2024-25 Annual Report D25 : simplebooklet.com

Table of ContentsMission, Vision, Core Commitments........................... 5Board of Educaon......................................................... 5CCS Fast Facts...................................................................6A Message from the Superintendent.............................7Points of Pride...................................................................9Strategic Priories.........................................................13Priority 1: Student Wellness......................................14Priority 2: Teaching and Learning.............................18Priority 3: Diverse Talent Pipeline..............................24Priority 4: Early Learning.............................................28Priority 5: Technology Enhanced Learning...............32Priority 6: Community Alignment.............................36Together......................................................................41Financial Facts................................................................433

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A Message from the SuperintendentDear Cabarrus County Community,Cabarrus County Schools serves as a cornerstone of economic vitality in our region. As families and businesses connue to move to Cabarrus County, drawn by the promise of growth and opportunity, our schools stand as beacons of excellence, aracng newcomers and those seeking a place to work and raise their family. Our commitment to providing high-quality educaon not only prepares our students for future success, but also contributes to the overall economic prosperity of our community. Strong schools aract talented professionals, drive innovaon, 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 holisc well-being, our schools provide a nurturing environment where every child can thrive and reach their full potenal. From innovave teaching methods to personalized learning iniaves, 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 connes of the classroom. Through extracurricular acvies, community partnerships, and service-learning opportunies, we empower our students to become engaged cizens and compassionate leaders in our community. Whether it’s through athlec compeons, arsc endeavors, or community service projects, our students are equipped with the skills, knowledge, and values necessary to make a posive impact in the world around them.As we celebrate the strength and success of Cabarrus County Schools, let us rearm our commitment to supporng and invesng in the future of our students. Together, we can ensure that every child receives the educaon and opportunies they deserve, laying the foundaon for a brighter tomorrow for generaons to come.Thank you for your unwavering support and dedicaon to the students of Cabarrus County Schools. Together, we will connue to build a community where every child can thrive and succeed. As we embark on this new school year, let us connue to champion the values of collaboraon, excellence, and inclusivity that dene our community. Together, let us pave the way for a future where every child can nd their path to success.Stay well,John J. Kopicki | SuperintendentStronger Together7

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9Points of PrideCabarrus County Schools is comprised of a dedicated and talented sta of educators, administrators, and support personnel: ■ Our school system promotes a “Students First” culture with a focus on high-quality instrucon tailored to the needs of each student; ■ We oer families a wide range of program choices (45) with opons for all students; ■ The school district is commied to the safety of each student, with nurses and school resource ocers in each school; and ■ Students have access to a variety of extra-curricular acvies.We are proud of our world language oerings as early as the elementary level and our Career and Technical Educaon Academies focused on Tourism and Hospitality, Financial Technology, Health Sciences, Aviaon and Aerospace, and more. Supporng students and advocang for each child is a collecve eort.Our educators are dedicated to delivering learning experiences that are tailored to meet the needs of each student. Our workforce of commied educators includes 2,100 highly qualied teachers and 221 with Naonal Board Cercaon, which is one of the highest rates of Naonal Board Cered Teachers in the state of North Carolina.We take pride in preparing our students for college, career, or the military. In addion to tradional high school course oerings, we oer students the opportunity to earn college credit by successfully compleng Advanced Placement courses. Nearly y 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 aend a 2-year or 4-year college, go straight into the workforce, or join the military. In Cabarrus County Schools, we employ a sta who is commied to life-long learning. We are CHAMPIONS FOR ALL STUDENTS!Of 115 discts in the North Carolina Public School System, Cabarrus County Schools has improved its rank from 35th in 2017-18 to 15th in 2023-24.115School Districts#15#352023-20242017-20182,100221524598%of CCS graduates aend a 2- or 4-year college, go straight into the workforce, or join the military.$4,355,023$36,044,04748.3%of CCS graduates earned college credit in 2023-24.The class of 2024 earnedin scholarships.Increase of scholarshipsyear over year.highly qualied teachers.Naonal Board Cered teachers.CTE pathways.Program Choice opons.

