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Strategic Plan

Strategic Plan & Annual Reports

Strategic Plan Scorecard Results

The scorecards below serve as the final report on Destination 2025. They capture both the extraordinary gains we have achieved, and the foundation we will continue to build upon through Destination 27. More than a set of numbers or statistics, these results tell the story of perseverance, innovation, and collaboration across our entire school community. They illustrate how our district has expanded opportunities for students, strengthened instruction, and fostered environments where growth and achievement are possible for all learners.

  • GOAL
    INITIATIVE
    OUTCOME
    1.1
    Evaluate the success of the Student Wellness Goal in school improvement plans and support schools with next steps.
    All schools have a Student Wellness goal in their school improvement plans. Teams are currently evaluating goals based on Spring Student Wellness Survey data.
    1.1
    Evaluate current district data collection tool (MH database, Panorama, Positivity Project (P2) fidelity check) to determine effectiveness for users and reporting.
    Panorama user data indicated strong activity across all schools.  Student Wellness survey response rates exceeded district goals and averaged 95% for the Spring survey.
    1.2
    Use safety audit data to determine school needs and provide coaching to administrators for targeted support.
    School Safety Audit Results were used to provide training for all administrators at select principal and assistant principal meetings. 10 schools received specialized training after their audit.
    1.2
    Continue to provide practical safety training opportunities and resources for administrators and school safety teams.
    A safety session was included at all PreK-12 principal meetings this school year.
    1.2
    Continue to review and evaluate resources to determine effectiveness of selected student wellness program(s).
    Panorama data and P2 implementation data indicate these resources are being utilized regularly and are having a positive impact on student wellness.
    1.3
    Continue to provide mental health and student wellness training for all Cabarrus County Schools (CCS) teachers and support staff (new to system) to support core and supplemental instruction.
    Training was provided for all teachers and support staff on core wellness initiatives.
    1.3
    Continue to implement a core student wellness curriculum (Positivity Project) and conduct fidelity checks each semester.
    P2 fidelity checks indicate implementation at all schools.
    1.3
    Continue to monitor the CCS Mental Health (SHLT-003) and student wellness plan; revise annually in compliance with state mandates.
    The Mental Health (SHLT-003) and Student Wellness Plan was reviewed and revised and submitted to the state.
    1.4
    Provide parents opportunities to learn strategies to support their child’s social emotional growth.
    Student wellness survey results were reported quarterly on the CCS Panorama and Student Wellness website.  ParentSquare has been used to promote student wellness events for families.
    1.4
    Utilize ParentSquare, school newsletters, and social media to share student wellness information with families.
    ParentSquare has been utilized to share student wellness information. The Friday Five has been used extensively for parent education and event notification.
    1.5
    Develop a Student Wellness/Behavior intervention Resource Guide for teachers and support personnel.
    The resource guide has been completed and shared with Student Instructional Support Personnel (SISP) and Core Behavior Support (CBS) contacts.
    1.5
    Implement a core behavior support framework (CBS) district wide.
    The CBS framework has been shared with all schools through CBS contact meetings.
    1.5
    Continue to implement restorative practices training for teachers and support personnel.
    All principals and APs received restorative practices professional development through PreK-12 and assistant principal meetings.
    1.5
    Provide support for schools in evaluating the effectiveness of interventions focusing on the whole child (academics, behavior, student wellness and attendance data).
    All schools completed the FAM-S, a self-assessment tool allowing schools to determine the effectiveness of the interventions in the MTSS process.

