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Introducing the Class of 2024 Standout Seniors at Cumberland County Schools

Cumberland County Schools is celebrating the achievements of standout high school seniors during the school district's annual Standout Seniors campaign.

According to a news release from the school district, this year's theme is "We Are CCS: Ready for a Career, College, and Life!"

"These Standout Seniors embody the spirit and aspirations of their entire classes, reflecting the values and educational excellence of Cumberland County Schools," Superintendent Dr. Marvin Connelly Jr. said in the release. "Since the campaign's inception in 2019, it has been a wonderful tradition to highlight the hard work and success of our students as we approach graduation."

Here are their stories.

Marjorie Jackson, Alger B. Wilkins

At Alger B. Wilkins High School, Standout Senior Marjorie Jackson has become a beacon of dedication and community unity. As she reflects on her high school journey, Marjorie shares insights into the defining experiences that shaped her and her classmates' final year.

"This year's senior class faced a lot of challenges, more so not wanting to come into school, lacking the motivation," Marjorie revealed. "But teachers like Mr. Bowen and our counselors helped us overcome these hurdles. They gave us the motivation and the resources to want to get here and come to school."

Click here  to see a video and read more about Marjorie.

Genna Horne, Cape Fear

Genna Horne, the Student Body President of Cape Fear High School, has been instrumental in fostering a sense of community and resilience among her peers. Her tenure has been marked by significant initiatives that positively impacted both the school and the broader community. "I have been able to experience many things that have positively impacted our school and community," Genna shared. She has been involved in activities ranging from reading to younger kids at nearby elementary schools to assisting with the Adaptive P.E. class and spearheading a creative project where seniors painted parking spots.

Reflecting on the challenges posed by the COVID-19 pandemic, Genna noted the profound impact on her class, particularly when transitioning back to in-person schooling. "Firstly, COVID-19 was a devastating time for our class, especially mentally and emotionally," she said. The shift from online to in-person schooling was a tough adjustment, "It definitely stunted maturity growth among our students, but we were able to overcome the hardships." Genna recalls the significance of re-engaging with school life, from attending football games to participating in club meetings, all of which were memorable firsts after a long hiatus.

Click here to see a video and read more about Genna.

Talon Alexander Cross Creek Early College

Talon Alexander, the Student Body President at Cross Creek Early College High School, played a pivotal role in enhancing the unique educational experience that allows students to take college classes during their high school years. "Cross Creek Early College offers a unique experience to our students by allowing them to take college classes during their high school career," Talon explained. He emphasized his responsibility in ensuring that his senior class engaged fully in school activities despite most of their time being spent in college classes.

Talon's leadership extends beyond just his senior peers; he is committed to easing the integration of underclassmen with upperclassmen. "Having a support system filled with people that understand what you are going through is useful," he said, highlighting the importance of community and support among students at different stages of their educational journey.

Click here to see a video and read more about Talon.

More: PHOTOS: 56 graduate from Cross Creek Early College High School in Fayetteville

Cameron Bebeau, Cumberland Academy

Cameron Bebeau, the Senior Class President at Cumberland Academy Virtual School, has been a vital advocate and leader in the virtual learning community. Each year, Cameron became more involved, culminating in his senior year, where he represented the Student Government Association (SGA) at the district level. "Each year has seen me become exponentially more involved compared to [the] last year; this year, I spent a good part of my senior year representing SGA at the district level," Cameron shared. He notably spoke at the January Board of Education meeting, advocating for equitable technology for younger students.

Under Cameron's leadership, the school celebrated significant achievements. "We had a student admitted to NC Governor's School, had a student participate in the LEDA Scholarship Program and earn the Gates Scholarship, had a student published in Sports Illustrated," he proudly recounted. These accomplishments highlight the diverse talents and opportunities that Cumberland Academy Virtual School has fostered both in and out of school.

Click here to see a video and read more about Cameron.

O'Shea Shephard, Cumberland International Early College

At Cumberland International Early College High School, Senior Class President O'Shea Shephard has been a cornerstone of resilience and leadership. From his junior year as the vice president to his senior year at the helm, O'Shea has orchestrated events that not only aim to alleviate the stress of his peers but also enhance their final high school experiences.