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Points of PrideCCHS’ Pippin wins Blumey for Best MusicalCentral Cabarrus High School’s theatre students captured the Tier 1 Bank of America Best Musical Award for their producon of Pippin during the eleventh annual Blumey Awards. Central Cabarrus Theatre is directed by Drew Coley.A rst for N.C.Cabarrus County Schools was awarded the Trusted Learning Environment (TLE) Seal by the Consorum for School Networking (CoSN). This presgious naonal recognion is awarded to school districts that implement rigorous privacy policies and pracces to help protect student informaon. Cabarrus County Schools is the rst North Carolina school district to win the full TLE seal from CoSN.90.6%93Associates DegreesGraduates of Cabarrus County Schools' Class of 2024 earned 93 Associates Degrees from Rowan-Cabarrus Community College while aending our Early Colleges or tradional high schools through the Career & College Promise program.Vikings win second straight state hoops championshipThe 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 acve streak in the naon. This is the sixth me 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).In 2024, Cabarrus County Schools' graduaon rate climbed to 90.6% from 88.9% in 2023.WHES is excellent again Weddington Hills Elementary School was again named a Magnet School of Excellence in 2024.#1In 2023, Cabarrus County Schools was voted as the “Best Place to Work in Cabarrus County” by readers of the Concord-Kannapolis Independent Tribune.10WORLDCHAMPIONSHRES is a VEX World Innovate ChampionTeam 9464C from Hickory Ridge Elementary School won the Innovate Award at the VEX Robocs World Championships in Dallas, TX. This is the rst world championship in VEX compeon for Cabarrus County Schools.STATECHAMPIONSSTAGECHAMPIONS

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HRMS' Buluso reaches quarternals of Naonal Spelling BeeHarris Road Middle School student Phaneendra Bulusu won his second straight CCS Spelling Bee and nished second in the Carolina Panthers Regional Spelling Bee for North Carolina. Phaneendra competed in the Scripps Naonal Spelling Bee in Washington D.C. where he reached the naonal quarternals.52Cabarrus County Schools connues to impact the local economy with 52 career pathways in Career & Technical Educaon including Trades, Dental Assisng, Pharmacy Tech, Athlec Sports Training, Nursing Fundamentals, Veterinary Science, Public Safety, Hospitality and Tourism, and many more.11REGIONALCHAMPION72In 2024, 72 Cabarrus County Schools' students earned Internaonal Baccalaureate Diplomas.MPMS' Miller is third straight CTE regional teacher of the year for CCSFor 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 Briany Childers (Draing, 2023) and Patricia McTigue (Markeng, 2022) as winners of this statewide recognion.GLOBALIMPACTHEWMS' Nichols selected to global cohortJennifer 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 Collaborang Across Borders (TCAB) 2024-2025 Cohort.NATIONALNOTICECCS partners with county and CVB on state-of-the-art track at JMRHSCabarrus County Schools connued its ongoing relaonship with local government organizaons 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.LOCALPARTNERS93%This year, 93% of Cabarrus County Schools' sta agreed their school is a good place to work and learn, which is an improvement from 85% in 2022.

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Year Two Objectives Progress1.1Connue to include a student wellness goal in all school School Improvement Plans (SIP).All schools had a Student Wellness goal in their SIP.1.1Connue to ulize the Posivity Project (P2) delity program metrics and student wellness survey screener results to determine goal eecveness.Fidelity program metrics and the Student Wellness Survey results indicated strong implementaon of the Posivity Project. 1.2Conduct school safety audits each semester and analyze data to improve safety pracces and provide real me training.School safety audit results were used to provide training for all administrators at select principal and assistant principal meengs.1.2Provide praccal safety training opportunies and resources for administrators and school safety teams.Resources and safety trainings were provided. 1.2Connue to review and allocate funds for student wellness iniaves.District funding sources for student wellness iniaves are reviewed annually.1.3Provide mental health and student wellness training for all teachers and support sta to support core and supplemental instrucon.Training was oered for all teachers and support sta on core wellness iniaves.1.3Implement a Posivity Project (P2) delity tool to evaluate student wellness instrucon.Student Services personnel conducted semester delity checks of P2 implementaon across all school levels.1.3Connue to monitor the Mental Health (SHLT- 003) and Student Wellness Plan and revise annually in compliance with state mandates.The Mental Health (SHLT-003) and Student Wellness Plan was reviewed and revised and submied to the state.1.4Communicate student wellness progress throughout the school year on the district student and family support webpage.Student wellness survey results were reported quarterly on the Cabarrus County Schools Panorama and Student Wellness website.1.5Provide training for teachers and support personnel on student wellness/behavior intervenons and resources.Reconnect Training was provided for teachers and support personnel at select schools throughout the school year.1.5Implement a plan for collecng and analyzing student wellness data for ered intervenons.Training was provided for school Panorama leads and principals on how to analyze student wellness survey data for ered intervenons. 1.5Implement restorave pracces training for teachers and support personnel to improve outcomes for all students.Restorave pracces training was oered for support personnel including counselors and In-School-Suspension coordinators.15GOALINITIATIVEOUTCOMEAccomplishedNot StartedIn-Progress100%Safety audits completed at all 45 CCS schools$1,149,978Grant funding received from the NC Center for Safer Schools143Hours of professional development devoted to specialized instruconal support personnel

