The WVBE outlined a specific corrective action plan to be monitored by state advisors:
Drawing from the official WVDE Special Circumstance Review and the recently identified financial irregularities (January 2026), a comprehensive remediation plan must address five core pillars: Academic Integrity, Special Education Compliance, Fiscal Responsibility, Leadership Capacity, and Student Support Services.
Pillar 1: Academic Integrity & Data Management
WVEIS Expertise: Establish a mandatory training schedule for all administrative staff on the West Virginia Education Information System (WVEIS). Access must be tiered and logged to prevent unauthorized grade changes.
Audit of Transcripts: Conduct a 100% audit of all student transcripts for the last two academic years to identify and correct any "intentional" or clerical errors in credit transcription.
Dean of Students Appointment: Since the high school has struggled to hire a certified counselor, formalize the Dean of Students role to oversee scheduling, grade transcription, and data integrity.
Pillar 2: Fiscal Responsibility & Transparency
Daily Deposit Protocol: Strictly enforce WVDE Policy 1224.1, requiring that any collections exceeding $500 be deposited in a bank account within 24 hours. The principal must sign off on daily deposit slips.
Purchasing Reform: Implement a "No Backdating" policy for purchase orders. All purchases must be encumbered in the system before an invoice is generated. Any expenditure over $5,000 requires central office approval via a formal RFP process.
Financial Training: Mandatory "Vector" training for all staff who handle money (coaches, club sponsors, teachers) to ensure they understand legal spending and collection protocols.
Pillar 3: Special Education Compliance
IEP Correction: Complete the ongoing audit of 100% of the county's IEPs. Any IEP found non-compliant must be updated within 30 days via a formal meeting with parents/guardians.
Placement Diversity: End the practice of "mass placement" where special education students are grouped into the same courses regardless of their specific IEP goals.
Monitoring Cycle: Move to a quarterly internal review process for special education files to prepare for the state’s four-year monitoring cycle.
Pillar 4: Leadership & Governance
Mentor Program: Continue the contract with a WVDE-approved consultant to provide direct, on-site mentorship to the High School Principal and Superintendent.
Chain of Command Training: Establish a formal grievance and reporting protocol to eliminate the reported "culture of retaliation." Staff must be trained on the legal protections for whistleblowers.
SBA Integration: Utilize the new HB 4849 (if passed) to apply for emergency School Building Authority funding to address the $6M+ in facilities hazards (HVAC, safety connectors) at PCHS without requiring a local bond.
Pillar 5: Student Support & Attendance
Chronic Absenteeism Task Force: Create a team specifically focused on the 53% chronic absenteeism rate. This includes home visits, "Attendance Incentives," and identifying transportation barriers for students in remote areas of the county.
Personal Education Plans (PEPs): Ensure 100% of students in grades 9–12 have a PEP reviewed annually by a student, parent, and staff member, as required by WVBE Policy 2510.
Timeline for February 2026 Review
| Goal | Completion Date | Responsible Party |
| All IEPs Audited | Completed (Oct 2025) | Office of Special Education |
| PCHS Financial Cleanup | Feb 1, 2026 | Chief School Business Officer |
| WVEIS Access Review | Feb 15, 2026 | Director of Technology |
| State Emergency Review | Feb 2026 Meeting | WV Board of Education |
Would you like me to draft a sample "Letter of Intent" from the Superintendent to the State Board of Education outlining these specific remediation steps?
Operational Compliance Manual: Administrative Standards for Fiscal Transparency and Academic Integrity
1. Regulatory Context and Strategic Mandate
This manual establishes the mandatory strategic framework for Pocahontas County Schools following the West Virginia Board of Education’s (WVBE) February 2025 State of Emergency declaration. While the district was initially granted a six-month window for remediation, the WVBE’s unanimous vote in August 2025 to extend the State of Emergency confirms that systemic deficiencies remain unresolved. The district is now operating under an urgent final timeline; these standards serve as the primary mechanism to satisfy the WVBE corrective action plan and restore local control by the February 2026 review.
The catalyst for these protocols was the "Special Circumstance Review," which uncovered critical failures in governance and ethics. To remediate these findings, the district shall focus on five core pillars:
- Academic Integrity: Ensuring the accuracy of student records and the West Virginia Education Information System (WVEIS).
- Special Education Compliance: Meeting state and federal mandates for Individualized Education Programs (IEPs).
- Fiscal Responsibility: Implementing rigid oversight of public funds, deposits, and purchasing.
- Leadership Capacity: Strengthening administrative expertise through mentorship and professional governance.
- Student Support Services: Stabilizing attendance and counseling frameworks to support student success.
