2024 Annual Report to the Community by cabcoschools

2024 Annual Report to the Community

Cabarrus County Schools is committed to providing a future-driven educational experience to prepare each graduate with the skills and confidence to change the world.

Who We Are Mission

Empowering students to build their futures.

Vision

Inspiring minds, engaging hearts, and shaping futures.

Core Commitments

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.

Board of Education

Denise Adcock

Laura Blackwell Lindsey

Brian Floyd

Pamela Escobar

Keshia Sandidge Sam Treadaway Rob Walter

8th Largest School District in North Carolina

35,266 Students

15%

Growth Since 2014

44 Schools

1:1 Device to Student Ratio

12,564 Career & Technical Education Students

2,711 Graduates

4,500

72% Secondary Students Enrolled in Advanced Courses

A Message from the Superintendent

Stronger Together

Dear Cabarrus County Community,

Cabarrus County Schools serves as a cornerstone of economic vitality in our region. As families and businesses continue to move to Cabarrus County, drawn by the promise of growth and opportunity, our schools stand as beacons of excellence, attracting newcomers and those seeking a place to work and raise their family. Our commitment to providing high-quality education not only prepares our students for future success, but also contributes to the overall economic prosperity of our community. Strong schools attract talented professionals, drive innovation, and create a robust workforce ready to tackle the challenges of tomorrow.

Cabarrus County Schools plays a pivotal role in nurturing the growth and achievement of all students. With a focus on academic excellence, character development, and holistic well-being, our schools provide a nurturing environment where every child can thrive and reach their full potential. From innovative teaching methods to personalized learning initiatives, we strive to meet the diverse needs of all our students, ensuring that each one receives the support and guidance they need to succeed.

Our commitment to student growth and achievement extends far beyond the confines of the classroom. Through extracurricular activities, community partnerships, and service-learning opportunities, we empower our students to become engaged citizens and compassionate leaders in our community. Whether it’s through athletic competitions, artistic endeavors, or community service projects, our students are equipped with the skills, knowledge, and values necessary to make a positive impact in the world around them.

As we celebrate the strength and success of Cabarrus County Schools, let us reaffirm our commitment to supporting and investing in the future of our students. Together, we can ensure that every child receives the education and opportunities they deserve, laying the foundation for a brighter tomorrow for generations to come.

Thank you for your unwavering support and dedication to the students of Cabarrus County Schools. Together, we will continue to build a community where every child can thrive and succeed. As we embark on this new school year, let us continue to champion the values of collaboration, excellence, and inclusivity that define our community. Together, let us pave the way for a future where every child can find their path to success.

Stay well,

John J. Kopicki | Superintendent

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 2,100 highly qualified teachers and 221 with National Board Certification, which is one of the highest rates of National Board Certified Teachers in the state of North Carolina.

We take pride in preparing our students for college, career, or the military. In addition to traditional high school course offerings, we offer students the opportunity to earn college credit by successfully completing Advanced Placement courses. Nearly fifty percent of high school graduates earned college credit in 2023-24. The class of 2024 earned $36,044,047 in scholarships. Ninety-eight 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 disticts in the North Carolina Public School System, Cabarrus County Schools has improved its rank from 35th in 2017-18 to 15th in 2023-24.

115 School Districts #15 #35 2023-2024

2017-2018

2,100 221

48.3% of CCS graduates earned college credit in 2023-24. The class of 2024 earned in scholarships. Increase of scholarships year over year. highly qualified teachers.

98% of CCS graduates attend a 2- or 4-year college, go straight into the workforce, or join the military.

$4,355,023 $36,044,047

National Board Certified teachers. CTE pathways.

Program Choice options.

Points of Pride

STAGE CHAMPIONS

CCHS’ Pippin wins Blumey for Best Musical

Central Cabarrus High School’s theatre students captured the Tier 1 Bank of America Best Musical Award for their production of Pippin during the eleventh annual Blumey Awards. Central Cabarrus Theatre is directed by Drew Coley.

WHES is excellent again

Weddington Hills Elementary School was again named a Magnet School of Excellence in 2024.

WORLD CHAMPIONS

In 2024, Cabarrus County Schools' graduation rate climbed to 90.6% from 88.9% in 2023.