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GOAL:Aend to the social, emoonal, 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 collecon tool (MH database, Panorama, P2 delity check) to determine eecveness for users and reporng. 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. ■ Connue to provide praccal safety training opportunies and resources for administrators and school safety teams.■ Connue to review and evaluate resources to determine eecveness 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. ■ Connue to provide mental health and student wellness training for all CCS teachers and support sta (new to system) to support core and supplemental instrucon.■ Connue to implement a core student wellness curriculum (Posivity Project) and conduct delity checks each semester. ■ Connue 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 opportunies to learn strategies to support their child’s social emoonal growth. ■ Ulize Parent Square, school newsleers, and social media to share student wellness informaon with families.OBJECTIVE 5: Implement a comprehensive Multi-Tiered System of Support (MTSS) for supporting and responding to the wellness needs of our students. ■ Develop a Student Wellness/Behavior intervenon Resource Guide for teachers and support personnel. ■ Implement a core behavior support framework (CBS) district wide.■ Connue to implement restorave pracces training for teachers and support personnel.■ Provide support for schools in evaluang the eecveness of intervenons focusing on the whole child (academics, behavior, student wellness and aendance data). Year Three Objectives16Panorama Survey Completion Rate

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Year Two Objectives Progress2.1Implement district walk-through tool and monitor high expectaons and rigorous instrucon. 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.2.1Evaluate district walk-through data to determine curriculum and professional development needs. 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. 2.1Develop and implement research-based pracces to increase access to advanced academic and arsc opportunies for all students. Professional development has been provided to enhance collaborave planning of teachers in Performance Learning Communies Plus (PLC +). Schools have a variety of course oerings to enhance learning in advanced coursework and the arts.2.2Provide professional development opportunies aligned with the school improvement plan to enhance student-centered learning experiences and goal-seng.Professional development has been provided to schools based on their School Improvement Plan and goals. 2.2Ulize a system-wide formave and summave assessment system through a Mul-Tiered System of Supports (MTSS) that informs instrucon and monitors student mastery in the North Carolina Standard Course of Study. A district assessment calendar has been created with scheduled district data digs for schools to analyze data and create acon plans based on school needs that support individual students. 2.2Provide school-level instruconal leadership teams professional development and coaching support on data disaggregaon protocols.District data digs have provided schools opportunies to analyze their data and create instruconal acon plans. MTSS has provided guidance to support students through an MTSS framework. 2.2Implement ongoing district data disaggregaon sessions with school teams to evaluate student growth using mulple data sources.District data digs have occurred aer each benchmark cycle to provide schools an opportunity to analyze data. 2.3Provide professional learning opportunies using research-based pracces, aligned to school improvement plan goals, to support the diverse needs of all students. CCS oered training focused on research-based pracces that support school goals and meet the diverse needs of all students. Topics included small group instrucon, literacy, culturally responsive teaching, and eecve professional learning communies to help educators create high-quality learning experiences and improve student outcomes.2.3Provide sta with professional development and instruconal resources for students to make meaningful career development experiences and foster praccal connecons between their classroom learning and real-world applicaons.Career and Technical Educaon (CTE) teamed up with Student Services to support career development. CCS held events to promote career pathways, academies, and program opons. 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 opportunies.2.3Ulize quantave data sources to provide programmac recommendaons for Program Choice. Program Choice completed programmac recommendaons for the following programmac themes: Dual Language, Balanced Calender, and the Virtual Academy. 2.3Ulize quantave and quanable data sources to provide programmac recommendaons for Career and Technical Educaon Pathways. CTE completed a comprehensive local needs assessment to dene programmac goals and opportunies in Cabarrus County. A review of Economic Development Commission data, along with various data collecon methods from a wide variety of stakeholders (parents, administrators, business partners, etc), helped guide the work.2.3Assess Program Choice and CTE pathways, considering geographical accessibility to enhance the scope of our evaluaon. Develop a comprehensive review and proposal for geographic programmac oerings, incorporang well-dened pipelines and accessible transportaon access points. An expansion of Nursing Fundamentals programs at select high schools occurred during 2023-24, with addional plans for expansion for 2024-25.19GOALINITIATIVEOUTCOMEAccomplishedNot StartedIn-Progress