"In my position as senior class president, my eyes have definitely been opened to the struggles that not only students go through but the teachers and staff as well. Organizing events to keep morale high throughout the final push of the year has definitely been a trial, as everyone's scrambling around trying to get ready for graduation, and FAFSA and college," O'Shea stated. "Being there and being able to at least alleviate some of that stress through the events we have to offer, such as our senior trip or our upcoming senior week in May, for me, is the icing on the cake. I've enjoyed being there for my seniors, and I wouldn't change a thing."

Click here to see a video and read more about O'Shea.

More: PHOTOS: 68 graduate from Cumberland International Early College High School in Fayetteville

Meredith Wenthur, Cumberland Polytechnic

Meredith Wenthur, the Senior Class President at Cumberland Polytechnic High School, has embraced her role with enthusiasm and dedication. "Representing our senior class was a unique experience for me. I’ve had the privilege of being able to meet and bond with so many great people these last four years, it's an honor to have the opportunity to represent our class," Meredith shared. Her leadership involved planning engaging activities such as kickball and basketball tournaments, and organizing spirit weeks in collaboration with the Student Government Association (SGA).

Reflecting on the impact of the COVID-19 pandemic, Meredith noted the challenging start to her high school journey, "While freshman year was primarily online due to COVID-19, sophomore and junior year was nothing short of exhilarating." She highlighted the balance between college and high school work as a critical preparation for a four-year education. Meredith's sophomore year was particularly memorable, filled with new connections and participation in fun events like the spring and fall festivals and career fairs at Fayetteville Technical Community College.

Click here to see a video and read more about Meredith.

More: PHOTOS: 67 graduate from Cumberland Polytechnic High School in Fayetteville

Jayla Foxx, Douglas Byrd

Jayla Foxx, the Senior Class President at Douglas Byrd High School, found her role profoundly inspirational. Reflecting on her tenure, she shared, "My overall experience of representing my senior class has been inspirational because I have the opportunity to learn and surround myself with different students all in the same grade level." This experience not only built a sense of community for herself but also fostered new relationships among the seniors.

A defining moment for Jayla and her class was the notable improvement in their test scores. "One moment that defined my class was the improvement of our test scores," she explained. This achievement underscored their collective effort to enhance the school's reputation academically, "Our seniors work hard to build a positive name for our school, and we believe that our effort is reflected in the gradebook."

Click here to see a video and read more about Jayla.

Bryan Tillman, E.E. Smith

Bryan Tillman, the Senior Class President at E.E. Smith High School, has experienced significant personal and leadership growth during his tenure. "My character and leadership abilities have grown significantly due to the responsibility I was given—representing my senior class," Bryan reflected. His role allowed him to gain crucial skills in communication, empathy, delegation, dispute resolution and team leadership, which he honed through various interactions and responsibilities. "There were undoubtedly challenges that I had to overcome, but my development has been strengthened by my ability to get through challenging circumstances and make the year successful," he added.

A defining moment for Bryan and his class was the shift to virtual learning due to the COVID-19 pandemic, which marked the beginning of their high school journey. "Starting our high school careers working online and attending virtual classrooms has to be one of the most significant defining milestones for our class," Bryan noted. The transition back to in-person learning required adjustments both psychologically and physically, which was a challenge he and his classmates navigated together.

Click here to see a video and read more about Bryan.

Maleia Leigh, Gray's Creek

Maleia Leigh, the Senior Class President at Gray's Creek High School, has profoundly influenced her class, fostering unity and engagement. "I have gained many experiences as senior class president ... from planning a senior sunrise with a customized coffee truck to attending multiple student-led events that helped me connect deeply with my class," Maleia shared. Her efforts to enhance school spirit included organizing spirited weeks that combined fun and learning.

The resilience of her class, particularly through the challenges of the COVID-19 pandemic, stands out. "A defining moment for our class was making it through the pandemic ... We created a sense of unity within our school by becoming a step forward in our school's community," she noted. This unity transcended typical high school cliques, fostering a culture of individuality and collective support.