Adherence to these standards is the only path to mitigating the imminent risk of a full state takeover. These protocols are specifically designed to dismantle the "culture of retaliation" identified in the state findings and replace it with a culture of professional accountability. The transition to local autonomy begins with the immediate implementation of rigorous fiscal controls to address identified financial irregularities.
2. Fiscal Responsibility: Daily Deposit and Purchasing Protocols
Rigid fiscal oversight is the cornerstone of public trust and operational stability. Recent special audits (covering July 2024 through December 2025) revealed severe irregularities, including 294 backdated purchase orders and missing funds from school events—such as the "Turkey Trot" and concession sales—that were left in safes rather than deposited. To restore financial integrity, the following protocols are non-negotiable.
Protocol 2.1: Daily Deposit Standards
Pursuant to WVDE Policy 1224.1, all school personnel shall adhere to the following deposit mandates:
- Collection Threshold: Any monetary collections exceeding $500 shall be deposited into the designated bank account within 24 hours of receipt.
- Prohibited Storage: Funds shall not remain in school safes overnight if they meet the 24-hour/threshold criteria.
- Mandatory Verification: The Principal shall personally review and sign all daily deposit slips to certify accuracy, timeliness, and compliance with policy.
Protocol 2.2: "No Backdating" Purchasing Policy
The practice of backdating purchase orders (POs) to cover existing invoices is strictly prohibited. The district mandates an "encumbrance first" workflow to ensure legal spending.
Practice Category | Non-Compliant Practice (PROHIBITED) | Standard Operating Procedure (MANDATORY) |
Workflow Order | Generating an invoice before a Purchase Order. | PO must be encumbered in the system before an order is placed. |
Documentation | Backdating POs to match previous expenditures. | All POs must reflect the actual date of system entry. |
Authorization | Verbal authorization or informal agreements. | No purchase is valid without a system-generated electronic encumbrance. |
Protocol 2.3: Expenditure Thresholds and Training
To ensure transparency and competitive bidding, all expenditures exceeding $5,000 require:
- Formal written approval from the Central Office prior to any commitment.
- Execution of a formal Request for Proposal (RFP) process.
- Training Mandate: All staff handling funds, including coaches and club sponsors, shall complete mandatory "Vector" training to ensure understanding of legal collection and spending protocols.
These fiscal controls are essential for the February 2026 review; failing to account for every dollar spent will result in continued state intervention.
3. Academic Integrity and WVEIS Data Governance
The accuracy of data within the West Virginia Education Information System (WVEIS) is a legal and strategic priority. The "intentional act" of unauthorized credit transcription identified by the state necessitates immediate corrections to our data governance.
Standard 3.1: Tiered Access Requirements
WVEIS access shall be strictly hierarchical and role-based.
- Access Control: Permissions are granted solely based on current job duties.
- Logged Activity: All entries, modifications, and grade transcriptions in WVEIS shall be logged. These logs will be audited monthly to prevent unauthorized changes.
- Mandatory Training: All administrative staff must follow a state-approved training schedule to ensure technical and ethical proficiency.
Standard 3.2: Transcript and Grade Audit
The Office of Technology shall execute a 100% audit of all student transcripts for the previous two academic years. This audit is a command to identify and correct every clerical and "intentional" error in credit transcription, ensuring the legal validity of all diplomas.
Standard 3.3: Personnel Oversight and Temporary Measures
- Director of Personnel and Technology: This role is responsible for overseeing WVEIS data accuracy and scheduling integrity.
- Dean of Students: This role is hereby established as a temporary compliance measure to oversee scheduling and grade transcription at the high school level. This role shall remain in place and under constant monitoring until the district secures certified counseling staff to manage these functions.
Data integrity is a legal mandate. Parallel to these efforts, the district shall address the systemic failure to support our most vulnerable students through special education compliance.
4. Special Education Regulatory Compliance
IEP compliance is a non-negotiable legal requirement. The systemic failure to reach the 80% compliance threshold jeopardizes student rights and state funding and must be corrected immediately.
Action 4.1: The 100% Audit Mandate
A comprehensive audit of every IEP in the county shall be completed no later than October 2025.
- Remediation Trigger: Any IEP identified as non-compliant (including those exceeding the 365-day review requirement) shall be remediated within 30 days of the identification of the finding.
- Mandatory Engagement: Remediation must include a formal meeting with the parent/guardian to ensure the IEP meets the student's actual educational needs.
Action 4.2: Course Placement Reform
The practice of "mass placement"—the grouping of special education students into the same courses for administrative convenience—is abolished. All course scheduling shall be individualized and driven strictly by the specific goals and requirements of each student’s IEP.
