Annual Report 2023

2023 Annual Report to the Community

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Table of Contents Mission, Vision, Core Commitments........................................................ 5 Board of Education.......................................................................................... 5 CCS by the Numbers....................................................................................... 6 Where We Are Now........................................................................................ 7 Here We Grow.................................................................................................. 8 Points of Pride................................................................................................... 9 Strategic Priorities:........................................................................................11 Priority 1 Student Wellness......................................................................12 Priority 2 Teaching and Learning............................................................16 Priority 3 Diverse Talent Pipeline..........................................................20 Priority 4 Early Learning............................................................................24 Priority 5 Technology Enhanced Learning..........................................28 Priority 6 Community Alignment...........................................................32 Onward...............................................................................................................37 Financial Facts.................................................................................................39

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Who We Are Mission

Board of Education

Empowering students to build their futures.

Vision Inspiring minds, engaging hearts, and shaping futures.

Core Commitments

Denise Adcock

Laura Blackwell Lindsey

Pamela Escobar

Brian Floyd

Keshia Sandidge

Sam Treadaway

We are committed to providing an intentional, relationship-based culture.

We are committed to valuing the whole student and ensuring every student is welcomed and supported.

We are committed to providing access, resources, and opportunity to all students.

We are committed to providing a future-driven educational experience to prepare each graduate with the skills and confidence to change the world.

5

Rob Walter

CCS by the Numbers Student Diversity 41.1%

Property maintained

by CCS 7,000,000+

19.4% Hispanic

Sq. Ft.

White

2,300+ Acres

10.7% Asian

23.0%

0.4%

5.3%

Black

Other

Multi-Racial

School Nutrition Breakfasts served

1,459,975

35,011 Students

Free and ReducedPrice Lunches 44.0%

Lunches served

Employees:

2,801,735

3,701 Full-time

Afterschool Snacks

78,940 240 Buses 26,357 Riders 8,604 Stops 26,967 Miles/day

45 Schools

21 Elementary 9 Middle 8 High 1 K-8 1 Virtual 4,250 gal 3 Early College Fuel per day 2 Alternative 236 Part-time

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A Message from the Superintendent

Where We Are Now Dear CCS family, Our community is thriving. Families and businesses are choosing to call Cabarrus County home at rates that rank us among the fastest-growing areas in North Carolina. Access to high-quality education is a key driver in that economic success. Strong communities and strong schools go hand in hand. Cabarrus County Schools, the eighth largest district in North Carolina, has exceeded the 35,000-student mark for the first time.

This growth is both exciting and challenging. Our school system is diversifying and undergoing an expansion of new demands, innovative ideas, and growth. Over the past year, our decisions have been driven by our strategic plan, Destination 2025. We have worked through year one of implementation of this plan, and we are excited to share our progress with you and expand on our objectives for year two.

We are blessed to be a part of a community where citizens, elected officials, and our schools collaborate and support each other in our rapid growth – ensuring our families have access to sought-after educational programs and first-class facilities that provide a safe environment for learning. The high-quality instruction and support provided by our teachers and staff enable our students to move forward in their education journey, join the military, or move straight into the workforce after graduation.

We understand that future success goes beyond the basics of classroom instruction. We continue our work every day to provide for the individual needs of our students with enhanced programming, character and wellness initiatives, and technologydriven learning tools geared toward educating the whole student. We have a district that can be a national model, setting the standard in public education by offering equitable access, opportunities, resources, and support that enables all students to live up to their full potential. Innovation and creativity are essential to the work we do with our students, and we must continue to ensure that every child can find a path to success.

John J. Kopicki | Superintendent

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Here We Grow Cabarrus County Schools student population grew 21% from 2010 to 2020 and has almost doubled over the last two decades.

The district expects student population growth will continue over the next decade due to local economic growth, a stable birth rate over the last five years, continued new home construction, and the expectation that net migration in North Carolina will be concentrated in major metropolitan statistical areas over the next ten years. In 2023, Fortune magazine ranked Concord as the 20th best place in America to raise a family.

The historical growth has resulted in the construction of ten new schools over the last decade and the district has been in a cycle of realignment of school boundaries every few years to accommodate for this growth.

This year, Cabarrus County Schools is working with Cooperative Strategies, LLC, to develop a long-range, sustainable growth and realignment plan which assesses current school capacity, examines proposed development and current student yields, analyzes proposed capital expenditures in alignment with growth, and engages the community through the process for the realignment of school boundaries. Cooperative Strategies, LLC, will help the district determine the best course of action over the next 10 years while evaluating the many external factors contributing to growth.

We look forward to sharing the products of this work throughout the 2023-24 school year.

EngageWithCCS.com/district-re-alignment 45,000

ted Growth

17% Projec

20,000 15,000

Year

8

4 -3

3 20

33

-3

2

32 20

20

31

-3

1 -3

0 20

30

-3

9

29 20

28

-2

8 20

20

27

-2

7 -2

6

26 20

25

-2

5 20

20

24

-2

4 -2

3

23 20

22

-2

2 20

20

21

-2

1 -2

0

20 20

19

-2

9 20

20

18

-1

8 -1

7 20

17

-1

6

16 20

20

15

-1

5 -1 14 20

13

-1

4

10,000

20

Enrollment

40,983

40,109

39,603

38,966

38,263

37,694

37,044

36,265

35,100

33,427

32,664

33,589

33,007

32,497

31,923

25,000

31,260

30,071

30,709

30,000

owth

Years: 17% Gr

34,684

Previous 10

35,828

35,000

40,533

40,000

Points of Pride Cabarrus County Schools is comprised of a dedicated and talented staff of educators, administrators, and support personnel: Our school system promotes a “Students First” culture with a focus on high-quality instruction tailored to the needs of each student; We offer families a wide range of program choices (45) with options for all students; The school district is committed to the safety of each student, with nurses and school resource officers in each school; and Students have access to a variety of extra-curricular activities.

