An inside look at how the Positivity Project is creating kind humans at Patriots STEM Elementary School from P2 champion, Melissa Cahall.
10 Shaping Futures
Cox Mill graduate Zion Zollicoffer charts a course from Cabarrus County Schools that lands aboard the cruise ship Disney Wish.
14 Growing Leaders
Multi-Classroom Leader Amy Whitten has extended her impact at Hickory Ridge Elementary School through Advanced Teaching Roles.
24 Engaging Hearts
West Cabarrus senior and private pilot, Ryan Garner, recently used skills he learned in the WCHS Academy of Aviation & Aerospace to support Hurricane Helene relief efforts.
28 Connections
Mount Pleasant graduate and engineer Heath Drye is giving back to his former high school, the place that put his career on a path from bricks to blueprints.
winter 2025 CONTENTS features
Beyond the Bell: The Hickory Ridge High School Blue Regiment has been invited to perform at the 2026 London New Year's Parade. See the story on page 30.
WELCOME
Welcome
Dear Cabarrus County Schools family,
Welcome to the inaugural issue of Engage CCS! This magazine is more than just pages of stories—it’s a window into the heart of Cabarrus County Schools and the incredible people who make this community a vibrant place to live, learn, and work.
At its core, Engage CCS is about connection. Through its pages, we aim to foster deeper community engagement by highlighting the people, programs, and partnerships that bring our schools and neighborhoods together. From inspiring profiles of educators, staff, and students to features on innovative initiatives and collaborations, this magazine offers a platform to celebrate what makes Cabarrus County Schools so special.
We believe that informed and engaged communities create the strongest foundations for success. That’s why each issue of Engage CCS will not only keep you updated on the great things happening in our schools but also encourage you to take an active role in shaping our shared future.
Whether you’re a parent, student, an employee, a proud member of the community, or a CCS graduate our hope is that Engage CCS will inspire you to connect, participate, and celebrate the passion and dedication that drives Cabarrus County Schools forward. Together, we can build an even brighter tomorrow for Cabarrus County.
Let’s continue to work as a team to foster a love of learning and ensure that every student reaches their full potential. Together, we can make a lasting impact. Thank you for being an essential part of the CCS family.
Stay well,
John J. Kopicki | Superintendent
Our Board of Education
Rob Walter
Board Chair
Term expires Nov, 2028
Began serving Dec, 2012
Greg Mills
Board Vice-Chair
Term expires Nov, 2028
Began serving Dec, 2024
Pamela Escobar
Board Member
Term expires Nov, 2026
Began serving Dec, 2022
Melanie Freeman
Board Member
Term expires Nov, 2028
Began serving Dec, 2024
Catherine Moore
Board Member
Term expires Nov, 2028
Began serving Dec, 2024
Sam Treadaway
Board Member
Term expires Nov, 2026
Began serving Dec, 2022
CabCoSchools
Located in the fast-growing Charlotte-Metro region of North Carolina, Cabarrus County Schools (CCS) is a dynamic and diverse public school district serving over 35,000 students across 44 schools. Dedicated to excellence in education, CCS, along with its staff of more than 4,000 educators and support personnel, is committed to its mission of Inspiring Minds, Engaging Hearts, and Shaping Futures. This mission guides our efforts to create safe, inclusive, and innovative learning environments where every student has the opportunity to succeed.
Our district values diversity and equity, fostering a culture of respect, collaboration, and continuous improvement. Teachers, staff, and administrators work together to deliver challenging and supportive educational experiences that prepare students to thrive academically, socially, and emotionally. With rigorous academic programs, robust career and technical education offerings, and a wide range of extracurricular activities, CCS ensures students are equipped for success in college, careers, the military, and beyond.
We take pride in our community partnerships, family involvement, and a dedicated team of professionals who share a commitment to making a positive impact on the lives of our students. At Cabarrus County Schools, we believe in the transformative power of education and are proud to serve as a cornerstone of growth and opportunity in Cabarrus County.
TOTAL NUMBER OF STUDENTS
35,377
ENROLLMENT BY ETHNICITY
ENROLLMENT BY SUBGROUP
Data current as of November, 2024
ENROLLMENT BY CLASS
Elementary
Kindergarten: 2,332 (6.5%)
Grade 1: 2,453 (6.9%)
Grade 2: 2,629 (7.4%)
Grade 3: 2,751 (7.8%)
Grade 4: 2,596 (7.3%)
Grade 5: 2,685 (7.6%)
Secondary
Grade 6: 2,754 (7.8%)
Grade 7: 2,764 (7.8%)
Grade 8: 2,763 (7.8%)
Grade 9: 3,105 (8.8%)
Grade 10: 3,072 (8.7%)
Grade 11: 2,806 (7.9%)
Grade 12: 2,638 (7.5%)
ENGAGE CCS MAGAZINE
Volume 1 | Issue 1 | Winter 2025
Cabarrus County Schools
4401 Old Airport Road
Concord, NC 28025 (704) 260-5600
cabcoschools@cabarrrus.k12.nc.us
CONTRIBUTORS
Publisher: CCS Communications
Photography: Michael Martin, Caroline Brosnahan
@cabcoschools
The power of positivity: How P2 is building resilience at Patriots STEM Elementary
At Patriots STEM Elementary School, the Positivity Project (P2) is doing more than teaching students about weekly character traits. It’s transforming the school’s culture and fostering emotional and social growth across Cabarrus County Schools.
By emphasizing kindness, empathy, and resilience, P2 helps students and staff recognize the best in themselves and others, building a foundation for lifelong success.
“The Positivity Project is a character education program that focuses on positive psychology,” says Melissa Cahall, the school’s counselor and a key leader in implementing P2 district-wide. “It introduces 24 character strengths to help students understand, value, and use these traits in their own lives and relationships.”
Each week, students learn about a new character strength—such as kindness, honesty, or perseverance—through daily activities designed to build confidence and self-awareness. Melissa notes that P2 is easy to use and offers tools and lessons that align with the district’s commitment to supporting the whole child—academically, socially, and emotionally.