93 Associates Degrees

Graduates of Cabarrus County Schools' Class of 2024 earned 93 Associates Degrees from RowanCabarrus Community College while attending our Early Colleges or traditional high schools through the Career & College Promise program.

#1

In 2023, Cabarrus County Schools was voted as the “Best Place to Work in Cabarrus County” by readers of the Concord-Kannapolis Independent Tribune

HRES is a VEX World Innovate Champion

Team 9464C from Hickory Ridge Elementary School won the Innovate Award at the VEX Robotics World Championships in Dallas, TX. This is the first world championship in VEX competition for Cabarrus County Schools.

STATE CHAMPIONS

Vikings win second straight state hoops championship

The Central Cabarrus Vikings won their second straight -- and third overall -- 3A Men’s Basketball State Championship in 2024. The Vikings current 65 game winning streak is the longest active streak in the nation. This is the sixth time since 2016 that a Cabarrus County School has won a state men’s basketball championship: J.M. Robinson (2016, 2022), Cox Mill (2017, 2018), and Central Cabarrus (2023, 2024).

A first for N.C.

Cabarrus County Schools was awarded the Trusted Learning Environment (TLE) Seal by the Consortium for School Networking (CoSN). This prestigious national recognition is awarded to school districts that implement rigorous privacy policies and practices to help protect student information. Cabarrus County Schools is the first North Carolina school district to win the full TLE seal from CoSN.

REGIONAL CHAMPION

MPMS' Miller is third straight CTE regional teacher of the year for CCS

For the third straight year, Cabarrus County Schools is home to the Southwest Regional Career & Technology Educator of the Year. Ashleigh Miller, a CTE Agriculture teacher at Mount Pleasant Middle School is the award winner for 2024. She joins Brittany Childers (Drafting, 2023) and Patricia McTigue (Marketing, 2022) as winners of this statewide recognition.

GLOBAL IMPACT

HEWMS' Nichols selected to global cohort

Jennifer Nichols, a teacher at Harold Winkler Middle School, was selected as one of only 24 teachers from across the United States to join the Teachers Collaborating Across Borders (TCAB) 2024-2025 Cohort.

Cabarrus County Schools continues to impact the local economy with 52 career pathways in Career & Technical Education including Trades, Dental Assisting, Pharmacy Tech, Athletic Sports Training, Nursing Fundamentals, Veterinary Science, Public Safety, Hospitality and Tourism, and many more.

In 2024, 72 Cabarrus County Schools' students earned International Baccalaureate Diplomas.

93%

This year, 93% of Cabarrus County Schools' staff agreed their school is a good place to work and learn, which is an improvement from 85% in 2022.

NATIONAL NOTICE

HRMS' Buluso reaches quarterfinals of National Spelling Bee

Harris Road Middle School student Phaneendra Bulusu won his second straight CCS Spelling Bee and finished second in the Carolina Panthers Regional Spelling Bee for North Carolina. Phaneendra competed in the Scripps National Spelling Bee in Washington D.C. where he reached the national quarterfinals.

LOCAL PARTNERS

CCS partners with county and CVB on state-of-theart track at JMRHS

Cabarrus County Schools continued its ongoing relationship with local government organizations by partnering with the Cabarrus Visitors Bureau and Cabarrus County government to install a state-of-the-art Mondo track at J.M. Robinson High School.

Cabarrus County Schools is committed to providing access, resources, and opportunity to all students.

Cabarrus County Schools is committed to providing an intentional, relationship-based culture.

1.1

1.2

1.3

1.4

1.5

Year Two Objectives Progress

Continue to include a student wellness goal in all school School Improvement Plans (SIP).

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

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

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

Continue to review and allocate funds for student wellness initiatives.

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

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

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

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

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

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.

$1,149,978

All schools had a Student Wellness goal in their SIP.

Fidelity program metrics and the Student Wellness Survey results indicated strong implementation of the Positivity Project.

School safety audit results were used to provide training for all administrators at select principal and assistant principal meetings.

Resources and safety trainings were provided.

District funding sources for student wellness initiatives are reviewed annually.

Training was offered for all teachers and support staff on core wellness initiatives.

Student Services personnel conducted semester fidelity checks of P2 implementation across all school levels.

The Mental Health (SHLT-003) and Student Wellness Plan was reviewed and revised and submitted to the state.