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Year Three ObjectivesGOAL:Employ a growth model connuum for students. Data analycs, planning, and evidence oflearning operate in a feedback loop. Cabarrus County Schools will personalize learning for students, increase precision of instrucon, 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.■ Connue to expand, evaluate, and enhance iniaves that increase access to advanced academic, arsc, and post-secondary opportunies for all students.■ Use data collected from the CCS District Walk-through tool for reecon, evaluaon, and improvement of rigorous core instrucon and high expectaons across classrooms.■ Provide professional learning opportunies on the four core tenets of teaching and learning for administrators, teachers, and sta.OBJECTIVE 2: Close gaps in achievement, ensuring access for all students. ■ Analyze and use subgroup data in order to idenfy district and school goals and professional development needs and resources in order to increase prociency and growth. ■ Evaluate the eecveness of district-wide formave and summave assessment systems that inform instrucon and monitor student mastery of reading, math, and science standards through a mul-ered system of supports.■ Provide professional development including instruconal resources to help students make meaningful career development experiences and foster praccal connecons between their classroom learning and real-world applicaons.■ Rene quarterly data digs with school teams to evaluate student growth in reading, math, and science as well as other curriculum using mulple data sources (benchmark, behavior, Social Emoon 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 intervenon and/or acceleraon of student learning based on personalized plans.■ Ulize data sources to provide programmac recommendaons for Program Choice, Fine Arts, and Career and Technical Educaon Pathways.■ Monitor exceponal children’s subgroup data and implement acon to address disproporonality related to discipline.■ Connue to monitor exceponal children’s subgroup data and implement acon to address disproporonality related to discipline.■ Evaluate Program Choice and Career and Technical Educaon pathways and access as it relates to equity and access for all students across the district.203,050Teachers reached through district professional development32,564Classroomwalk-throughs

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Year Two Objectives Progress3.1Develop a revised recruitment plan to include: (1) recent graduates; (2) second career professionals; (3) internaonal faculty; and 4) adjunct faculty.The HR recruitment team parcipated in events at colleges and universies, career fairs, interviewed internaonal candidates, and mined the candidate pool for mid-career applicants. The team iniated a specic focus on building relaonships with HBCUs.3.1Review beginning teacher retenon datato evaluate the eecveness of the eredmentorship program; and revise the plan.The Beginning Teacher Support team reviewed retenon data, BT survey data, mentor survey data, and conducted 1 on 1 interviews to evaluate the retenon plan.3.1Collect and review data to evaluate theeecveness of the Teacher Leader Cohortand revise the 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 parcipang in voluntary professional development.3.1Implement the Career Ladders plan to increase leadership opportunies and provide pathways for professional growth for teachers and administrators.The Career Ladders team implemented the plan presented to the Board of Educaon to include: Advanced Teaching Roles; Aspiring Principal Cohort; Assistant Principal Leadership Groups; New Principal Support Cohort; and Beginning Teacher Professional Development.3.1Review data related to classied sta arion to develop priories for retenon and recruitment.The HR team reviewed exit survey data and met with departments to develop priories 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 request3.2Train administrators on the use of revisedscreening protocols and implement protocols.A team of district leaders, principals, assistant principals, and teacher leaders developed a new teacher interview protocol. In addion the advanced teaching roles team developed hiring procedures for those posions.3.2Implement use of district and community prole document.The recruitment team updated recruitment materials to include demographic informaon about the district and larger Cabarrus community.3.3Develop data collecon methods aligned to the strategic goals.The HR department will be determining data points to measure the strategic goals in Summer 2024.3.4Create, revise, and connue partnerships that posively impact recruitment, retenon, and eecveness rates; eliminate partnerships that do not provide posive impact.The HR team reviewed and revised partnership plans with the following:• Community partners• Business partners• College and University partners• Internaonal faculty partners3.4Develop a mentorship program to support a diversied faculty.The Beginning Teacher Support team reviewed and improved the mentoring plan to beer support beginning faculty, with a special focus on internaonal faculty.25GOALINITIATIVEOUTCOME165First yearteachers1,000+Hiring sheetsprocessed by HR2,000+Classied employees impactedby salary study40College and University recruing trips by HR staAccomplishedNot StartedIn-Progress