Action 4.3: Monitoring Cycles
The Office of Special Education shall implement a quarterly internal review process. This cycle ensures all files are current and ready for the state’s four-year monitoring cycle, moving the district from reactive to proactive compliance.
5. Leadership Capacity and Personnel Governance
Effective leadership is required to foster a compliant workplace and eliminate the "culture of retaliation." The district shall utilize state-approved mentorship to bridge existing expertise gaps.
Directive 5.1: Chain of Command and Grievance Protocols
A formal reporting protocol is hereby established to ensure staff can report non-compliance without fear of local reprisal.
- Whistleblower Training: All staff shall receive training on legal protections for whistleblowers.
- Reporting Lines: Grievances must reach the Central Office through established channels that protect the identity and professional standing of the reporter.
Directive 5.2: Professional Development Framework
The district mandates participation in the following academies:
- Teachers Academy: Focus on team building, IEP essentials, and understanding the official chain of command.
- Principals Academy: Intensive training on legal protocols, data security, and leadership ethics.
Directive 5.3: Mentorship and Facility Safety
WVDE-approved consultant Deirdre Cline shall provide ongoing on-site mentorship to the High School Principal and Superintendent. Mandate: All leadership decisions regarding facility management must be vetted by the consultant to align with state expectations. This includes prioritizing the mitigation of the $6M facility hazard at PCHS through SBA integration and HB 4849 funding.
6. Student Support Services and Attendance Management
Student support services are the primary driver of academic outcomes. The high school’s chronic absenteeism rate of 53%—representing 138 out of 260 students—is a critical operational failure that must be reversed to stabilize the district.
Requirement 6.1: Chronic Absenteeism Task Force
A dedicated task force is commanded to execute home visits and implement "Attendance Incentives." The mission is to achieve an initial 5% reduction in chronic absenteeism by identifying and removing barriers, including transportation issues in remote areas.
Requirement 6.2: Personalized Education Plans (PEPs)
Per WVBE Policy 2510, 100% of students in grades 9–12 must have a Personalized Education Plan.
- Deadline: All PEPs must be reviewed and signed by the student, parent, and staff member no later than mid-January.
Requirement 6.3: Counseling Services
The Supervisor of Counseling Services shall implement a Comprehensive School Counseling Program (CSCP). This program must move the district toward a "student-driven" master schedule that prioritizes mental health and academic pathing over administrative convenience.
7. Compliance Monitoring and Implementation Timeline
The following benchmarks are the definitive requirements for the February 2026 WVBE review. Failure to meet these deadlines will result in a recommendation for full state takeover.
Compliance Milestone Schedule
Goal / Action Item | Responsible Party | Hard Deadline |
IEP Audits | Office of Special Education | Completed Oct 2025 |
PCHS Financial Cleanup | Chief School Business Officer | February 1, 2026 |
WVEIS Access Review | Director of Technology | February 15, 2026 |
State Emergency Final Review | WV Board of Education | February 2026 Meeting |
The Consequences of Non-Compliance vs. Restored Local Control
NON-COMPLIANCE: The August 2025 extension was a final warning. Continued failure to meet these administrative and fiscal mandates will result in a full state takeover. This includes the total loss of local decision-making authority, further personnel actions, and the potential forfeiture of essential state funding due to persistent irregularities.
RESTORED LOCAL CONTROL: Success in meeting these standards will result in the lifting of the State of Emergency. Benefits include the restoration of local governance, a transparent fiscal environment that recovers public trust, and a stabilized academic system where student data and special education services meet the highest state standards. This manual is the district's only roadmap to professional autonomy.
Case Study: Restoring Excellence in Pocahontas County Schools
1. Anatomy of a School Governance Crisis
In the American educational landscape, local school districts operate under a philosophy of local control; however, this autonomy is not absolute. The West Virginia Board of Education (WVBE) functions as a critical regulatory safeguard, empowered to intervene when local leadership fails to uphold the constitutional and statutory mandates of a thorough and efficient education. In February 2025, the relationship between the WVBE and Pocahontas County Schools shifted from collaborative oversight to emergency intervention. Following a "Special Circumstance Review" that exposed deep-seated operational and ethical failures, the state declared a "State of Emergency," signaling that the district’s leadership no longer possessed the capacity to meet legal or academic standards independently.