We are proud of our world language offerings as early as the elementary level and our Career and Technical Education Academies focused on Tourism and Hospitality, Financial Technology, Health Sciences, Aviation and Aerospace, and more.

Supporting students and advocating for each child is a collective effort.

Our educators are dedicated to delivering learning experiences that are tailored to meet the needs of each student. Our workforce of committed educators includes 80% of teachers with five or more years of experience and 34% of our teachers holding advanced degrees.

We take pride in preparing our students for college, career, or the military. In addition to the traditional high school course offerings, we offer students the opportunity to earn college credit by successfully completing Advanced Placement courses.

Over fifty percent of high school graduates earned college credit in 2022-23. The class of 2023 earned $31,689,024 in scholarships. Ninety-seven percent of graduates attend a 2-year or 4-year college, go straight into the workforce, or join the military. In Cabarrus County Schools, we employ a staff who is committed to life-long learning. We are CHAMPIONS FOR ALL STUDENTS!

Of 115 districts in the North Carolina Public School System, Cabarrus County Schools has improved its rank from 35th in 2017-18 to 14th in 2022-23.

2022-2023 2017-2018

#35

115 School Districts

80% of CCS teachers have five or more years of experience.

34% of CCS teachers hold advanced degrees.

97%

50.6%

of graduates earned college credit in 2022-23.

of CCS graduates attend a 2- or 4-year college, go straight into the workforce, or join the military.

The class of 2023 earned

$31,689,024

in scholarships.

Increase of scholarships

$10,788,114

over class of 2022.

48 CTE Pathways 45 School Choice Options 9

#14

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Strategic Priorities: 1 Student Wellness 2 Teaching and Learning 3 Diverse Talent Pipeline 4 Early Learning 5 Technology-Enhanced Learning 6 Community Alignment

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PRIORITY 1

Student Wellness

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Year One Objectives Progress GOAL INITIATIVE

OUTCOME

1.1

Include a student wellness goal in all School Improvement Plans (SIPs).

All schools included a SIP goal addressing student wellness (i.e. social emotional learning or behavior).

1.1

Implement the Positivity Project (P2) program and administer baseline student wellness screener to determine goal effectiveness.

Schools have implemented P2. The Panorama Student Wellness Survey was given to students in grades 3-12 in October 2022 and March 2023.

1.1

Incorporate student wellness screener data into quarterly leveled school team data digs.

There is an intentional plan for the 4th quarter data to be included in the data dig at Summer Leadership Academy (SLA).

1.2

Provide student wellness instructional resources and parent supplemental materials prior to the beginning of the school year.

All P2 leaders were provided with P2 instructional and parent resources prior to the first week of school.

1.2

Approve and implement a sustainable budget for the purchase of student wellness resources (screener).

Title IV is the funding source for the Student Wellness screener.

1.2

Design and implement a strategic expansion budget to add Student Instructional Support Personnel (SISP).

Personnel were not included in this year’s expansion budget request; however, the Student Services team is putting a budget request plan in place.

1.3

Train administrators, teachers, and instructional support staff on our core student wellness program (P2).

Training has been provided for administrators, teachers, and SISP on P2 lessons and resources and the Student Wellness Screener.

Implement a core student wellness program (P2).

A core student wellness program has been implemented that includes the Positivity Project and Student Wellness Screeners, Panorama Student Survey, and the P2 SRIE (teacher administered internal and external behavior screener).

1.3

Design a classroom walk-through tool to evaluate student wellness instruction and fidelity.

The Student Services Leadership team conducted school fidelity checks with administrators, teachers, and students. Additionally, P2 leaders were trained in how to conduct fidelity checks at their schools.

1.3

Ensure the Mental Health (SHLT-003) and Student Wellness Plan are implemented and revised annually in compliance with state mandates.

The Mental Health and Student Wellness Plan is a five year plan submitted to the state. Implementation of the plan is in Year 2 and in process.

1.4

Provide parents and community information regarding the student wellness curriculum weekly using digital tools: i.e. Social Media, Website, Connect Ed, etc.

Principals are responsible for sending out to parents and the community student wellness information using digital tools. P2 character traits are shared in school newsletters and on social media. All student wellness surveys are posted on school websites for parent review.

1.4

Develop a plan for communicating student wellness progress throughout the school year.

The plan is to post progress from fidelity checks for P2 and progress data on CCS Social media.

1.5

Define for all stakeholders how student wellness is a part of the Multi-Tiered System of Supports (MTSS) Framework.

Professional development on how student wellness is part of the MTSS Framework was provided for all administrators, SISP, and MTSS Coaches.

Develop a plan for collecting and analyzing student wellness data for tiered interventions.

