Engage Volume 1 Issue 1 Winter 2025 : simplebooklet.com

winter 2025CONTENTSfeatures8 Belonging An inside look at how the Posivity Project is creang kind humans at Patriots STEM Elementary School from P2 champion, Melissa Cahall.10 Shaping Futures Cox Mill graduate Zion Zollicoer charts a course from Cabarrus County Schools that lands aboard the cruise ship Disney Wish.14 Growing Leaders Mul-Classroom Leader Amy Whien 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 Aviaon & Aerospace to support Hurricane Helene relief eorts.28 Connecons 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. departments5 ......... Welcome7 ......... Who We Are12 ....... CCS In Focus16 ....... Inspiring Minds18 ....... Picture Perfect20 ....... Innovaon22 ....... Pathways26 ....... A Taste of CCS30 ....... Beyond the Bell32 ....... In the News33 ....... The Bullen Board34 ....... Homegrownon the coverBeyond 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 30.30Engage CCS | Winter 2025 | 3 Engage CCS is a quarterly publicaon of Cabarrus County Schools. To submit story ideas, please email cabcoschools@cabarrus.k12.nc.us.

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WelcomeDear 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 connecon. Through its pages, we aim to foster deeper community engagement by highlighng the people, programs, and partnerships that bring our schools and neighborhoods together. From inspiring proles of educators, sta, and students to features on innovave iniaves and collaboraons, this magazine oers a plaorm to celebrate what makes Cabarrus County Schools so special. We believe that informed and engaged communies create the strongest foundaons 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 acve 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, parcipate, and celebrate the passion and dedicaon that drives Cabarrus County Schools forward. Together, we can build an even brighter tomorrow for Cabarrus County. Let’s connue to work as a team to foster a love of learning and ensure that every student reaches their full potenal. Together, we can make a lasng impact. Thank you for being an essenal part of the CCS family.Stay well,Our Board of EducaonSam TreadawayBoard MemberTerm expires Nov, 2026Began serving Dec, 2022Rob WalterBoard ChairTerm expires Nov, 2028Began serving Dec, 2012Pamela EscobarBoard MemberTerm expires Nov, 2026Began serving Dec, 2022Greg MillsBoard Vice-ChairTerm expires Nov, 2028Began serving Dec, 2024Catherine MooreBoard MemberTerm expires Nov, 2028Began serving Dec, 2024Melanie FreemanBoard MemberTerm expires Nov, 2028Began serving Dec, 2024John J. Kopicki | Superintendent — Welcome —Engage CCS | Winter 2025 | 5

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CabCoSchoolsLocated in the fast-growing Charloe-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 educaon, CCS, along with its sta of more than 4,000 educators and support personnel, is commied to its mission of Inspiring Minds, Engaging Hearts, and Shaping Futures. This mission guides our eorts to create safe, inclusive, and innovave learning environments where every student has the opportunity to succeed. Our district values diversity and equity, fostering a culture of respect, collaboraon, and connuous improvement. Teachers, sta, and administrators work together to deliver challenging and supporve educaonal experiences that prepare students to thrive academically, socially, and emoonally. With rigorous academic programs, robust career and technical educaon oerings, and a wide range of extracurricular acvies, 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 posive impact on the lives of our students. At Cabarrus County Schools, we believe in the transformave power of educaon and are proud to serve as a cornerstone of growth and opportunity in Cabarrus County.Find ways to connect atwww.cabarrus.k12.nc.us/connectThis is

