Asking for more funding to attract and maintain staff.

I hope that NC will take concrete steps to ensure that a broad Social Studies curriculum will continue to be taught in NC. There are threats on the federal front. Kiddos who have a good knowledge and understanding of world and American history and social studies matters will be better all around citizens and wiser voters.

-salary

-unreasonable expectations put on teachers w/ no time to complete these tasks

-lack of parent support, very little involvement anymore (very big cultural shift)

-disconnected county level staff

-too much emphasis/pressure on testing

-increased discipline concerns with little support

-underfunding in EC, to the point where students are missing out on these services

The list goes on….

We really appreciate the small class sizes and the caring environment there.

A possible solution is better pay and benefits for school staff. Having taught in another state with much better pay and benefits for all educators, I can see the impact on recruitment and retention for all staff members.

At last week's Asheville City Schools Board of Education meeting, one teacher shared how she struggles to manage her classroom without a full-time assistant. I assume the position was cut due to budgeting. She was describing that she has children eloping out of her classroom, and she doesn't know if she should go with the child or stay with her class. It was heartbreaking to hear the struggle in her voice.

For every story of neurodiverse students not getting their needs met, it represents a whole classroom of kids not getting their needs met, teachers getting closer to burn-out, and a funding allotment that leave the school system. Since charter schools and private schools aren't required to direct funding towards things like transportation, meals, or even keeping demographic records, they have flexibility to direct more of their funding to staff that can help these students. They can also choose to allow ABA techs into the classroom to providefamilies to choose public schools, we need to provide sufficient classroom assistance for both teachers and students, which requires money to pay their salaries and benefits.

Unfortunately, since Helene, Buncombe County's government is experiencing a huge revenue shortfall, about $20 million. The Buncombe County Commissioners have already taken back about $4.5 million from schools this budget year, and are planning to cut more next year. In addition, there's a bill in the legislature that would also take funding intended for school capital improvements and allow the Commissioners to use it how they see fit. Meanwhile in Raleigh, the legislature approved $463.5 Million dollars for private-school vouchers. How many lAs and other staff positions could that have supported? Buncombe County wouldn't have to make any budget cuts if just a portion of that money had been used for hurricane relief. There is also a loophole that allows a charter school to keep the funding allotment for a child, even if the child leaves the school after 60 days. Shouldn't that money come back to the school they're attending?

Teachers are scared to fail students because graduation rate will suffer.

Behavioral health services have historically played a critical role in supporting students with behavioral, social, and emotional challenges in our school systems. Over time, many of these services, particularly Applied Behavior Analysis (ABA) therapy, have been reduced or removed from schools, creating significant challenges for both students and staff. This proposal outlines the need for the reintroduction of these essential services within the classroom setting and presents a sustainable plan to integrate these services through partnerships with community mental health providers, with funding from Medicaid and private insurance.

Problem Statement

The removal of behavioral health services, including ABA therapy, has caused significant strain on both students and school staff:

1. Increased Teacher Burden: Teachers are being asked to manage students with diverse behavioral needs without adequate support, which leads to classroom disruptions, burnout, and reduced academic success for all students.

2. Family Impact: Many parents are faced with the difficult decision of choosing between sending their child to school or attending essential therapy sessions. This creates a barrier to full participation in school and limits students’ ability to succeed both academically and socially.

3. Lack of Support for High-Need Students: Without behavioral health services, students who need additional support are at risk of falling behind, facing disciplinary actions, or even being excluded from school activities.

Proposed Solution

We propose the reintegration of behavioral health services, specifically ABA therapy, back into the school system to directly support students, alleviate pressure on teachers, and reduce the burden on families. The key elements of this proposal include:

1. Service Definition and Funding Mechanism:

   • A clearly defined service model for behavioral health services that aligns with Medicaid and private insurance billing requirements.

   • This will ensure that the services are financially sustainable and accessible to all students, regardless of income.

2. Collaboration with Community Mental Health Providers:

   • Partnering with local community mental health agencies to provide trained professionals, including Board Certified Behavior Analysts (BCBAs), therapists, and social workers.

   • These professionals will work directly in the classroom setting, offering both individual and group support tailored to students’ needs.

3. On-Site ABA Therapy and Behavioral Health Support:

   • Reintegrating ABA therapy into the school environment, where it can be delivered on-site to students who require it.

   • ABA services will focus on improving academic, social, and behavioral skills, as well as addressing individual learning and behavioral challenges.

4. Comprehensive Support for Teachers and Staff:

   • Professional development and ongoing training for educators on how to effectively implement behavioral strategies and collaborate with behavioral health professionals.

   • In-school consultations and support from behavioral health staff to help manage students’ needs and reduce classroom disruptions.

Benefits of Reintroducing Behavioral Health Services

1. Enhanced Student Outcomes:

   • Providing targeted behavioral health services will lead to improved academic and social outcomes for students, particularly those with behavioral and emotional challenges.

2. Reduced Teacher Burnout:

   • Teachers will have greater support in managing students with complex needs, which will reduce stress and improve job satisfaction, ultimately leading to better classroom environments for all students.

3. Support for Families:

   • Parents will no longer need to choose between school and therapy. By providing ABA therapy and other behavioral health services in schools, families can ensure their children receive the support they need without additional logistical challenges.