Critical Deficiencies Identified (Late 2024)
Area of Concern | Key Finding | Impact on Students |
Academic Integrity | Evidence of "intentional acts" involving unauthorized and inaccurate grade/credit transcription for at least one student. | Compromised the validity of diplomas, potentially jeopardizing college admissions and the district’s accreditation. |
Special Education | IEP (Individualized Education Program) compliance fell below 80% with systemic "mass placement" practices. | Denied students with disabilities their federal right to a Free Appropriate Public Education (FAPE) under IDEA. |
Data Management | Lack of WVEIS expertise and tiered access; inability to ensure data security or accuracy. | Student records became vulnerable to manipulation, and administrative decisions were based on unreliable data. |
Support Services | Zero certified counselors at the high school level; a staggering 53% chronic absenteeism rate. | Over half the student population lacked necessary guidance and mental health support, leading to profound disengagement. |
These failures were not isolated administrative errors but symptoms of a systemic breakdown in leadership capacity where basic operational checks and balances had been entirely circumvented.
--------------------------------------------------------------------------------
2. Deep Dive: Core Failures in Specialized Services and Integrity
To analyze the Pocahontas County crisis from a governance perspective, one must look beyond the symptoms to the underlying violations of federal law and institutional ethics.
The Breakdown of Special Education and FAPE
The investigation revealed a total departure from the Individuals with Disabilities Education Act (IDEA). The mandate for "individualization" was replaced by administrative convenience:
- Mass Placement: Rather than receiving tailored instruction based on unique needs, all special education students were funneled into a single math course. This "one-size-fits-all" approach is a direct violation of the federal mandate for a Free Appropriate Public Education (FAPE).
- Regulatory Neglect: IEPs must be reviewed every 365 days; the district routinely missed these deadlines, leaving students with outdated and irrelevant educational strategies.
The Erosion of Academic Integrity
A school district’s credibility rests on the integrity of its data. The review identified three primary issues that decimated this foundation:
- WVEIS Access: Administrative staff lacked the technical proficiency to manage the West Virginia Education Information System, resulting in chaotic record-keeping.
- Transcript Manipulation: The discovery of "intentional" unauthorized grade changes suggested a breach of professional ethics that undermined the value of every credit earned in the county.
- Scheduling Structural Failure: The absence of a "student-driven" master schedule meant that academic offerings were dictated by staff availability rather than student graduation requirements or Personalized Education Plans (PEPs).
The Workplace Environment
The "Special Circumstance Review" synthesized a workplace culture defined by hostility and a "culture of retaliation" originating from the central office. In such an environment, the institutionalization of reform is impossible, as staff members fear reporting errors or suggesting systemic improvements.
The West Virginia Board of Education responded by implementing a structured roadmap for recovery known as the "Five Pillars of Remediation."
--------------------------------------------------------------------------------
3. The Five Pillars of Remediation: A Blueprint for Recovery
The remediation plan serves as both a corrective action list and a legal framework for the restoration of local autonomy.
- Academic Integrity & Data Management
- Goal: Restore the accuracy and security of the student record-keeping lifecycle.
- Critical Action: Execute a 100% audit of all student transcripts from the previous two years. Additionally, formalize the Dean of Students role to provide a structural bridge for scheduling and data integrity in the absence of certified counselors.
- Fiscal Responsibility & Transparency
- Goal: Implement rigorous internal controls to prevent the misappropriation of funds.
- Critical Action: Strictly enforce the "Daily Deposit Protocol" (WVDE Policy 1224.1) and implement mandatory "Vector" training for all personnel handling money. A strict "No Backdating" policy for purchase orders was established to restore the integrity of the accounting process.
- Special Education Compliance
- Goal: Re-establish IDEA compliance and individualized instruction.
- Critical Action: Transition from "mass placement" to "Placement Diversity" and establish a quarterly internal monitoring cycle to prepare for the state’s four-year monitoring schedule.
- Leadership & Governance
- Goal: Build sustainable local capacity through expert mentorship.
- Critical Action: Retain a WVDE-approved consultant to mentor the principal and superintendent. Furthermore, the district must utilize HB 4849 and SBA (School Building Authority) funding to address over $6 million in facility and safety hazards, recognizing that physical safety is a prerequisite for academic recovery.
- Student Support & Attendance
- Goal: Remediate the 53% chronic absenteeism rate and provide personalized pathways.
- Critical Action: Ensure 100% of students in grades 9–12 have a Personalized Education Plan (PEP) and utilize the "Principals Academy" to train leaders on student-driven master scheduling.
Learner Insight: The Goal of State Oversight From a governance perspective, the "Five Pillars" are not merely a punishment; they are a capacity-building framework. The state’s objective is not permanent control, but the sustainability and institutionalization of reform. Each pillar addresses a specific deficiency: if the issue was "intentional" grade changes, the solution is "Data Integrity." If the issue was "culture of retaliation," the solution is "Leadership Mentorship." Remediation succeeds when these processes become part of the district's DNA, rather than temporary responses to pressure.
