Research this statement and propose a plan to remediate: Math performance is in the 'Does Not Meet Standard' category and is substantially lower than its ELA performance. Apply these instructions to Pocahontas County School District located in the state of West Virginia for 2025.
Research Websites
(1) Access the West Virginia Department of Education website to locate the most recent (2024-2025) state assessment data (e.g., WVGSA) for Pocahontas County School District.
(2) Analyze the assessment results to:
(a) Verify the percentage of students in the 'Does Not Meet Standard' performance category for Mathematics.
(b) Compare the Mathematics performance data with the English Language Arts (ELA) performance data to confirm if math scores are 'substantially lower'.
(c) Identify the state's specific definitions and performance level descriptors for the 'Does Not Meet Standard' category.
(3) Research common root causes for significant discrepancies between math and ELA student performance, investigating factors such as curriculum alignment with West Virginia College and Career Readiness Standards, instructional methodologies, and foundational skill gaps.
(4) Search for any public-facing documents from Pocahontas County School District, such as strategic plans, school improvement goals, or board meeting minutes, that discuss mathematics performance, curriculum adoption, or intervention strategies.
(5) Identify evidence-based remediation strategies for improving district-wide mathematics scores, focusing on interventions for students in the lowest performance categories.
(6) Research effective models for K-12 math instructional improvement, including:
(a) Professional development for teachers focused on data-driven instruction and differentiated math strategies.
(b) Implementation frameworks for a Multi-Tiered System of Supports (MTSS) specific to mathematics.
(7) Investigate high-impact student-facing interventions, such as high-dosage tutoring programs, after-school math labs, and technology-assisted personalized learning platforms recommended for math remediation.
(8) Synthesize all findings to propose a comprehensive remediation plan that includes components for curriculum review, instructional shifts, profession
Pocahontas County School District Mathematics Remediation and Stabilization Plan (P-MAP): A Diagnostic Analysis and Strategic Framework for 2025-2027
I. Diagnostic Analysis: Systemic Collapse and Academic Failure in Pocahontas County Schools
The request to remediate mathematics performance in Pocahontas County School District (PCS) requires an analysis that extends far beyond instructional materials or classroom-level interventions. The district's "Does Not Meet Standard" categorization in mathematics, particularly in contrast to its English Language Arts (ELA) performance, is a critical symptom of a deeper, systemic crisis.
In February 2025, the West Virginia Board of Education (WVBE) declared a "State of Emergency" for Pocahontas County Schools.1 This declaration followed a Fall 2024 "Special Circumstance Review" of Pocahontas County High School (PCHS), which uncovered catastrophic failures in basic administrative functions, data management, student scheduling, and special education compliance.1
Therefore, the profound academic deficit in mathematics is the direct and predictable outcome of this foundational administrative collapse. Any viable remediation plan must be a dual-track effort: first, stabilizing the district's core operational integrity (Phase I), and second, implementing a rigorous, evidence-based academic framework (Phases II and III).
A. Quantifying the 2025 Performance Deficit: Math as a 'Does Not Meet Standard' District
The premise of the user's query is validated by the most recent 2024-2025 assessment data, as reported by the new district superintendent, Dr. Leatha Williams, who was hired effective July 1, 2025, to manage this crisis.3 At an August 2024 Board of Education meeting, then-superintendent Dr. Williams reported proficiency data that confirmed a "decline in math proficiency in the higher grades" and "low proficiency" for special education students.5
The performance gap between ELA and math is not uniform; it is a story of systemic failure that begins after Grade 4. In early elementary grades, PCS students perform at or above their ELA scores in math. Beginning in Grade 5, a dramatic and consistent inversion occurs, culminating in a significant 12-percentage-point gap by Grade 11.5 This pattern strongly suggests that while foundational (K-4) numeracy is being adequately addressed, the district's programmatic, curricular, and instructional structure for abstract and sequential mathematics (middle and high school) is failing.
This deficit exists even as West Virginia as a whole posts incremental gains. Statewide proficiency for 2024-2025 rose to 48% in ELA and 38% in Math.6 As illustrated in Table 1, the collapse in secondary math performance at PCS is a district-specific failure that drags its overall performance well below this state benchmark.
Table 1: 2024-2025 WVGSA & SAT Proficiency Data: Pocahontas County vs. WV State Average
Data compiled from 6, and.5
Further context from the Education Recovery Scorecard provides a pre- to post-pandemic comparison for grades 3-8. Between 2019 and 2024, Pocahontas County's math performance relative to the 2019 national average dropped from -0.81 grade equivalents to -1.05 grade equivalents.8 This indicates that, on average, PCS students in grades 3-8 are functioning more than a full academic year behind grade-level expectations in mathematics.