Click here to see a video and read more about Maleia.

Alexandra Zitterich, Jack Britt

Alexandra Zitterich, the Senior Class President at Jack Britt High School, has relished her role, especially in organizing events that enhance school spirit. "It has been a pleasure! I have enjoyed working with my advisor and the staff at my school to get spirit events or activities in place for our seniors," Alexandra remarked. One of her proudest achievements was organizing the Senior Sunrise, a meaningful event that united the senior class.

Throughout her tenure, Alexandra has witnessed her class excel in various clubs, achieving significant success at state and national competitions. "Another big moment for many of us has been continuously going to states and nationals for our respective clubs," she shared. She noted that the supportive environment at Jack Britt High School has been crucial in enabling students to thrive in extracurricular activities. "Being involved in clubs is a huge part of being a Buccaneer, so having supportive advisors and administration that allow us to compete as far as we do is a big highlight of our high school years."

Click here to see a video and read more about Alexandra.

Elizabeth Gross, Massey Hill Classical

Elizabeth Gross, the Senior Class President at Massey Hill Classical High School, has embraced her role with great enthusiasm. "It has been an honor to represent such a caring and creative class," Elizabeth stated. She effectively advocated for her peers, focusing on inclusivity and ensuring that everyone's needs were addressed.

One significant achievement under her leadership was the organization of senior parking spot paintings, an activity that creatively balanced school spirit with the school's status as a historical landmark. "A defining moment was painting senior parking spots … our school being a historical landmark makes it hard to do certain activities," she explained. This allowed the class to express their spirit in a way that respected the site's historical requirements.

Click here to see a video and read more about Elizabeth.

Madison McDaniel, Pine Forest

Madison McDaniel, the Senior Class President at Pine Forest High School, describes her tenure as both exciting and insightful. "My experience representing my senior class has been very exciting and insightful," Madison shared. She has actively engaged with her peers' opinions and suggestions, particularly looking forward to the senior week, a culmination of their high school experience.

Reflecting on significant moments, Madison highlighted last year's Junior Breakfast and the participation of some classmates as junior marshals at the previous year's graduation. These events were not only memorable but also emblematic of the class's active involvement and spirit.

Click here to see a video and read more about Madison.

Khedrae McDowell, Reid Ross Classical

Khedrae McDowell, the Senior Vice-President at Reid Ross Classical School, takes great pride in her role and the accomplishments of her peers. "I am very proud to be the one to represent my senior class. Having this opportunity makes me really happy and just shows that hard work pays off," Khedrae expressed. Her enthusiasm reflects a deep commitment to her classmates, whom she believes have all worked diligently towards graduation.

A pivotal moment for Khedrae and her class was the opening ceremony of their senior year, a significant event that marked the transition into their final year of high school. "To see everyone there finally seniors, it was really an eye-opening moment that we are really seniors and this is the end of our high school chapter and soon to be the beginning of another one," she recounted, capturing the mix of excitement and realization that dawned upon the class.

Click here to see a video and read more about Khedrae.

Heaven-Alexa Parker, Seventy-First

Heaven-Alexa Parker, the Senior Class President at Seventy-First High School, has found her tenure enjoyable. "Representing the senior class has been fun and rewarding," Heaven-Alexa shared, reflecting on her role with enthusiasm. She highlighted the unity and vibrancy of her class, which was especially evident during their last pep rally. "The moments that were most defining were the moments the senior class was together as a whole," she noted, emphasizing how these events underscored the strong community spirit.

Heaven-Alexa also credited social media and the school's staff for playing crucial roles in connecting the class with important opportunities. "Our emails from counselors and administrators have been a big way to show and present big opportunities to us, such as internships, volunteer opportunities, scholarships, etc.," she explained, appreciating how these communications have kept her class informed and engaged.

Click here to see a video and read more about Heaven-Alexa.

Emily Haynes, South View

Emily Haynes, the Senior Class President at South View High School, reflects positively on her tenure, finding it profoundly rewarding. "My experience representing the Senior Class at South View has been a memorable one," Emily stated. She has taken great pride in orchestrating events such as school dances, spirit weeks, and after-school activities, which have not only been successful but also reinforced her optimism about her peers' potential and collaborative spirit.