At Patriots Elementary, P2 has made a big difference in how students and staff work together. “It helps everyone see that we are all unique,” explains Melissa. “This creates a positive school environment and encourages teamwork, understanding, and support.”
One example of P2’s impact involves a student with behavior challenges who now leads P2
lessons as a reward for positive actions. This leadership opportunity has turned the student into a role model, inspired classmates, and strengthened their classroom community.
Teachers also say P2 helps them form stronger connections with their students. “Many teachers say it’s the best part of their day,” shares Melissa. “It’s a chance to focus on more than just academics and connect as people.”
The success of P2 comes from teamwork and consistent support. Patriots’ staff members participate in annual training to ensure the program is implemented effectively. Counselors model lessons, and weekly updates keep staff informed and engaged. Special initiatives like “Student of the Month” and “Classroom with Character” celebrate students who demonstrate strong character traits, encouraging positive behavior school-wide.
The school’s behavior team integrates P2 principles into their overall strategy to promote positive behavior. Melissa notes this approach has not only strengthened relationships but also reduced discipline issues, helping create a more supportive school environment.
highlight successes, and refine their approaches. “This teamwork between schools and the district has been a big part of P2’s success,” says Melissa.
The results of P2 are evident. Patriots Elementary has seen fewer office referrals, higher scores on surveys measuring sense of belonging and relationships, and an overall boost in morale among students and staff.
Community involvement also plays a vital role. Patriots shares weekly P2 updates through newsletters and service projects, such as creating a sensory pathway for students to self-regulate and refocus. These activities bring families and students together, making kindness and empathy a daily priority.
For Melissa, the goal of P2 is simple: “At the end of the day, we want to create kind humans, and the P2 curriculum gives us the tools to do that.”
"By enhancing our programs (like P2), we hope to create a more supportive and enriching environment for all students to grow into productive citizens. I say this all the time, but at the end of the day, we want to create kind humans, and the P2 curriculum gives us the tools to do that." -- Melissa Cahall, School Counselor, Patriots Elementary
Patriots STEM Elementary isn’t the only school seeing success with P2. Cabarrus County Schools uses the program district-wide, with a shared calendar to ensure consistency. Families with children at different schools can discuss the same character strengths at home, reinforcing the lessons across settings.
Schools across the district collaborate quarterly to share ideas,
Patriots STEM Elementary and two other district schools, R. Brown McAllister STEM Elementary and C.E. Boger Elementary, have been recognized as P2 Shield Schools, an honor for their commitment to fostering positive relationships and strong character. As the program grows, its vision remains unchanged: to prepare students to become confident, caring, and kind leaders ready to make a difference in their communities.
BELONGING
Melissa Cahall is a school counselor at Patriots STEM Elementary School and a district champion for the Positivity Project (P2).
SHAPING FUTURES
Zion Zollicoffer is a 2020 graduate of Cox Mill High School and is currently performing aboard the cruise ship Disney Wish.
photo courtesy of Zion Zollicoffer
'It's a small
world after all': Cox Mill grad performing aboard the Disney Wish —
For Zion Zollicoffer, a 2020 graduate of Cox Mill High School, performing has always been more than just a hobby—it’s been his passion. From his first steps into dance class at Cox Mill High School to landing his dream role with Disney Cruise Lines, Zion’s journey has been shaped by hard work, determination, and the support of others.
Zion’s time at Cox Mill helped him prepare for his career in the performing arts. The school gave him opportunities to explore his talents in a supportive environment.
“While I attended Cox Mill High School, I was able to take every single performance class that I was interested in,” Zion said recently. These classes gave him the chance to try different types of performing, like acting, singing, and dancing. “I essentially tried to cater all of my arts classes into musical theatre without knowing it."
Zion credits several teachers at Cox Mill for shaping his love of performing and teaching him the skills he needed to succeed. He mentioned Mrs. Jennifer Cook, Mrs. Lindsay Blackburne, and Mrs. Miriam Kuykendall as his biggest inspirations.
“Specifically, being able to take dance class at school completely changed the trajectory of my career,” he recalls. Before high school, Zion had no formal dance training. Thanks to Mrs. Blackburne’s guidance, he gained skills that led to paid dance jobs right after graduating. “I felt so grateful that Mrs. Blackburne was able to inspire me. She could cater her choreography and teaching style to accommodate every single
person in the room.”
Blackburne, the dance instructor at CMHS and a former performer for Disney cruise lines, said, "Zion is a driven and caring student who goes above and beyond in everything he does. He is self-motivated and it is a true testament to himself for all that he has accomplished and continues to achieve. He symbolizes every meaning of the phrase 'hard work pays off.'"
After high school, Zion went on to study at East Carolina University, earning a Bachelor of Fine Arts degree in Musical Theatre and a minor in Dance. During his senior year, Zion got a big break. While performing in Elf the Musical at NC Theatre, he met someone who connected him with Disney Cruise Lines. This led to a virtual audition, where he submitted his materials in January 2024. It wasn’t until last June that he got the exciting news that he’d been offered a role.
traveling to Orlando for costume fittings and getting a behind-thescenes look at how Disney creates its magical shows.
Zion wants current students at Cox Mill High School to know that they can achieve their dreams too. His advice? “Find something that you are really drawn to and try to learn as much as you can about it. Be proactive about finding opportunities for yourself.” He also emphasizes the importance of being kind. “People would much rather work with someone who is kind and hard-working than someone who is the ‘most talented’ in the room and is not kind.”
"(Cox
Mill teachers) Jennifer Cook, Lindsay Blackburne and Miriam Kuykendall had the biggest impact on my love for performing and my professionalism. Specifically, being able to take dance class at Cox Mill High School completely changed the trajectory of my career." -- Zion Zollicoffer, Cox Mill '20
Working with Disney has been a life-changing experience for Zion. Before stepping onto the ship, he rehearsed for two months in Canada, where he got a firsthand look at what it takes to perform at such a high level. “We are typically called at rehearsal around 10 A.M., but we all show up at 9:30 to warm up our bodies and voices,” he explains. The days are filled with rehearsing scenes, songs, and dances for shows like Aladdin and Pirate Parlay.