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At Patriots STEM Elementary School, the Posivity Project (P2) is doing more than teaching students about weekly character traits. It’s transforming the school’s culture and fostering emoonal and social growth across Cabarrus County Schools. By emphasizing kindness, empathy, and resilience, P2 helps students and sta recognize the best in themselves and others, building a foundaon for lifelong success. “The Posivity Project is a character educaon program that focuses on posive psychology,” says Melissa Cahall, the school’s counselor and a key leader in implemenng P2 district-wide. “It introduces 24 character strengths to help students understand, value, and use these traits in their own lives and relaonships.” Each week, students learn about a new character strength—such as kindness, honesty, or perseverance—through daily acvies designed to build condence and self-awareness. Melissa notes that P2 is easy to use and oers tools and lessons that align with the district’s commitment to supporng the whole child—academically, socially, and emoonally. At Patriots Elementary, P2 has made a big dierence in how students and sta work together. “It helps everyone see that we are all unique,” explains Melissa. “This creates a posive 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 posive acons. 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 connecons 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’ sta members parcipate in annual training to ensure the program is implemented eecvely. Counselors model lessons, and weekly updates keep sta informed and engaged. Special iniaves like “Student of the Month” and “Classroom with Character” celebrate students who demonstrate strong character traits, encouraging posive behavior school-wide. The school’s behavior team integrates P2 principles into their overall strategy to promote posive behavior. Melissa notes this approach has not only strengthened relaonships but also reduced discipline issues, helping create a more supporve school environment. 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 dierent schools can discuss the same character strengths at home, reinforcing the lessons across sengs. Schools across the district collaborate quarterly to share ideas, highlight successes, and rene 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 oce referrals, higher scores on surveys measuring sense of belonging and relaonships, and an overall boost in morale among students and sta. Community involvement also plays a vital role. Patriots shares weekly P2 updates through newsleers and service projects, such as creang a sensory pathway for students to self-regulate and refocus. These acvies 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.” 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 posive relaonships and strong character. As the program grows, its vision remains unchanged: to prepare students to become condent, caring, and kind leaders ready to make a dierence in their communies."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 ElementaryThe power of positivity: How P2 is building resilience at Patriots STEM Elementary— Belonging —Engage CCS | Winter 2025 | 8

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For Zion Zollicoer, a 2020 graduate of Cox Mill High School, performing has always been more than just a hobby—it’s been his passion. From his rst 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, determinaon, and the support of others. Zion’s me at Cox Mill helped him prepare for his career in the performing arts. The school gave him opportunies to explore his talents in a supporve environment. “While I aended 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 dierent types of performing, like acng, singing, and dancing. “I essenally 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 menoned Mrs. Jennifer Cook, Mrs. Lindsay Blackburne, and Mrs. Miriam Kuykendall as his biggest inspiraons. “Specically, 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 aer graduang. “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-movated and it is a true testament to himself for all that he has accomplished and connues to achieve. He symbolizes every meaning of the phrase 'hard work pays o.'" Aer 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 audion, where he submied his materials in January 2024. It wasn’t unl last June that he got the excing news that he’d been oered a role. 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 rsthand 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 lled 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 traveling to Orlando for costume ngs and geng a behind-the-scenes 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 proacve about nding opportunies 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.” Looking back, Zion wishes he had spent more me connecng his other classes to the arts. “For me specically, I wished I would have read a lot more in high school to help me comprehend my script and analyze text beer,” he says. Zion’s journey shows how educaon, passion, and perseverance can lead to incredible opportunies. 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. 'It's a small world after all': Cox Mill grad performing aboard the Disney Wish— Shaping Futures —"(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 '20Engage CCS | Winter 2025 | 11

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When Amy Whien walks into a classroom at Hickory Ridge Elementary School, she brings more than just experience—she brings energy, experse, and a deep commitment to making a dierence. As a Mul-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 starng her teaching career in Cabarrus County Schools (CCS) in 2009, she has been drawn to opportunies that expand her impact. Taking on an advanced teaching role has also provided addional 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 inuence student learning on a larger scale,” she says. That pull grew stronger thanks to supporve 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 tradional 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 enre grade level implemenng best pracces in literacy instrucon because of the work you are doing alongside them in Performance Learning Communies (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 third-grade teachers, helping them design and deliver literacy instrucon. Mornings nd her in classrooms, modeling lessons, co-teaching, or oering live coaching to strengthen teaching pracces in real me. Beyond classroom visits, Amy meets with teachers individually to reect 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 aconable feedback that teachers can immediately apply,” she says. “Even small changes can make a big dierence in student engagement and learning.” Amy believes that collaboraon is key to creang a thriving school environment. She takes pride in seeing teachers implement best pracces in literacy, oen developed during PLCs. “It’s rewarding to see an enre grade level working together to help students succeed,” she says. Transioning from a classroom teacher to an MCL hasn’t been without its challenges. Amy admits she misses the close relaonships she once had with her own students and their families. “There are denitely aspects of having my own four walls that I do miss," Amy said. "In my own classrooms, I value the relaonships 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 geng to know 30 students, now I am working on geng to know 178 students across ten classrooms.” Strong relaonships with her team have also been crucial. “The teachers I work with make the process seamless,” Whien 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 collaborave school culture. Amy's MCL partner, Carrie Harker, focuses on math instrucon, 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. The impact of advanced teaching roles like Amy's is clear. By aligning teaching pracces 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 observaons reveal evidence of strategies discussed during planning sessions, and Amy nds joy in seeing teachers grow. “It is excing to see teachers with such a passion for working on the cra 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 liing others up,” she says with a smile.Transforming classrooms: Advanced Teaching Roles are making a difference in CCS"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— Growing Leaders —Engage CCS | Winter 2025 | 14

