You are a high school principal. A Report from the State of West Virginia Department of Education informing you that your school is in a state of emergency due to the following:
This document presents the findings of a Special Circumstance Review conducted by the West Virginia Department of Education at Pocahontas County High School in January 2025. The review, initiated due to concerns about the school's master schedule, grade transcription, and counseling program, examined compliance with relevant state laws and policies. It focused on several key areas, including the school's Comprehensive School Counseling Program, processes for Grading, Transcribing, and Scheduling, school Leadership, the Positive and Safe School Environment, and Special Education services. The report identifies specific points of noncompliance within each focus area and outlines required corrective actions to address the identified issues.
Based on the Special Circumstance Review Report excerpts for Pocahontas County High School, several main systemic issues were identified across multiple areas.
Key systemic issues include:
- Comprehensive School Counseling Program Deficiencies: The school lacked a certified school counselor, and advisement was largely handled by homeroom teachers without collaboration. There was no evidence of a collaborative approach to developing Personalized Education Plans (PEPs), which are required by WVBE Policy 2510. Specifically, an Annual Comprehensive School Counseling Program (CSCP) Plan had not been developed since the 2022-2023 school year, which is a point of noncompliance with WVBE Policy 2315. A process to develop student PEPs was not in place, although PEPs are considered essential for developing a student-driven master schedule.
- Problems with Grading, Transcribing, and Scheduling: The school's processes for grading, transcribing grades, and scheduling students were found to have significant issues. The master schedule and individual student schedules were not prepared before the start of the school year. There were inconsistencies in course codes and naming within the WVEIS system, which could potentially impact students' college admissions, scholarship applications, and athletic eligibility. Clear policies and procedures for accurate and timely grading practices were not evident, and there was potential for teachers to be influenced to change transcribed grades under pressure, without a consistent process or clear justification as required by W. Va. Code §18-5-46. The approach to credit recovery was insufficient, marked by conflicting guidance, lack of communication, inaccurate records, poor instructional quality, and instances of students remaining enrolled after successfully completing courses. Transcript errors were discovered, including inaccurate transfer credits, suggesting a lack of expertise in using the WVEIS platform. Student PEP plans were not completed, which impacted scheduling. The principal lacked access to the system needed to release transcripts for prior graduates. No formal school policy existed for grade changes, and informal changes had occurred. There was no end-of-year checkout procedure requiring archiving of grade records.
- Inadequate Leadership and Support: Central office support for the new principal was deemed inadequate, including providing a mentor whose expertise did not align with the principal's requested areas of support. A clear and focused learning mission was lacking, and a comprehensive system of monitoring and support between district staff and school leadership did not exist. Communication between central office leaders, school administrators, and school personnel was insufficient. There was an absence of a cohesive vision and standard operating procedures for common school functions like enrollment, discipline, grading, and scheduling. Staff felt unsupported by the central office and expressed concerns about potential retaliation. District leaders did not visit schools regularly, and there was no evidence of instructional support or walkthroughs.
- Widespread Special Education Noncompliance: Pocahontas County was designated as "Needs Assistance" for Special Education by the WVDE. A review of student files and IEPs revealed multiple systemic issues. None of the reviewed IEPs for service verification were found to be accurate. IEPs were not being reviewed within the required 365-day timeline. Parents and students were not being informed of the transfer of educational rights by the student's 17th birthday. Eligibility for the state alternate assessment (WVASA) was being determined without using the required checklist. IEPs were often not tailored to individual student needs, with students with IEPs frequently placed in the same math course regardless of individual requirements. Staff were not aware of which students had 504 Plans. Procedures were lacking for transfer students, making it difficult to ensure services were in place and records were received. A Student Assistance Team (SAT) to support student success was not fully established or consistently utilized. The principal lacked required access to video and audio recording devices in the self-contained classroom area, and the restroom lacked the required notice sign. It was unclear if student data was used during IEP Team meetings to determine the Least Restrictive Environment (LRE).
Here is my comprehensive Plan of Action:
Pocahontas County High School – Corrective Action Plan
State of Emergency – WVDE Special Circumstance Review (January 2025)
A. Bullet Statement of Compliance Issues:
- Comprehensive School Counseling Program: Non-existent certified counselor, lack of collaborative advisement, no current Comprehensive School Counseling Program (CSCP) Plan, and no process for developing Personalized Education Plans (PEPs).
- Grading, Transcribing, and Scheduling: Deficient master schedule development, WVEIS inconsistencies (course codes/names), lack of clear grading policies, potential undue influence on grade changes, insufficient credit recovery, transcript errors, and no formal grade change or EOY grade archiving policies.
- Inadequate Leadership and Support: Insufficient central office support and mentorship, lack of a clear learning mission, poor communication, absence of cohesive standard operating procedures, and staff fear of retaliation.