While the blueprint was clear, the implementation phase revealed that the depths of the district's financial mismanagement had not yet been fully plumbed.
--------------------------------------------------------------------------------
4. Evolving Challenges: Fiscal Responsibility & The 2026 Update
By January 2026, as the county moved toward a scheduled review, a special audit of Pocahontas County High School revealed that the systemic failures were more pervasive than initially realized. These findings highlight that remediation is often a "process of discovery":
- Missing Deposits: Funds from school-sanctioned events—specifically the "Turkey Trot" and concession sales—were not deposited according to state policy. In several instances, cash was left in a safe for months, circumventing the Daily Deposit Protocol.
- Backdated Orders: The audit found that 294 out of 627 purchase orders (47%) were backdated. This represents a total failure of encumbrance accounting, where the district was spending money before obtaining legal approval, creating a significant risk of deficit spending.
These findings complicated the county's potential release from state control, illustrating that "tremendous work" in one area (such as special education) can be overshadowed by a lack of discipline in another (fiscal management).
--------------------------------------------------------------------------------
5. Milestones and the Path to Local Autonomy
The following timeline details the milestones required for the WVBE to consider a return to local control.
Timeline for February 2026 Review
Goal | Responsible Party | Target Completion |
State of Emergency Extension Vote | WV Board of Education | August 2025 (Completed) |
100% IEP Audit & Correction | Office of Special Education | October 2025 (Completed) |
High School Financial Cleanup | Chief School Business Officer | February 1, 2026 |
WVEIS Access & Data Integrity Review | Director of Technology | February 15, 2026 |
State Emergency Review Meeting | WV Board of Education | February 2026 |
Key Takeaways for the Governance Learner
- Compliance as a Civil Right: Adherence to IDEA and financial protocols is not "red tape." In this case, non-compliance resulted in a violation of the civil right to FAPE and the mismanagement of taxpayer resources.
- Data Integrity as a Foundation: Without accurate transcription and WVEIS data, a district's diploma loses its currency. Governance requires an "audit culture" where data is verified and secure.
- Sustainability Requires Capacity: State intervention is a bridge, not a destination. The use of WVDE-approved consultants and "Principals Academies" is designed to ensure that when state advisors leave, the local leadership has the technical expertise to maintain the new standards.
As of early 2026, Pocahontas County Schools remain under state oversight. While the district has made significant strides under Dr. Leatha Williams, it must now demonstrate that its new systems—from encumbrance accounting to special education placement—are institutionalized and sustainable for the long term.
Navigating the WV Education Framework: An Administrative Essentials Guide
1. The Anatomy of a Crisis: Why Systems Matter
In February 2025, the West Virginia Board of Education (WVBE) declared a "State of Emergency" for Pocahontas County Schools. This rare and severe administrative intervention followed a "Special Circumstance Review" that revealed systemic failures so profound they necessitated an August 2025 extension of state oversight. When a district enters a State of Emergency, it signals that local leadership has defaulted on its legal and operational obligations to students, moving the institution toward the precipice of a full state takeover.
The Pocahontas County crisis is a cautionary tale for every administrator: systemic neglect is never localized. It spreads from the front office to the classroom, eventually compromising the district’s standing with the WVBE.
Case Study: Critical Systemic Failures
- Academic Integrity: Discovery of "intentional acts" involving the unauthorized transcription of inaccurate credits and grades for at least one student.
- Special Education: Documented compliance fell to less than 80%, characterized by a failure to meet federal 365-day review timelines and "mass placement" violations.
- Leadership Capacity: A lack of expertise and central office support fostered a "culture of retaliation," directly impacting school safety and the principal’s access to vital security footage.
These technical systems are not merely administrative conveniences; they are the legal safeguards of the institution, with WVEIS serving as the primary ledger of a student’s academic history.
2. WVEIS: The Pulse of Academic Integrity
The West Virginia Education Information System (WVEIS) is the digital backbone of the state’s educational infrastructure. As a centralized database for grades, transcripts, and graduation credits, its integrity is non-negotiable. The Pocahontas County review identified critical risks stemming from a lack of "tiered and logged" access, allowing for unauthorized data manipulation. To remediate this, the state mandated the appointment of a Director of Personnel and Technology to provide high-level oversight of all data entry.