    Legend

    Accomplished
    In Progress
    Not Started

  • GOAL
    INITIATIVE
    OUTCOME
    2.1
    Continue to expand, evaluate, and enhance initiatives that increase access to advanced academic, artistic, and post-secondary opportunities for all students.
    Cabarrus County Schools (CCS) expanded advanced academic and artistic opportunities this year, with 73% of high school students in rigorous pathways, while enhanced fine arts funding and travel broadened access and post-secondary preparation.
    2.1
    Use data collected from the CCS District Walk- through tool for reflection, evaluation, and improvement of rigorous core instruction and high expectations across classrooms.
    CCS staff completed over 40,000 classroom walkthroughs, while administrator professional development focused on using this data to provide authentic, actionable teacher feedback.
    2.1
    Provide professional learning opportunities on the four core tenets of teaching and learning for administrators, teachers, and staff.
    CCS advanced teaching and learning this year by providing professional development on the four core tenets and using walkthrough feedback to strengthen instruction and outcomes.
    2.2
    Analyze and use subgroup data in order to identify district and school goals and professional development needs and resources in order to increase proficiency and growth.
    CCS analyzed subgroup data this year to identify goals and provided tiered school supports based on data decision rules.
    2.2
    Evaluate the effectiveness of district-wide formative and summative assessment systems that inform instruction and monitor student mastery of reading, math, and science standards through a multi-tiered system of supports.
    CCS improved assessment practices this year by refining district- wide systems to ensure rigor, accessibility, and responsiveness within MTSS to accelerate growth.
    2.2
    Provide professional development including instructional resources to help students make meaningful career development experiences and foster practical connections between their classroom learning and real-world applications.
    CCS implemented a K–12 Future Ready Learner plan, providing career development experiences for students and career-focused resources and training for staff.
    2.2
    Refine quarterly data digs with school teams to evaluate student growth in reading, math, and science as well as other curriculum using multiple data sources (benchmark, behavior, Social Emotion Learning, AAPPL (Dual Language), and classroom walk-through data).
    CCS facilitated data digs using a wider range of sources, including assessments, behavior, SEL, and walkthroughs, allowing schools to create action plans that improved student proficiency.
    2.3
    Review and revise the equitable and inclusive nature of intervention and/or acceleration of student learning based on personalized plans.
    CCS conducted a comprehensive program review and provided Program Choice, Fine Arts, and CTE recommendations to increase access, opportunity, and sustainability.
    2.3
    Utilize data sources to provide programmatic recommendations for Program Choice, Fine Arts, and Career and Technical Education Pathways.
    CCS continued a comprehensive programmatic review and provided program choice recommendations to increase access, opportunity, and resources while also ensuring responsible use of resources and long-term sustainability.
    2.3
    Determine if varied pathways for intervention and/or acceleration of student learning based on personalized plans that are equitable and inclusive; if not, revise.
    CCS expanded flexible pathways (Skills Plus, double acceleration, Credit by Demonstrated Mastery, early graduation, credit recovery, etc.) while revising the AIG plan and supporting multilingual learners.
    2.3
    Monitor exceptional children’s subgroup data and implement action to address disproportionality related to discipline.
    CCS monitored exceptional children’s data through data digs and tiered support teams, implementing targeted actions to address discipline disproportionality.
    2.3
    Evaluate Program Choice and Career and Technical Education pathways and access as it relates to equity and access for all students across the district.
    Cabarrus County Schools evaluated Program Choice and Career & Technical Education pathways this year, using surveys and program reviews to refine access and promote equity.

    Legend

    Accomplished
    In Progress
    Not Started

  • GOAL
    INITIATIVE
    OUTCOME
    3.1
    Collect and review data from the 2023-2024 hiring season to evaluate the effectiveness of the recruitment plan; revise plan.
    The recruitment team evaluated all 23-24 hiring data to revise the plan for 24-25.
    3.1
    Review beginning teacher retention data to evaluate the effectiveness of the tiered mentorship program; revise plan.
    The beginning teacher support team reviewed retention data to evaluate the effectiveness of the mentorship plan. We made adjustments to best support schools.
    3.1
    Implement the first phase of the Teacher Leader Cohort into specific leadership pathways.
    Teacher leaders who completed the Leadership Series (cohort) became eligible to apply to the Advanced Teaching Roles initiative.
    3.1
    Collect and review data to determine the effectiveness of the retention plan; revise the plan.
    The Human Resources (HR) team evaluated the retention plan and began planning for new ways to both support employees, as well as collect information about reasons for resignations.
    3.2
    Review talent acquisition data to determine effectiveness of the revised screening protocols.
    The district's position fill rate and retention rate correlate positively to improved screening protocols.
    3.2
    Adjust the screening protocols to ensure alignment to strategic goals.
    Training was offered for all teachers and support staff on core wellness initiatives.
    3.3
    Adjust the screening protocols to ensure alignment to strategic goals.
    The HR department will be determining data points to measure the strategic goals in Summer 2024.
    3.3
    Collect data to evaluate the effectiveness of the professional learning plan; revise plan.
    Over 250 teachers participated in one or more of the following: (1) Teacher Leadership Series; (2) Advanced Teaching Roles; (3) Beginning Teacher Support.
    3.4
    Review data to determine the effectiveness of partnerships on recruitment, retention, and effectiveness.
    The HR team reviewed all colleges and universities, as well as other partners, to determine the most impactful partnerships.
    3.4
    Evaluate the impact of the mentorship program on faculty retention and effectiveness.
    The beginning teacher support team reviewed retention data to evaluate the effectiveness of the mentorship plan. We made adjustments to best support schools.

