Lisa Allred

The document outlines Wake County Public Schools' strategic initiatives by detailing its legislative agenda for the upcoming short session, focusing on priorities such as increasing teacher compensation, modernizing special education funding, and advocating for public school funding over private school vouchers. It also presents the public engagement plan for the 2027-2028 enrollment process, emphasizing community feedback and alignment with goals for student achievement, stability, proximity, and operational efficiency. Furthermore, the plan addresses the Ligan Magnet Middle School project, reviewing options for its future while ensuring the school's legacy is honored and facility needs are met.

The meeting commenced with the approval of the November 18th, 2025 meeting minutes. Key discussion topics focused on student well-being and behavioral health, including discipline practices, seclusion, and restraint. The framework for behavioral health was defined, emphasizing restorative practices, schoolwide expectations, social emotional learning, tiered behavioral resources, and classroom management as foundational pillars. The committee reviewed the summary discipline data for 2024-2025, noting that approximately 96% of students never experienced an out-of-school suspension, but highlighted disproportionality concerning African-American students in suspension statistics. Definitions for short-term, long-term, and other exclusionary/disciplinary reassignments were clarified.

The meeting commenced with establishing a quorum and observing the Pledge of Allegiance. A key procedural item involved amending the agenda, specifically removing policy 6220, which required a roll call vote for adoption of the amended agenda. An information item featured the announcement that Molly Todd, an Extended Content Standards teacher at Panther Creek High School, was selected as a finalist for the ENCAT 2026 Burroughs Welcome Fund North Carolina Beginning Teacher of the Year Award. Public comments included a student advocating for increased entrepreneurship education (such as the ICE House curriculum) and better AI literacy training for teachers. Another public comment addressed concerns regarding the suspension of a nonverbal, Level 3 autistic four-year-old student and questioned the suspension process. A final speaker expressed dissatisfaction with the administrative handling of a bus incident, questioning the reliance on a bus driver's late written statement over on-board camera evidence regarding student safety.

The policy meeting addressed revisions to Policy 6560, Disposal of Surplus Property. Discussions focused on migrating the policy to a new manual using the School Board Association's model as a base, specifically addressing the threshold of $30,000 for personal property. A significant debate occurred regarding the requirement for a semi-annual report to the Board of Education; it was ultimately decided to amend the requirement to an annual report to enhance transparency while mitigating the risk of accidental non-compliance. Board members also discussed whether the annual report should include detailed transaction specifics versus a summary, ultimately deferring the exact format to staff, contingent on receiving the first annual report. Following this, the committee introduced Policy 6327 concerning students walking to and from school, which followed up on research requested during the June 20th session.

The meeting involved the approval of the agenda, followed by a presentation by the Director of Counseling and Student Services regarding the 'Pierce Spotlight on Students' segment. This segment recognized numerous students for outstanding achievements, academic excellence, leadership qualities, perseverance, compassion, and positive behavior. Specific topics included honoring students for growth in academics, demonstrating mastery in subjects, leadership roles, helping peers, improving reading comprehension, and exhibiting high moral character and kindness.