Healthy WVEIS Management | Pocahontas County Failures |
Logged & Tiered Access: Editing privileges are restricted to specific roles; every change is tracked and timestamped. | Unauthorized Transcription: Evidence of inaccurate credits and grades being manually entered into the system. |
Staff Expertise: Administrators and data clerks undergo rigorous, ongoing training on WVEIS protocols. | Lack of Expertise: A documented inability to manage system protocols, leading to "intentional" errors. |
Director Oversight: A dedicated official monitors transcription accuracy and system security. | Administrative Neglect: Failure to provide the principal with necessary access and support for data management. |
Data integrity in WVEIS is the essential prerequisite for individual student planning; without a secure digital ledger, a school cannot legally defend its graduation rates or student placements.
3. IEP: The Legal Mandate for Inclusion
The Individualized Education Program (IEP) is a federal mandate under IDEA, requiring a bespoke educational roadmap for students with disabilities. West Virginia law requires a 365-day review to ensure these supports remain relevant. The "Special Circumstance Review" uncovered a disturbing trend of "mass placement," where students were grouped into the same math courses based on their "label" rather than their specific IEP goals—a direct violation of federal and state inclusion regulations.
To achieve total remediation, the WVBE has dictated the following mandatory steps:
- 100% Audit: A comprehensive review of every special education file in the county was mandated for completion by October 2025 to ensure total compliance.
- 30-day Correction Window: Any IEP identified as non-compliant requires a formal meeting with parents/guardians to be corrected within 30 days.
- Placement Diversity: Scheduling must be reorganized to reflect individual student needs, ending the practice of grouping students solely by disability category.
Beyond the digital ledger of WVEIS and the legal protections of the IEP, the administrative failure extended to the broader student population through a breakdown in counseling and attendance systems.
4. CSCP & PEP: Mapping Student Success
The failure to manage student support services contributed to a staggering 53% chronic absenteeism rate at Pocahontas County High School, where 138 out of 260 students were frequently absent. Re-engaging this population requires the rigorous application of the Comprehensive School Counseling Program (CSCP) and the Personalized Education Plan (PEP). Per WVBE Policy 2510, these are not optional documents; they are the "data source" for the district's Master Schedule.
The Student-Driven Scheduling Process:
- PEP Development: Students in grades 9–12 collaborate with parents and staff to map academic goals; all PEPs must be completed by a mid-January deadline.
- Administrative Bridge: In the absence of a certified counselor, districts must appoint "Deans" or a Supervisor of Counseling Services to lead this process.
- Master Schedule Alignment: The Master Schedule is built around the data harvested from student PEPs, ensuring the curriculum meets the actual needs of the student body rather than administrative convenience.
Even the most sophisticated student-facing plans remain aspirational if they are not supported by the bedrock of fiscal transparency and administrative accountability.
5. Fiscal Responsibility & Leadership Pillars
A school’s leadership is only as strong as its financial controls. The January 2026 update revealed a profound failure of fiscal stewardship: 294 backdated purchase orders out of 627 reviewed, and thousands of dollars in cash—including funds from the "Turkey Trot" and concessions—sitting in a safe for months rather than being deposited.
Manager’s Checklist for Fiscal & Leadership Compliance:
- [ ] Daily Deposit Protocol (Policy 1224.1): All collections exceeding $500 must be deposited within 24 hours. No exceptions.
- [ ] "No Backdating" Enforcement: Purchase orders must be encumbered and approved before an invoice is generated.
- [ ] Formal RFP Threshold: Any expenditure exceeding $5,000 requires a formal central office Request for Proposal (RFP) process.
- [ ] Vector Training: Mandatory financial protocol training for all staff who handle money, including coaches and club sponsors.
- [ ] Principals Academy Participation: Mandatory leadership training focusing on the legal "chain of command" and data security to eliminate "cultures of retaliation."
6. Summary of Administrative Terminology
- WVEIS (West Virginia Education Information System): The state’s primary database for tracking academic integrity, including grades and transcription.
- IEP (Individualized Education Program): A legally binding document for students with disabilities requiring an annual 365-day review and individualized placement.
- CSCP (Comprehensive School Counseling Program): The strategic framework for student support services and attendance intervention.
- PEP (Personalized Education Plan): A student-driven roadmap for grades 9-12 that serves as the foundation for the Master Schedule.
- WVBE (West Virginia Board of Education): The state governing body with the unilateral authority to declare a State of Emergency and oversee district remediation.
- WVDE (West Virginia Department of Education): The state agency responsible for monitoring compliance and providing technical assistance for corrective action.
These acronyms represent the legal and ethical framework of a safe, functioning, and transparent school system. Failure to master them is a failure to lead.