The impact of COVID-19 provided unique challenges and opportunities for growth to Emily and her classmates.  "Our freshman year was entirely online. This caused us to be stunted and behind as we were sophomores who acted like freshmen and socialized like 8th graders," Emily shared. Despite these initial setbacks, she views these experiences as crucial stepping stones that fostered resilience and growth. The class adapted impressively, turning these challenges into opportunities to strengthen their unity and support for each other, especially while recognizing mental health issues among students.

Click here to see a video read more about Emily.

Victoria Morrison, Terry Sanford

Victoria Morrison, the Senior Class President at Terry Sanford High School, has thoroughly enjoyed her role, finding it immensely fulfilling to lead and organize events for her class. "It has been nothing but a joy. I have been able to plan things..." Victoria began, her enthusiasm evident as she described her initiatives, including a memorable sunrise event on the first day of school that symbolized new beginnings and a communal spirit.

The senior class made a significant gesture to honor their local community at the start of the school year. Victoria detailed, "Our senior class, in the beginning of the year, honored our community and the pathway they have created for us. On our first day of school, we drove around our downtown community honking our horns and cheering as we honored our community and the legacy they have provided." This act of gratitude and celebration underscored their appreciation for the foundational support their community has offered.

Click here to see a video and read more about Victoria.

Jayla Harper, Westover

Jayla Harper, the Senior Class President at Westover High School, has enjoyed a deeply rewarding role. "I've felt like a big part of Westover since my freshman year because of my participation in our school’s Student Government," Jayla stated. She has played a significant role in organizing and participating in events that reflect the school's spirit and values. "Every activity and out-of-school event that I have either hosted or participated in has been a direct reflection of the school and what we are all about," she added, expressing pride in the positive impact these activities have had on the school community.

The COVID-19 pandemic presented significant challenges, particularly affecting those who struggled with remote learning. However, Jayla views these challenges as pivotal growth opportunities. "That was a huge mountain to conquer, especially for those that don't do too well being out of a classroom," she explained, highlighting how overcoming this obstacle has strengthened her class.

Click here to see a video and read more about Jayla.

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Bot or Not? Lessons on Using AI in the Classroom

• Through prompt engineering exercises, students discover how to craft the types of questions that will return helpful answers.
• Non-native speakers benefit from AI tools that enable them to communicate more clearly and confidently.
• Students learn that today’s technology can still be limited, unethical, biased—or simply wrong.

  Artificial intelligence (AI) tools are playing an increasingly prominent role in both the classroom and the workplace. Such tools include large language models (LLMs), which learn from and generate text, as well as robotic process automation tools such as UiPath , Appian , and MuleSoft .

Most universities are exploring the best ways to take advantage of these powerful new technologies. For instance, several years ago, one school used AI to create an experimental teaching assistant that provided automated responses to hundreds of basic questions that students posted about coursework in an online forum—and the students couldn’t even tell they weren’t interacting with a human TA.

Because so many students, faculty, and staff are already using AI tools, it’s essential for institutions of higher learning to develop parameters for what constitutes acceptable usages on their campuses. At Baruch College of the City University of New York, we recently drafted guidelines specifying that students can use generative AI tools such as OpenAI’s ChatGPT , Microsoft’s Copilot , or Google’s Gemini . However, such usage is only allowed when the instructor permits it, when students cite AI as a source, and when students show exactly how they used the technology.

At Baruch’s Zicklin School of Business, we know that if students learn to use AI in the classroom, they will have a better chance of knowing how to leverage it in the workplace. Here, four Zicklin instructors share their insights about what AI can do, how it can be used, and what limitations still exist.

AI Helps Students Think Critically

Yafit Lev-Aretz, an assistant professor in the Zicklin School’s law department, gives students opportunities to experiment with GenAI in her undergraduate business law class. During a recent take-home midterm exam, Lev-Aretz posed a question, then provided an answer that had been generated by AI. By itself, she estimated, that answer would score 60 out of a possible 100 points.