Student wellness survey results were reported quarterly on the Cabarrus County Schools Panorama and Student Wellness website.

Reconnect Training was provided for teachers and support personnel at select schools throughout the school year.

Training was provided for school Panorama leads and principals on how to analyze student wellness survey data for tiered interventions.

Restorative practices training was offered for support personnel including counselors and In-School-Suspension coordinators.

Accomplished Not Started In-Progress

Grant funding received from the NC Center for Safer Schools

143 Hours of professional development devoted to specialized instructional support personnel

100% Safety audits completed at all 45 CCS schools

Year Three Objectives

Year Three Objectives GOAL:

Attend to the social, emotional, and mental health needs of all students.

OBJECTIVE 1: Include student wellness measures that are aligned to school improvement plans with structures for monitoring progress during the school year.

■ Evaluate the success of the Student Wellness Goal in school improvement plans and support schools with next steps.

■ Evaluate current district data collection tool (MH database, Panorama, P2 fidelity check) to determine effectiveness for users and reporting.

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

■ Use safety audit data to determine school needs and provide coaching to administrators for targeted support.

■ Continue to provide practical safety training opportunities and resources for administrators and school safety teams.

■ Continue to review and evaluate resources to determine effectiveness of selected student wellness program(s).

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.

■ Continue to provide mental health and student wellness training for all CCS teachers and support staff (new to system) to support core and supplemental instruction.

■ Continue to implement a core student wellness curriculum (Positivity Project) and conduct fidelity checks each semester.

■ Continue to monitor the CCS Mental Health (SHLT-003) and student wellness plan; revise annually in compliance with state mandates.

OBJECTIVE 4: Provide information to students and families about student wellness.

■ Provide parents opportunities to learn strategies to support their child’s social emotional growth.

■ Utilize Parent Square, school newsletters, and social media to share student wellness information with families.

OBJECTIVE 5: Implement a comprehensive MultiTiered System of Support (MTSS) for supporting and responding to the wellness needs of our students.

■ Develop a Student Wellness/Behavior intervention Resource Guide for teachers and support personnel.

■ Implement a core behavior support framework (CBS) district wide.

■ Continue to implement restorative practices training for teachers and support personnel.

■ Provide support for schools in evaluating the effectiveness of interventions focusing on the whole child (academics, behavior, student wellness and attendance data).

Panorama Survey Completion Rate

Year Two Objectives Progress

GOAL INITIATIVE OUTCOME

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

2.1

2.2

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

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

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

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.

Cabarrus County School's (CCS) Design Team created and implemented our district walk-through tool this school year. Leaders and teachers were provided with all core tenets and look-fors that should be evident in every CCS classroom.

Data dashboards have been created for each school and the district to monitor and evaluate walk-through data trends that are used to provide professional development and support to schools.

Professional development has been provided to enhance collaborative planning of teachers in Performance Learning Communities Plus (PLC +). Schools have a variety of course offerings to enhance learning in advanced coursework and the arts.

Professional development has been provided to schools based on their School Improvement Plan and goals.

A district assessment calendar has been created with scheduled district data digs for schools to analyze data and create action plans based on school needs that support individual students.

2.2

Provide school-level instructional leadership teams professional development and coaching support on data disaggregation protocols.

Implement ongoing district data disaggregation sessions with school teams to evaluate student growth using multiple data sources.

2.3

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

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 realworld applications.

District data digs have provided schools opportunities to analyze their data and create instructional action plans. MTSS has provided guidance to support students through an MTSS framework.

District data digs have occurred after each benchmark cycle to provide schools an opportunity to analyze data.

CCS offered training focused on research-based practices that support school goals and meet the diverse needs of all students. Topics included small group instruction, literacy, culturally responsive teaching, and effective professional learning communities to help educators create high-quality learning experiences and improve student outcomes.

Career and Technical Education (CTE) teamed up with Student Services to support career development. CCS held events to promote career pathways, academies, and program options. Partnering with the Cabarrus County Chamber of Commerce and local businesses, CCS hosted a High School Career Day to help undecided seniors plan for the future and show underclassmen how their learning connects to local job opportunities.

2.3

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

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

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.

Program Choice completed programmatic recommendations for the following programmatic themes: Dual Language, Balanced Calender, and the Virtual Academy.