We have completed this through meetings with school teams on Panorama data and how to utilize the Playbook. We have also given coaching to P2 Leads on how to use the SRSS-IE data to inform intervention.

Develop a plan to implement Restorative Practices to address subgroup discipline disproportionality.

This plan is currently being developed for implementation.

1.3

1.5 1.5

 Accomplished  In Progress  Not Started

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Year Two Objectives GOAL: Attend to the social, emotional, and mental health needs of all students.

OBJECTIVE 1: Include student wellness

Implement a Positivity Project (P2) fidelity tool to evaluate student wellness instruction.

measures that are aligned to school

Continue to monitor the Mental Health (SHLT003) and Student Wellness Plan and revise annually in compliance with state mandates.

improvement plans, with structures for monitoring progress during the school year.

Continue to include a student wellness goal in all school SIPs.

OBJECTIVE 4: Provide information to students

Continue to utilize the Positivity Project (P2) fidelity program metrics and student wellness survey screener results to determine goal effectiveness.

and families about student wellness.

Communicate student wellness progress throughout the school year on the district student and family support webpage.

OBJECTIVE 2: Allocate resources and align with the vision for student wellness.

OBJECTIVE 5: Implement a comprehensive Multi-Tiered System of Support (MTSS) for

Conduct school safety audits each semester and analyze data to improve safety practices and provide real time training.

supporting and responding to the wellness needs of our students.

Provide practical safety training opportunities and resources for administrators and school safety teams.

Provide training for teachers and support personnel on student wellness/behavior interventions and resources.

Continue to review and allocate funds for student wellness initiatives.

Implement a plan for collecting and analyzing student wellness data for tiered interventions.

Implement restorative practices training for teachers and support personnel to improve outcomes for all students.

OBJECTIVE 3: Implement the student wellness plan with a character development component that promotes a culture of kindness, caring, and belonging where students feel trusted and respected.

Provide mental health and student wellness training for all teachers and support staff to support core and supplemental instruction.

$2.45M

80.4%

180

Project FAST federal grant funding to recruit and retain mental health support staff

Spring 2023 Panorama Survey completion rate

Specialized Instructional Support Personnel

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“Working in Cabarrus County has given me

the fresh start in my career that I needed.

Transitioning into the county and getting to network with new professionals has brought me a reminder that there are so many good people in education. There are a lot of support staff at the school and district level who are here to provide resources and assistance as the teachers work to best educate and support students. Throughout my career, I never would have imagined that I would be chosen to represent a school district as their Teacher of the Year. Over the last few months, I have been able to make connections with other professionals, have important conversations with educational leaders, and advocate for my fellow educators - and that is a rewarding and humbling experience. I hope to be able to continue learning and growing through the rest of the school year to support our fantastic school system!

Carie Fugle 2023 Teacher of the Year

”

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PRIORITY 2

Teaching and Learning

W.R. Odell Elementary named National Blue Ribbon School 2023 W.R. Odell Elementary School has been named an Exemplary High Performing National Blue Ribbon School for 2023 by the U.S. Secretary of Education.

W.R. Odell Elementary is one of only 353 Blue Ribbon schools in the nation and one of only eight schools in North Carolina to earn this distinction.

This is the first time Cabarrus County Schools has had a Blue Ribbon Schools winner since the award began in 1982.

“Congratulations to the staff, students, and families of W.R. Odell Elementary School,” said Cabarrus County Schools Superintendent Dr. John Kopicki. “This award signifies the culture of success at Odell Elementary and the commitment of all those involved in making a positive difference in the lives of each child, every day.”

Photo

According to a press release issued by the U.S. Department of Education, National Blue Ribbon School leaders articulate a vision of excellence and hold everyone to high standards.

They demonstrate effective and innovative teaching and learning, and the schools value and support teachers and staff through meaningful professional learning.

National Blue Ribbon Schools serve as models of effective and innovative school practices for state and district educators and other schools throughout the nation. A National Blue Ribbon School flag gracing a school’s entryway or on a flagpole is a widely recognized symbol of exemplary teaching and learning.

“This is an amazing honor for our school and our community, and we look forward to celebrating with our staff, students, and families over the coming weeks and months,” said W.R. Odell Elementary School Principal Lisa Ober.

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Year One Objectives Progress GOAL INITIATIVE

OUTCOME

Continue to provide high quality professional development around the science of reading, professional learning communities, and lesson study.

Cabarrus County Schools just completed their first cohort of Language Essentials for Teachers of Reading and Spelling (LETRS) training and all certified elementary staff have completed science of reading training.

All elementary and secondary leadership teams have engaged in professional development in lesson study and professional learning communities.

2.1

Define key look-fors of high-quality teaching and learning to develop and implement a district-walkthrough tool.

School leadership have identified high-quality teaching and learning look-fors and are now aligning these practices to develop a districtwalkthrough tool for the 23-24 school year.

2.1

Collect and determine existing practices that increase access to advance academic opportunities for all students.

For the 22-23 school year all comprehensive high schools have engaged in professional development with Equal Opportunities Schools, and CCS has increased enrollment in advanced courses.

2.1

Provide professional development on a continuous cycle of school improvement.

CCS trained 100% of district and school leaders on a district framework for continuous school improvement in the spring of 2023.

2.2

Utilize a system-wide formative and summative assessment system that informs instruction and monitors student mastery of reading and math standards.