- Insufficient Positive and Safe School Environment Protocols: Inconsistent discipline, insufficient school security/access, Principal lacking required camera/audio access, outdated Crisis Plan, and unsecured student information.
- Widespread Special Education Noncompliance: "Needs Assistance" designation, inaccurate IEP service verification, untimely IEP reviews, failure to inform on transfer of rights, improper WVASA eligibility determination, non-individualized IEPs, staff unawareness of 504 Plans, lack of transfer student procedures, non-functional Student Assistance Team (SAT), Principal lacking SpEd area camera/audio access, and missing restroom notice.
B. Synopsis of the Investigation:
A Special Circumstance Review was conducted by the West Virginia Department of Education (WVDE) at Pocahontas County High School in January 2025. This review, prompted by concerns regarding the school's master schedule, grade transcription, and counseling program, investigated compliance with state laws and policies. The findings revealed significant systemic noncompliance across several critical areas: the Comprehensive School Counseling Program, Grading, Transcribing, and Scheduling processes, school Leadership and central office support, the Positive and Safe School Environment, and Special Education services. These widespread deficiencies have resulted in the school being declared in a state of emergency, necessitating immediate and comprehensive corrective actions.
C. Timeline for Compliance:
- Phase 1: Immediate Actions (Next 30 Days – By June 28, 2025)
- Address critical safety and compliance gaps.
- Initiate hiring processes.
- Establish foundational communication and planning teams.
- Secure student data and critical access.
- Phase 2: Short-Term Actions (30-90 Days – By August 27, 2025)
- Develop and submit required plans (CSCP, Crisis Plan).
- Implement new policies and procedures (grading, scheduling, SOPs).
- Conduct initial staff training on new policies and WVEIS.
- Begin audit and correction of student records (transcripts, IEPs).
- Fully establish SAT.
- Phase 3: Mid-Term Actions (90-180 Days – By November 25, 2025)
- Full implementation and monitoring of new systems.
- Ongoing professional development.
- Complete audits and corrections.
- Develop PEPs for all students.
- Prepare and finalize master schedule for SY 2025-2026 well in advance.
- Phase 4: Ongoing Actions (Continuous)
- Regular review and revision of plans and procedures.
- Sustained professional development.
- Consistent monitoring of compliance and student outcomes.
- Continuous collaboration with Central Office and WVDE.
D. Checklist for Each Issue Addressed:
1. Comprehensive School Counseling Program Deficiencies
* [ ] Issue: Lack of a certified school counselor.
* [ ] Action: Immediately post and begin recruitment for a fully certified school counselor.
* [ ] Action: Engage with county HR and WVDE for support in recruitment.
* [ ] Action: Explore interim solutions if immediate hire is not possible (e.g., contracted services, retired counselor part-time), ensuring WVDE approval.
* [ ] Issue: Advisement by homeroom teachers without collaboration.
* [ ] Action: Once counselor is hired, establish a collaborative advisement model.
* [ ] Action: Define roles for counselor and homeroom teachers in student advisement.
* [ ] Issue: No collaborative approach to developing Personalized Education Plans (PEPs).
* [ ] Action: (Post-counselor hire) Develop a comprehensive process for PEP development involving students, parents, counselors, and teachers.
* [ ] Action: Schedule training for all staff on the PEP development process.
* [ ] Issue: Annual Comprehensive School Counseling Program (CSCP) Plan not developed since 2022-2023.
* [ ] Action: (Post-counselor hire, or with interim support) Develop and submit the CSCP Plan for SY 2024-2025 & SY 2025-2026 per WVBE Policy 2315.
* [ ] Issue: Process to develop student PEPs not in place.
* [ ] Action: Integrate PEP development into the master schedule planning process.
* [ ] Action: Ensure all students have a developed PEP by mid-term (November 2025).
2. Problems with Grading, Transcribing, and Scheduling
* [ ] Issue: Master schedule and student schedules not prepared before school year start.
* [ ] Action: Establish a clear timeline and defined responsibilities for master schedule creation for SY 2025-2026, ensuring it is student-driven (informed by PEPs) and completed by July 15, 2025.
* [ ] Issue: Inconsistencies in course codes and naming in WVEIS.
* [ ] Action: Conduct a full audit of current course codes and names against state-approved lists.
* [ ] Action: Correct all inconsistencies in WVEIS.
* [ ] Action: Provide training to relevant staff on correct WVEIS course code usage.
* [ ] Issue: Clear policies and procedures for accurate and timely grading not evident.
* [ ] Action: Develop a clear, written school-wide grading policy, including timelines for grade entry.
* [ ] Action: Communicate policy to all staff, students, and parents.
* [ ] Issue: Potential for teachers to be influenced to change transcribed grades without consistent process.
* [ ] Action: Develop and implement a formal, transparent Grade Change Policy and procedure, compliant with W. Va. Code §18-5-46, requiring documented justification and administrative approval.