CTE completed a comprehensive local needs assessment to define programmatic goals and opportunities in Cabarrus County. A review of Economic Development Commission data, along with various data collection methods from a wide variety of stakeholders (parents, administrators, business partners, etc), helped guide the work.

An expansion of Nursing Fundamentals programs at select high schools occurred during 2023-24, with additional plans for expansion for 2024-25.

Year Three Objectives

GOAL:

Employ a growth model continuum for students. Data analytics, planning, and evidence of learning operate in a feedback loop. Cabarrus County Schools will personalize learning for students, increase precision of instruction, and engage students, parents, and caregivers.

OBJECTIVE 1: Nurture the culture of high expectations with each student having access to rigorous core instruction as the norm regardless of race, ethnicity, ability, gender, socioeconomics, or other marginalized groups.

■ Continue to expand, evaluate, and enhance initiatives that increase access to advanced academic, artistic, and post-secondary opportunities for all students.

■ Use data collected from the CCS District Walkthrough tool for reflection, evaluation, and improvement of rigorous core instruction and high expectations across classrooms.

■ Provide professional learning opportunities on the four core tenets of teaching and learning for administrators, teachers, and staff.

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

■ Analyze and use subgroup data in order to identify district and school goals and professional development needs and resources in order to increase proficiency and growth.

■ Evaluate the effectiveness of district-wide formative and summative assessment systems that inform instruction and monitor student mastery of reading, math, and science standards through a multi-tiered system of supports.

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

■ Refine quarterly data digs with school teams to evaluate student growth in reading, math, and science as well as other curriculum using multiple data sources (benchmark, behavior, Social Emotion Learning, AAPPL (Dual Language), and classroom walk-through data).

OBJECTIVE 3: Improve and revise programmatic opportunities through a data evaluation process.

■ Review and revise the equitable and inclusive nature of intervention and/or acceleration of student learning based on personalized plans.

■ Utilize data sources to provide programmatic recommendations for Program Choice, Fine Arts, and Career and Technical Education Pathways.

■ Determine if varied pathways for intervention and/or acceleration of student learning based on personalized plans that are equitable and inclusive; if not, revise.

■ Monitor exceptional children’s subgroup data and implement action to address disproportionality related to discipline.

■ Evaluate Program Choice and Career and Technical Education pathways and access as it relates to equity and access for all students across the district.

32,564 Classroom walk-throughs

3,050 Teachers reached through district professional development

K-8 End-of-Grade Analysis

High School End-of-Course Analysis

Math 1

4-Year Graduation Rate by Demographic

Year Two Objectives Progress

GOAL INITIATIVE OUTCOME

3.1

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

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

3.1

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

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

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

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

3.2

3.3

3.4

Implement use of district and community profile document.

Develop data collection methods aligned to the strategic goals.

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

3.4

Develop a mentorship program to support a diversified faculty.

1,000+ Hiring sheets processed by HR

40 College and University recruiting trips by HR staff

The HR recruitment team participated in events at colleges and universities, career fairs, interviewed international candidates, and mined the candidate pool for mid-career applicants. The team initiated a specific focus on building relationships with HBCUs.

The Beginning Teacher Support team reviewed retention data, BT survey data, mentor survey data, and conducted 1 on 1 interviews to evaluate the retention plan.

The Teacher Leadership team evaluated survey data, focus group feedback, and conducted 1 on 1 interviews to develop a new Teacher Leadership Series to replace an outdated Teacher Leader Cohort. This resulted in over 200 teacher leaders participating in voluntary professional development.

The Career Ladders team implemented the plan presented to the Board of Education to include: Advanced Teaching Roles; Aspiring Principal Cohort; Assistant Principal Leadership Groups; New Principal Support Cohort; and Beginning Teacher Professional Development.

The HR team reviewed exit survey data and met with departments to develop priorities for professional growth. The HR and Finance departments completed the salary study and new salary scale proposal, which was included in the BOE’s budget request

A team of district leaders, principals, assistant principals, and teacher leaders developed a new teacher interview protocol. In addition the advanced teaching roles team developed hiring procedures for those positions.

The recruitment team updated recruitment materials to include demographic information about the district and larger Cabarrus community.