One of Zion’s favorite moments so far has been performing in Pirate Parlay, a high-energy rock show featured on the Disney Wish cruise ship. “The stage just feels so electric,” he says. He also enjoyed
Looking back, Zion wishes he had spent more time connecting his other classes to the arts. “For me specifically, I wished I would have read a lot more in high school to help me comprehend my script and analyze text better,” he says.
Zion’s journey shows how education, passion, and perseverance can lead to incredible opportunities. Thanks to the support of his teachers and his own hard work, he has built a career that allows him to do what he loves. As Zion prepares for his next adventure aboard a Disney Cruise ship, he carries the lessons and memories from Cox Mill High School with him, ready to shine on stage.
CCS IN FOCUS
— Growing Leaders —
Transforming classrooms: Advanced Teaching Roles are making a difference in CCS
When Amy Whitten walks into a classroom at Hickory Ridge Elementary School, she brings more than just experience—she brings energy, expertise, and a deep commitment to making a difference.
As a Multi-Classroom Leader (MCL), Amy's mission is clear: to inspire teachers, elevate learning, and help every student thrive, and the journey to becoming an MCL began long before she stepped into this leadership role.
Since starting her teaching career in Cabarrus County Schools (CCS) in 2009, she has been drawn to opportunities that expand her impact. Taking on an advanced teaching role has also provided additional income, enhanced professional development and an increased level of district support to ensure success.
“I’ve always felt the pull to go beyond my own classroom and influence student learning on a larger scale,” she says. That pull grew stronger thanks to supportive principals who encouraged her to lead professional development sessions, mentor new teachers, and collaborate across grade levels.
Those early leadership experiences sparked a passion for guiding others and tackling the challenges of modern teaching.
"I would say the rewards of this job are very similar to being a traditional teacher in that you know you are a part of the excitement of learning, just now it's on a larger scale," she said. "It's rewarding to see teachers in an entire grade level implementing best practices in literacy instruction because of the work you are doing alongside them in Performance Learning Communities (PLCs). I also have the opportunity to be in classrooms to see all of the amazing things the teachers can learn from one another, and I get to learn from them every single day."
As an MCL, Amy works
directly with a team of ten thirdgrade teachers, helping them design and deliver literacy instruction. Mornings find her in classrooms, modeling lessons, co-teaching, or offering live coaching to strengthen teaching practices in real time.
Beyond classroom visits, Amy meets with teachers individually to reflect on lessons, analyze data, and brainstorm improvements. These sessions aren’t just about solving problems—they’re about empowering teachers to take ownership of their growth.
“My goal is to provide actionable feedback that teachers can immediately apply,” she says. “Even small changes can make a big difference in student engagement and learning.”
her team have also been crucial. “The teachers I work with make the process seamless,” Whitten says. “I respect their values and professional space because they’re the ones doing the hands-on work with students every day.”
Her success is bolstered by a collaborative school culture. Amy's MCL partner, Carrie Harker, focuses on math instruction, while colleagues like Shane Smith and Gretchen Baute ensure teachers have the resources they need. Together, this team creates a support system that drives student growth.
"In my own classrooms, I valued the relationships I formed with my own 30 students and their families. Now, I bring those same values I held as a teacher to my role as a Multi-Classroom Leader. Instead of getting to know 30 students, I am working on getting to know 178 students across ten classrooms." -- Amy Whitten, MCL, Hickory Ridge Elementary
Amy believes that collaboration is key to creating a thriving school environment. She takes pride in seeing teachers implement best practices in literacy, often developed during PLCs. “It’s rewarding to see an entire grade level working together to help students succeed,” she says.
Transitioning from a classroom teacher to an MCL hasn’t been without its challenges. Amy admits she misses the close relationships she once had with her own students and their families.
“There are definitely aspects of having my own four walls that I do miss," Amy said. "In my own classrooms, I value the relationships I form with my own 30 students and their families. But now I think I bring those values I held as a teacher to my role as an MCL. Instead of getting to know 30 students, now I am working on getting to know 178 students across ten classrooms.”
Strong relationships with
The impact of advanced teaching roles like Amy's is clear. By aligning teaching practices across teams, using data to guide decisions, and addressing gaps in learning, Hickory Ridge Elementary is seeing measurable improvements in student outcomes.
Classroom walkthroughs and observations reveal evidence of strategies discussed during planning sessions, and Amy finds joy in seeing teachers grow. “It is exciting to see teachers with such a passion for working on the craft of their job.” she says.
For Amy, the heart of her work is about building capacity— both in teachers and in students. “At the end of the day, it’s about lifting others up,” she says with a smile.
INSPIRING MINDS
Inspiring Minds: Meet
David
James, a mentor to students and staff alike
David James is a 7th-grade social studies teacher at Harold E. Winkler Middle School who exemplifies what it means to be an inspiring educator and leader.
At Winkler Middle School, David serves in various leadership roles, including Lead Mentor for the Beginning Teacher Program, 7th-grade level chair, social
studies lead teacher, and new staff liaison. His dedication to supporting both students and colleagues reflects his commitment to fostering growth and excellence within his school community.
David’s impact reaches beyond the classroom where he currently serves on the board of directors for the North Carolina Association for Middle Level Education (NCMLE).
— Inspiring Minds —
Engage CCS asked teacher David James to share his thoughts on his role as a teacher, mentor, and leader at Harold E. Winkler Middle School. Dive into this Q&A to learn what inspires him, his favorite moments, and the advice he shares with the next generation.
What motivates you to come to work each day and give your best to the school community?