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— 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 generaon.What movates you to come to work each day and give your best to the school community? Mr. James: "I believe your purpose in educaon changes over me. 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 direcon. My purpose certainly has changed many mes 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 movates me to do the very best for my own students and school community as well."Can you share a story about a me when you felt you truly made a dierence 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 sta of Harold E. Winkler Middle School (HWMS). Through my eorts, teacher-leadership at HWMS has reached new heights among the teaching sta. 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 sta of HWMS, not only provides an opportunity for professional growth for my colleagues, but has opened the door to build personal relaonships with sta 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 presentaons in 2023 and 2024 and school spirit connues to permeate the building. I am most proud of this recent work and believe it has made a tremendous impact on the students and sta at HWMS."What do you think is the most rewarding part of working in educaon, and how does it shape your outlook on life? Mr. James: "The most rewarding part for me in educaon is witnessing the professional growth of beginning teachers (BT) as they progress through the BT program. Of all the leadership roles I have served in my career, being the Lead Mentor and New Sta 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 sta."What’s something about your job that brings you unexpected joy or pride, even if it seems small to others? 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, creave, and accomplished teachers in the state of North Carolina. Being a small part of this phenomenal teaching community connues to bring me pride and movaon. I nd joy in deserving colleagues that win various teaching accolades, a social media post that celebrates a Naonal Board of Professional Teaching Standards cercaon or an advanced degree accomplishment, and student celebraons that are necessary in building student self-ecacy and belonging. Even “shoutouts” and “good things” during sta meengs 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 oer one piece of advice to someone just starng their career in educaon, what would it be? Mr. James: "Engage in the teaching community. Build equity and invest in your own teaching career by geng involved at the school, district, and state levels. Join a K-12 EDU organizaon that aligns with your teaching content or grade level band and advocate with others that share your professional visions and passions. You will nd condence and inspiraon in those you surround yourself with. Make sure they are posive connecons! Personally, I pride myself in having built invaluable professional relaonships with EDU colleagues across the country that have opened doors for me beyond what I imagined when I started. Ulize 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 posive connecons will keep you grounded and movated as you navigate your successful career." Engage CCS | Winter 2025 | 17

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— Innovaon —In Cabarrus County, 14 elementary schools are transforming kindergarten educaon by embracing a play-based learning approach. Instead of tradional rows of desks and worksheets, these classrooms buzz with energy as students pretend to run stores, wrap gis, and engineer creave 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 intenonal 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 play-based learning is the work of the young child coupled with the work of the teacher,” she says. Play-based learning is gaining recognion as a powerful method for early childhood educaon, with research showing its academic and developmental benets. Teachers like Jennifer and Franchesska use structured and guided play to help students build important skills, including problem-solving, managing emoons, and exible thinking. Studies show that guided play can outperform tradional teaching methods for young children, especially in areas like math, creavity, and the ability to switch tasks. For example, research from the University of Cambridge found that combining academic goals with fun, playful acvies creates the perfect mix of focus and learning. Schools that use guided play oen see students who are more engaged, movated, and ready for long-term success. Jennifer highlights its benets for kindergartners: “It allows students to develop crical skills like problem-solving, communicaon, and creavity in a natural and engaging way.” This approach doesn’t just make learning fun; it aligns with how young children grow and thrive. In these classrooms, every acvity is carefully designed to meet learning standards while engaging students. For example, Jennifer's students pracce geometry by wrapping “gis” in dierent 3D shapes, learning ne 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 combinaons through a self-made bowling alley. “Through play, students learn faster and make deeper connecons,” she says. Franchesska adds that play fosters social growth. “It allows students to problem-solve, resolve conicts, 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.Kindergarten reimagined: The power of play-based learning"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, Coltrane-Webb STEM Elementary SchoolJ. PetersenF. KnightPlay-based learning combines structured play with intenonal teaching, allowing children to learn by exploring and discovering. Engage CCS | Winter 2025 | 20