4. Financial Sustainability:

   • By utilizing Medicaid and private insurance billing for these services, the program will be financially viable, reducing the burden on school budgets and ensuring long-term sustainability.

5. Workforce Development and Community Impact:

   • Partnering with local community mental health providers creates new job opportunities in the mental health field, offering career pathways for students pursuing careers in social work, psychology, and behavior analysis.

Implementation Plan

1. Service Definition Development:

   • Collaborate with insurance providers and Medicaid to define the service delivery model and ensure reimbursement eligibility for ABA and behavioral health services within the school system.

2. Partnership with Community Mental Health Providers:

   • Establish formal agreements with local mental health agencies to provide on-site support in schools, ensuring that professionals are trained and ready to work with students.

3. Staff Training and Professional Development:

   • Develop a comprehensive training plan for educators, including understanding behavioral health interventions, effective collaboration with behavioral health professionals, and strategies for maintaining a positive classroom environment.

4. Pilot Program:

   • Begin with a pilot program in a selected group of schools to assess the effectiveness of the model and make necessary adjustments before expanding district-wide.

5. Evaluation and Feedback:

   • Implement a system of regular assessment to monitor the success of the program, gather feedback from educators, students, and families, and make data-driven decisions for continuous improvement.

Conclusion

The reintroduction of behavioral health services, including ABA therapy, in our schools is essential for the well-being and academic success of all students, particularly those with behavioral and emotional needs. By partnering with community mental health providers and utilizing Medicaid and private insurance for reimbursement, we can create a sustainable model that supports students, alleviates burdens on teachers, and strengthens our community. We urge you to consider the urgent need for these services and take immediate steps to reintegrate behavioral health support in our schools.

I will teach with joy, passion, and loving kindness.

Placing it as a requirement in elementary education would take hours off of teachers plates in the classroom and better prepare them for these issues in the classroom.

That’s why I believe our youth need more of these ‘melting-pot’ experiences. The world is more interconnected than ever, and if we want our students to thrive in the future workforce, we must equip them with global competence. We need more global thinkers—individuals who are not only bilingual but open-minded, culturally aware, and ready to engage with diverse perspectives.

Unfortunately, the U.S. is falling behind. Currently, less than 20% of Americans speak another language proficiently, compared to over 60% of Europeans. While other countries invest in multilingual education, many U.S. schools are scaling back or eliminating language programs due to budget constraints.This has real-world consequences. Businesses, government agencies, and even the military struggle to find bilingual professionals. Intelligence agencies like the CIA and FBI are in constant need of linguists, while major corporations look for employees who can communicate

with international partners. Even in healthcare, the demand for bilingual professionals is growing rapidly.

Beyond the workforce, learning another language provides cognitive benefits—enhancing problem-solving skills, improving memory, and even delaying the onset of dementia. It’s not just

about speaking another language; it’s about critical thinking, adaptability, and building relationships across cultures. French is spoken by over 321 million people worldwide, on all inhabited continents. French is the 5th most spoken language in the world(by native and secondary speakers, after English, Mandarin, Hindi, and Spanish).

There are 37 francophone countries (23 in Africa) where French is spoken by at least 1 in 5 people. French is an official language in 28 of these countries! According to Organisation internationale of la Francophonie (OIF) [International Organisation of La Francophonie] estimates, there will be some 715 million speakers in 2050, or 8% of the world’s population (compared to 3% at present). 80 million people will speak French in Europe and 10 million will speak it in Canada. Africa, for its part, will have nearly 250 million French speakers! This represents 70% of the world’s Francophones. Not surprisingly, Africa is thus destined to become the area with the most French speakers, according to the OIF. Its role is predominant: Africa will account for more than 90% of young Francophones aged 15-29. A real springboard for the Francophonie, the continent’s demographic explosion (population expected to double by 2050 according to the UN) is indeed a key for increasing the number of French speakers. Given the growth of the African continent, the number of Francophones worldwide could rise to between 450 million and 750 million by 2070…

Now more than ever, we must carefully cultivate educational experiences that prepare students to be global citizens. This means fostering cross-cultural understanding, encouraging critical thinking, and ensuring that

students can navigate a world where diplomacy, collaboration, and multilingualism are essential skills.

In my own classroom, I have seen firsthand the power of language to transform students. Through interactive projects, my students don’t just learn French—they experience the world. One of my students, for example, was inspired to pursue a study abroad program in France after discovering the cultural depth of the Francophone world. Another will be studying linguistics at N.C. State in the fall. These experiences empower students to step outside their own perspectives and embrace global citizenship.

But educators can’t do this alone. We need policy changes that support and expand world language programs. We need funding for study abroad opportunities and greater access to immersive learning experiences. We need school leaders to recognize that language proficiency isn’t just an elective—it’s a necessary skill for the 21st century workforce.

Language learning isn’t just about speaking another language—it’s about understanding the world, building bridges, and staying competitive on the global stage. If we don’t act now, we risk leaving our students—and our country—at a disadvantage.

I urge policymakers, educators, and community leaders to prioritize world language education. Let’s give our students the tools they need to succeed in a multilingual, multicultural world. The future of our workforce, our diplomacy, and our global engagement depends on it. Merci beaucoup—thank you for your time!