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GOAL:Connue to build a culturally diverse talent pipeline which is essenal for student leadership,potenal, and growth.OBJECTIVE 1: Foster innovative recruitment,retention, mentorship policies, and strategies toattract and develop a diverse talent pipeline,drawing from both internal and externalcandidate pools.■ Collect and review data from the 2023-2024 hiring season to evaluate the eecveness of the recruitment plan; revise plan.■ Review beginning teacher retenon data to evaluate the eecveness of the ered mentorship program; revise plan■ Implement the rst phase of the Teacher Leader Cohort into specic leadership pathways.■ Collect and review data to determine the eecveness of the retenon plan; revise the plan.OBJECTIVE 2: Ensure job postings andinterview protocols have been systematized to support the vision and goals. ■ Review talent acquision data to determine eecveness of the revised screening protocols. ■ Adjust the screening protocols to ensure alignment to strategic goals.OBJECTIVE 3: Support continual growth bymonitoring data, collecting feedback fromsta, and intentionally developing professionallearning designed to create a culture ofbelonging.■ Adjust the screening protocols to ensure alignment to strategic goals.■ Collect data to evaluate the eecveness 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 eecveness of partnerships on recruitment, retenon, and eecveness.■ Evaluate the impact of the mentorship program on faculty retenon and eecveness. Year Three Objectives26Teacher Attrition RatesCabarrus County North Carolina10.911.612.311.411.48.17.57.57.811.52020 2021 2022 2023 2024

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Year Two Objectives Progress4.1Address outreach opportunies to replicatesuccessful early learning pracces and address gaps in outreach within the community.By fostering collaboraon with local organizaons and families, we have expanded access to quality early educaon resources. This proacve approach not only enhances awareness of available programs but also strengthens community es, ensuring that all children receive the support they need for a strong start in their learning journey in CCS and beyond.4.1Solicit parent and school feedback to determine professional development and resource needs for our early learners.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 allocaon.4.2Review early learning data sources to determine professional development needs as a connuous cycle of improvement.CCS iniated data disaggregaon sessions using Dynamic Indicators of Basic Early Literacy Skills (DIBELS) to respond eecvely to literacy assessment results. This proacve approach allows us to cra tailored learning plans that address specic student needs, ensuring that our educators are equipped to enhance literacy outcomes for our early learners.4.2Partner with early childhood agencies andproviders across the country to provideresources and professional developmentopportunies.CCS partners with early childhood agencies and providers across the country, enhancing our access to valuable resources and professional development opportunies. By collaborang with these organizaons and local physicians, we aim to elevate our educaonal pracces and beer support the holisc development of our young learners.4.3Develop opportunies to expand preschoolprogramming to elementary schools across the district.This year, CCS commied to expanding preschool programming across the district by seeking and receivng grant funding. By creang these opportunies, we aim to enhance access to quality early educaon for families, fostering a strong foundaon for our young learners and ensuring a smoother transion into their educaonal journey.4.3Advocate locally and at the state-level fornancial, operaonal, programmac, andlegislave needs to make early learningopportunies more accessible for ALL students.Last year, CCS successfully collaborated with local legislators and ocials, presenng at the CCS Board of Educaon Legislave Session in the spring to advocate for the nancial, operaonal, programmac, and legislave needs of early learning. This eort aimed to increase accessibility to early learning opportunies for all students, ensuring that every child has the resources and support necessary to succeed.4.3Expand upon the play-based model ofinstrucon for all kindergarten students.CCS expanded our play-based model of instrucon for all kindergarten students, incorporang age and developmentally appropriate pracces. With nearly 50 teachers parcipang in our rst cohort of Play-Based Learning, these educators have engaged in professional learning to support this instruconal shi, enabling them to beer meet the diverse needs of young learners and foster a more engaging and eecve learning environment.4.3Provide professional development on ulizing data from pre-kindergarten and kindergarten to improve vercal alignment and support related to early learning standards and the progression of foundaons for early learning.Last year, CCS provided professional development focused on ulizing data from pre-kindergarten and kindergarten to improve vercal alignment and support for early learning standards. Over 100 early childhood professionals parcipated in mulple training sessions on the implementaon and use of Conscious Discipline, a research-based program designed to enhance social-emoonal learning and ensure a strong foundaon for our young learners’ development.29GOALINITIATIVEOUTCOMEAccomplishedNot StartedIn-Progress