Benchmark data has been utilized during quarterly data digs to guide instructional practices.

2.2

Provide professional development and coaching support on data disaggregation protocols that look at multiple metrics to support individual student growth and subgroup proficiency in reading and math.

Each school leadership team engaged in professional development on backwards design and data disaggregation protocols in a train-thetrainer model to support leadership capacity at each school.

2.2

Implement quarterly school cohort data meetings to evaluate student growth in reading and math using multiple data sources (i.e. benchmarks, behavior, SEL, and classroom walkthrough data).

All schools in CCS engaged in quarterly school cohort data meetings by level to review quarterly data to inform school and classroom practices as a part of the comprehensive school improvement model.

Evaluate Program Choice and CTE to increase pathways and access as it relates to equity and access for all students across the district.

In the 22-23 school year, Cabarrus County Schools worked in conjunction with School Leadership Teams to evaluate five Program Choice programs.

CTE continues to work with advisory boards, community members, and schools to support equity and access to programmatic pathways across the district.

2.1

2.3 2.3

Review exceptional children’s (EC) The district MTSS team and impacted schools examined EC subgroup subgroup data and implement action steps data during quarterly data digs and proposed action steps to the school to address disproportionality related to and district discipline teams. discipline.

 Accomplished  In Progress  Not Started

1

3

70,000

Presidential Scholar in CTE

VEX Robotics elementary state championship teams

Individual hours of professional development devoted to the science of reading during the 2022-23 school year

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Year Two Objectives GOAL: Employ a growth model continuum for students. Data analytics, planning, and evidence of learning operate in a feedback loop. CCS will personalize learning for students, increase precision of instruction, and engage students, parents, and caregivers.

OBJECTIVE 1: Nurture the culture of high

66.7%

91.8%

Other

White

Multi-racial 81.0%

83.9%

87.1% Black

Hispanic

97.6% Asian

4 Year Graduation Rates By Demographic

and goal-setting. Equip educators with the resources and skills needed to empower students as active participants and co-authors in their educational journeys.

expectations with each student having access to rigorous core instruction as the norm regardless of race, ethnicity, ability, gender,

Utilize a system-wide formative and summative assessment system through a Multi-Tiered System of Supports (MTSS) that informs instruction and monitors student mastery in the North Carolina Standard Course of Study.

socioeconomics, or other marginalized groups.

Implement district walk-through tool and monitor high expectations and rigorous instruction.

Evaluate district walk-through data to determine curriculum and professional development needs.

Provide school-level instructional leadership teams professional development and coaching support on data disaggregation protocols, through a MTSS, that utilize multiple metrics to support individual student growth and subgroup proficiency.

Develop and implement research-based practices to increase access to advanced academic and artistic opportunities for all students.

Implement ongoing district data disaggregation sessions with school teams to evaluate student growth using multiple data sources (i.e. benchmark, behavior, social emotional screener, and classroom walk-through data).

OBJECTIVE 2: Close gaps in achievement, ensuring access for all students.

Provide professional development opportunities aligned with the school improvement plan to enhance student-centered learning experiences

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OBJECTIVE 3: Identify opportunities for

based learning activities, and the utilization of EdgeFactor.

improvement with educators analyzing

Utilize quantitative data sources to provide programmatic recommendations for Program Choice.

data programatically, racially, and socioeconomically.

Provide professional learning opportunities using research-based practices, aligned to school improvement plan goals, to support the diverse needs of all students.

Utilize quantitative and quantifiable data sources to provide programmatic recommendations for Career and Technical Education Pathways.

Provide staff with professional development and instructional resources for students to make meaningful career development experiences and foster practical connections between their classroom learning and real-world applications.

This includes but is not limited to student career plans, career exploration activities, work-

Assess Program Choice and CTE pathways, considering geographical accessibility to enhance the scope of our evaluation. Develop a comprehensive review and proposal for geographic programmatic offerings, incorporating well-defined pipelines and accessible transportation access points.

K-8 End-of-Grade Analysis Teacher Retention

Cabarrus County Schools’ teacher attrition rate is currently above the state average.

Cabarrus County Schools’ teacher attrition rate is currently above the state average.

Asian Black Black Hispanic Hispanic Multi-racial Other White White Asian Multi Other

Asian Black Black Hispanic Hispanic Multi-racial Other White White Asian Multi Other

Math

84.7%

84.0%

67.9%

56.5%

26

61.2%

95.0%

66.9%

43.1%

53.5%

40.1%

26

43.9%

87.6%

72.4%

56.9%

54.6%

42.6%

44.4%

93.5%

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CHAMPION FOR ALL

OPPORTUNITIES FOR GROWTH (cont.)

Teacher Retention

Cabarrus County Schools’ teacher attrition rate is currently above the state average.

CHAMPION FOR ALL

OPPORTUNITIES FOR GROWTH (cont.)

Teacher Retention CHAMPION FOR ALL

OPPORTUNITIES FOR GROWTH (cont.)

Asian Black Black Hispanic Hispanic Multi-racial Other White White Asian Multi Other

Reading

Science

High School End-of-Course Analysis Teacher Retention

Cabarrus County Schools’ teacher attrition rate is currently above the state average.

Cabarrus County Schools’ teacher attrition rate is currently above the state average.

