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HB 947

Every Child Reads.

2025-2026 Session Introduced by Eric Ager and 10 co-sponsors

Requires universal dyslexia screening for K-3 (plus grades 6 and 9), with follow-up assessments and science-based interventions, and mandatory teacher training.

Passed 1st Reading
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Bill Summary · HB 947

HB 947 — "Every Child Reads." (North Carolina) — Bill Summary

Status: Passed 1st Reading (Apr 14, 2025). Introduced / filed late 2024–early 2025. Referred to Education - K‑12; multiple committee actions pending.

Purpose

To strengthen early identification and intervention for students with dyslexia, align literacy instruction with the “Science of Reading,” require training for educators, expand screening in selected grades, and transfer administration of NC Pre‑K to the Department of Public Instruction (DPI).

Key provisions

  • Establishes a new Article 9D in Chapter 115C (G.S. 115C‑150.20 et seq.) titled “Students with Dyslexia.”

    • Declares legislative intent that students with dyslexia receive appropriate screening, assessment, and interventions.
    • Defines dyslexia and related terms; references the “Science of Reading.”

  • Screening, assessment, intervention (G.S. 115C‑150.22):

    • Requires universal dyslexia screening for every student in grades K–3, plus grade 6 and grade 9, using State Board–adopted instruments.
    • Students who screen positive must receive a State Board–adopted comprehensive assessment to determine dyslexia.
    • Identified students must receive appropriate interventions grounded in the Science of Reading, delivered through an IEP or other individualized plan as applicable.

  • Teacher training and professional development (G.S. 115C‑150.23):

    • Teachers in K–3 and those teaching grades 6 and 9 must be trained to administer the screening tools.
    • Ongoing PD on identification and evidence‑based intervention strategies is required for school personnel.

  • Reporting, plans, and integration with existing literacy provisions:

    • The State Board must develop informational materials, screening instruments, comprehensive assessments, and Science of Reading‑based interventions for local use (adds new subdivision to G.S. 115C‑12).
    • Local boards must include dyslexia‑related interventions and curricula in their literacy intervention plans (deadlines and reporting requirements for literacy plans and reading camps are amended in G.S. 115C‑83.x).
    • Individual Reading Plans (IRPs) for K–3 students must be adjusted based on dyslexia screenings and incorporated data, and must document specific goals, interventions, monitoring and Science of Reading programming.

  • NC Pre‑K:

    • The bill transfers the NC Pre‑K program to the Department of Public Instruction (text indicates transfer but full implementation details are in later sections of the bill text).

Who is affected

  • Students: All K–3 students and students in grades 6 and 9 (screening); students identified with dyslexia (assessment, IEP/intervention).
  • Educators and school personnel: training and PD obligations; administrators responsible for literacy plans and reporting.
  • Local school administrative units (districts): new screening, assessment, intervention, reporting, and planning duties.
  • State Board of Education and DPI: development/adoption of instruments, materials, and oversight; assumed responsibilities for NC Pre‑K.

Implementation & timeline

  • State Board must adopt instruments, assessments and interventions; local units must implement screening in specified grades and provide parent materials annually.
  • Specific reporting deadlines referenced in the bill include annual reports to the State Board (e.g., by Sept. 1 for certain literacy data) and a local‑board report due Sept. 15, 2026 (bill text truncated but establishes near‑term reporting requirements).
  • The bill is in early legislative stages (passed first reading); additional committee and floor action required before final enactment.

Potential impacts

  • Education outcomes: Earlier identification and Science of Reading‑aligned interventions may improve reading outcomes for students with dyslexia.
  • Operational and fiscal: Districts will incur costs for screening tools, staff training, assessments, program changes, and reporting. State agencies will need to develop materials and provide technical assistance. The transfer of NC Pre‑K to DPI could shift administrative responsibilities and funding flows.

Status & next steps

  • Passed 1st Reading; referred to Education‑K‑12 and Rules. Subject to committee review, possible amendments, and subsequent readings before final passage.

Compiled from official sources — confirm details with the bill’s official record.

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