Mr. James: "I believe your purpose in education changes over time. As a new graduate, your “why” may simply be because you need a job that pays the bills and gets your adult-life moving in the right direction. My purpose certainly has changed many times over my career. As a father with a son in Cabarrus County Schools, my “why” is currently Aiden James at Harrisburg Elementary. Although we may never walk the same hallway, I do the best I possibly can because, if I don’t, then who will? As his father, I do the best I can in the classroom everyday, because I have to. Further, knowing there are educators across CCS that are giving their best for him and his academic and social development motivates me to do the very best for my own students and school community as well."
in my career, being the Lead Mentor and New Staff Liaison of HWMS has given me the most joy and sense of accomplishment. We will see teachers come and go in our buildings, but when you witness real growth from beginning teachers that are all-in for their kids, it is truly inspiring. Invest in your BT program because they are the future of your teaching staff."
What’s something about your job that brings you unexpected joy or pride, even if it seems small to others?
Can you share a story about a time when you felt you truly made a difference in the lives of students or colleagues?
Mr. James: "In the last few years I have been laser focused on building leadership capacity within the staff of Harold E. Winkler Middle School (HWMS). Through my efforts, teacher-leadership at HWMS has reached new heights among the teaching staff. In 2022, with the support of the HWMS Leadership Team, I created an in-house professional development (PD) series known as ‘HWMS Wolfpack Workshops”. This PD structure which is personalized for the staff of HWMS, not only provides an opportunity for professional growth for my colleagues, but has opened the door to build personal relationships with staff members that would have otherwise been unrealized. Through the Wolfpack Workshop structure, HWMS has turned into a community of adult learners and this mindset has trickled down to the student body. HWMS has witnessed some of its greatest gains in student achievement in these years, and it’s no secret the thriving school culture plays a role in student belonging and growth. Further, HWMS was at the top of CCS Rise Conference presentations in 2023 and 2024 and school spirit continues to permeate the building. I am most proud of this recent work and believe it has made a tremendous impact on the students and staff at HWMS."
What do you think is the most rewarding part of working in education, and how does it shape your outlook on life?
Mr. James: "The most rewarding part for me in education is witnessing the professional growth of beginning teachers (BT) as they progress through the BT program. Of all the leadership roles I have served
Mr. James: "The relentless passion from colleagues across CCS for teaching brings me extreme pride. It is truly not understood by the general public the kind of work teachers do on a daily basis. This is a hard job and certainly not everyone can do it. CCS is home to some of the most passionate, creative, and accomplished teachers in the state of North Carolina. Being a small part of this phenomenal teaching community continues to bring me pride and motivation. I find joy in deserving colleagues that win various teaching accolades, a social media post that celebrates a National Board of Professional Teaching Standards certification or an advanced degree accomplishment, and student celebrations that are necessary in building student self-efficacy and belonging. Even “shoutouts” and “good things” during staff meetings remind us of the tremendous work being done every single day. The personal pride teachers take in this profession may seem small to others, but it brings me hope for our kids and the profession as a whole in the future."
If you could offer one piece of advice to someone just starting their career in education, what would it be?
Mr. James: "Engage in the teaching community. Build equity and invest in your own teaching career by getting involved at the school, district, and state levels. Join a K-12 EDU organization that aligns with your teaching content or grade level band and advocate with others that share your professional visions and passions. You will find confidence and inspiration in those you surround yourself with. Make sure they are positive connections! Personally, I pride myself in having built invaluable professional relationships with EDU colleagues across the country that have opened doors for me beyond what I imagined when I started. Utilize social media to celebrate your work and don’t pass up on an opportunity to build your professional learning network. Take pride in being an educator and help carry the banner for others in our profession by amplifying your own and the other amazing work going on around you. These positive connections will keep you grounded and motivated as you navigate your successful career."
PICTURE PERFECT
Royal Oaks School of the Arts students Jillian Crawley, above as Alice, and Isabella Dean, right as the Queen of Hearts, wowed the audience with Disney's Alice in Wonderland, Jr.
— Innovation —
Kindergarten reimagined: The power of play-based learning
I
n Cabarrus County, 14 elementary schools are transforming kindergarten education by embracing a play-based learning approach. Instead of traditional rows of desks and worksheets, these classrooms buzz with energy as students pretend to run stores, wrap gifts, and engineer creative designs. Educators like Jennifer Petersen from Coltrane-Webb STEM Elementary and Franchesska Knight from R. Brown McAllister STEM Elementary are leading the way, showing how play can be a powerful tool for learning.
Play-based learning combines structured play with intentional teaching, allowing children to learn by exploring and discovering. Franchesska describes it as teamwork between teacher and student. “Play is the work of the
young child, and structured playbased learning is the work of the young child coupled with the work of the teacher,” she says.
Play-based learning is gaining recognition as a powerful method for early childhood education, with research showing its academic and developmental benefits. Teachers like Jennifer and Franchesska use structured and guided play to help students build important skills, including problem-solving, managing emotions, and flexible thinking. Studies show that guided play can outperform traditional teaching methods for young children, especially in areas like math, creativity, and the ability to switch tasks.
Jennifer highlights its benefits for kindergartners: “It allows students to develop critical skills like problem-solving, communication, and creativity in a natural and engaging way.” This approach doesn’t just make learning fun; it aligns with how young children grow and thrive.
"Before play-based learning, it could take some children several weeks to learn a concept. With play-based learning, many concepts are learned within a few days of discovery, exploration, and play!”--
Jennifer Petersen, Teacher, ColtraneWebb STEM Elementary School
For example, research from the University of Cambridge found that combining academic goals with fun, playful activities creates the perfect mix of focus and learning. Schools that use guided play often see students who are more engaged, motivated, and ready for long-term success.
In these classrooms, every activity is carefully designed to meet learning standards while engaging students. For example, Jennifer's students practice geometry by wrapping “gifts” in different 3D shapes, learning fine motor skills, and socializing while pretending to exchange presents. Franchesska plans centers where children can sort shapes, role-play in a grocery store, or explore STEM challenges.
“It’s about knowing the ‘what’ that needs to be taught and the ‘how’ to meet each student’s needs,” Franchesska explains.
Play-based learning teaches skills that go beyond academics. Jennifer recalls how her class learned number combinations through a self-made bowling alley. “Through play, students learn faster and make deeper connections,” she says.
Play-based learning combines structured play with intentional teaching, allowing children to learn by exploring and discovering.