Math 1

Asian Black Hispanic Multi-racialOther White Asian Black Hispanic Multi Other White

English 2

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69.6%

72.2%

60.4%

37.0%

26

37.5%

90.2%

72.8%

65.0%

64.9%

48.6%

26

50.6%

90.5%

52.7%

90.9%

48.8%

33.3%

35.8%

83.6%

26

Asian Black Hispanic Multi-racialOther White Asian Black Hispanic Multi Other White

CHAMPION FOR ALL

OPPORTUNITIES FOR GROWTH (cont.)

Teacher Retention

Cabarrus County Schools’ teacher attrition rate is currently above the state average.

CHAMPION FOR ALL

OPPORTUNITIES FOR GROWTH (cont.)

Teacher Retention CHAMPION FOR ALL

OPPORTUNITIES FOR GROWTH (cont.)

Asian Black Hispanic Multi-racialOther White Asian Black Hispanic Multi Other White

Biology 1

PRIORITY 3

Diverse Talent Pipeline

“

I have been a proud educator and employee of Cabarrus County Schools for the past ten years.

As a principal, I can think of no better place to work and call “home.” We are fortunate to have such an incredible team of district, school leaders, and parents to collaborate and engage with. Each and every day, the vision is clear: all-in for our kids and it is clearly articulated at all levels. I appreciate the safety-first focus and desire to provide all our CCS students with a sense of belonging, where they can and do achieve anything that they work for. I am confident this sentiment is shared throughout the district! Quite simply, CCS has the most amazing students, staff, and community, which is the reason I have the best job in the world!

Chris Myers 2023 Principal of the Year

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”

Year One Objectives Progress GOAL INITIATIVE

OUTCOME

Review data from 21-22 hiring season to determine diversity and areas for growth; develop a priority list of areas in which to grow.

The Human Resources (HR) team reviewed all data in September 2022 to develop the priority list and recruitment plan. HR carried out the recruitment plan, concentrating primarily on in-state universities and alternatively licensed candidates.

Implement a tiered beginning teacher mentorship program based on school and teacher needs.

A tiered mentoring program was developed and implemented by HR using data to determine schools that fell into three levels of support.

Part-time new teacher support coaches were hired at Tier 3 schools.

Funding was allocated for new teacher support based on their tier.

Begin the first group of Teacher Leader Cohort to include targeted leadership realms.

Revised the core professional growth courses to include an updated creative leadership strategies course. Worked with a team to develop targeted leadership realms to include: (1) National Board Certification cohort; (2) Professional developer cohort; (3) Recruiter cohort; and (4) Advanced Teaching Roles cohort. The first cohort completed the core professional growth courses and selected their leadership cohort.

Seek feedback from employees to develop a retention plan aligned to strategic goals.

The HR team held informal interviews with stakeholders to determine reasons for staying. The HR team utilized data from the CCS Staff Survey for next steps.

Review and revise current job descriptions and screening interview protocols.

A district team that included principals, teachers, and Education Center staff reviewed and redeveloped the teacher interview protocols. These were released to principals on April 1, 2023. The HR team is currently reviewing job descriptions as a part of the Compensation Study.

3.2

Develop a district profile document based on current and projected data about the district and community.

We have built an advisory team for this work. The team met in June/July 2023.

3.3

Review current data collection methods to determine alignment to the strategic goals AND prioritize strengths and areas for growth in data collection methods.

We have built an advisory team for this work. The team met in June/July 2023.

3.3

Review current professional development Professional development has been reviewed and a plan is in place to to determine alignment to strategic goals. align with strategic goals.

3.4

Review current partnerships to determine alignment to strategic goals, including diversity initiatives, and faculty effectiveness and retention.

HR reviewed all current existing partnerships to determine alignment.

HR is part of an advisory team to review partnerships that exist outside of the HR department.

3.4

Based on the review of partnerships, research, and initiate conversations with potential partners, particularly those who can assist in diversifying the talent pool.

The HR department reached agreements with new partners during Summer 2023.

3.1 3.1 3.1 3.1 3.2

 Accomplished  In Progress  Not Started

1,568

591

417

83

Hiring or position change sheets processed by HR

Teachers hired

Classified employees hired

School nutrition employees hired

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Year Two Objectives GOAL: Continue to build a culturally diverse talent pipeline which is essential for student leadership potential and growth.

Teacher Attrition Rates

OBJECTIVE 1: Foster innovative recruitment, retention, mentorship policies, and strategies to

 Cabarrus County  North Carolina

attract and develop a diverse talent pipeline, drawing from both internal and external candidate pools.

Develop a revised recruitment plan to include: (1) recent graduates; (2) second career professionals; (3) international faculty; and (4) adjunct faculty.

OBJECTIVE 3: Support continual growth by monitoring data, collecting feedback from

Review beginning teacher retention data to evaluate the effectiveness of the tiered mentorship program; and revise the plan.

staff, and intentionally developing professional learning designed to create a culture of belonging.

Collect and review data to evaluate the effectiveness of the Teacher Leader Cohort and revise the plan.

Develop data collection methods aligned to the strategic goals.

Implement the Career Ladders plan to increase leadership opportunities and provide pathways for professional growth for teachers and administrators.

OBJECTIVE 4: Collaborate with local universities and institutions on articulated goals and strategies for educator talent, eliminating

Review data related to classified staff attrition to develop priorities for retention and recruitment.

barriers for all potential educators.