* [ ] Issue: Insufficient credit recovery approach.
* [ ] Action: Review and overhaul the credit recovery program to ensure clear guidance, quality instruction, accurate record-keeping, and timely removal of students upon completion.
* [ ] Action: Ensure credit recovery options are aligned with WVDE policies.
* [ ] Issue: Transcript errors, including inaccurate transfer credits.
* [ ] Action: Conduct an audit of a significant sample of current student transcripts and all recent graduate transcripts for errors.
* [ ] Action: Correct all identified errors.
* [ ] Action: Provide intensive WVEIS training for staff responsible for transcripts and records.
* [ ] Issue: Principal lacked access to release transcripts for prior graduates.
* [ ] Action: Request and obtain necessary WVEIS permissions for transcript access and release for the Principal.
* [ ] Issue: No end-of-year checkout procedure requiring archiving of grade records.
* [ ] Action: Develop and implement an EOY checkout procedure for teachers, including the archiving of grade books/records.
3. Inadequate Leadership and Support
* [ ] Issue: Inadequate central office support for new principal; mentor mismatch.
* [ ] Action: Formally request a new mentor from Central Office with expertise in secondary school administration, curriculum, and scheduling.
* [ ] Action: Schedule regular (at least bi-weekly initially) support meetings with Central Office liaison/Superintendent.
* [ ] Issue: Lack of a clear and focused learning mission.
* [ ] Action: Facilitate collaborative development of a school learning mission with staff, students, and community input.
* [ ] Action: Prominently display and regularly communicate the mission.
* [ ] Issue: No comprehensive system of monitoring and support (district-school).
* [ ] Action: Propose and advocate for a structured system of district support, including regular school visits, instructional walkthroughs, and data review meetings.
* [ ] Issue: Insufficient communication (central office, school admin, school personnel).
* [ ] Action: Establish clear communication protocols within the school (e.g., weekly staff bulletins, regular department meetings) and with Central Office.
* [ ] Issue: Absence of cohesive vision and standard operating procedures (SOPs).
* [ ] Action: Lead the development of clear SOPs for enrollment, discipline, grading, scheduling, and other common functions, involving staff in the process.
* [ ] Issue: Staff felt unsupported and concerned about retaliation.
* [ ] Action: Foster an open-door policy and a culture of trust.
* [ ] Action: Implement anonymous feedback mechanisms.
* [ ] Action: Work with Central Office to address retaliation concerns and ensure a supportive environment.
4. Insufficient Positive and Safe School Environment Protocols
* [ ] Issue: Inconsistent implementation of discipline protocols; misinterpretation of state policy.
* [ ] Action: Review WVBE policies on student discipline and interventions with staff.
* [ ] Action: Provide training on consistent application of disciplinary protocols and Positive Behavior Interventions and Supports (PBIS).
* [ ] Issue: Insufficient school access and security measures.
* [ ] Action: Conduct a full security audit of the school building and grounds.
* [ ] Action: Implement necessary upgrades to access control and security measures.
* [ ] Issue: Principal lacked access to view cameras in special education classrooms and audio recording in self-contained restroom.
* [ ] Action: Immediately request and obtain required access to all relevant camera and audio systems as per policy and code.
* [ ] Issue: School Crisis Prevention and Response Plan not revised and submitted.
* [ ] Action: Convene the school crisis response team to revise the plan.
* [ ] Action: Submit the revised plan to the county and WVDE for approval by the deadline.
* [ ] Issue: Student information potentially accessible due to unsecured access.
* [ ] Action: Immediately secure the school secretary's computer and WVEIS access (e.g., password changes, auto-lock).
* [ ] Action: Conduct training on student data privacy (FERPA) and security for all staff with WVEIS access.
5. Widespread Special Education Noncompliance
* [ ] Issue: "Needs Assistance" designation.
* [ ] Action: Formally acknowledge status and communicate commitment to improvement to SpEd staff and parents.
* [ ] Issue: Inaccurate IEP service verification.
* [ ] Action: Mandate a 100% audit of all current IEPs for service verification accuracy.
* [ ] Action: Implement a system of checks and balances for future IEP service documentation.
* [ ] Action: Provide targeted training to SpEd staff on accurate documentation.
* [ ] Issue: IEPs not reviewed within 365-day timeline.
* [ ] Action: Implement a scheduling system/calendar to track all IEP review dates.
* [ ] Action: Ensure all overdue IEPs are reviewed and brought into compliance immediately.
* [ ] Issue: Parents/students not informed of transfer of educational rights by 17th birthday.
* [ ] Action: Develop a procedure to ensure timely notification; integrate into IEP review process for students approaching 17.
* [ ] Issue: WVASA eligibility determined without required checklist.