Comprehensive Strategic Remediation Plan: Restoring Local Autonomy to Pocahontas County Schools
1. The Mandate for Reform: Contextualizing the State of Emergency
The February 2025 declaration of a State of Emergency for Pocahontas County Schools was not a mere administrative rebuke; it was a necessary intervention to halt the systemic collapse of educational and operational standards. For the district, this declaration serves as a mandated catalyst for total transformation. This plan is designed to dismantle the failed practices of the past and replace them with a rigorous, state-aligned framework that restores local control through demonstrated competency rather than a return to the status quo.
The 2024 Special Circumstance Review revealed a catastrophic failure across all critical domains of school governance. Specifically, the district must address:
- Academic and Data Integrity: Deliberate "intentional acts" involving the unauthorized transcription of inaccurate grades and credits for students, exacerbated by a pervasive lack of WVEIS expertise.
- Special Education Negligence: Compliance rates plummeted below 80%, characterized by the failure to meet the federal 365-day IEP review mandate and the systemic "mass placement" of students into math courses for administrative convenience rather than individual need.
- Leadership and Workplace Culture: A profound lack of leadership expertise at the central office level fostered an environment described by staff as hostile and rife with the threat of retaliation.
- Operational Instability: The absence of certified counselors and current master schedules, combined with the restriction of principal access to critical classroom safety footage, created a vacuum of accountability.
While the West Virginia Board of Education (WVBE) acknowledged "tremendous work" by the current administration in August 2025, the unanimous vote to extend the State of Emergency for another six months constitutes a final warning. The risk of a complete state takeover remains imminent. The extension was granted solely to ensure that these corrective measures are not temporary fixes but are permanently embedded in the district's operational DNA. The path to autonomy begins with the absolute restoration of academic integrity and the security of student data.
--------------------------------------------------------------------------------
2. Pillar I: Academic Integrity and Data Governance
Data integrity, maintained through the West Virginia Education Information System (WVEIS), is the non-negotiable foundation of school accountability. The "intentional act" of inaccurate transcription found in the 2024 review was a fundamental breach of trust. It is now evident that systemic student disengagement—reflected in a 53% absenteeism rate—created a vacuum where academic integrity was compromised to maintain the appearance of progress.
WVEIS Operationalization
The district is hereby mandated to implement a tiered access and logging system to prevent further unauthorized modifications. Level 3 administrative access—the highest tier—is strictly restricted to the Director of Personnel and Technology and the High School Principal. All WVEIS entries must generate a digital audit trail, ensuring every grade or credit modification is linked to a specific user and timestamp for monthly review by the Superintendent.
Transcript Correction Strategy
The district will execute a 100% audit of all student transcripts for the last two academic years. This is not a cursory check, but a granular, five-step verification process:
- Extraction: Export all PCHS student transcripts directly from WVEIS.
- Comparison: Cross-reference every digital record against physical teacher grade books for the 2023–2025 academic years.
- Identification: Document all discrepancies using a standardized "Reconciliation and Correction Form."
- Personnel Action: Identify the source of any "intentional" errors for immediate personnel review and potential disciplinary action.
- Certification: A final validation of corrected records by the Director of Personnel and Technology.
Role Clarification
To bridge the gap created by the absence of certified counselors, the district has strategically formalized the roles of Deans of Students and the Director of Personnel and Technology. These positions are vital in providing the oversight necessary for master scheduling and data transcription accuracy, ensuring that data reflects actual student achievement.
--------------------------------------------------------------------------------
3. Pillar II: Fiscal Responsibility and Procedural Transparency
Strategic fiscal stewardship is paramount to meeting state auditing standards and rebuilding public trust. The discovery of new financial irregularities in January 2026—midway through the emergency declaration—demonstrates that procedural rigor is not yet fully ingrained. The failure to deposit funds and the widespread practice of backdating orders are unacceptable violations of state policy.
Remediation of Financial Irregularities
The audit revealed that funds from school events, specifically the Turkey Trot and concession sales, were held in safes rather than deposited. In the most severe instance, a deposit had been withheld since the start of the 2025–26 school year. Furthermore, nearly half (294 of 627) of all purchase orders were found to be backdated. The following Corrective Action Table is effective immediately:
Issue | Mandated Corrective Action | Policy Alignment |
Missing Deposits | Daily deposit of any collections exceeding $500 within 24 hours. No funds may remain in safes overnight. | WVDE Policy 1224.1 |
Backdated Orders | Absolute prohibition on backdating; funds must be encumbered in the system before an invoice is generated. | State Purchasing Protocols |
Accountability | The Principal must personally sign off on every daily deposit slip and maintain a copy for the central office. | Local Governance Mandate |
Enforcement of Protocols
Centralized approval is now non-negotiable for all expenditures exceeding $5,000. These purchases require Central Office approval and must proceed through a formal RFP (Request for Proposal) process to ensure transparency and competitive pricing.