Create, revise, and continue partnerships that positively impact recruitment, retention, and effectiveness rates; eliminate partnerships that do not provide positive impact.

OBJECTIVE 2: Ensure job postings and interview protocols have been systematized to support the vision and goals.

Develop a mentorship program to support a diversified faculty.

Train administrators on the use of revised screening protocols and implement protocols.

Implement use of district and community profile document.

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CCS Inks Pathway Partnership with Western Governors University In May, Superintendent John Kopicki, Ed.D., and Western Governors University (WGU) North Carolina Chancellor Ben Coulter, Ed.D., formally signed a partnership agreement for the accredited online university to provide flexible, personalized learning pathways for CCS staff who wish to pursue bachelor’s or master’s degrees through the university. WGU North Carolina is the state affiliate of nonprofit Western Governors University.

to CCS employees to ensure an understanding of the educational opportunities at WGU. “We’re excited to partner with Western Governors University and open a pathway for our current employees to extend their education,” said Dr. Kopicki. “Our school system values lifelong learning, and we commend Dr. Coulter and his staff at WGU North Carolina for allowing our employees to further their education at their own pace and in an affordable manner. We look forward to a long partnership and are excited about the opportunities for advancing the education of our teachers and staff through WGU North Carolina.”

CCS staff can also apply for WGU’s K-12 Partner Scholarships, valued at up to $2,500. WGU will provide webinar training, and print and digital materials

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PRIORITY 4

Early Learning

24

Year One Objectives Progress GOAL INITIATIVE

OUTCOME

Continue to build from the existing partnerships and advisory boards that exist within the community.

Throughout the course of the year, CCS has worked diligently to foster new and existing partnerships to promote early childhood education throughout the community including, but not limited to, serving on the NC Pre-K Committee.

4.1

Partner with Cabarrus County to align strategic planning goals to cast a vision for the future of early childhood education in Cabarrus County Schools.

Served on the Early Childhood Task Force Advisory Board to develop a mission and plan for how Cabarrus County will support young children and families. This work is ongoing.

4.1

Systematically document outreach activities to provide a comprehensive outreach plan.

Provided systematic documentation on early childhood best practices, including the North Carolina Early Learning Inventory (NCELI) tools to support with the home-to-school connection.

Continue to build partnerships and provide training for a variety of stakeholders throughout the community.

CCS preschool staff have worked with the Cabarrus Partnership for Children, UNCC, Catawba College, Central Piedmont Community College, and Stanly Community College to host observations and clinical field experiences. CCS Pre-K staff have partnered with Atrium Health to provide a clinical site experience for physicians in the residency program.

CCS Pre-K offers job site opportunities for the Occupational Course of Study program, as well as a site for service hours for students.

4.2

Document the multiple educational programs and training opportunities in a systematic way.

One hundred CCS staff were trained on NCELI. Play-based kindergarten professional development was implemented as a pilot this year and will continue in the 23-24 school year.

4.2

Provide professional development on the early learning assessment platform, playbased learning, and science of reading research.

In August of 2022, we designed a professional development (PD) plan to ensure 100% of teachers in Pre-K through 2nd grade received PD in early learning, play-based learning, and science of reading research. This plan was completed in June of 2023.

4.3

Include early learning on the CCS 2022-2023 legislative agenda.

CCS proposed funding for additional Pre-K classrooms as part of the NC Legislative Agenda in March 2023.

4.3

Continue to advocate in all forums for the need to expand and prioritize early learning funding and to expand opportunities for early childhood education across the district.

There was $341,100 approved in the 22-23 budget for play-based learning expenses. There were four pilot classrooms in four schools in 22-23. Ten staff members have been trained in play-based learning.

4.3

Pilot play-based model of instruction for kindergarten to support with high quality learning experiences for all students based on early learning standards.

There were four pilot classrooms in four schools this year. Ten staff members have been trained in play-based learning. That number will expand to 59 classrooms in nine schools in 23-24.

The NCELI report was used as the parent report card communication tool in 22-23.

4.3

Implement the North Carolina Early Learning Inventory Report as the kindergarten parent report card communication tool for the 22-23 school year, to support with the prioritization of early learning standards.

4.3

Continue to build upon the comprehensive pre-kindergarten and kindergarten standards and curriculum.

Throughout the course of the 22-23 school year, CCS has continued to revise and implement curriculum resources to address social and emotional learning, phonics, phonemic awareness, and writing.

4.1

4.2

 Accomplished  In Progress  Not Started

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Year Two Objectives GOAL: Provide access to high quality early learning to prepare students in their K-12 educational journey. Early learning standards will be part of the overall district curriculum plan and are closely articulated in the K-12 system.

OBJECTIVE 1: Support and work with early

OBJECTIVE 3: Assess both early students’

learning program providers in the community

progress and program effectiveness ongoing.

and engage in extensive outreach with

Develop opportunities to expand preschool programming to elementary schools across the district.

caregivers on the importance of early learning on lifetime learning ability.

Advocate locally and at the state-level for financial, operational, programmatic, and legislative needs to make early learning opportunities more accessible for ALL students.

Address outreach opportunities to replicate successful early learning practices and address gaps in outreach within the community.

Solicit parent and school feedback to determine professional development and resource needs for our early learners.