The HR department will be determining data points to measure the strategic goals in Summer 2024.

The HR team reviewed and revised partnership plans with the following:

• Community partners

• Business partners

• College and University partners

• International faculty partners

The Beginning Teacher Support team reviewed and improved the mentoring plan to better support beginning faculty, with a special focus on international faculty.

165 First year teachers

2,000+

Classified employees impacted by salary study

Year Three Objectives

GOAL:

Continue to build a culturally diverse talent pipeline which is essential for student leadership, potential, and growth.

OBJECTIVE 1: Foster innovative recruitment, retention, mentorship policies, and strategies to attract and develop a diverse talent pipeline, drawing from both internal and external candidate pools.

■ Collect and review data from the 2023-2024 hiring season to evaluate the effectiveness of the recruitment plan; revise plan.

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

■ Implement the first phase of the Teacher Leader Cohort into specific leadership pathways.

■ Collect and review data to determine the effectiveness of the retention plan; revise the plan.

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

■ Review talent acquisition data to determine effectiveness of the revised screening protocols.

■ Adjust the screening protocols to ensure alignment to strategic goals.

Teacher Attrition Rates

County North Carolina

OBJECTIVE 3: Support continual growth by monitoring data, collecting feedback from staff, and intentionally developing professional learning designed to create a culture of belonging.

■ Adjust the screening protocols to ensure alignment to strategic goals.

■ Collect data to evaluate the effectiveness of the professional learning plan; revise plan.

OBJECTIVE 4: Collaborate with local universities and institutions on articulated goals and strategies for educator talent, eliminating barriers for all potential educators.

■ Review data to determine the effectiveness of partnerships on recruitment, retention, and effectiveness.

■ Evaluate the impact of the mentorship program on faculty retention and effectiveness.

"I am humbled and grateful to be Cabarrus County Schools Principal of the Year. This recognition is not just a reflection of my efforts but is a true a testament to the dedication and commitment of our teachers, staff, students, and school community. Cabarrus County Schools is lucky to have dedicated leaders in our schools and district, and I am proud to learn from them daily. I am honored to be a part of Cabarrus County Schools, valuing leadership, collaboration and excellence."

Tara Butch 2024 CCS Principal of the Year

Year Two Objectives Progress

GOAL INITIATIVE OUTCOME

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

4.1

4.2

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

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

By fostering collaboration with local organizations and families, we have expanded access to quality early education resources. This proactive approach not only enhances awareness of available programs but also strengthens community ties, ensuring that all children receive the support they need for a strong start in their learning journey in CCS and beyond.

CCS hosted parent engagement events, conducted surveys, and organized focus groups to gather feedback from families and the community. Data collected is informing our professional development and resource allocation.

CCS initiated data disaggregation sessions using Dynamic Indicators of Basic Early Literacy Skills (DIBELS) to respond effectively to literacy assessment results. This proactive approach allows us to craft tailored learning plans that address specific student needs, ensuring that our educators are equipped to enhance literacy outcomes for our early learners.

4.2

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

4.3

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

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

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

4.3

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.

CCS partners with early childhood agencies and providers across the country, enhancing our access to valuable resources and professional development opportunities. By collaborating with these organizations and local physicians, we aim to elevate our educational practices and better support the holistic development of our young learners.

This year, CCS committed to expanding preschool programming across the district by seeking and receivng grant funding. By creating these opportunities, we aim to enhance access to quality early education for families, fostering a strong foundation for our young learners and ensuring a smoother transition into their educational journey.

Last year, CCS successfully collaborated with local legislators and officials, presenting at the CCS Board of Education Legislative Session in the spring to advocate for the financial, operational, programmatic, and legislative needs of early learning. This effort aimed to increase accessibility to early learning opportunities for all students, ensuring that every child has the resources and support necessary to succeed.

CCS expanded our play-based model of instruction for all kindergarten students, incorporating age and developmentally appropriate practices. With nearly 50 teachers participating in our first cohort of Play-Based Learning, these educators have engaged in professional learning to support this instructional shift, enabling them to better meet the diverse needs of young learners and foster a more engaging and effective learning environment.

Last year, CCS provided professional development focused on utilizing data from pre-kindergarten and kindergarten to improve vertical alignment and support for early learning standards. Over 100 early childhood professionals participated in multiple training sessions on the implementation and use of Conscious Discipline, a research-based program designed to enhance social-emotional learning and ensure a strong foundation for our young learners’ development.