* [ ] Action: Mandate the use of the WVASA eligibility checklist for all alternate assessment decisions.
* [ ] Action: Provide training on correct checklist usage.
* [ ] Issue: IEPs often not tailored; students inappropriately grouped.
* [ ] Action: Provide intensive training on developing individualized, data-driven IEPs and determining Least Restrictive Environment (LRE) based on individual needs.
* [ ] Action: Review current SpEd student schedules to ensure appropriate placement.
* [ ] Issue: Staff not aware of which students had 504 Plans.
* [ ] Action: Develop a secure system for communicating 504 Plan accommodations to relevant staff.
* [ ] Action: Provide training on responsibilities related to 504 Plans.
* [ ] Issue: Lacking procedures for transfer students (SpEd).
* [ ] Action: Develop and implement clear procedures for ensuring timely receipt of records and provision of services for transfer SpEd students.
* [ ] Issue: Student Assistance Team (SAT) not fully established or consistently utilized.
* [ ] Action: Fully establish the SAT with trained members per WVDE guidelines.
* [ ] Action: Implement procedures for referrals and regular SAT meetings to support student success.
* [ ] Issue: Restroom in self-contained classroom lacked required notice sign for audio recording.
* [ ] Action: Immediately post the required notice sign.
E. Personnel Involved and Their Responsibilities:
-
Principal (Self):
- Overall leadership and accountability for the entire Corrective Action Plan.
- Direct liaison with WVDE and Central Office.
- Secure necessary resources and support.
- Lead development of school vision, mission, and SOPs.
- Ensure timely hiring of certified school counselor.
- Oversee audits and policy development.
- Champion a positive and compliant school culture.
- Monitor implementation of all corrective actions.
- Ensure all required training is conducted.
- Obtain and maintain all required system access (WVEIS, cameras, etc.).
-
(New) Certified School Counselor (To Be Hired - TBD):
- Develop and implement the Comprehensive School Counseling Program (CSCP) Plan.
- Lead the development and implementation of Personalized Education Plans (PEPs).
- Establish and manage a collaborative student advisement system.
- Provide direct counseling services to students.
- Ensure compliance with WVBE Policy 2315 and 2510.
- Assist with master schedule development based on student needs and PEPs.
-
Special Education Coordinator/Lead Teacher:
- Lead the audit and correction of all IEPs.
- Ensure timely IEP reviews and compliance with all SpEd regulations.
- Oversee implementation of procedures for transfer of rights, WVASA eligibility, etc.
- Provide training and support to SpEd staff on individualized IEPs, LRE, and compliant practices.
- Ensure staff awareness and implementation of 504 plans.
- Manage procedures for transfer SpEd students.
- Ensure SAT is functioning effectively for SpEd referrals.
- Verify appropriate signage for recording devices is in place.
-
WVEIS Coordinator/Data Manager (or designated personnel):
- Lead audit and correction of WVEIS course codes and names.
- Manage transcript accuracy and oversee corrections.
- Provide WVEIS training to staff.
- Ensure principal and other necessary staff have appropriate WVEIS access.
- Assist in developing EOY grade archiving procedures.
- Manage student data security within WVEIS.
-
Assistant Principal (if applicable, otherwise Principal delegates):
- Oversee development and implementation of new discipline protocols.
- Manage school safety and security audits and upgrades.
- Assist with development of SOPs.
- Support credit recovery program overhaul.
- Conduct staff training on relevant policies.
-
Lead Teachers/Department Heads:
- Collaborate in development of grading policies and SOPs.
- Assist with WVEIS course code audit for their departments.
- Support implementation of PEPs and new advisement model.
- Disseminate information and support policy implementation within departments.
- Participate in mission development and school improvement teams.
-
School Secretary/Administrative Assistants:
- Implement new procedures for student information security.
- Assist with scheduling meetings and managing documentation for corrective actions.
- Support WVEIS data entry and record management under guidance of WVEIS coordinator.
- Manage transcript requests according to new policies.
-
All Teachers and Staff:
- Actively participate in all required training.
- Implement new policies and procedures consistently (grading, discipline, PEPs, advisement, WVEIS, SpEd, 504s).
- Contribute to a positive and collaborative school environment.
- Follow data security and student privacy protocols.
- Accurately maintain student records as required.
-
Central Office Liaison/Assigned Support Personnel:
- Provide requested mentorship and expertise.
- Facilitate communication between school and district.
- Assist in securing resources and approvals from the district level.
- Support recruitment efforts.
- Participate in regular monitoring and support meetings.
F. Personal Checklist of Tasks Accomplished (Example for Principal):
- [ ] Initial Actions (Completed by [Date]):
- [ ] Thoroughly reviewed WVDE report.
- [ ] Communicated emergency status and initial plan framework to staff.
- [ ] Scheduled emergency meeting with Central Office leadership.
- [ ] Initiated posting for Certified School Counselor.