Expand upon the play-based model of instruction for all kindergarten students.

Provide professional development on utilizing data from pre-kindergarten and kindergarten to improve vertical alignment and support related to early learning standards and the progression of foundations for early learning.

OBJECTIVE 2: Provide professional learning for all programs, public and/or private that support quality and continuous improvement of early learners.

Review early learning data sources to determine professional development needs as a continuous cycle of improvement.

Partner with early childhood agencies and providers across the country to provide resources and professional development opportunities.

$341,000

100

Budgeted for furniture, supplies, and materials to implement play-based learning

CCS staff members trained in the N.C. Early Learning Inventory

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2022-2023 Preschool Enrollment Research supports that the earlier students begin education, the better they will perform in all academic areas, and the more likely they will be to graduate high school.

2329 Kindergarten students enrolled 314 Students in Pre-K

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PRIORITY 5

Technology Enhanced Learning

Photo

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Year One Objectives Progress GOAL INITIATIVE

OUTCOME

5.1

Conduct a comprehensive review of district digital learning resources to analyze utilization, strengths, and weaknesses.

Technology is currently using Clever Data Analytics and individual program reports to assess use and utilzation. CCS staff meet regularly to discuss digital learning resources (i.e. budget, use, implementation, etc.).

5.1

Develop a plan to research, test, and pilot digital tools and resources based on the comprehensive review.

Technology and Curriculum & Instruction staff work closely on both new and existing digital tools.

Conduct needs assessment based on NC Digital Learning Standards to determine focus for staff professional development.

All principals and Instruction Technology Facilitators (ITFs) were surveyed in 22-23 on NC Digital Learnng Resources. ITFs and Tech Department leadership use the standards to drive monthly meetings and PD at the district and school level.

In 22-23, a teaching and coaching model was designed and implemented in all schools.

5.2

Develop a teacher coaching model led by school-based Instructional Technology Facilitators (ITFs) to develop district and school-based support plans to ensure all teachers have the skills needed to deliver technology-rich learning experiences for students.

5.2

Provide ongoing teacher and staff professional learning on use of digital tools and resources.

The Technology Department provides ongoing PD which is developed in-house and/or pulled from product and vendor trainings.

Research external options for review and audit of technology infrastructure.

Technology staff researched multiple options. CCS is working with the Microelectronics Center of North Carolina (MCNC) as a preferred vendor.

5.2

Design a phased system for replacement and upgrade of hardware and software systems; communicate standardization procedures.

Utilizing ERate and local funds, CCS Technology has established phased replacement of hardware and software systems. In 22-23, CCS has installed switch and access point replacements for ten schools.

5.3

Continue phased replacement and upgrades of hardware and software systems.

Phased replacements of hardware and software systems have continued in 22-23.

5.3

Develop processes and procedures to ensure standardization of installation and maintenance of technology devices and infrastructure.

CCS Technology has an internal Microsoft OneNote file that hosts all of our processes and procedures for installation and maintenance. This file is accessible and utilized by all technology technicians.

5.4

Research affordable and reliable internet options for CCS students and families.

Hotspot connectivity is available for students without home internet.

Affordable home internet is available through local providers.

5.4

Research and test student devices that support 21st Century technologyenhanced learning.

CCS Technology staff researched and tested student devices in 2223 and are preparing to make a recommendation for student device replacement in 24-25.

5.4

Develop and implement a plan to provide student devices that support 21st Century technology-enhanced learning.

All CCS students are assigned a device to use for learning at home and school.

5.2

5.2

 Accomplished  In Progress  Not Started

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Year Two Objectives GOAL: Transform student learning through the selection of high-quality digital learning resources aligned with standards to assist our teachers in creating authentic learning experiences.

OBJECTIVE 1: Provide effective and aligned

OBJECTIVE 3: Maintain a comprehensive

digital resources for teachers and students.

implementation plan for building, evaluating, and sustaining technology infrastructure to

Implement district digital learning resources plan from comprehensive review.

support learning and provide technical support.

Implement plan to purchase tools and resources based on the comprehensive review.

Conduct external audit of CCS technology infrastructure and develop a plan to implement changes based on findings.

OBJECTIVE 2: Provide professional learning on

Implement a system for replacement and upgrade of hardware and software systems.

the use of digital tools to ensure all educators

Communicate standardization procedures.

have capacity and propensity to use digital tools appropriately.

OBJECTIVE 4: Ensure equitable access to

Implement teacher coaching model led by school-based Instructional Technology Facilitators.

reliable internet connectivity, digital devices,

Monitor and evaluate implementation and impact of teacher coaching model.

Communicate affordable and reliable internet options for CCS students and families.

Monitor and evaluate teacher implementation of NC Digital Learning Standards.

Evaluate plan to provide student devices that support 21st century technology-enhanced learning.

and systems to support learning for all students.

60,000,000

50,623

99.86%

Emails sent and received annually

Student Devices

Network Up Time

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PRIORITY 6

Community Alignment CCS teams with Cabarrus Chamber for C4 Day In March, high school juniors and seniors in Cabarrus County Schools had the opportunity to participate in Cabarrus County Career Connections Day (C4 Day), a career fair and business expo.