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INNOVATIONPlay-based learning is currently ulized in 14 dierent CCS elementary schools. This approach will expand to all 19 schools with kindergarten for the 2025-26 school year. Both teachers share stories of students thriving through play. Jennifer remembers two advanced learners who inially struggled with creave 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 playme. Over me, the child began interacng and speaking in small sentences. “The students have welcomed him as part of our classroom family,” she says. Parents have embraced play-based learning, oen replicang acvies at home or donang supplies for classroom centers. Technology also enhances these lessons. Jennifer's students use iPads to research topics like ice-skang for dramac play or to create commercials for classroom projects. “Technology is a tool for learning and development,” Jennifer says. The biggest hurdles for teachers are me and planning. “Play-based learning looks like just playing at rst glance, but it’s the most strategically planned part of my day,” Jennifer said. Assessment is also dierent in these classrooms. Instead of tests, teachers observe interacons, collect work samples, and listen to conversaons. “It’s a safe, natural way to assess progress,” Jennifer explains. The success of play-based learning in Cabarrus County Schools is reshaping kindergarten educaon. By merging curric-ulum standards with the joy of discovery, teachers like Jennifer and Franchesska are nurturing well-rounded, condent learners.Engage CCS | Winter 2025 | 21

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When the call for help comes, whether it’s a re 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 reghter 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 lasng impact. “From a very young age, I’ve always wanted to be a reghter,” Grayson says. Enrolling in Concord High School’s Public Safety Academy helped him get started. “High school allowed me to get almost all my reghng cercaons and my North Carolina EMT cercaon,” he explains. “It was almost a no-brainer to aend 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 aer graduaon. “My most memorable moment from the academy was the encouragement I received from Chief Johnson and Chief Adkins,” he says. “They’ve connued to help me grow and nd 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. “Aer shi change, we’re ready to start serving the community,” he says. When he’s at the re department, his focus shis, 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 re department as much as I can.” Being an emergency responder is tough, both physically and emoonally. Grayson stays focused by taking care of himself. “Working 3rd shi has been a challenge,” he admits. “I make sure to get enough sleep and spend me with friends and family on my days o. On the emoonal side, I just do my best on every call and treat paents 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 treang people with kindness and respect. “Everyone deserves to be treated as a person, no maer 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 aer graduaon,” he shares. Grayson’s future is full of goals and opportunies. He plans to complete the paramedic program at Rowan-Cabarrus Community College and connue 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 me as you can. You’ll be successful.” Mentors and Milestones: '24 CHS grad Nimer is off and running on his EMT careerPathways to SuccessIn the 2023-24 school year, more than 12,000 middle and high school students in Cabarrus County Schools parcipated in Career and Technical Educaon courses across 52 dierent career pathways -- all aligned with industries in the greater Cabarrus and Charloe Metro region. — Pathways —Engage CCS | Winter 2025 | 22

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Soaring in service: West Cabarrus senior pilot delivers storm relief to Western N.C.From a young age, Ryan Garner has been fascinated by aviaon. Now a senior in West Cabarrus High School's Academy of Aviaon & Aerospace (AoAA), Ryan has already earned a private pilot license while most of his peers are sll learning to parallel park. Ryan, set to graduate in May 2025, has turned his dream of ying 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 aviaon careers o the ground,” said Christopher Smith, aviaon teacher at West Cabarrus. “In the aviaon track, we have three private pilots and 14 cered 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 ying.” Ryan's love for aviaon isn't new. “I’ve always loved aviaon 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 aviaon—all the opportunies that are available within it.” Recently, Ryan put his skills to the test in an unforgeable way. He joined with other private pilots across the state in a mission to deliver relief supplies to Western North Carolina aer 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 lile inmidang. "It was a lile bit nerve-wracking ying through the mountains, but it was nice seeing so many other pilots contribung to the cause," he said. Delivering relief supplies wasn’t just about ying; it was about making a dierence. For Ryan, the experience deepened his connecon to the western North Carolina community and showed him how his love for aviaon could help posively impact the lives of others. “It felt good being able to use my aviaon knowledge and skills to contribute and help the community out—seeing rsthand 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 aviaon 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 ight with classmates and has even put his skills to use by ying supplies to Western North Carolina aer the devastaon caused by Hurricane Helene,” Smith said. “He is a great example of the talented students the AoAA is molding to be producve members of the aviaon community and society as a whole.” One moment that stood out to Ryan was loading the plane before takeo. He was struck by how many people from the community came together to help, donang supplies and volunteering their me. “It was incredible to see so much support,” he said. “It showed how people really care and want to make a dierence.” The experience le a lasng impact on Ryan, strengthening his belief in aviaon 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. “It’s an amazing program,” Ryan said. “Without it, I wouldn’t be where I am today with aviaon. I’m so thankful that (Cabarrus County Schools) oers 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 me in the Academy has not only equipped him with technical skills but also inslled a deep sense of responsibility to use those skills to make a dierence in the world. Whether he’s ying supplies to communies in need or inspiring younger students to pursue their own aviaon dreams, Ryan is determined to leave a posive impact both in the air and on the ground. Through hands-on learning and real-world challenges, he’s discovered that his passion for aviaon is more than just ying—it’s about helping others and shaping the future of the aviaon community."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— Engaging Hearts —Engage CCS | Winter 2025 | 25