Year Three Objectives

GOAL:

Provide access to high-quality 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: Assess the effectiveness of early learning programs and initiatives and monitor student data and growth as a metric of success.

■ Engage in ongoing assessment of early learning programs and student progress related to those programs to determine the effectiveness of each initiative.

■ Evaluate professional development practices based on data to support the district's professional development growth plan for early childhood education.

■ Collaborate with outside agencies and community partners to begin expanding the prekindergarten program and centralized placement centers throughout the county.

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

■ Expand play-based learning in Pre-K and Kindergarten by engaging educators in professional learning on instructional strategies for play-based learning, development and acquisition of resources aligned with early learning standards, and sharing of best practices.

■ Provide professional learning opportunities aligned to kindergarten and first grade readiness through collecting and analyzing appropriate assessments and observational data and identifying trends on an ongoing basis.

OBJECTIVE 3: Lead and engage early learning program providers in the community and engage in extensive community outreach with caregivers on the impact of early childhood education on the development of lifelong learners and continued success in school and into adulthood.

■ Expand community outreach opportunities by partnering with local organizations to host early learning events and curating resources for caregivers that highlight the importance of early learning.

■ Review data to inform initiatives through the collection of feedback from outreach events, analysis of demographic data to ensure outreach efforts are reaching diverse communities, and adjusting outreach strategies based on findings and participant feedback.

■ Measure and track attendance and engagement levels at community events, prior knowledge and attitudes about early learning before and after outreach events, and use all collected data insights to refine and enhance ongoing outreach efforts.

2023-24 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.

2,379 360 Kindergarten students enrolled students in Pre-K

Year Two Objectives Progress

GOAL INITIATIVE OUTCOME

5.1

5.2

Implement district digital learning resources plan from comprehensive review.

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

5.2

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

Monitor and evaluate implementation and impact of teacher coaching model.

Monitor and evaluate teacher implementation of NC Digital Learning Standards.

CCS has begun implementation of the Instructure LEARN Platform which provides oversight, utilization, and reporting on products in our edtech ecosystem that support data-driven decision making.

The Technology Deptartment is in the process of leveraging the LEARN platform to vet all digital instructional resources. As of Fall 2024, the highest-use digital resources have been vetted, and the Technology Department will collaborate with schools and other departments through 2024-25 on continuing this work.

Instructional Technology Facilitators (ITFs) completed a year-long book study on student-centered coaching that incorporated site visits to monitor implementation. ITFs completed a cycle of four school visits throughout the year, one of which they hosted at their school site.

Each site visit has built in reflection time for ITFs to discuss the planning, execution, and feedback of the coaching visit.

ITFs and School Library Media Coordinators (SLMC) are involved in a variety of grade- and department-level planning sessions to aid teachers with integration of the N.C. Digital Learning Standards. This year’s focus was on Digital Citizenship through Neptune Navigate in which every CCS school made progress towards delivering high quality lessons for all students.

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

5.3

5.4

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

Communicate standardization procedures.

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

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

The Microelectronics Center of North Carolina (MCNC) and Bitsight each did external assessments of CCS’ network infrastructure and cybersecurity implementations. Both had different scoring methods. Over two years, the CCS score according to MCNC increased to a score of 78 relative to the state average of 68. Bitsight saw us move over that same time period from a D to an A. We are still implementing their suggested changes and will request a new assessment soon.

Last year, we replaced 84 switches, 710 access points. Additionally, we are in the process of replacing 5,310 iPads and 1,500 staff Macbook devices.

Standardizing and keeping technology to lifecycles helps keep equipment current, ensuring compatibility with newer software and hardware as well as helps with increased security, less downtime, and budget predictability.

Students without internet at home have access to a free hotspot provided by T-Mobile through their Project 10 Million initiative. There are 145 deployed hotspots and we add around five per week on average.

This plan is ongoing. Student iPads were purchased for kindergarten and 1st grade, and the current plan includes a chromebook refresh in Fall 2024.

Year Three 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 digital resources for teachers and students.

■ Monitor and evaluate implementation and use of digital tools and resources.