- [ ] Requested immediate WVEIS/Camera/Audio access where deficient.
- [ ] Secured school secretary computer and WVEIS credentials.
- [ ] Policy & Plan Development (Target Completion: [Date]):
- [ ] Oversee CSCP Plan development.
- [ ] Oversee Crisis Plan revision and submission.
- [ ] Lead development of Grading Policy.
- [ ] Lead development of Grade Change Policy.
- [ ] Lead development of EOY Grade Archiving Policy.
- [ ] Lead development of SOPs (Enrollment, Discipline, etc.).
- [ ] Audits & Corrections (Target Completion: [Date]):
- [ ] Ensure WVEIS course code audit is completed and corrections made.
- [ ] Ensure transcript audit is completed and corrections made.
- [ ] Ensure IEP audit is completed and corrections made.
- [ ] Hiring & Staffing (Target Completion: [Date]):
- [ ] Certified School Counselor hired and onboarded.
- [ ] Appropriate mentor assigned by Central Office.
- [ ] Training & Communication (Ongoing):
- [ ] Ensure all staff trained on new policies.
- [ ] Ensure SpEd staff trained on compliance requirements.
- [ ] Ensure relevant staff trained on WVEIS.
- [ ] Establish and maintain regular communication channels.
- [ ] Monitoring & Support (Ongoing):
- [ ] Conduct regular check-ins with key personnel on CAP progress.
- [ ] Schedule and attend regular meetings with Central Office support.
- [ ] Foster an open and supportive environment for staff.
(Note: Each involved personnel member listed in Section E will maintain their own detailed checklist derived from their assigned responsibilities and the tasks outlined in Section D.)
This is a formidable challenge, but it is one we will meet head-on. My commitment is to transparency, collaboration, and relentless focus on improvement until Pocahontas County High School is a model of excellence and compliance. We will work closely with the WVDE and our Central Office throughout this process.
Pocahontas County High School – Corrective Action Plan
State of Emergency – WVDE Special Circumstance Review (January 2025)
A. Bullet Statement of Compliance Issues:
- Comprehensive School Counseling Program: Non-existent certified counselor, lack of collaborative advisement, no current Comprehensive School Counseling Program (CSCP) Plan, and no process for developing Personalized Education Plans (PEPs).
- Grading, Transcribing, and Scheduling: Deficient master schedule development, WVEIS inconsistencies (course codes/names), lack of clear grading policies, potential undue influence on grade changes, insufficient credit recovery, transcript errors, and no formal grade change or EOY grade archiving policies.
- Inadequate Leadership and Support: Insufficient central office support and mentorship, lack of a clear learning mission, poor communication, absence of cohesive standard operating procedures, and staff fear of retaliation.
- Insufficient Positive and Safe School Environment Protocols: Inconsistent discipline, insufficient school security/access, Principal lacking required camera/audio access, outdated Crisis Plan, and unsecured student information.
- Widespread Special Education Noncompliance: "Needs Assistance" designation, inaccurate IEP service verification, untimely IEP reviews, failure to inform on transfer of rights, improper WVASA eligibility determination, non-individualized IEPs, staff unawareness of 504 Plans, lack of transfer student procedures, non-functional Student Assistance Team (SAT), Principal lacking SpEd area camera/audio access, and missing restroom notice.
B. Synopsis of the Investigation:
A Special Circumstance Review was conducted by the West Virginia Department of Education (WVDE) at Pocahontas County High School in January 2025. This review, prompted by concerns regarding the school's master schedule, grade transcription, and counseling program, investigated compliance with state laws and policies. The findings revealed significant systemic noncompliance across several critical areas: the Comprehensive School Counseling Program, Grading, Transcribing, and Scheduling processes, school Leadership and central office support, the Positive and Safe School Environment, and Special Education services. These widespread deficiencies have resulted in the school being declared in a state of emergency, necessitating immediate and comprehensive corrective actions.
C. Timeline for Compliance:
- Phase 1: Immediate Actions (Next 30 Days – By June 28, 2025)
- Address critical safety and compliance gaps.
- Initiate hiring processes.
- Establish foundational communication and planning teams.
- Secure student data and critical access.
- Phase 2: Short-Term Actions (30-90 Days – By August 27, 2025)
- Develop and submit required plans (CSCP, Crisis Plan).
- Implement new policies and procedures (grading, scheduling, SOPs).
- Conduct initial staff training on new policies and WVEIS.
- Begin audit and correction of student records (transcripts, IEPs).
- Fully establish SAT.
- Phase 3: Mid-Term Actions (90-180 Days – By November 25, 2025)
- Full implementation and monitoring of new systems.
- Ongoing professional development.
- Complete audits and corrections.
- Develop PEPs for all students.
- Prepare and finalize master schedule for SY 2025-2026 well in advance.