Franchesska adds that play fosters social growth. “It allows students to problem-solve, resolve conflicts, and manage feelings in a safe environment,” she says. Her classroom operates like a family, with students working together, cheering each other on, and solving problems as a team.
J. Petersen
F. Knight
Both teachers share stories of students thriving through play. Jennifer remembers two advanced learners who initially struggled with creative play. Through engineering challenges, like designing a ball return for a bowling game, these students found their place as classroom leaders.
Franchesska shares about a student with limited verbal skills who joined her class for playtime. Over time, the child began interacting and speaking in small sentences. “The students have welcomed him as part of our classroom family,” she says.
Parents have embraced play-based learning, often replicating activities at home or donating supplies for classroom centers.
Technology also enhances these lessons. Jennifer's students use iPads to research topics like ice-skating for dramatic play or to create commercials for classroom projects. “Technology is a tool for learning and development,” Jennifer says.
The biggest hurdles for teachers are time and planning. “Play-based learning looks like just playing at first glance, but it’s the most strategically planned part of my day,” Jennifer said.
Assessment is also different in these classrooms. Instead of tests, teachers observe interactions, collect work samples, and listen to conversations. “It’s a safe, natural way to assess progress,” Jennifer explains.
The success of play-based learning in Cabarrus County Schools is reshaping kindergarten education. By merging curriculum standards with the joy of discovery, teachers like Jennifer and Franchesska are nurturing well-rounded, confident learners.
Play-based learning is currently utilized in 14 different CCS elementary schools. This approach will expand to all 19 schools with kindergarten for the 2025-26 school year.
Mentors and Milestones: '24
CHS grad Nimer is off and running on his EMT career
When the call for help comes, whether it’s a fire blazing in the night or a life on the line, 19-year-old Grayson Nimer is ready to answer. A hometown hero with a heart for service, Grayson began his journey as a student at Concord High School (CHS) in the Public Safety Academy (PSA). Today, he’s not only saving lives as an Emergency Medical Technician (EMT) for Cabarrus County but also giving back as a volunteer firefighter for the Rimer Fire Department. His pathway to success is a testament to how passion and a deep commitment to his community can create a lasting impact.
“From a very young age, I’ve always wanted to be a firefighter,” Grayson says. Enrolling in Concord High School’s Public Safety Academy helped him get started.
“High school allowed me to get almost all my firefighting certifications and my North Carolina EMT certification,” he explains. “It was almost a no-brainer to attend the Public Safety Academy at
Concord High.”
Grayson’s success wasn’t something he achieved alone. He had amazing teachers and mentors at CHS like Chief Terry Johnson and Chief Esther Adkins, who guided him through his training and supported him even after graduation.
“My most memorable moment from the academy was the encouragement I received from Chief Johnson and Chief Adkins,” he says. “They’ve continued to help me grow and find success in my career.”
Grayson’s job as an EMT keeps him busy. A typical day starts with clocking in and checking all the equipment on the truck to make sure it’s ready for the night. “After shift change, we’re ready to start serving the community,” he says.
When he’s at the fire department, his focus shifts, but his commitment stays the same. Balancing both roles isn’t easy, but he makes it work. “I love what I do,” he says. “EMS is my priority, but I try to get to the fire department as much as I can.”
Being an emergency
responder is tough, both physically and emotionally. Grayson stays focused by taking care of himself.
“Working 3rd shift has been a challenge,” he admits. “I make sure to get enough sleep and spend time with friends and family on my days off. On the emotional side, I just do my best on every call and treat patients how I’d want to be treated.”
Knowing he’s giving his all helps him handle the hard moments. “It’s always rewarding to work and give back to your community,” he says.
Grayson believes the most important part of his job is treating people with kindness and respect. “Everyone deserves to be treated as a person, no matter what they’re going through,” he says.
He credits this mindset to the lessons he learned from his mentors. “Chief Johnson and Chief Adkins went above and beyond to make sure we were ready for life after graduation,” he shares.
Grayson’s future is full of goals and opportunities. He plans to complete the paramedic program at Rowan-Cabarrus Community College and continue serving as a paramedic with Cabarrus County EMS.
“One day, I’d like to be an instructor at the Public Safety Academy,” he says. “I want to inspire students the way Chief Johnson and Chief Adkins inspired me.”
For students thinking about a career in public safety, Grayson has some simple advice: “Do it. Like anything in life, there are challenges, but this is a very rewarding career. Study hard, listen to your mentors, and get as much ride time as you can. You’ll be successful.”
Pathways to Success
In the 2023-24 school year, more than 12,000 middle and high school students in Cabarrus County Schools participated in Career and Technical Education courses across 52 different career pathways -- all aligned with industries in the greater Cabarrus and Charlotte Metro region.
PATHWAYS
At 19 years old, 2024 graduate Grayson Nimer has used the skills he learned in the Concord High School Public Safety Academy to move straight into the workforce as a Cabarrus County EMT.
Ryan Garner is a senior in the West Cabarrus Academy of Aviation & Aerospace and a private pilot. For more information on all of the CCS high school academies, please visit www.cabarrus.k12.nc.us/cte.
— Engaging Hearts —
Soaring in service: West Cabarrus senior pilot delivers storm relief to Western N.C.
From a young age, Ryan Garner has been fascinated by aviation.
Now a senior in West Cabarrus High School's Academy of Aviation & Aerospace (AoAA), Ryan has already earned a private pilot license while most of his peers are still learning to parallel park.
Ryan, set to graduate in May 2025, has turned his dream of flying into real-life experience, and the AoAA has become the perfect place for him to take that passion to new heights.
“West Cabarrus High School’s AoAA is providing students with 21st-century skills and knowledge to get their aviation careers off the ground,” said Christopher Smith, aviation teacher at West Cabarrus. “In the aviation track, we have three private pilots and 14 certified drone pilots ready to graduate this coming May.
"Over the last four years, the AoAA has played a role in Ryan’s accomplishment, but Ryan’s work ethic has been vital to him achieving his goal of flying.”