OBJECTIVE 2: Provide professional learning on the use of digital tools to ensure all educators have capacity and propensity to use digital tools appropriately.

■ Monitor implementation and impact of teacher coaching.

■ Monitor and evaluate teacher implementation of North Carolina Digital Learning Standards.

■ Continue ongoing professional learning on use of digital tools and resources.

OBJECTIVE 3: Maintain a comprehensive implementation plan for building, evaluating, and sustaining technology infrastructure to support learning and provide technical support.

■ Monitor and evaluate infrastructure changes and evaluate system upgrades.

■ Evaluate and monitor implementation of installation standards.

■ Evaluate system needs for replacement and upgrade of hardware and software systems.

■ Communicate standardization procedures.

OBJECTIVE 4: Ensure equitable access to reliable internet connectivity, digital devices, and systems to support learning for all students.

■ Monitor internet access by students and families.

■ Monitor phased deployment of student devices.

39,696,606 Emails sent and received across CCS

55,227 Number of student devices supported

364,501 Library books circulated in CCS 99.66% Network up-time

Year Two Objectives Progress

GOAL INITIATIVE OUTCOME

6.1

6.2

6.3

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

CCS added a new community partner, Eli Lilly. We hosted their community day of caring. The helped bring community gardens and updated landscaping at five schools. We partnered with Advocate Health on a new telemedicine program that served our students and their families.

Enhance communication tools with parents. ParentSquare was implemented for the 2023-24 school year as the primary school-to-home and district-to-home communications tool.

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.

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

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.

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

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

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

The survey was conducted from April-May 2024. Data was distributed to schools for use in developing their 2024-25 School Improvement Plans.

The Superintendent Community Focus Group meetings were held at all eight traditional high school sites in March and April 2024.

With the help of the Cabarrus Chamber, CCS hosted a community business leader meeting with the Superintendent. We continued our Chamber partnership with support of the student career software (Edge Factor).

The Cabarrus County Board of Education hosted a joint meeting with the Cabarrus County Commissioners in January 2024 to outline preliminary results of the district realignment study including projected facilities needs for a ten year period.

The superintendent and CFO worked closed with county officials in drafting the 2024-25 school budget. The school board hosted a meeting between the two boards to develop a better understanding of construction needs.

Throughout the realignment process (March 2023-February 2024), the community received communication via emails, Parent Square, web and social media posts, and a new website, called Engage with CCS.

The superintendent and school board hosted the second annual Legislative Agenda meeting in March 2024. The Board’s legislative agenda focused on teacher pay. During the local budget request, increasing the teacher supplement from 12% to 13% was a focus.

Accomplished Not Started In-Progress

33,412,342

ParentSquare app notifications sent to parents

465,544 Visitors to the CCS Facebook page

38,854

Site visits to the Engage with CCS webpage

Year Three 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 a future-driven education.

OBJECTIVE 1: Engage in authentic family and community partnerships, so families and community members recognize the school as a hub of learning that includes diverse voices and multiple perspectives.

■ Evaluate the effectiveness of outreach efforts to increase student and family access to community programs that support students.

■ Increase the number of community hubs of activity to essential community services.

■ Continue to enhance current communication practices so parents/guardians have access to information as needed.

OBJECTIVE 2: Incorporate the assets and needs of school, family, and community in district and school improvement plans, conducting assessments of the school, students, families, and neighboring community regularly.

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

■ Continue implementing Superintendent Community Connection Focus Groups in each school.

■ Continue implementing Parent-Community meetings in communities during 2024-25.

OBJECTIVE 3: Include community partners in working teams focused on specific issues identified in the needs and assets assessments.

■ Continue to increase key and vital industry presence in the CCS Business Advisory Council.

■ Implement the 2024-25 redistricting plan.

■ Partner with Cabarrus County officials to collaborate on the 2025-26 CCS budget process.

■ Continue to collaborate with Cabarrus County officials on a 10-year Facilities Plan.

■ Continue to advocate for teacher pay increases and increases to the annual supplement plan for 2025-26.

Parent Reach & Contactability

Cabarrus County Schools is committed to valuing the whole student and ensuring every student is welcomed and supported.

Together

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

Stakeholder input, planning and design are evident in Destination 2025, which 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 continuing our journey together as we set a course for Destination 2025.