Section 1

Adds a new Article 9D to Chapter 115C to address screening, assessment, and intervention strategies for students with dyslexia. Defines dyslexia as a disorder in one or more of the basic psychological processes involved in the understanding or in using language, spoken or written, characterized by difficulty with accurate or fluent word recognition, or both, and by difficulty with spelling and decoding. Requires the State Board of Education (SBOE) to provide informational materials and screening materials to local boards of education (LBOE) to identify students who display potential indicators of dyslexia. Requires LBOE to provide informational materials about dyslexia to parents of students who exhibit indicators. Requires local school administrative units to screen every student in kindergarten and grades one, two, three, six, and nine, and administer a comprehensive assessment if the screening shows potential indicators of dyslexia. Requires teachers for kindergarten and grades one, two, three, six, and nine to be trained to administer screening. Applies beginning with the 2026-2027 school year.

Adds a new subdivision, GS 115C-12(50), to the powers and duties of the State Board of Education requiring it to develop dyslexia screening instruments, comprehensive assessments, intervention strategies, and informational materials for parents. Applies beginning with the 2026-2027 school year.

Adds a new requirement to GS 115C-83.10(b) that LBOE report to the SBOE a description of literacy interventions provided to students exhibiting indicators of dyslexia and students with dyslexia. Applies beginning with the report submitted by September 1, 2027.

Adds a new requirement to GS 115C-83.6A(a) that local school administrative units submit with its plan for literacy interventions to the Department of Public Instruction (DPI) information about specific interventions and curricula that will be used for students exhibiting indicators of dyslexia and students with dyslexia. Applies beginning with the literacy intervention plans submitted by October 1, 2026.

Amends GS 115C-83.6B(a) to require that the results of any dyslexia screening be incorporated into an Individual Reading Plan. Applies beginning with the 2026-2027 school year.

Requires LBOE to report to the SBOE by September 15, 2026, a description of literacy interventions provided to students exhibiting indicators of dyslexia and students with dyslexia, a list and description of literacy curricula provided to students with dyslexia, and a list and description of professional development to teachers about dyslexia. The SBOE shall report this information in the aggregate to the Joint Legislative Education Oversight Committee by November 15, 2026.

Section 2

Adds new subsection to GS 115C-83.4B(b) requiring the Department of Instruction, as part of the Early Literacy Program, to focus on ensuring that dyslexia screening instruments are administered to every student in the NC Pre-K program and that results are shared with the child’s kindergarten teacher and provide training to those working with children in the NC Pre-K program to ensure appropriate instruction and intervention strategies are used with students exhibiting indicators of dyslexia.

Section 3

Amends GS 115C-269.20 to add to elementary and special education general curriculum teachers’ educator preparation programs (EPPs) instruction in the identification of and intervention strategies for students with dyslexia.

Amends GS 115C-269.20 to add to middle and high school teachers’ educator preparation programs (EPPs) instruction in the identification of and intervention strategies for students with dyslexia.

Requires one credit of instruction on dyslexia for literacy renewal credits under GS 155C-270.30(b)(2) for elementary and middle school teachers and expands the requirement for three continuing education credits related to literacy to middle school teachers.

Section 4

Adds new GS 155C-81.37, requiring literacy instruction in middle schools, to the extent it is provided, be aligned with the Science of Reading as defined in GS 155C-83.3.

Section 5

Transfers the NC Pre-K program from the Department of Health and Human Services (DHHS) to the DPI effective July 1, 2025.

Makes conforming changes to language in GS 143B-168.10A to align with the transfer of the NC Pre-K program from DHHS to DPI.

Makes conforming changes to language in GS 143B-168.10F to align with the transfer of the NC Pre-K program from DHHS to DPI.

Establishes 8 provisions that DPI must comply with in the administration of the NC Pre-K program, related to eligibility of children, staff-to-child ration and class size, use of multiyear contracts, building standards, programmatic standards, use of Pre-K committees, reporting to DPI, and audits.

Section 6

Applies to the 2025-2026 school year.