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Year Three ObjectivesGOAL:Provide access to high-quality learning to prepare students in their K-12 educaonal journey. Early learning standards will be part of the overall district curriculum plan and are closely arculated in the K-12 system.OBJECTIVE 1: Assess the eectiveness 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 eecveness of each iniave.■ Evaluate professional development pracces based on data to support the district's professional development growth plan for early childhood educaon.■ Collaborate with outside agencies and community partners to begin expanding the pre-kindergarten 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 instruconal strategies for play-based learning, development and acquision of resources aligned with early learning standards, and sharing of best pracces.■ Provide professional learning opportunies aligned to kindergarten and rst grade readiness through collecng and analyzing appropriate assessments and observaonal data and idenfying 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 opportunies by partnering with local organizaons to host early learning events and curang resources for caregivers that highlight the importance of early learning.■ Review data to inform iniaves through the collecon of feedback from outreach events, analysis of demographic data to ensure outreach eorts are reaching diverse communies, and adjusng outreach strategies based on ndings and parcipant feedback. ■ Measure and track aendance and engagement levels at community events, prior knowledge and atudes about early learning before and aer outreach events, and use all collected data insights to rene and enhance ongoing outreach eorts. 302023-24 Preschool EnrollmentResearch supports that the earlier students begin educaon, the beer they will perform in all academic areas, and the more likely they will be to graduate high school.2,379 360Kindergarten students enrolled.students in Pre-K

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Year Two Objectives Progress5.1Implement district digital learning resources plan from comprehensive review.CCS has begun implementaon of the Instructure LEARN Plaorm which provides oversight, ulizaon, and reporng on products in our edtech ecosystem that support data-driven decision making.5.1Implement plan to purchase tools and resources based on the comprehensive review.The Technology Deptartment is in the process of leveraging the LEARN plaorm to vet all digital instruconal resources. As of Fall 2024, the highest-use digital resources have been veed, and the Technology Department will collaborate with schools and other departments through 2024-25 on connuing this work.5.2Implement teacher coaching model ledby school-based Instruconal TechnologyFacilitators.Instruconal Technology Facilitators (ITFs) completed a year-long book study on student-centered coaching that incorporated site visits to monitor implementaon. ITFs completed a cycle of four school visits throughout the year, one of which they hosted at their school site.5.2Monitor and evaluate implementaon andimpact of teacher coaching model.Each site visit has built in reecon me for ITFs to discuss the planning, execuon, and feedback of the coaching visit. 5.2Monitor and evaluate teacher implementaon of NC Digital Learning Standards.ITFs and School Library Media Coordinators (SLMC) are involved in a variety of grade- and department-level planning sessions to aid teachers with integraon of the N.C. Digital Learning Standards. This year’s focus was on Digital Cizenship through Neptune Navigate in which every CCS school made progress towards delivering high quality lessons for all students. 5.3Conduct external audit of CCS technologyinfrastructure and develop a plan to implement changes based on ndings.The Microelectronics Center of North Carolina (MCNC) and Bitsight each did external assessments of CCS’ network infrastructure and cybersecurity implementaons. Both had dierent scoring methods. Over two years, the CCS score according to MCNC increased to a score of 78 relave to the state average of 68. Bitsight saw us move over that same me period from a D to an A. We are sll implemenng their suggested changes and will request a new assessment soon.5.3Implement a system for replacement andupgrade of hardware and soware systems.Last year, we replaced 84 switches, 710 access points. Addionally, we are in the process of replacing 5,310 iPads and 1,500 sta Macbook devices.5.3Communicate standardizaon procedures. Standardizing and keeping technology to lifecycles helps keep equipment current, ensuring compability with newer soware and hardware as well as helps with increased security, less downme, and budget predictability. 5.4Communicate aordable and reliable internet opons for CCS students and families.Students without internet at home have access to a free hotspot provided by T-Mobile through their Project 10 Million iniave. There are 145 deployed hotspots and we add around ve per week on average. 5.4Evaluate plan to provide student devices that support 21st century technology enhanced learning.This plan is ongoing. Student iPads were purchased for kindergarten and 1st grade, and the current plan includes a chromebook refresh in Fall 2024.33GOALINITIATIVEOUTCOMEAccomplishedNot StartedIn-Progress