Ryan's love for aviation isn't new. “I’ve always loved aviation since I was a child,” he said. “The West Cabarrus AoAA has helped me with my goals of planning out my career path, and it’s helped me see a more open and broad aspect of aviation—all the opportunities that are available within it.”
Recently, Ryan put his skills to the test in an unforgettable way. He joined with other private pilots across the state in a mission to deliver relief supplies to Western North Carolina after the region was hit hard by Hurricane Helene in September. Flying out of Concord Regional Airport and then over mountainous terrain devastated by the hurricane's impacts, Ryan described the experience as both
thrilling and a little intimidating. "It was a little bit nervewracking flying through the mountains, but it was nice seeing so many other pilots contributing to the cause," he said.
Delivering relief supplies wasn’t just about flying; it was about making a difference. For Ryan, the experience deepened his connection to the western North Carolina community and showed him how his love for aviation could help positively impact the lives of others.
much support,” he said. “It showed how people really care and want to make a difference.”
The experience left a lasting impact on Ryan, strengthening his belief in aviation not just as a career but as a way to serve others. He credits the AoAA with opening doors he might never have discovered on his own.
"The
West Cabarrus Aviation Academy is a really great program. I'm happy to have it because I would have never gotten in to flying or anything. I don't think I'd be here or where I'm at with aviation if I didn't know about the academy or have this program, so I think it's great that Cabarrus County has this high school and this program." -- Ryan Garner, Student
“It felt good being able to use my aviation knowledge and skills to contribute and help the community out—seeing firsthand the other side of North Carolina and seeing what they really went through with the hurricane," Ryan said. "It was nice just helping other people and helping them get the supplies they need.”
Smith highlighted how Ryan embodies the spirit of the aviation program at West Cabarrus which began when the school opened in the fall of 2020. “Ryan is a great student who willingly shares his knowledge of flight with classmates and has even put his skills to use by flying supplies to Western North Carolina after the devastation caused by Hurricane Helene,” Smith said. “He is a great example of the talented students the AoAA is molding to be productive members of the aviation community and society as a whole.”
One moment that stood out to Ryan was loading the plane before takeoff. He was struck by how many people from the community came together to help, donating supplies and volunteering their time.
“It was incredible to see so
“It’s an amazing program,” Ryan said. “Without it, I wouldn’t be where I am today with aviation. I’m so thankful that (Cabarrus County Schools) offers something like this. It’s helped me see what’s possible.”
As Ryan prepares to graduate, he looks forward to taking the next steps toward his dream of becoming a professional pilot. His time in the Academy has not only equipped him with technical skills but also instilled a deep sense of responsibility to use those skills to make a difference in the world. Whether he’s flying supplies to communities in need or inspiring younger students to pursue their own aviation dreams, Ryan is determined to leave a positive impact both in the air and on the ground.
Through hands-on learning and real-world challenges, he’s discovered that his passion for aviation is more than just flying—it’s about helping others and shaping the future of the aviation community.
— A Taste of CCS —
Sweet Genius: Concord High culinary students gingerbread creations
Prep Time 15 minutes
Cook Time 1 hour
Chilling 20 minutes
Total Time 1 hour 15 minutes
Servings 3 gingerbread houses
Equipment
• Stand mixer with paddle and whisk attachment
• Piping bag and tips
Ingredients
• 6 and 1/4 cups all-purpose flour
• ¾ tsp cinnamon
recipe
• ¼ tsp ginger
• ½ tsp nutmeg
• ¼ tsp cloves
• ¾ tsp salt
• 1 cup vegetable shortening
• 2/3 cup granulated sugar
• 2 cups molasses
• 1 large egg
• Assorted candies of your choice for decortation
Stiff Royal Icing Recipe
• 2 cups powdered sugar sifted
• 2 large egg whites
• ¼ tsp cream of tartar
• 1 tsp vanilla extract
• Food coloring of choice (optional)
For The Gingerbread House
1. Sift your dry ingredients together, set aside.
2. Microwave vegetable shortening (or melt on stovetop in pot) until liquid but not hot.
3. In a stand mixer, whisk shortening, sugar and molasses together. Add the egg and mix until combined.
4. Switch to the paddle attachment and add your dry ingredients. Mix on medium/low until a smooth ball starts to form, do not over mix.
5. Roll out dough onto parchment paper or a baking mat to ¼" thick. Try to make the dough as even in thickness as possible.
6. Freeze dough for 20 minutes (optional).
7. Cut shapes out using templates available readily online. Remove excess dough (can be used to re-roll out and make more pieces).
8. Bake in an oven set to 300º F for 50-60 minutes until very firm.
9. Once gingerbread is done, remove from the oven and let fully cool before moving. Your gingerbread is now ready to be assembled.
For The Royal Icing
1. Combine your egg whites, sifted powdered sugar, and cream of tartar in the bowl of your stand mixer with the whisk attached.
2. Mix on low to get the ingredients combined then bump up to high for 1-2 minutes. Add in your vanilla extract and whip until it's white. No need to mix for longer than 5 minutes.
3. Place the royal icing into a bowl or container with a lid. Your THICK royal icing is now ready to be thinned down using water to the consistency you desire.
A TASTE OF CCS
The Concord High School Academy of Hospitality & Tourism allows students to explore careers in the the hospitality industry, including the culinary arts. Students in the CHS culinary program created the gingerbread houses pictured here.
From bricks to blueprints: Drye's road to engineering built on high school masonry
Heath Drye hasn’t forgotten where he came from.
The co-owner of Concord and Raleigh-based Drye-McGlamery Engineering is giving back to the masonry program at Mount Pleasant High School (MPHS), the very place that inspired his career.
“Without my start in masonry at Mount Pleasant High, I’m not sure where I would be today,” the 2003 graduate says.
“It sparked my interest in construction and set me on a path I never expected. Giving back to that program is one of the most meaningful things I can do.”
Heath is a key member of the newly formed masonry alumni board, a group of former students dedicated to supporting the MPHS award-winning masonry program. From helping secure donations for materials and tools to mentoring
current students, Heath is passionate about ensuring the program continues to thrive.