Training Mandates
All staff members who handle funds—including coaches, club sponsors, and teachers—are required to complete Vector training. This training will focus on the legalities of fund collection and the rigid protocols for public expenditure to ensure that the district remains above reproach.
--------------------------------------------------------------------------------
4. Pillar III: Special Education Compliance and Procedural Rigor
The October 2025 audit serves as the baseline for operations, highlighting a transition from reactive correction to proactive management. The district has a legal and moral imperative to provide the individualized support mandated by law; failure to do so will result in immediate state intervention.
IEP Remediation Protocol
Following the comprehensive audit, every non-compliant IEP must be remediated within 30 days. This process requires a formal meeting with parents or guardians to ensure the educational plan is legally sound and tailored to the student’s needs. Administrative "shortcuts" in the IEP process are strictly prohibited.
Operationalizing Inclusion
The "mass placement" of special education students into uniform math courses for administrative ease was a systemic failure. The district is mandated to implement Placement Diversity, ensuring that student schedules are driven exclusively by individual IEP goals and the Least Restrictive Environment (LRE) principle.
Long-term Monitoring
To sustain compliance beyond the February 2026 review, the district will shift to a quarterly internal review cycle. This internal "pre-audit" will evaluate special education files against the state’s four-year monitoring cycle, ensuring that procedural rigor survives the lifting of the State of Emergency.
--------------------------------------------------------------------------------
5. Pillar IV: Leadership Capacity and Organizational Governance
Leadership capacity is the engine for all remediation. The transformation in this pillar requires an aggressive move away from the "culture of hostility" and "retaliation" toward professional accountability and mentorship.
Professional Development Framework
The district continues its contract with Deirdre Cline, the WVDE-approved consultant, to provide direct, on-site mentorship to the High School Principal and the Superintendent. This mentorship is focused on building leadership capacity and operational competence.
Furthermore, the "Teachers Academy" and "Principals Academy" have been launched to formalize standards. These programs emphasize the chain of command protocol and provide mandatory training on legal protections for whistleblowers. This is a strategic move to eradicate the previous culture of retaliation and ensure internal transparency.
Facilities and Safety Integration
Addressing the $6M+ in facilities hazards at PCHS—including HVAC and safety connectors—is a strategic priority. The district will utilize HB 4849 to apply for emergency School Building Authority (SBA) funding. This is a strategic alternative to a local bond, demonstrating fiscal ingenuity and the ability to secure infrastructure without increasing the local tax burden.
--------------------------------------------------------------------------------
6. Pillar V: Student Support and Engagement Initiatives
The 53% chronic absenteeism rate at the high school level is a primary metric of success for this plan. This disengagement is a direct symptom of the previous culture of hostility and the lack of systemic support.
Attendance Recovery Task Force
The district has operationalized a task force to reduce chronic absenteeism by a minimum of 5% initially. Interventions include:
- Home Visits: Conducted for students with the highest absence rates.
- Attendance Incentives: Positive reinforcement programs to reward consistent presence.
- Barrier Mitigation: Identifying and addressing remote transportation barriers that prevent students from reaching campus.
Personalized Education Plans (PEPs)
Per WVBE Policy 2510, the district is mandated to achieve 100% PEP completion for grades 9–12 by mid-January. These plans require an annual review involving the student, parent, and staff to ensure every student’s path is aligned with their post-secondary goals.
--------------------------------------------------------------------------------
7. Strategic Implementation Roadmap: The Path to February 2026
The February 2026 deadline is the definitive moment for Pocahontas County Schools. This roadmap provides the West Virginia Board of Education with the markers of success necessary to lift the State of Emergency.
Timeline of Accountability
Milestone/Goal | Completion Date | Responsible Party |
All IEPs Audited | Completed (Oct 2025) | Office of Special Education |
100% PEP Completion | Jan 15, 2026 | School Leadership & Staff |
PCHS Financial Cleanup | Feb 1, 2026 | Chief School Business Officer & PCHS Principal |
WVEIS Access Review | Feb 15, 2026 | Director of Personnel and Technology |
State Emergency Review | Feb 2026 | WV Board of Education |
Final Directive
As county leadership prepares for the February 2026 report to the WVBE, the focus must shift to the sustainability of these reforms. Success depends on proving that these protocols—from daily deposits of Turkey Trot funds to granular transcript audits—are no longer just written policies, but the irreversible standard operating procedure for the district. The restoration of local autonomy is contingent upon this proof of systemic stability.
.png)
.png)