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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 eective and aligneddigital resources for teachers and students.■ Monitor and evaluate implementaon 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 implementaon and impact of teacher coaching.■ Monitor and evaluate teacher implementaon of North Carolina Digital Learning Standards. ■ Connue ongoing professional learning on use of digital tools and resources.OOBJECTIVE 3: Maintain a comprehensiveimplementation plan for building, evaluating,and sustaining technology infrastructure tosupport learning and provide technical support.■ Monitor and evaluate infrastructure changes and evaluate system upgrades. ■ Evaluate and monitor implementaon of installaon standards. ■ Evaluate system needs for replacement and upgrade of hardware and soware systems. ■ Communicate standardizaon 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.Year Three Objectives3455,227Number of student devices supported364,501Library books circulated in CCS99.66%Network up-me39,696,606Emails sent and received across CCS

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Year Two Objectives Progress6.1Connue 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 ve schools. We partnered with Advocate Health on a new telemedicine program that served our students and their families.6.1Enhance communicaon tools with parents. ParentSquare was implemented for the 2023-24 school year as the primary school-to-home and district-to-home communicaons tool.6.2Conduct annual Engagement and Sasfacon surveys and use data for district and school improvement plans.The survey was conducted from April-May 2024. Data was distributed to schools for use in developing their 2024-25 School Improvement Plans.6.2Connue implemenng SuperintendentCommunity Connecon Focus Groups in schools during 23-24.The Superintendent Community Focus Group meengs were held at all eight tradional high school sites in March and April 2024.6.3Create partnerships in the CCS BusinessAdvisory Council and Cabarrus Chamber ofCommerce.With the help of the Cabarrus Chamber, CCS hosted a community business leader meeng with the Superintendent. We connued our Chamber partnership with support of the student career soware (Edge Factor).6.3Connue to develop a strong partnership with Cabarrus County government ocials and all CCS stakeholders to research and make informed decisions on CCS redistricng needs.The Cabarrus County Board of Educaon hosted a joint meeng with the Cabarrus County Commissioners in January 2024 to outline preliminary results of the district realignment study including projected facilies needs for a ten year period. 6.3Collaborate and partner with Cabarrus County ocials on the 24-25 CCS budget process and 10-year facilies master plan.The superintendent and CFO worked closed with county ocials in draing the 2024-25 school budget. The school board hosted a meeng between the two boards to develop a beer understanding of construcon needs.6.3Support and connue to provide communicaon to stakeholders as part of the district’s long-range realignment study.Throughout the realignment process (March 2023-February 2024), the community received communicaon via emails, Parent Square, web and social media posts, and a new website, called Engage with CCS.6.3Connue to develop strong relaonships with state and county ocials to review and advocate for teacher pay and annual supplement.The superintendent and school board hosted the second annual Legislave Agenda meeng in March 2024. The Board’s legislave agenda focused on teacher pay. During the local budget request, increasing the teacher supplement from 12% to 13% was a focus.37GOALINITIATIVEOUTCOME38,854Site visits to the Engage with CCS webpage33,412,342ParentSquare app nocaons sent to parents465,544Visitors to the CCS Facebook pageAccomplishedNot StartedIn-Progress

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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 eecveness of outreach eorts to increase student and family access to community programs that support students. ■ Increase the number of community hubs of acvity to essenal community services.■ Connue to enhance current communicaon pracces so parents/guardians have access to informaon 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 Sasfacon survey and use data for district and school improvement plans. ■ Connue implemenng Superintendent Community Connecon Focus Groups in each school.■ Connue implemenng Parent-Community meengs in communies during 2024-25.OBJECTIVE 3: Include community partners in working teams focused on speciﬁc issues identiﬁed in the needs and assets assessments.■ Connue to increase key and vital industry presence in the CCS Business Advisory Council.■ Implement the 2024-25 redistricng plan. ■ Partner with Cabarrus County ocials to collaborate on the 2025-26 CCS budget process. ■ Connue to collaborate with Cabarrus County ocials on a 10-year Facilies Plan.■ Connue to advocate for teacher pay increases and increases to the annual supplement plan for 2025-26.Year Three Objectives38Parent Reach & Contactability

2024-25 Annual Report D25

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