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recipe— A Taste of CCS —Prep Time 15 minutesCook Time 1 hourChilling 20 minutesTotal Time 1 hour 15 minutesServings 3 gingerbread housesEquipment• Stand mixer with paddle and whisk aachment• Piping bag and psIngredients• 6 and 1/4 cups all-purpose our• ¾ tsp cinnamon• 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 decortaonS Royal Icing Recipe• 2 cups powdered sugar sied• 2 large egg whites• ¼ tsp cream of tartar• 1 tsp vanilla extract• Food coloring of choice (oponal)For The Gingerbread House1. Si your dry ingredients together, set aside.2. Microwave vegetable shortening (or melt on stovetop in pot) unl liquid but not hot.3. In a stand mixer, whisk shortening, sugar and molas-ses together. Add the egg and mix unl combined.4. Switch to the paddle aachment and add your dry ingredients. Mix on medium/low unl 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 thick-ness as possible.6. Freeze dough for 20 minutes (oponal).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 unl very rm.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 Icing1. Combine your egg whites, sied powdered sugar, and cream of tartar in the bowl of your stand mixer with the whisk aached.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 unl 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.Sweet Genius: Concord High culinary students gingerbread creationsEngage CCS | Winter 2025 | 26

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Heath Drye hasn’t forgoen 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 construcon 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 supporng the MPHS award-winning masonry program. From helping secure donaons for materials and tools to mentoring current students, Heath is passionate about ensuring the program connues 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 generaon of students, teaching them the value of hard work, precision, and crasmanship. Heath’s connecon 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 construcon 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 introducon to the construcon world,” Heath recalls. “I loved the challenge of creang something solid and lasng. It made me curious about how buildings come together, which eventually led me to engineering.” That curiosity took Heath to North Carolina State University, where he earned degrees in Construcon Engineering and a Master's degree in Civil Engineering. But his path wasn’t without challenges. Aer high school, Heath inially pursued a business degree before realizing his true passion lay in construcon. “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 praccal, real-world soluons. Graduang in 2008 during a recession, Heath faced a tough job market. “I struggled to nd opportunies as a young engineer with lile experience,” he says. “But I kept pushing, gaining experience wherever I could unl I got my shot.” From bricks to blueprints: Drye's road to engineering built on high school masonry"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— Connecons —Rered 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.Engage CCS | Winter 2025 | 28

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Heath Drye is a 2003 graduate of Mount Pleasant High School and the co-owner of Concord and Raleigh-based Drye-McGlamery Engineering. He maintains a connecon with his former high school and connues to inspire students on the benets of learning skilled trades.CONNECTIONS That persistence paid o. Heath took a leap of faith in 2014, co-founding Drye-McGlamery Engineering. Today, his rm is licensed in 22 states and tackles excing projects, from designing earthquake-resistant masonry buildings to collaborang on military installaons and works in a wide range of market sectors including commercial, pharmaceucal, industrial, municipal and civic, construcon support services, and more. “When people know you have some real-life eld experience, you seem to get a lile “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 eld experience has helped me to conceive praccal soluons 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 eld enrely. “Don’t stress too much about choosing the perfect career path,” he advises. “Take it one day at a me, work hard, and keep a posive atude. Opportunies 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 hands-on experience as you can.” Giving back to Mount Pleasant isn’t just about nostalgia for Heath—it’s about creang opportunies 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 generaon has the same opportunies.” Heath connues 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.Engage CCS | Winter 2025 | 29