- Phase 4: Ongoing Actions (Continuous)
- Regular review and revision of plans and procedures.
- Sustained professional development.
- Consistent monitoring of compliance and student outcomes.
- Continuous collaboration with Central Office and WVDE.
D. Checklist for Each Issue Addressed:
1. Comprehensive School Counseling Program Deficiencies
* [ ] Issue: Lack of a certified school counselor.
* [ ] Action: Immediately post and begin recruitment for a fully certified school counselor.
* [ ] Action: Engage with county HR and WVDE for support in recruitment.
* [ ] Action: Explore interim solutions if immediate hire is not possible (e.g., contracted services, retired counselor part-time), ensuring WVDE approval.
* [ ] Issue: Advisement by homeroom teachers without collaboration.
* [ ] Action: Once counselor is hired, establish a collaborative advisement model.
* [ ] Action: Define roles for counselor and homeroom teachers in student advisement.
* [ ] Issue: No collaborative approach to developing Personalized Education Plans (PEPs).
* [ ] Action: (Post-counselor hire) Develop a comprehensive process for PEP development involving students, parents, counselors, and teachers.
* [ ] Action: Schedule training for all staff on the PEP development process.
* [ ] Issue: Annual Comprehensive School Counseling Program (CSCP) Plan not developed since 2022-2023.
* [ ] Action: (Post-counselor hire, or with interim support) Develop and submit the CSCP Plan for SY 2024-2025 & SY 2025-2026 per WVBE Policy 2315.
* [ ] Issue: Process to develop student PEPs not in place.
* [ ] Action: Integrate PEP development into the master schedule planning process.
* [ ] Action: Ensure all students have a developed PEP by mid-term (November 2025).
2. Problems with Grading, Transcribing, and Scheduling
* [ ] Issue: Master schedule and student schedules not prepared before school year start.
* [ ] Action: Establish a clear timeline and defined responsibilities for master schedule creation for SY 2025-2026, ensuring it is student-driven (informed by PEPs) and completed by July 15, 2025.
* [ ] Issue: Inconsistencies in course codes and naming in WVEIS.
* [ ] Action: Conduct a full audit of current course codes and names against state-approved lists.
* [ ] Action: Correct all inconsistencies in WVEIS.
* [ ] Action: Provide training to relevant staff on correct WVEIS course code usage.
* [ ] Issue: Clear policies and procedures for accurate and timely grading not evident.
* [ ] Action: Develop a clear, written school-wide grading policy, including timelines for grade entry.
* [ ] Action: Communicate policy to all staff, students, and parents.
* [ ] Issue: Potential for teachers to be influenced to change transcribed grades without consistent process.
* [ ] Action: Develop and implement a formal, transparent Grade Change Policy and procedure, compliant with W. Va. Code §18-5-46, requiring documented justification and administrative approval.
* [ ] Issue: Insufficient credit recovery approach.
* [ ] Action: Review and overhaul the credit recovery program to ensure clear guidance, quality instruction, accurate record-keeping, and timely removal of students upon completion.
* [ ] Action: Ensure credit recovery options are aligned with WVDE policies.
* [ ] Issue: Transcript errors, including inaccurate transfer credits.
* [ ] Action: Conduct an audit of a significant sample of current student transcripts and all recent graduate transcripts for errors.
* [ ] Action: Correct all identified errors.
* [ ] Action: Provide intensive WVEIS training for staff responsible for transcripts and records.
* [ ] Issue: Principal lacked access to release transcripts for prior graduates.
* [ ] Action: Request and obtain necessary WVEIS permissions for transcript access and release for the Principal.
* [ ] Issue: No end-of-year checkout procedure requiring archiving of grade records.
* [ ] Action: Develop and implement an EOY checkout procedure for teachers, including the archiving of grade books/records.
3. Inadequate Leadership and Support
* [ ] Issue: Inadequate central office support for new principal; mentor mismatch.
* [ ] Action: Formally request a new mentor from Central Office with expertise in secondary school administration, curriculum, and scheduling.
* [ ] Action: Schedule regular (at least bi-weekly initially) support meetings with Central Office liaison/Superintendent.
* [ ] Issue: Lack of a clear and focused learning mission.
* [ ] Action: Facilitate collaborative development of a school learning mission with staff, students, and community input.
* [ ] Action: Prominently display and regularly communicate the mission.
* [ ] Issue: No comprehensive system of monitoring and support (district-school).
* [ ] Action: Propose and advocate for a structured system of district support, including regular school visits, instructional walkthroughs, and data review meetings.
* [ ] Issue: Insufficient communication (central office, school admin, school personnel).
* [ ] Action: Establish clear communication protocols within the school (e.g., weekly staff bulletins, regular department meetings) and with Central Office.
* [ ] Issue: Absence of cohesive vision and standard operating procedures (SOPs).