    Legend

    Accomplished
    In Progress
    Not Started

  • GOAL
    INITIATIVE
    OUTCOME
    4.1
    Engage in ongoing assessment of early learning programs and student progress related to those programs to determine the effectiveness of each initiative.
    Cabarrus County Schools (CCS) participated in the North Carolina Practitioners Network to evaluate teacher practices in literacy instruction that positively impact student outcomes in reading. Additionally, CCS teachers continue to use the Early Learning Inventory to determine Kindergarten readiness and provide quarterly progress updates to families.
    4.1
    Evaluate professional development practices based on data to support the district's professional development growth plan for early childhood education.
    Based on state and district data, CCS continued to participate in DPI's Preschool Pyramid Model Project train staff in best practice for developing students' social and emotional skills. As a result, CCS continues to be well below the state average in suspension and expulsion rates for preschoolers.
    4.1
    Collaborate with outside agencies and community partners to begin expanding the pre- kindergarten program and centralized placement centers throughout the county.
    In collaboration with the Cabarrus Partnership for Children, CCS expanded preschool programming with a grant-funded program to support children with various increased risk factors.
    4.2
    Expand play-based learning in Pre-K and Kindergarten by engaging educators in professional learning on instructional strategies for play-based learning, development and acquisition of resources aligned with early learning standards, and sharing of best practices.
    CCS has completed the implementation phase by launching training and support for Play-Based Learning with the final cohort of schools. All CCS kindergarten classrooms will be play-based at the end of the 2025-2026 school year.
    4.2
    Provide professional learning opportunities aligned to kindergarten and first grade readiness through collecting and analyzing appropriate assessments and observational data and identifying trends on an ongoing basis.
    CCS has monitored early learning metrics from the NC Early Learning Inventory and responded to emerging trends as part of the Play-Based Learning initiative.
    4.3
    Expand community outreach opportunities by partnering with local organizations to host early learning events and curating resources for caregivers that highlight the importance of early learning.
    CCS has developed sustained partnerships with local universities and community colleges to provide classroom space and hands-on clinical learning experiences for aspiring educators.
    4.3
    Review data to inform initiatives through the collection of feedback from outreach events, analysis of demographic data to ensure outreach efforts are reaching diverse communities, and adjusting outreach strategies based on findings and participant feedback.
    Cabarrus County hosted community events in partnership with training providers, healthcare professionals, and community members to provide resources and support for the youngest learners, including early identification and child find efforts. Feedback from participants, along with demographic analyses, informed initiatives and helped guide improvements to outreach strategies. These efforts ensured that programs effectively reached and supported diverse communities, strengthening early learning opportunities for all children.
    4.3
    Measure and track attendance and engagement levels at community events, prior knowledge and attitudes about early learning before and after outreach events, and use all collected data insights to refine and enhance ongoing outreach efforts.
    CCS has measured and tracked attendance and engagement at community events, assessed prior knowledge and attitudes about early learning before and after outreach, and used these insights to refine and enhance ongoing outreach efforts. This data-driven approach ensured that programs were responsive, targeted, and effectively supported families and young learners. By continuously analyzing and applying these findings, CCS has strengthened community engagement and maximized the impact of early learning initiatives.