“The masonry program at Mount Pleasant has produced so many talented individuals who have gone on to do amazing things, not just in masonry but in other industries too,” he says. “It’s really cool to see how this one program can open so many doors.”
He works closely with current teacher Josh Alward, who comes from a family of builders. Together, they’re shaping a new generation of students, teaching them the value of hard work, precision, and craftsmanship. Heath’s connection to the masonry program runs deep. As a high school masonry student taught by North Carolina Masonry Hall of Fame teacher Doug Drye, he found his passion for construction while working with local contractors. Those
hands-on experiences taught him not only technical skills but also life lessons about perseverance and problem-solving.
“Masonry was my introduction to the construction world,” Heath recalls. “I loved the challenge of creating something solid and lasting. It made me curious about how buildings come together, which eventually led me to engineering.”
"The masonry program at Mount Pleasant has produced so many talented individuals who have gone on to do amazing things, not just in masonry but in other industries too. It’s really cool to see how this one program can open so many doors for so many people.”-Heath Drye, Mount Pleasant '03 and co-owner of Drye-McGlamery Engineering
That curiosity took Heath to North Carolina State University, where he earned degrees in Construction Engineering and a Master's degree in Civil Engineering. But his path wasn’t without challenges.
After high school, Heath initially pursued a business degree before realizing his true passion lay in construction. “I thought, ‘Why not build on what I already know?’” he remembers.
Even as an engineer, Heath relies on the lessons he learned in masonry class. Understanding the challenges faced by workers on the ground helps him design practical, real-world solutions.
Retired Mount Pleasant High masonry teacher Doug Drye is a lifelong resident of Mount Pleasant and a member of the North Carolina Masonry Hall of Fame.
Graduating in 2008 during a recession, Heath faced a tough job market. “I struggled to find opportunities as a young engineer with little experience,” he says. “But I kept pushing, gaining experience wherever I could until I got my shot.”
That persistence paid off. Heath took a leap of faith in 2014, co-founding Drye-McGlamery Engineering. Today, his firm is licensed in 22 states and tackles exciting projects, from designing earthquakeresistant masonry buildings to collaborating on military installations and works in a wide range of market sectors including commercial, pharmaceutical, industrial, municipal and civic, construction support services, and more.
“When people know you have some real-life field experience, you seem to get a little “street cred” so to speak," Heath says. "So many people working in the engineering world don’t have the same hands on experience that I was fortunate enough to be able to get through masonry. My field experience has helped me to conceive practical solutions to complex challenges for my customers.”
Now, Heath wants young people in Cabarrus County to see that success comes in many forms, whether it’s in skilled trades, engineering, or another field entirely.
“Don’t stress too much about choosing the perfect career path,” he advises. “Take it one day at a time, work hard, and keep a positive attitude. Opportunities will come.”
For students interested in engineering, Heath stresses the importance of math and science.
“Take all the tough courses— geometry, algebra, physics, calculus,” he says. “And get as much handson experience as you can.” Giving back to Mount Pleasant isn’t just about nostalgia for Heath—it’s about creating opportunities for others.
“Whether you become a mason, engineer, teacher, or anything else, you can be successful,” he says. “This community gave me so much, and I want to make sure the next generation has the same opportunities.”
Heath continues to call Cabarrus County home with his wife, Caroline, and children Harrison (4) and Hampton (8), a 2nd grader at R. Brown McAllister STEM Elementary School.
CONNECTIONS
Heath Drye is a 2003 graduate of Mount Pleasant High School and the co-owner of Concord and Raleighbased Drye-McGlamery Engineering. He maintains a connection with his former high school and continues to inspire students on the benefits of learning skilled trades.
BEYOND THE BELL
Hickory Ridge's Blue Regiment is marching back to London
The Hickory Ridge High School Blue Regiment marching band has earned an invitation to perform in the prestigious 2026 London New Year’s Day Parade. This will be the band’s third appearance in the London event, having previously attended in 2009 and 2016.
Known for its global reach and grandeur, the parade will place the band on a world stage before an estimated street audience of 750,000 and a televised audience of 300 million in January, 2026.
“The London Parade is one of the largest New Year’s Day parades in the world and is broadcast on every continent,” said long-time Hickory Ridge band director Chris White. “Of course, there was a sense of celebration and excitement, but also an awareness of the monumental opportunity this is to put our school, community, and country in the eyes of the world.”
For band members, the invitation is nothing short of a dream come true. “When I found out we were invited, I was stoked,” said Kaitlyn Skipper, a junior trumpet player. “I’m honored to perform alongside others from around the world and share something I love. I’m so excited and grateful for this opportunity and can’t wait to make memories I’ll never forget.”
Band members have already started preparing for the performance. “I am preparing daily for London’s New Year’s Parade by improving my playing in and out of class and learning how to manage nerves when playing in front of an audience,” said junior trumpet player Zoe Demkowski. “I also plan to give 110% on every rep when we begin to really prepare for this high-profile performance next year.”
Assistant band director David Rivero, a 2014 graduate of Hickory Ridge, emphasized the impact of the experience on students’ personal and musical growth. “This is a gateway for students to learn and grow as musicians through the hard work and preparation that goes into such a high-profile performance,” he said. “The bonds and memories they make on this trip will last a lifetime, and seeing their excitement as they prepare is incredibly rewarding.”
For those interested in donating to assist the Hickory Ridge band, please email christopher.white@ cabarrus.k12.nc.us.
"The biggest challenge we face is fundraising to help make sure all students who want to participate can do so," White said. "While the overall value of the trip is more than the actual cost, it does cost a lot to pay for airline tickets, shipping of instruments, hotel, and all the inclusions of eight days in London. So, we’re constantly trying to find ways to help families fund the trip."