The designation "Does Not Meet Standard" is the lowest of four achievement levels on the West Virginia General Summative Assessment (WVGSA).9 According to the West Virginia Department of Education's (WVDE) Achievement Level Descriptors (ALDs), a student in this category "generally demonstrates a minimal understanding of, and ability to, apply grade-level math knowledge, skills, and abilities".10 This means that a significant portion of the district's secondary students cannot, by state definition, demonstrate even a minimal grasp of grade-level mathematics, such as functions and linear equations in Grade 8 11 or fractional operations in Grade 5.13
B. The Primary Driver: The February 2025 'State of Emergency' and Administrative Collapse
The math performance crisis, particularly the inversion seen in Table 1, is a direct symptom of the catastrophic administrative failures identified in the WVBE's "Special Circumstance Review" of Pocahontas County High School.1
Mathematics is a uniquely rigid and sequential discipline. Unlike ELA, where a student can often engage with grade-level texts with support, failure to master prerequisite concepts in math (e.g., Algebra I) makes success in sequential courses (e.g., Geometry, Algebra II) an impossibility. Access to high-level mathematics coursework is a critical factor in student achievement.15
The state's review, conducted in Fall 2024, proved that Pocahontas County High School had no functional system for ensuring students were properly scheduled or supported, making sequential math instruction impossible. Key findings of noncompliance and leadership failure include 1:
Systemic Leadership and Data Failure: The high school principal, hired in August 2024, was not provided with mentorship or support and, critically, "lacked expertise and the necessary access to the West Virginia Education Information System (WVEIS)".1
Inability to Perform Basic Functions: Due to the lack of WVEIS access, the principal was unable to release transcripts for prior graduates or complete other essential tasks.1
Total Scheduling Breakdown: Student schedules were not prepared in advance of the 2024-2025 school year.1
Failure in Academic Planning: The review found "no process to develop student personal education plans (PEPs)".1
Collapse of Student Support: The school's certified counselor left in September 2024 and "a qualified replacement has not been found".1 The "comprehensive school counseling program plan was not current".1
This administrative collapse disproportionately impacts mathematics. If student schedules are not made, PEPs are not developed, transcripts are inaccessible, and counselors are not present, it is logistically impossible to correctly place students in the sequential math courses they need. Students are almost certainly misplaced, repeating courses they do not need, or prevented from accessing the higher-level math courses required for proficiency on the 11th-grade SAT School Day assessment. The 11th-grade math proficiency rate of 29% 5 is the direct result of this administrative failure.
C. The Special Education Catastrophe: An Accelerator for 'Does Not Meet Standard'
The district's "Does Not Meet Standard" designation is being further accelerated by a profound and acknowledged failure in special education (SPED). This failure was specifically highlighted by both the new superintendent and the state's review.
Dr. Williams stated, "special education students are showing low proficiency in the test scores. We know that we have some issues in special education, some things that we have to work on".5 This admission was substantiated by the "State of Emergency" declaration, which was based in part on findings that "some special education processes and procedures did not meet state or federal standards".1 The situation was so severe that the principal was denied access to security camera footage in special education classrooms, a profound compliance and safety violation.1
This creates a destructive feedback loop. The national achievement gap in math for students with disabilities (SWD) is already significant, with NAEP data showing a 30+ point gap.17 Longitudinal studies confirm that, without intervention, this gap typically widens over time.18 West Virginia is noted as a state that scores low in math for both the general population and students with disabilities.17
In Pocahontas County, the state review confirms that basic SPED processes are non-compliant.1 This means that Individualized Education Programs (IEPs) and Personal Education Plans (PEPs) are not being developed or implemented correctly.1 As a result, this entire cohort of students is systematically denied access to the evidence-based, intensive interventions they require, such as explicit instruction, use of manipulatives, and foundational skill remediation.20
This guarantees that the district's SWD population will overwhelming perform in the "Does Not Meet Standard" category. This cohort creates a permanent mathematical "floor" that pulls down the entire district's average and makes it statistically impossible to move out of the lowest achievement category until this systemic, non-compliant failure is remedied.
II. The Pocahontas County Mathematics Remediation and Stabilization Plan (P-MAP)
Addressing this complex crisis requires a multi-phase plan that prioritizes stabilization, leverages existing assets, and builds a sustainable, evidence-based academic framework. This plan, the P-MAP, is designed to be executed by the new superintendent and her team, beginning immediately.