    Legend

    Accomplished
    In Progress
    Not Started

  • GOAL
    INITIATIVE
    OUTCOME
    5.1
    Monitor and evaluate implementation and use of digital tools and resources.
    LEARN Platform data is being used to ensure that digital tools are safe, effective, and aligned to student learning needs. This data was additionally used at various times to provide context and coaching around the use of digital tools within schools and across the district.
    5.2
    Monitor implementation and impact of teacher coaching.
    Regular coaching visits help teachers strengthen their digital teaching practices and improve student engagement. Visits have provided information and feedback to use for ITF meetings and subsequent coaching cycles.
    5.2
    Monitor and evaluate teacher implementation of North Carolina Digital Learning Standards.
    Teachers are helping students build strong digital citizenship skills through consistent instruction and monitoring. This progress is tracked on the Neptune Navigate platform and regularly reported out to school admin through leadership channels.
    5.2
    Continue ongoing professional learning on use of digital tools and resources.
    Professional learning this year has been primarily based around artificial intelligence. All ITFs and SLMCs were trained on best practices associated with AI in November to be shared with school staff throughout the spring, and the department hosted an "AI Summit" in the spring where community leaders shared how artificial intelligence is transforming industry.
    5.3
    Monitor and evaluate infrastructure changes and evaluate system upgrades.
    This year included a staff device refresh for 23 schools, a Chromebook allocation for all 6th grade students, and a security camera capital outlay project that expects to replace 20% of our camera feeds while replacing all out-of-date cameras and servers.
    5.3
    Evaluate and monitor implementation of installation standards.
    District network switch and access point configurations have been reviewed to ensure standard implementations across the district. Student and staff devices, staff devices are managed via SCCM (Microsoft), Mosyle (Apple), and Google Admin (Chromebooks) keeping them all securely updated as well as standardly configured.
    5.3
    Evaluate system needs for replacement and upgrade of hardware and software systems.
    Technology systems and devices are refreshed on a consistent schedule to keep classrooms equipped and operational. The department has prioritized student access and safety in future replacement, specifically recommending for FY 2026 a new purchase of chromebooks, security cameras, and paging infrastructure.
    5.3
    Communicate standardization procedures.
    Standard procedures and cross-training are ensuring consistent and transparent technology practices across the district. These are communicated in monthly Technician and ITF meetings as well as maintaining an up-to-date OneNote with clearly outlined processes and procedures.
    5.4
    Monitor internet access by students and families.
    We gather feedback on internet access to identify and support families with connectivity needs through a spring survey.
    5.4
    Monitor phased deployment of student devices.
    Students are receiving updated Chromebooks and iPads through a carefully planned and phased rollout. Ideally we refresh three or four grade levels each year, ensuring that all student devices are refreshed over a 4 year period. Sixth grade students received new Chromebooks this year, and Kindergarten and 1st grade students received new iPads.

    Legend

    Accomplished
    In Progress
    Not Started

  • GOAL
    INITIATIVE
    OUTCOME
    6.1
    Evaluate the effectiveness of outreach efforts to increase student and family access to community programs that support students.
    Cabarrus County Schools (CCS) expanded outreach efforts by launching a series of parent and community engagement opportunities throughout the school year, capped off by the Student and Family Wellness Forum.
    6.1
    Increase the number of community hubs of activity to essential community services.
    CCS increased community access through key community partnerships, including the Cabarrus Visitors Bureau, Concord Parks and Recreation, and local businesses, resulting in a 660% increase in community use events.
    6.1
    Continue to enhance current communication practices so parents/guardians have access to information as needed.
    ParentSquare usage increased districtwide with 72% of parents engaging in two-way messaging with a staff member. Registered ParentSquare users also increased to 64%.
    6.2
    Conduct annual Engagement and Satisfaction survey and use data for district and school improvement plans.
    The surveys were conducted from April through May 2025 resulting in over 30,000 total responses. Results were utilized by district and school teams as part of school improvement planning for the 2025-26 school year.
    6.2
    Continue implementing Superintendent Community Connection Focus Groups in each school.
    The Superintendent continued to meet with stakeholder groups throughout the 2024-25 school year, including CCS families and staff, as well as, local business leaders.
    6.2
    Continue implementing Parent-Community meetings in communities during 2024-25.
    A series of Superintendent Advisory Council meetings were held with parent and community groups from November through April.
    6.3
    Continue to increase key and vital industry presence in the CCS Business Advisory Council.
    CCS continued to develop strong, collaborative partnerships with local industries through the Cabarrus Chamber of Commerce and the CCS Business Advisory Council.
    6.3
    Implement the 2024-25 redistricting plan.
    The redistricting plan was successfully implemented in preparation for the 2024-25 school year, resulting in more efficient facility usage and school representation.
    6.3
    Partner with Cabarrus County officials to collaborate on the 2025-26 CCS budget process.
    The Superintendent, Chief Financial Officer, and Board of Education worked closely with stakeholder groups and local elected officials to develop the 2025-26 CCS budget.
    6.3
    Continue to collaborate with Cabarrus County officials on a 10-year Facilities Plan.
    CCS developed a long-range facilities plan, which was unanimously approved by the Board of Education and utilized extensively as part of the budget development process.
    6.3
    Continue to advocate for teacher pay increases and increases to the annual supplement plan for 2025-26.
    Teacher and staff pay continues to be a pivotal component of the Board of Education's Legislative Agenda and a priority area for advocacy with local and state elected officials.

    Legend

    Accomplished
    In Progress
    Not Started