"The Hickory Ridge band program is fortunate to have a supportive community, including parents, students, and school and district administration, that supports and encourages international travel and performance. I’m so fortunate that my students and parents allow me to dream big and pursue opportunities such as this. Our students are dedicated and work hard to prepare for big performances. It’s wonderful.”-- Chris White, Band Director, Hickory Ridge
IN THE NEWS
Trailblazers: A.T. Allen's Raso, Eason are recipients of NCDPI "Science of Reading" award
A.T. Allen Elementary School Principal Melanie Raso and Assistant Principal Krista Eason received the “Science of Reading” True Trailblazer Award from the North Carolina Department of Public Instruction's Office of Early Learning for the Southwest Region.
Melanie and Krista are strong leaders who helped the school incorporate the Science of Reading (SoR) approach. They worked hard to learn more by getting extra training and used what they learned to give feedback, show effective teaching strategies, and bring best practices into team meetings
and school improvement plans. They also reset the Letterland program with careful checks, teacher selfassessments, and hands-on practice, plus monthly training sessions on read aloud and vocabulary instruction.
By studying data and visiting classrooms regularly, they worked with teacher teams to improve reading strategies, build strong reading skills, and adjust teaching to fit students’ needs. This led to big improvements in how students learn to read. Melanie and Krista say the success in literacy at A.T. Allen is thanks to their hardworking teachers and staff, who embraced the Science of Reading approach with a “hands down, no excuses!” attitude.
— The Bulletin Board —
Rocky River Elementary's Tara Butch is the 2024 CCS Principal of the Year.
Michelle Queen is the 2024 CCS School Pyschologist of the Year.
CCS STEM coach Lara Cabiness was awarded the 2024 Grace Mynatt Award of Excellence by the Cabarrus County Education Foundation.
Kaylin Williams of Concord High was named the 2024 Female Flag Football Student-Athlete of the Year courtesy of the Carolina Panthers.
Mount Pleasant High’s Tylin McDowell is the 2024 Thomas Davis Comeback Player of the Year sponsored by Novant Health Sports Medicine.
The North Carolina Association of Federal Education Program Administrators has recognized Coltrane-Webb STEM Elementary on being named as an ESEA Distinguished School based on data from the 2023-2024 school year.
Northwest Cabarrus High's Edward Bui is the 2024 CCS Assistant Principal of the Year.
Coltrane-Webb STEM Elementary's Nelida Nunes is the 2024 CCS RISE Classified Employee of the Year.
Mary France Wall Center's Julia Wall is the 2024 CCS Exceptional Children's Teacher of Excellence.
Mount Pleasant Middle's Future Farmers of American program was recently ranked in the top 3-percent of all FFA programs in the nation. MPMS FFA is sponsored by teacher, Ashleigh Miller, the current Cabarrus County CTE Teacher of the Year.
HOMEGROWN
Kailan Bost is a 2015 Concord High School graduate and a 4th generation Spider. Today, she is impacting lives in her community as a science teacher, athletic trainer, and mentor at Concord Middle School—the same school she once attended as a student.
There’s something special about coming full circle — walking the same halls where your own dreams began and inspiring the next generation to chase theirs.
"Then & Now" spotlights former Cabarrus County Schools students who have returned to their roots. Through their dedication, they honor the teachers and staff members who once guided them while creating their own legacies in the classrooms that shaped their futures. These homegrown champions remind us that education isn’t just about knowledge — it’s about connection, community, and paying it forward.
What’s it like being part of the same traditions you once experienced as a student?
Kailan: "My favorite part about experiencing some of the same school traditions as a teacher is being able to share them with students and share my past experiences with them- especially with how far being a Concord High School alum runs in my family. My mom, grandmother, and great grandmother all graduated from Concord. I love sharing pictures with the students, hyping them up about what high school is like, and sharing what the real world is like outside of school. They love hearing about how our experiences have differed but are also very similar."
ways to give back because of the relationships I've built in my short five-and-a-half years of teaching. As a student, the teachers I built relationships with have stayed important to me through all walks of life, and I hope to be someone that is able to inspire at least one student each year to be the best version of themselves and to go the distance in life.
I also feel that one of the other most rewarding moments of my career has very little to do with me and more to do with my late brother, Kendall. I talked him into taking a leap and trying out teaching. In his short year and a half of teaching, he reached so many kids and built connections some of us only dream about. He brought together the Concord community like no one I've ever seen. Had I not taken the first step, he might not have either. He will FOREVER leave an imprint on his students and the Concord community."
What’s one thing about school that’s changed the most since you were a student?
How do your former teachers react to seeing you as a colleague now?
Kailan: "I think a lot of my former teachers almost expected it. I was a good student, studied hard, and focused on what I cared about. I think for the most part, I just make them feel old, lol. People like Mr. Liddle, Mrs. Marsh, Mr. Berryman, Mrs. Porter and Mrs. Hott have been huge parts of shaping me into the person I am today. I hope that I make them proud of me but also make them proud of themselves."
What was your favorite lunch as a student and now as a teacher?
Kailan: "I have two favorites! Anyone from Cabarrus County Schools grew up eating the square pizza! It's still just as good. But ultimately, my favorite cafeteria food is the mash bowl with popcorn chicken, mashed potatoes, and corn."
What’s the most rewarding part of teaching in the district where your own journey began?
Kailan: "I've always loved giving back to my community, and I feel like teaching is one of the best
Kailan: "Easily one of the biggest changes is the utilization of technology! I can remember growing up absolutely loving and looking forward to the days that our classes were going to the computer lab. When I was in high school, the county had just started using the iPad and computer carts, and teachers had to reserve them. If we needed to type a paper, we were either staying after school in the media center or, if you were lucky enough, you had a computer at home that you could type things on and print them out. I was not one of the lucky ones in that case. Regardless, I put forth my everything.
Now as a teacher, I see how much we rely on technology, and I've tried really hard to limit how much the students use computers in the classroom. I really try to get them to not even have technology at their seats because it's such a distraction."
"I think for the most part, I just make (my former teachers) feel old, lol. People like Mr. Liddle, Mrs. Marsh, Mr. Berryman, Mrs. Porter and Mrs. Hott have been huge parts of shaping me into the person I am today. I hope that I make them proud of me but also make them proud of themselves." -Kailan Bost, Concord '15, Teacher and a proud Miner and Spider for life