* [ ] Action: Lead the development of clear SOPs for enrollment, discipline, grading, scheduling, and other common functions, involving staff in the process.
* [ ] Issue: Staff felt unsupported and concerned about retaliation.
* [ ] Action: Foster an open-door policy and a culture of trust.
* [ ] Action: Implement anonymous feedback mechanisms.
* [ ] Action: Work with Central Office to address retaliation concerns and ensure a supportive environment.
4. Insufficient Positive and Safe School Environment Protocols
* [ ] Issue: Inconsistent implementation of discipline protocols; misinterpretation of state policy.
* [ ] Action: Review WVBE policies on student discipline and interventions with staff.
* [ ] Action: Provide training on consistent application of disciplinary protocols and Positive Behavior Interventions and Supports (PBIS).
* [ ] Issue: Insufficient school access and security measures.
* [ ] Action: Conduct a full security audit of the school building and grounds.
* [ ] Action: Implement necessary upgrades to access control and security measures.
* [ ] Issue: Principal lacked access to view cameras in special education classrooms and audio recording in self-contained restroom.
* [ ] Action: Immediately request and obtain required access to all relevant camera and audio systems as per policy and code.
* [ ] Issue: School Crisis Prevention and Response Plan not revised and submitted.
* [ ] Action: Convene the school crisis response team to revise the plan.
* [ ] Action: Submit the revised plan to the county and WVDE for approval by the deadline.
* [ ] Issue: Student information potentially accessible due to unsecured access.
* [ ] Action: Immediately secure the school secretary's computer and WVEIS access (e.g., password changes, auto-lock).
* [ ] Action: Conduct training on student data privacy (FERPA) and security for all staff with WVEIS access.
5. Widespread Special Education Noncompliance
* [ ] Issue: "Needs Assistance" designation.
* [ ] Action: Formally acknowledge status and communicate commitment to improvement to SpEd staff and parents.
* [ ] Issue: Inaccurate IEP service verification.
* [ ] Action: Mandate a 100% audit of all current IEPs for service verification accuracy.
* [ ] Action: Implement a system of checks and balances for future IEP service documentation.
* [ ] Action: Provide targeted training to SpEd staff on accurate documentation.
* [ ] Issue: IEPs not reviewed within 365-day timeline.
* [ ] Action: Implement a scheduling system/calendar to track all IEP review dates.
* [ ] Action: Ensure all overdue IEPs are reviewed and brought into compliance immediately.
* [ ] Issue: Parents/students not informed of transfer of educational rights by 17th birthday.
* [ ] Action: Develop a procedure to ensure timely notification; integrate into IEP review process for students approaching 17.
* [ ] Issue: WVASA eligibility determined without required checklist.
* [ ] Action: Mandate the use of the WVASA eligibility checklist for all alternate assessment decisions.
* [ ] Action: Provide training on correct checklist usage.
* [ ] Issue: IEPs often not tailored; students inappropriately grouped.
* [ ] Action: Provide intensive training on developing individualized, data-driven IEPs and determining Least Restrictive Environment (LRE) based on individual needs.
* [ ] Action: Review current SpEd student schedules to ensure appropriate placement.
* [ ] Issue: Staff not aware of which students had 504 Plans.
* [ ] Action: Develop a secure system for communicating 504 Plan accommodations to relevant staff.
* [ ] Action: Provide training on responsibilities related to 504 Plans.
* [ ] Issue: Lacking procedures for transfer students (SpEd).
* [ ] Action: Develop and implement clear procedures for ensuring timely receipt of records and provision of services for transfer SpEd students.
* [ ] Issue: Student Assistance Team (SAT) not fully established or consistently utilized.
* [ ] Action: Fully establish the SAT with trained members per WVDE guidelines.
* [ ] Action: Implement procedures for referrals and regular SAT meetings to support student success.
* [ ] Issue: Restroom in self-contained classroom lacked required notice sign for audio recording.
* [ ] Action: Immediately post the required notice sign.
E. Personnel Involved and Their Responsibilities:
-
Principal (Self):
- Overall leadership and accountability for the entire Corrective Action Plan.
- Direct liaison with WVDE and Central Office.
- Secure necessary resources and support.
- Lead development of school vision, mission, and SOPs.
- Ensure timely hiring of certified school counselor.
- Oversee audits and policy development.
- Champion a positive and compliant school culture.
- Monitor implementation of all corrective actions.
- Ensure all required training is conducted.
- Obtain and maintain all required system access (WVEIS, cameras, etc.).
-
(New) Certified School Counselor (To Be Hired - TBD):
- Develop and implement the Comprehensive School Counseling Program (CSCP) Plan.
- Lead the development and implementation of Personalized Education Plans (PEPs).
- Establish and manage a collaborative student advisement system.
- Provide direct counseling services to students.