A. Phase I: Foundational Stabilization & Administrative Triage (July 2025 - January 2026)
This phase is not optional. Its objectives are dictated by the WVBE's February 2025 "State of Emergency" declaration.1 The district has been given six months to work on a corrective action plan, with an update due to the WVBE in August 2025.1 Failure to show progress could result in more serious interventions, including the vacating of the superintendent's position.1
The primary goal of Phase I is to restore basic operational integrity and exit the "State of Emergency."
Execute the WVBE Corrective Action Plan (CAP): The superintendent must prioritize and document the completion of all corrective actions identified in the "Special Circumstance Review".16 Key actions include:
Restore Data Access: Ensure central office personnel grant the high school principal and other administrators all required access to the West Virginia Education Information System (WVEIS) to complete necessary tasks, including releasing transcripts.16
Implement Scheduling & Planning Processes: Develop and implement a formal, documented process for completing student PEPs and creating master student schedules with support from WVDE personnel.16 This must be in place for the 2026-2027 school year scheduling cycle.
Restore Student Support Staff: Immediately hire a certified school counselor for the high school to address the non-compliance finding.1
Achieve SPED Compliance: Conduct a full audit of all SPED processes to ensure they meet state and federal standards, as mandated by the state review.1
Re-establish Instructional Leadership: The new superintendent has articulated a plan to launch a "Principal's Academy" and a "Teacher's Academy".24 These must be the primary vehicles for change:
The Principal's Academy must, in its first sessions, focus on restoring administrative competence: WVEIS data management, master scheduling, and SPED compliance procedures.
The Teacher's Academy will become the hub for the academic remediation detailed in Phases II and III.
Conduct District-Wide Needs Assessment: Fulfill Dr. Williams' plan for a "deep needs assessment".25 This assessment must include a K-12 math curriculum audit to analyze its alignment with WV College- and Career-Readiness Standards 11 and its vertical coherence from elementary to secondary grades.
B. Phase II: Leveraging Internal Assets & State Support (Effective Immediately)
The district cannot wait six months to begin instructional reform. Pocahontas County possesses a powerful, nationally recognized, and proven-in-house asset that is currently being under-leveraged.
Empower the 'Mountaineer Mathematics Master Teachers' (M3T) Program:
Asset Identification: The M3T program, a six-year, $3 million NSF-funded initiative to improve secondary math instruction, was developed in Pocahontas County Schools.27 It is led by a co-investigator, Joanna Burt-Kinderman, who is the Pocahontas County Schools Instructional Math Coach.28
Proven Success: The M3T model, which "problematizing math teaching," previously led to Pocahontas County's 8th and 11th grade math scores growing "from the middle of the pack to amongst the highest in math proficiency in West Virginia".27
Current Status: Ms. Burt-Kinderman is still the district's math coach as of January 2025 29 and the M3T process is still listed as a county initiative.32 The M3T network is active and growing, now including 41 teacher-leaders across 37 counties.33
Action Step: The Superintendent must immediately elevate Ms. Burt-Kinderman and the M3T program from a line-item to the central driver of the district's K-12 math recovery. Ms. Burt-Kinderman will be tasked with leading the math-focused "Teacher's Academy".24 The M3T model of teacher-led, continuous improvement (using PDSA cycles to test small changes) is the perfect antidote to the top-down failures the district has experienced.33
Activate WVDE 'math4life' Resources:
State Alignment: The WVDE has a comprehensive statewide initiative, 'math4life', designed to "elevate mathematics achievement for all learners".35 It provides districts with best practices, instructional resources, technological supports, and professional learning.35
Action Step: The superintendent will formally request support from the 'math4lfe' initiative. This support will not replace, but reinforce, the M3T program. The district will request WVDE 'math4life' resources (e.g., funding for instructional materials, technology supports) to be co-delivered and integrated into the M3T teacher-led PLCs. This demonstrates alignment with state goals and brings in crucial external resources.
C. Phase III: A District-Wide K-12 Mathematics Multi-Tiered System of Supports (MTSS)
This is the long-term, sustainable academic framework for recovery. This plan institutionalizes the M3T model (Tier 1) and integrates a data-driven system of interventions (Tiers 2 and 3). This framework will be structured using West Virginia's own MTSS model, "Support for Personalized Learning" (SPL), which mandates a "multi-tiered system of support for intervention" and the use of "screeners and/or benchmark assessments".36
The district's strategic plan already mentions "iReady test results," "benchmark assessments," and "interventionists" 32, indicating that the components for this system exist but are not being implemented with fidelity. The P-MAP provides the necessary structure.
