Bill
SB 1044
Establishes a data-driven framework for K–8 math, with regular screenings, targeted interventions, and state-approved high-quality instructional materials to raise grade-level prof
Purpose
- Establish a comprehensive framework to raise grade-level mathematics proficiency for K‑8 students.
- Codify the Office of Learning Research (OLR) within the North Carolina Collaboratory to evaluate instructional materials and oversee the state’s move toward high-quality math instruction.
- Create an AI-enabled instructional support program and secure funding to implement these initiatives.
Key Provisions
1) Part I – High-Quality Mathematics Instruction
- State goal (§115C‑83.20): Ensure every student has mathematics skills at or above grade level by the end of each grade, with continued progress needed for secondary education and career success. Technical assistance from the State Board of Education and DPI to support local districts.
- Purposes (§115C‑83.21):
- Identify math skill difficulties before transitioning to a new grade.
- Provide appropriate interventions and remediation.
- Inform students and parents/guardians about needs and progress.
- Definitions (§115C‑83.22):
- Difficulty with mathematics skill development; high-quality instruction; major mathematics skills; progressing toward grade level standards.
- High-quality instruction criteria (§115C‑83.23):
- Alignment with the Standard Course of Study.
- Evidence-based and engaging, with clear pathways to deeper understanding.
- Supports language diversity; requires at least 60 minutes of instruction daily.
- Mathematics screening assessment (§115C‑83.24):
- K–8 students screened at least three times per year using formative/diagnostic tools.
- First assessment within 30 days of the school year start.
- Assessments must be valid, reliable, aligned to the standards, and usable with EVAAS data.
- DPI to provide guidance/professional development on using results to guide instruction, planning interventions, and progress monitoring.
- DPI to issue an RFP for a statewide mathematics screener with criteria including alignment to standards, triannual administration, progress monitoring, timely reporting (within 15 days of assessment), intervention identification, and reporting to the DPI.
- Interventions and Mathematics Success Plans (MSPs) (§115C‑83.25):
- Students not proficient after initial screenings receive MSPs detailing interventions and progress plans, updated regularly based on data.
- MSPs involve the student’s math teacher and other relevant staff; can use a multitiered system of support (MTSS) as long as all components are included.
- DPI to create MSP compliance documents (checklists) and alternative MTSS documentation.
- Related testing program adjustments:
- Revisions to existing sections to reflect the new screening/assessment framework and integration into instruction.
2) Part II – Initial Review of High-Quality Instructional Materials
- OLR, with DPI and stakeholders, must establish a process to evaluate vendors of K–8 math materials against criteria including:
- Alignment to standards; evidence-based pedagogy; coherent math learning trajectories.
- Documented positive outcomes in other states.
- Inclusion of interventions to develop grade-level math knowledge.
- Vendor-provided professional development that strengthens teacher practice.
- OLR must provide a list of approved vendors to DPI by April 30, 2027; DPI to disseminate by June 1, 2027.
3) Part III – Long-Term Review and Implementation
- The North Carolina Collaboratory will study external models for statewide high-quality instructional materials and report by April 15, 2027, with recommendations on feasibility, infrastructure, and cost.
- Ongoing analyses of instructional quality, teaching practices, and student outcomes using continuous improvement tools; report due by December 15, 2031.
- Funding: $2.5 million (nonrecurring) to UNC for Part II and III activities in FY 2026–2027.
4) Part IV – Effective Date
- General effective date: July 1, 2026, with specific provisions phased in (notably July 1, 2027 for certain sections and 2028–2029 for assessment/materials implementation).
Implementation Timeline and Funding
- Vendor evaluation process to establish lists by 2027.
- Materials aligned to Part 1C to be used starting in the 2028–2029 school year, contingent on OLR-approved materials.
- OLR/DP I collaboration on screening tools and MSPs from 2026 onward.
- Recurring and nonrecurring funding: $21 million (recurring) to implement Part I provisions starting 2026–2027, plus $2.5 million (nonrecurring) to Collaboratory for Parts II–III.
Potential Impact
Compiled from official sources — confirm details with the bill’s official record.
Sign in to ask a question.