- Ensure compliance with WVBE Policy 2315 and 2510.
- Assist with master schedule development based on student needs and PEPs.
-
Special Education Coordinator/Lead Teacher:
- Lead the audit and correction of all IEPs.
- Ensure timely IEP reviews and compliance with all SpEd regulations.
- Oversee implementation of procedures for transfer of rights, WVASA eligibility, etc.
- Provide training and support to SpEd staff on individualized IEPs, LRE, and compliant practices.
- Ensure staff awareness and implementation of 504 plans.
- Manage procedures for transfer SpEd students.
- Ensure SAT is functioning effectively for SpEd referrals.
- Verify appropriate signage for recording devices is in place.
-
WVEIS Coordinator/Data Manager (or designated personnel):
- Lead audit and correction of WVEIS course codes and names.
- Manage transcript accuracy and oversee corrections.
- Provide WVEIS training to staff.
- Ensure principal and other necessary staff have appropriate WVEIS access.
- Assist in developing EOY grade archiving procedures.
- Manage student data security within WVEIS.
-
Assistant Principal (if applicable, otherwise Principal delegates):
- Oversee development and implementation of new discipline protocols.
- Manage school safety and security audits and upgrades.
- Assist with development of SOPs.
- Support credit recovery program overhaul.
- Conduct staff training on relevant policies.
-
Lead Teachers/Department Heads:
- Collaborate in development of grading policies and SOPs.
- Assist with WVEIS course code audit for their departments.
- Support implementation of PEPs and new advisement model.
- Disseminate information and support policy implementation within departments.
- Participate in mission development and school improvement teams.
-
School Secretary/Administrative Assistants:
- Implement new procedures for student information security.
- Assist with scheduling meetings and managing documentation for corrective actions.
- Support WVEIS data entry and record management under guidance of WVEIS coordinator.
- Manage transcript requests according to new policies.
-
All Teachers and Staff:
- Actively participate in all required training.
- Implement new policies and procedures consistently (grading, discipline, PEPs, advisement, WVEIS, SpEd, 504s).
- Contribute to a positive and collaborative school environment.
- Follow data security and student privacy protocols.
- Accurately maintain student records as required.
-
Central Office Liaison/Assigned Support Personnel:
- Provide requested mentorship and expertise.
- Facilitate communication between school and district.
- Assist in securing resources and approvals from the district level.
- Support recruitment efforts.
- Participate in regular monitoring and support meetings.
F. Personal Checklist of Tasks Accomplished (Example for Principal):
- [ ] Initial Actions (Completed by [Date]):
- [ ] Thoroughly reviewed WVDE report.
- [ ] Communicated emergency status and initial plan framework to staff.
- [ ] Scheduled emergency meeting with Central Office leadership.
- [ ] Initiated posting for Certified School Counselor.
- [ ] Requested immediate WVEIS/Camera/Audio access where deficient.
- [ ] Secured school secretary computer and WVEIS credentials.
- [ ] Policy & Plan Development (Target Completion: [Date]):
- [ ] Oversee CSCP Plan development.
- [ ] Oversee Crisis Plan revision and submission.
- [ ] Lead development of Grading Policy.
- [ ] Lead development of Grade Change Policy.
- [ ] Lead development of EOY Grade Archiving Policy.
- [ ] Lead development of SOPs (Enrollment, Discipline, etc.).
- [ ] Audits & Corrections (Target Completion: [Date]):
- [ ] Ensure WVEIS course code audit is completed and corrections made.
- [ ] Ensure transcript audit is completed and corrections made.
- [ ] Ensure IEP audit is completed and corrections made.
- [ ] Hiring & Staffing (Target Completion: [Date]):
- [ ] Certified School Counselor hired and onboarded.
- [ ] Appropriate mentor assigned by Central Office.
- [ ] Training & Communication (Ongoing):
- [ ] Ensure all staff trained on new policies.
- [ ] Ensure SpEd staff trained on compliance requirements.
- [ ] Ensure relevant staff trained on WVEIS.
- [ ] Establish and maintain regular communication channels.
- [ ] Monitoring & Support (Ongoing):
- [ ] Conduct regular check-ins with key personnel on CAP progress.
- [ ] Schedule and attend regular meetings with Central Office support.
- [ ] Foster an open and supportive environment for staff.
(Note: Each involved personnel member listed in Section E will maintain their own detailed checklist derived from their assigned responsibilities and the tasks outlined in Section D.)
This is a formidable challenge, but it is one we will meet head-on. My commitment is to transparency, collaboration, and relentless focus on improvement until Pocahontas County High School is a model of excellence and compliance. We will work closely with the WVDE and our Central Office throughout this process.
This plan is an unofficial experimental AI product and is not endorsed by the Pocahontas County Board of Education or WVDE.
It is produced by Norman Alderman and may be subject to error.
FB appreciated.
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