Table 2: The Pocahontas County Mathematics Remediation and Stabilization Plan (P-MAP) Framework (MTSS/SPL Model)
Elaboration of the P-MAP Framework:
Tier 1: High-Quality Core Instruction: The foundation of the P-MAP is not a new curriculum, but a new process for improving the existing one. All K-12 math teachers will be organized into M3T-led PLCs.32 These PLCs will be the delivery mechanism for professional development, focusing on implementing "high-impact instructional practices".40 This includes Teacher Clarity (clear learning intentions and success criteria), Direct Instruction (guided practice and feedback), and Spaced Practice (distributing practice over time).38 It will also heavily emphasize Problem-Solving & Think-Alouds, where teachers model their own cognitive process to move students from procedural recall to conceptual understanding.39
Tier 2: Targeted, Data-Driven Interventions: This tier is for students who are "on the bubble" and at risk of falling into the "Does Not Meet Standard" category. The iReady Diagnostic, which the district already owns 32, will be used as the universal screener to identify these students.45 Intervention will be twofold:
Technology: Students will be placed on the iReady Personalized Instruction pathway. This adaptive platform uses the diagnostic data to assign specific, individualized lessons to fill skill gaps, providing differentiated instruction efficiently.41
Human: The district will implement a formal High-Dosage Tutoring (HDT) program, funded by federal intervention funds.32 This is not traditional after-school homework help. As defined by research, HDT must be implemented with fidelity: 3 or more times per week, in small groups (1:3 or 1:4 ratio), during the school day.42 Studies show this model produces large learning gains in math 46 and is effective for at-risk middle and high school students.47
Tier 3: Intensive Intervention: This tier directly targets the two groups identified by the superintendent and the state: students in the "Does Not Meet Standard" category and students with disabilities.1 This intervention mandates the use of the IES Practice Guide: "Assisting Students Struggling with Mathematics: Intervention in the Elementary Grades" (and its principles, which apply to secondary foundational gaps).22 This requires a shift to highly structured, evidence-based practices for students with the largest gaps:
Systematic & Explicit Instruction: Breaking down content into manageable steps, providing clear models, and using think-alouds.20
Concrete & Visual Representations: Using manipulatives, graphic organizers, and number lines to make abstract concepts concrete.20
Deliberate Word Problem Instruction: Providing specific instruction on how to parse, understand, and set up word problems, linking ELA skills to mathematical application.22
III. A Multi-Year Vision: Monitoring, Accountability, and Continuous Improvement
The P-MAP is not a one-year fix; it is a multi-year plan to rebuild administrative and academic systems. Success requires a new culture of data-driven accountability.
A. Shifting from Autopsy to Intervention: A New Data Culture
The "State of Emergency" revealed a district with non-functional data systems.1 The culture must shift from using the annual WVGSA 6 as a year-end "autopsy" to using real-time data for "academic temperature checks".51
Benchmark Assessment Cadence: The iReady Diagnostic 45 will be mandated as a benchmark assessment three times per year (Fall, Winter, Spring). This provides the essential progress monitoring data 51 needed to move students flexibly between MTSS tiers.52
Data-Driven PLCs: The M3T-led PLCs 33 will serve as the engine of this new data culture. Their meetings will be structured "collaborative data meetings" 53 focused on analyzing the iReady benchmark data and formative classroom assessments. The guiding question will shift from "What did I teach?" to "What did they learn, and how do I know?".33
B. Defining Success: A 3-Year Recovery Pathway
The new superintendent and board require clear, measurable goals to demonstrate progress to the WVBE and the community.
Year 1 (2025-2026): The Stabilization Year
Key Performance Indicators (KPIs):
The "State of Emergency" is lifted by the WVBE.
100% of administrative Corrective Actions 16 are "Met" and documented.
M3T-led PLCs are established and active in 100% of district schools.
iReady benchmark data (Fall-to-Spring) shows a district-wide decrease in the percentage of students in Tier 3 and an increase in the percentage of students meeting high growth targets, even if proficiency is not yet met.
Year 2 (2026-2027): The Growth Year
Key Performance Indicators (KPIs):
WVGSA/SAT proficiency in mathematics increases by 10 percentage points from the 2025 baseline.
The ELA/Math proficiency gap in grades 6-11 5 is reduced by 50%.
WVGSA math proficiency for Students with Disabilities 5 increases by 15 percentage points.
iReady benchmark data shows a majority of students are on track to meet one year's academic growth in one year's time.
Year 3 (2027-2028): The Proficiency Year
Key Performance Indicators (KPIs):
District-wide math proficiency meets or exceeds the West Virginia state average.6
The ELA/Math gap in secondary grades is statistically eliminated.
Pocahontas County School District is once again recognized as a state leader in mathematics instruction, validating the success of its M3T model.27
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