Lev-Aretz had students devise more precise prompts that would return more detailed answers and earn better grades. “I did not ask to see their prompts or provide feedback on them,” she explains. “My goal was simply to encourage them to use this tool, which I think can be extremely helpful in their thinking and writing process.”

She adds, “This engagement and willingness to experiment are precisely the learning outcomes I aim to foster.”

AI Can Be a Source of Information…

AI can quickly provide supplemental knowledge on an almost limitless number of topics, as Curtis Izen tells students in his undergraduate computer information systems honors course. Izen is a senior information specialist in Baruch’s Computing and Technology Center and an adjunct lecturer in the Paul H. Chook Department of Information Systems and Statistics.

AI can quickly provide supplemental knowledge on an almost limitless number of topics, as Curtis Izen tells his undergraduate students.

“For example, if students don’t know about database management systems, they can ask ChatGPT to explain what a database management system is and provide some examples,” he says.

Instructors might find GenAI equally useful, Izen notes, especially when they’re creating course materials. “They can feed it a paragraph of information and ask it to generate questions,” he says. “It can also change the type of question—say, from a multiple-choice question to a fill-in-the-blank one, or an open-ended question.” It can even help write syllabi, he adds.

…But Only With The Right Prompting

AI can help users reduce gaps in their knowledge— if they know how to use it properly, says Danny Park, an adjunct lecturer in the Chook department. Before students begin his graduate course on business analytics and artificial intelligence, Park provides them with a list of prompts they can feed to ChatGPT to bone up on certain topics.

He hand-feeds them the prompts to show them that only properly crafted questions will return helpful answers. Unless users are effective at prompt engineering, Park explains, they might find themselves illustrating the truth of the old programming mantra of “garbage in, garbage out.”

Prompt engineering is also a key part of the marketing analytics MBA courses taught by Joshua Moritz, a lecturer in the Allen G. Aaronson Department of Marketing and International Business.

“Because AI is pretty new, we need to learn how to ‘train’ AI to avoid generating bad results,” Moritz says. “So, students need a stable, accurate benchmark to know if their answers are going to be right or wrong.”

To that end, Moritz first has students use Microsoft Excel to solve a basic statistical problem—say, creating a linear regression from raw data points. Next, students feed the same data into ChatGPT, making requests and asking questions to see if they can generate the same results as they did in Excel. Students keep tweaking the prompts until the ChatGPT answer matches the Excel answer, which Moritz refers to as “the truth.” Once students get the prompts right, they can save them and use them repeatedly to solve the same simple statistical problems.

“Because AI is pretty new, we need to learn how to ‘train’ AI to avoid generating bad results.”—Joshua Moritz

For this exercise to work, each student must pay a monthly 20 USD fee for the 4.0 edition of ChatGPT, because the free version doesn’t do statistical analysis. “Students can’t share accounts because people write and speak differently. Sometimes small differences such as using ‘the’ versus ‘a’ or making a change in punctuation can generate different answers, believe it or not,” Moritz says.

Even when the prompts are exactly the same, ChatGPT sometimes generates a slightly different and therefore incorrect answer, Moritz says. “I am not clear why this happens,” he admits. “The technology is improving, but it’s not 100 percent. If this were medicine or cybersecurity, getting one answer wrong out of a hundred would not be OK. But this is marketing—you might lose money, but no one will die.”

AI Aids Non-Native Speakers

One advantage of allowing students to use AI during assignments, says Lev-Aretz, is that it reduces language barriers for those who are not native English speakers. That’s a critical consideration for a school like Baruch, whose students hail from more than 150 countries and speak more than 100 languages.

Izen agrees. For some course assignments, he has students record comments asynchronously through voiced-based tools such as the commercial product VoiceThread . (A similar product, Vocat , is an open-source option that was developed at Baruch.) He has found that his students’ public speaking skills improve the more they use the tool.

“Some of my students’ communication was so poor that if I called on them in class, they wouldn’t answer, or they’d mumble and speak so softly I couldn’t understand them,” Izen says. “But now that I’ve been using VoiceThread for several years, I notice that their verbal communication and confidence improve by the end of each course.”