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BEYOND THE BELLThe Hickory Ridge High School Blue Regiment marching band has earned an invitaon to perform in the presgious 2026 London New Year’s Day Parade. This will be the band’s third appearance in the London event, having previously aended in 2009 and 2016. Known for its global reach and grandeur, the parade will place the band on a world stage before an esmated 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 connent,” said long-me Hickory Ridge band director Chris White. “Of course, there was a sense of celebraon 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 invitaon 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-prole 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 preparaon that goes into such a high-prole performance,” he said. “The bonds and memories they make on this trip will last a lifeme, and seeing their excitement as they prepare is incredibly rewarding.” For those interested in donang 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 parcipate 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 ckets, shipping of instruments, hotel, and all the inclusions of eight days in London. So, we’re constantly trying to nd ways to help families fund the trip."Hickory Ridge's Blue Regiment is marching back to LondonEngage CCS | Winter 2025 | 30

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IN THE NEWSA.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 Instrucon's Oce 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 geng extra training and used what they learned to give feedback, show eecve teaching strategies, and bring best pracces into team meengs and school improvement plans. They also reset the Leerland program with careful checks, teacher self-assessments, and hands-on pracce, plus monthly training sessions on read aloud and vocabulary instrucon. By studying data and vising classrooms regularly, they worked with teacher teams to improve reading strategies, build strong reading skills, and adjust teaching to t 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 sta, who embraced the Science of Reading approach with a “hands down, no excuses!” atude.Trailblazers: A.T. Allen's Raso, Eason are recipients of NCDPI "Science of Reading" awardEngage CCS | Winter 2025 | 32

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Rocky River Elementary's Tara Butch is the 2024 CCS Principal of the Year.Kaylin Williams of Concord High was named the 2024 Female Flag Football Student-Athlete of the Year courtesy of the Carolina Panthers.Michelle Queen is the 2024 CCS School Pyschologist of the Year.Northwest Cabarrus High's Edward Bui is the 2024 CCS Assistant Principal of the Year.CCS STEM coach Lara Cabiness was awarded the 2024 Grace Myna Award of Excellence by the Cabarrus County Educaon Foundaon.Coltrane-Webb STEM Elementary's Nelida Nunes is the 2024 CCS RISE Classied Employee of the Year.Mount Pleasant High’s Tylin McDowell is the 2024 Thomas Davis Comeback Player of the Year sponsored by Novant Health Sports Medicine.Mary France Wall Center's Julia Wall is the 2024 CCS Exceponal Children's Teacher of Excellence.The North Carolina Associaon of Federal Educaon Program Administrators has recognized Coltrane-Webb STEM Elementary on being named as an ESEA Disnguished School based on data from the 2023-2024 school year.Mount Pleasant Middle's Future Farmers of American program was recently ranked in the top 3-percent of all FFA programs in the naon. MPMS FFA is sponsored by teacher, Ashleigh Miller, the current Cabarrus County CTE Teacher of the Year.— The Bullen Board —Engage CCS | Winter 2025 | 33

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There’s something special about coming full circle —walking the same halls where your own dreams began and inspiring the next generaon to chase theirs. "Then & Now" spotlights former Cabarrus County Schools students who have returned to their roots. Through their dedicaon, they honor the teachers and sta members who once guided them while creang their own legacies in the classrooms that shaped their futures. These homegrown champions remind us that educaon isn’t just about knowledge — it’s about connecon, community, and paying it forward.What’s it like being part of the same tradions you once experienced as a student? Kailan: "My favorite part about experiencing some of the same school tradions 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 diered but are also very similar."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. Ho 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 eang the square pizza! It's sll just as good. But ulmately, 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 ways to give back because of the relaonships I've built in my short ve-and-a-half years of teaching. As a student, the teachers I built relaonships 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 lile 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 connecons some of us only dream about. He brought together the Concord community like no one I've ever seen. Had I not taken the rst 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? Kailan: "Easily one of the biggest changes is the ulizaon 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 aer 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 distracon."— Homegrown —"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 lifeEngage CCS | Winter 2025 | 35

Engage Volume 1 Issue 1 Winter 2025

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