House committee substitute to the 1st edition makes the following changes. Makes technical changes to new GS 115C-83.20. Makes conforming changes to act’s long title. Changes defined term explicit math instruction to explicit instruction in GS 115C-83.22. Removes term high-quality math instructional materials. Clarifies that mathematical deficiency refers to when a student does not meet the minimum mathematical skills for their grade level as defined by the standard course of study (was, student didn’t meet State standard math skills). Reorganizes the lists that the Department of Public Instruction (DPI) must maintain as part of its mathematics support system for all students in kindergarten through grade eight and teachers of students in those grades in new GS 115C-83.24 into three lists: (1) one or more high-quality mathematics assessment and support systems; (2) high-quality mathematics instructional systems; and (3) high-quality professional learning offerings supported by research demonstrating positive student outcomes in the four described modalities (was, four lists). Requires that DPI’s approved list of high-quality mathematics assessment and support systems are supported by research that has demonstrated positive student outcomes. Removes references to those systems as being “supplemental.” Revises the requirements for DPI’s approved list of high-quality mathematics instructional systems so that it must meet twelve listed criteria, including nine new criteria. Makes organizational, clarifying, and technical changes.

Enacts GS 115C-83.26, requiring local school administrative units to select and implement the following from DPI’s approved lists: (1) a high-quality mathematics assessment and support system for screening and progress monitoring toward grade-level mathematics; (2) a high-quality mathematics instructional system to be used for mathematics support, as described; and (3) high-quality professional learning offerings for mathematics teachers in kindergarten through eighth grade.