But There Are Downsides

While AI offers enormous benefits to students, it also carries potential risks. One is that it could interfere with the learning process if students use it to complete homework assignments instead of doing the work themselves. Therefore, instructors need to devise strategies to mitigate the possibility that students are merely plagiarizing from AI.

That’s one reason Izen uses VoiceThread in his classrooms. After students make video or voice recordings, they share the files on the learning management system, where VoiceThread is integrated.

Because students must provide answers in their own words and post their sources in text comments, Izen can use these recordings to check whether his students are grasping the basic concepts they might have asked AI to explain. If they are describing their efforts with algorithms or computer programs, students must verbally explain their codes or formulas for their submitted assignments.

AI Cannot Be Blindly Trusted

In addition, AI poses legal and ethical risks, which means that neither students nor business leaders can simply accept the answers AI tools provide. Baruch instructors make certain students are aware of four risks in particular.

1. AI is limited in what it can do. Park notes that many users seem to ignore the word “artificial” in the phrase “artificial intelligence”—they start to believe AI is superior to human ingenuity, creativity, and wisdom. But he points out that, unlike humans, LLMs cannot provide value that is greater than the quality of the material they were trained on.

“People use ChatGPT as if it were a search engine, but in most cases, they’d be better off just using Google instead.”—Danny Park

2. Legal issues abound. It is not always clear exactly how generative AI products have been trained. In an interview published by The Wall Street Journal in April 2024, OpenAI’s chief technology officer claimed she didn’t know how Sora, the company’s text-to-video generator, had been taught. In a subsequent interview with Bloomberg, YouTube’s CEO said that if Sora had been trained on YouTube, that would violate his company’s terms of service.

Meanwhile, a slew of newspaper publishers, from The New York Times to the Chicago Tribune to California’s Orange County Register, are suing Microsoft and OpenAI for reusing their articles without permission.

Similarly, actress Scarlett Johansson might take legal action against OpenAI for creating a ChatGPT voice that sounds like the character she created in the 2013 film “Her”—even after Johansson had declined the offer to voice the AI assistant herself.

3. AI perpetuates harmful biases. Facial recognition technology has been accused of discrimination against Black and brown people. Ask Freepik —an image bank website that includes an AI image generator—to create a photo of a CEO, and you’ll get nothing but images of white men. A query for an image of a nurse gives you white women only.

4. AI is simply wrong sometimes. Recently, Google had to disable its Gemini text-to-image feature because it generated historically inaccurate images of popes who were female and American Founding Fathers who were Black.

“People use ChatGPT as if it were a search engine, but in most cases, they’d be better off just using Google instead,” Park comments. He adds that his teenage son once failed a math quiz because he plugged the questions into a chatbot, which produced incorrect results, and his son didn’t check the answers.

AI Is Part of the Future

Despite the challenges it presents, AI will be an integral part of tomorrow’s workplace. That’s why the Zicklin School has gone beyond integrating AI into the classroom. We’ve also developed programs—including an undergraduate AI minor and a graduate-level AI certificate—that are designed to help students leverage technology once they’re on the job. Because AI potentially impacts all business disciplines, we collaborate extensively with philosophy professor Elizabeth Edenberg, an expert on technology and ethics, as we develop these programs.

Armed with this information, our graduates will know how to use AI tools in ways that are effective, useful, ethical, and trustworthy—which will give them and their companies a competitive advantage.

• artificial intelligence
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• learner success

1 dead after Hope Mills shooting near car wash, sheriff says

HOPE MILLS, (WTVD) -- One man is dead after a shooting in Hope Mills Tuesday morning, Cumberland County Sheriff's Office said.

Right before 1:30 a.m., deputies were called to the 3100 block of Deaver Circle for reported shots fired. This is near a USA Car Wash.

Upon arrival, deputies said they found an unresponsive dead man with gunshot wounds. He was pronounced dead at the scene.

The victim's identity has not yet been revealed.

Cumberland County Sheriff's Office Homicide Unit is working to determine the circumstances of the shooting.

