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Principals report academic gains at East McDowell, North Cove and West as district adopts data-driven interventions and AI tools
Summary
Principals representing three schools the state labeled low performing described targeted interventions, increased PLCs, expanded intervention blocks and use of AI to raise higher-order questioning; North Cove reported double-digit gains on some interim checks.
Three principals told the McDowell County Schools Board that their low-performing-designated schools have begun showing measurable gains after expanding interventions, increasing professional learning time and using new tools, including AI to support higher-order instruction.
Tracy Whitman, principal of East McDowell Middle School, said the school has added 40-minute daily intervention blocks outside of core instruction so students are not pulled from English, math or science. Whitman said the school has expanded enrichment options and partnered with community programs; she said the YMCA after-school participation correlated with a 90% EOG pass rate for students who attend that program. Whitman said, “We are using AI to ensure that we are that the teachers are asking those depth of knowledge 2 and 3 questions.”
North Cove Elementary Principal (presentation) reported that teachers are using SchoolNet for common assessments aligned to state tests, that teachers use weekly PLCs and twice-monthly data PLCs to set targeted remediation groups, and that part-time tutors and district coaching have contributed to gains. The principal said third-grade math rose 12 percentage points between the beginning and middle of year checks and fourth-grade reading rose 10 points.
West McDowell Middle School Principal reported building foundational practices: multiple weekly PLCs, MTSS meetings, daily “win time” intervention for all students, and a focus on backward-design lesson planning. The principal said the school saw gains in some grade-level interim assessments (for example, sixth-grade reading and math rose about 10 points from fall to winter) and that teacher professional development and monitoring are ongoing.
Why it matters: Each presentation emphasized data-driven instruction, more collaborative planning time for teachers, and targeted interventions outside core instruction to protect instructional minutes. The schools also said they are increasing engagement through extracurriculars and community partnerships.
Ending: Board members praised the principals’ work and asked staff to continue reporting progress. The principals said they will continue regular updates as their PLCs, interventions and coaching move toward statewide assessments later in the year.