The Cabarrus Regional Chamber of Commerce partnered with Cabarrus County Schools, Cabarrus County Education Foundation, Cabarrus County EDC, Cabarrus College of Health Sciences, Kannapolis City Schools, Kannapolis Education Foundation, NC Works Career Center, and RowanCabarrus Community College to host C4 Day. All Cabarrus County businesses were invited to participate. Businesses were encouraged to introduce students and adults to possible career fields by sharing hands-on experiences about career opportunities, recruit for open positions, help students and adults learn about alternative paths for achieving necessary career education through community schools, trade schools, and other post-secondary learning opportunities.

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Year One Objectives Progress GOAL INITIATIVE 6.1

6.1

OUTCOME

Establish goals and objectives to expand community partners and programs in order to increase student and family access to Cabarrus County community assets.

Goals and objectives were established to increase community engagement and access to information, a community tab was added to the district website, facilty-rental agreements were moved to a more prominent location on the webpage, and Engagewithccs.com was added to increase community input and engagement. A formal communication plan is being developed.

Investigate potential community partnership opportunities to design schools as community hubs of activity.

We are working with the Cabarrus County Health Alliance to explore adding site services at our schools to allow families to have easier access to health services. We continue to work with Cabarrus County Parks and Healthful Living to share facilities. We continue to partner with the Cabarrus Visitors Bureau to make our school facilities an economic impact for the county.

6.1

Evaluate current communication practices We have conducted a winter communications survey and used parent so parents/ guardians have access to satisfaction survey data to drive decision making, including a new information as needed. engagement platform, a new messaging system, and a newly redesigned website.

6.2

Conduct annual CCS Engagement and Satisfaction survey; use data for district and school continuous improvement.

The survey was conducted in May 2023.

6.2

Implement Superintendent Realignment Focus groups.

These focus group meetings were planned as part of the realignment and are scheduled for fall 2023. Focus groups will be led by Cooperative Strategies, LLC.

6.2

Implement Parent-Community meetings to share information and solicit feedback.

These meetings were completed in April and May 2023.

6.3

Partner with the Chamber of Commerce on leadership opportunities in the community.

In partnership with the Cabarrus Chamber, CCS added a parent career fair to C4 Career Day as well as partnered with the Chamber on a new career-based curriculum for middle and high school students called “Edge Factor.”

6.3

Continue to support board committee meetings (Student and Community Engagement and Literature and Supplemental Review).

In 22-23, all meetings were implemented, supported, and documented

by CCS staff.

 Accomplished  In Progress  Not Started

90%

93%

$865,387

Parents surveyed agree that Cabarrus County Schools communicates well with families

Parents surveyed agree the information shared by CCS is clear and easy to understand

Local special Fund 8 grant funding received

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Year Two Objectives GOAL: Engage families, communities, and business leaders with educators ensuring access to a robust, multi-tiered system of support for children, and ensuring that the community is actively engaged and invested in future-driven education.

OBJECTIVE 1: Engage in authentic family

OBJECTIVE 3: Include community partners

and community partnerships, so families and

in working teams focused on specific issues

community members recognize the school as a

identified in the needs and assets assessments.

hub of learning that includes diverse voices and

Create partnerships in the CCS Business Advisory Council and Cabarrus Chamber of Commerce.

multiple perspectives.

Continue to develop and increase the number of community partnerships for students and parents to have access to Cabarrus County community assets.

Enhance communication tools with parents.

Continue to develop a strong partnership with Cabarrus County government officials and all CCS stakeholders to research and make informed decisions on CCS redistricting needs.

OBJECTIVE 2: Incorporate the assets and

Collaborate and partner with Cabarrus County officials on the 24-25 CCS budget process and 10-year facilities master plan.

needs of school, family, and community

Support and continue to provide communication to stakeholders as part of the district’s longrange realignment study.

in district and school improvement plans, conducting assessments of the school, students, families, and neighboring community regularly.

Continue to develop strong relationships with state and county officials to review and advocate for teacher pay and annual supplement.

Conduct annual Engagement and Satisfaction surveys and use data for district and school improvement plans.

Continue implementing Superintendent Community Connection Focus Groups in schools during 23-24.

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Onward Destination 2025 is our road map to the future for the students and families of Cabarrus County Schools. We are thankful for the many voices who contributed to our strategic plan and in doing so have shown their commitment to be a part of the journey.

Stakeholder input, planning, and design are evident in Destination 2025 and includes: A renewed vision for student success; A framework for academic and departmental goals and objectives; An expectation of excellence for students and staff; A commitment to community engagement; and Measurable outcomes.

We look forward to our work together in year two of Destination 2025 as we continue our path towards becoming the best school district in the nation.

@CabCoSchools Contact us at cabcoschools@cabarrus.k12.nc.us

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Financial Facts Funding Sources

For the school year 2021-2022

School Nutrition $23,206,342 5.5%

Kids: Plus $5,731,994 1.4%

Special Revenues $11,372,688 2.7%

State $230,265,848 54.8%

Capital Outlay $33,443,265 8.0% Federal $36,200,166 8.6% Local $79,841,912 19.0%

Expenditures For the school year 2021-2022

System-wide Support Services $103,412,138 25.3%

School Nutrition Services $14,563,632 Child Care Services 3.6% $1,717,085 0.4% Others $11,543,531 2.8%

Instructional Support $276,885,815 67.9%

Salaries and Benefits $307,610,794 75.4% of total expenditures 0

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100

CABARRUS.K12.NC.US