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• Luther Nick Jeralds Middle School
• Mac Williams Middle School
• Max Abbott Middle School
• New Century International Middle School
• Pine Forest Middle School
• Seventy-First Classical Middle School
• South View Middle School
• Spring Lake Middle School
• Westover Middle School
• Alger B. Wilkins High School
• Cape Fear High School
• Cross Creek Early College High School
• Cumberland Academy 6-12
• Cumberland International Early College High School
• Cumberland Polytechnic High School
• Douglas Byrd High School
• E.E. Smith High School
• Gray's Creek High School
• Jack Britt High School
• Massey Hill Classical High School
• Pine Forest High School
• Ramsey Street High School
• Reid Ross Classical School
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• Terry Sanford High School
• Westover High School
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• Cumberland County Schools

Student Services Teams

Support in every school.

Every school in CCS has a Student Services Team (SST) in place.  The SST is a part of the Multi-tiered System of Support (MTSS) to address and resolve barriers to teaching and learning.  The SST consists of educators from a variety of professional backgrounds such as counseling, social work, psychology, speech and language pathology, health, school administration, and regular education and special education teachers.

Specifically, the SST assists the referring regular education teacher and parent/guardian to develop a plan using research-based interventions to address academic or behavior concerns. The process encourages teachers and parents to effectively communicate, collaborate, and problem solve using data to best meet the child's needs.   

Parents Are Important to the Team

Parents are an essential part of developing interventions that are effective for a particular child. You know your child’s interests and strengths and also know interventions tried in the past, those that worked and those that didn’t. 

Outlined below are ways that parents/guardians can make a difference. 

• Communicate with your child’s teacher(s) 
• Ensure that your child attends school regularly 
• Encourage your child to do well in school 
• Understand assessments your child takes 
• Collaborate with your child’s school 
• Ask how you can help your child at home

Please Note:  If at any time, a parent, caregiver, or school staff member suspects that a child may have a disability, a referral to special education will be made. The IEP Team, which includes the parent, will determine if an evaluation will be conducted. This process is generally referred to as Child Find. 

For more information, contact your child’s school and request to speak with the SST Chair or the district office contact, Lisa Craver, Psychological Services Coordinator at 910.678.2438.

Where do I find Research-Based Interventions?

Some schools have purchased research-based supplemental programs and the SST may choose to provide instructional interventions using those programs.

Helpful Links:  The following websites also provide guidance on research-based interventions:

Reading, Writing, Math, Behavior:

• Center on Instruction  
• Intervention Central 
• What Works Clearinghouse
• Florida Center of Reading Research

Reading, Math, Writing

• Scientifically Based Research  

Quick Links

• Student Services Homepage

Student Services 2465 Gillespie Street Fayetteville, NC 28306 Phone: 910-678-2433 Fax: 910-678-2617

Dr. Natasha Scott, MSW Executive Director

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• Alderman Road Elementary School
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• Warrenwood Elementary School
• Westarea Elementary School
• William H. Owen Elementary School
• Anne Chesnutt Middle School
• Douglas Byrd Middle School
• Gray's Creek Middle School
• Hope Mills Middle School
• Howard Learning Academy Middle School
• John Griffin Middle School
• Lewis Chapel Middle School
• Luther Nick Jeralds Middle School
• Mac Williams Middle School
• Max Abbott Middle School
• New Century International Middle School
• Pine Forest Middle School
• Seventy-First Classical Middle School
• South View Middle School
• Spring Lake Middle School
• Westover Middle School
• Alger B. Wilkins High School
• Cape Fear High School
• Cross Creek Early College High School
• Cumberland Academy 6-12
• Cumberland International Early College High School
• Cumberland Polytechnic High School
• Douglas Byrd High School
• E.E. Smith High School
• Gray's Creek High School
• Jack Britt High School
• Massey Hill Classical High School
• Pine Forest High School
• Ramsey Street High School
• Reid Ross Classical School
• Seventy-First High School
• South View High School
• Terry Sanford High School
• Westover High School
• CCS Training Site

• Cumberland County Schools

Cutting Edge Achievement: Luther Nick Jeralds Middle Schoolers Lead Cumberland County Schools in Cosmetology & Barbering!

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