WeVote
Log In

Bill

Bill

HB 875

Safety - As introduced, decreases from five to three the number of business days an ambulance service provider has to furnish to a patient or their authorized representative a copy of the patient's run record upon written request; decreases from five to three the number of business days an ambulance service provider has to furnish a copy of the patient's run record to a surveyor employed by the health facilities commission upon written request. - Amends TCA Title 56; Title 68 and Title 71.

114th Regular Session (2025-2026) Introduced by Brock Martin

HB 875 directs NC DPI to establish a K-8 math support system with screenings, aligned instruction, interventions, and teacher training to boost proficiency.

P2C, caption bill, held on desk - pending amdt.
#safety
0
WeVote Research Nonpartisan
Bill Summary · HB 875

Summary — HB 875: DPI to Redesign Math Instruction (North Carolina)

Status: Introduced (House Bill) — Committee substitute reported favorably (4/29/2025).
Subjects: Curriculum; K–12 Education; Math instruction; Teacher professional learning; Assessment.

Purpose

HB 875 directs the North Carolina Department of Public Instruction (DPI) to establish a statewide system of mathematics supports for kindergarten through grade 8. The intent is to ensure students achieve grade‑level math proficiency (including readiness for NC Math 1 and associated end‑of‑course assessments) by using high‑quality, evidence‑based instructional materials, assessment tools, interventions, and teacher professional learning.

Key provisions

  • Definitions: The bill defines key terms used throughout (e.g., explicit instruction; mathematical deficiency; mathematical discourse; mathematical proficiency; responsive feedback; structured approach to problem‑based learning).

  • DPI responsibilities:

    • Provide an approved list(s) of high‑quality mathematics assessment and support systems for screening and progress monitoring. Requirements for these systems include validity and reliability, measurement of age‑appropriate skills (one‑to‑one correspondence, cardinality, number sense, counting, the four operations, facts, measurement, fractions, geometry), capacity to identify mathematical deficiencies (including indicators of dyscalculia), and ability to identify students’ areas of proficiency.
    • Provide an approved list(s) of high‑quality mathematics instructional systems (core and supplemental) that use a coherent progression and a structured problem‑based learning approach; must include explicit, systematic instruction, targeted interventions, practice, responsive feedback, and alignment with State standards.
    • Provide an approved list(s) of high‑quality professional learning offerings tied to the approved assessment and instructional systems, covering implementation, data use, and use of technology where appropriate.

  • Local school administrative unit (LEA) requirements:

    • Select and implement from DPI’s approved lists:
    • A screening and progress‑monitoring assessment system.
    • A high‑quality instructional system to be used for math support; ensure each K–8 student receives appropriate interventions based on need.
    • Professional learning for K–8 teachers on the selected systems and approaches.

  • Parent/guardian notification:

    • For identified mathematical deficiencies, LEAs must notify parents/guardians in understandable language within 15 calendar days, describing the deficiency, services currently provided, proposed interventions/materials, and suggested home strategies.

  • Use of technology:

    • DPI and LEAs are encouraged to leverage technology “where appropriate and reasonable” to engage students, provide responsive feedback, and give teachers actionable instructional insights.

  • Reporting:

    • DPI must report to the Joint Legislative Education Oversight Committee prior to implementation of the first mathematics standards adopted by the State Board of Education after the bill’s effective date. The report must summarize the approved systems and supports and (per bill text) the implementation approach.

Who is affected

  • Primary: K–8 students in North Carolina public schools and their parents/guardians.
  • Secondary: K–8 classroom teachers, intervention specialists, school/district administrators, and DPI (policy, approvals, and reporting duties).
  • Local districts must select, fund, and implement the approved systems and provide teacher professional learning.

Implementation, timeline & fiscal notes

  • The bill requires DPI to assemble approved lists and issue a report to the Joint Legislative Education Oversight Committee prior to implementing the next State math standards; no explicit effective date or statewide rollout schedule is specified in the provided text.
  • The bill does not include explicit state funding or a fiscal estimate in the provided excerpts; local districts will likely incur costs to adopt approved instructional/assessment systems and provide professional learning. DPI will have administrative responsibilities for approvals and reporting.

Practical impact

If enacted, HB 875 standardizes a statewide, evidence‑based approach to identifying math deficits and delivering aligned interventions K–8, increases requirements for parent communication, and obliges districts to adopt approved tools and provide corresponding teacher training. The goal is to improve grade‑level proficiency and readiness for high‑school mathematics benchmarks through coherent curricula, assessment, and targeted supports.

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

Sign in to ask a question.