNITS TO PROVIDE CERTAIN MATHEMATICS SUPPORTS IN SCHOOLS AND TO REQUIRE THE DEPARTMENT OF PUBLIC INSTRUCTION TO REPORT TO THE GENERALASSEMBLYGENERAL ASSEMBLY ON THOSE SUPPORTS.

TheGeneralThe AssemblyintendsthatGeneral Assemblywants all students becomeproficientto become proficient in grade-level mathematicsmath as defined bybyState thestandards standard course of study in order to prepare to take and pass NC Math 1 and therelatedthe end-of-courserelated assessmentEOC and ensure theyarecollegeandthey are college and career ready.

To attain these goals, all students should have access to high-quality systems of mathematicsmath instruction that include mathematicsmath facts, procedural fluency, conceptual learning, and problem solving.

These systems should be based on the best evidence on how students learn mathematicsmath and include core instructional materials and professional development.

(1) Explicit math instruction.

(2) MathematicalHigh-quality deficiency.math instructional materials.

– WhenStrategies aand studentmaterials, doesaligned notto meetState thestandards, minimumwhere mathematicalstudents skillsare forguided theirthrough gradea levelcoherent asprogression definedof bytopics, theskills, standardand courseapproaches to learning math which include a mix of study.explicit instruction, practice, conceptual reasoning, and problem solving.

These strategies and materials simultaneously develop students' conceptual understanding, procedural fluency, ability to apply concepts, and problem-solving skills.

(3) Mathematical deficiency.

– When a student does not meet the minimum State standard math skills for their grade level.

(3)(4) Mathematical discourse.

– Opportunities for students to reason mathematicallyand discuss with their peers and teacher how they are thinking *H875-v-1* General Assembly Of North Carolina Session 2025 about mathematics, including use of math-specific vocabulary, procedural steps, concepts, and problem-solving strategies.

(4)(5) Mathematical proficiency.

(5)(6) Responsive feedback.

– Immediate, interactive feedback made possible by technology that shows students the mathematical meaning of their thinking *H875-v-2* General Assembly Of North Carolina Session 2025 and guides them to develop stronger conceptual understanding, procedural fluency, ability to apply concepts, and problem-solving skills.

(6)(7) Structured approachto problem-basedlearning.– Strategiesandmaterials that develop students' curiosity into lasting grade-level understanding using structured lessons and engaging tasks.

The Department shall provide a system of support based on high-quality mathematics instructional systems and a structured approach to problem-based learning for all students in kindergarten through grade eight and teachers of students in those grades.grades based on high-quality math instructional materials and utilizing a structured approach to problem-based learning.

The system shall, where appropriate and reasonable,leveragetechnologytoreasonable, leverage technology to engage students and providethemprovide them with responsive feedback, while also providing teachers with actionableactionable, instructional insights.

(1) An approved list of one or more high-qualityreliable, mathematicsvalid, assessmenthigh-quality andsupplemental supportmath systems that meetdistricts allshall ofchoose thefrom following:to use for screeningand progress monitoring toward grade-level math.

The supplemental math system shall meet all of the following:

IncludeMeasure assessmentsa number of age-appropriate skills that include, but are validnot limited to, one-to-one correspondence, cardinality, number sense, counting, the four basic operations, addition and reliable.multiplication facts, measurement, fractions, and geometry.

MeasureIdentify astudents numberwho ofhave age-appropriatea skillsmath thatdeficiency, includeincluding one-to-oneidentifying correspondence,students cardinality,with numbercharacteristics sense,of counting,dyscalculia. the four basic operations, addition and multiplication facts, measurement, fractions, and geometry.

Identify students who have a mathematical deficiency, including identifying students with characteristics of dyscalculia.

d.

e.d.

Include a system of parent or guardian notifications that will describe, in understandable language to the parent or guardian, the nature of a student's mathematicsmath deficiency and areas of mathematical proficiency on which to build nonolaterthan15calendardays lateraftertheidentificationofthisdeficiency. than 15 calendar days after the identification of this deficiency.

f.(2) An approved list of one or more high-quality instructional materials that utilize a structured approach to problem-based learning that districts must choosefrom to beusedformath support.Eachstudent in kindergartenthrough grade eight shall be provided an appropriate math intervention to address their specific needs.

AreThe supportedmath byintervention researchprogram thatwill hasdo demonstratedthe positivefollowing: student outcomes.

(2) An approved list of one or more high-quality mathematics instructional systems that meet all of the following:

IncludeProvide bothexplicit coreinstruction curriculumthat is systematic and supplementalsequentially materials.aligned to grade-level standards and builds on areas of mathematical proficiency.

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AreProvide basedtargeted on the best evidence of how students learn mathematics and areflexible supportedsmall bygroup researchor thatindividualized hasmath demonstratedinterventions positivebased on student outcomes.need.

UseacoherentAllow progressionoftopics,for skills,consistent andapproachesand toclear learningpractice mathematicsand whichreinforcement includeof acritical mixmath ofconcepts explicitto instruction,ensure practice,all conceptualstudents reasoning,reach andgrade-level problemproficiency. solving.

These(3) strategiesAn andapproved materialslist simultaneouslyof developone students'or conceptualmore understanding,high-quality proceduralprofessional fluency,learning abilityofferings tothat applydistricts concepts,must andchoose problem-solvingfrom skills.the following for teachers in kindergarten through grade eight:

d.

Utilize a structured approach to problem-based learning.

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