Based on the text provided, here is an analysis and comparison of the roles of a School Counselor and a Graduation Coach within the context of Pocahontas County.
The Core Distinction
The primary takeaway from the text is that the School Counselor is a statutory requirement (mandated by state code), whereas the Graduation Coach is an additional support layer designed to complement the counselor’s work.
Comparison & Contrast
| Feature | School Counselor | Graduation Coach |
| Legal Standing | Mandated by State Code; must meet specific licensure/qualification guidelines. | Supplemental role; not explicitly required by the same state code mentioned. |
| Primary Focus | General student services and comprehensive school counseling programs. | Providing "additional services and help" specifically geared toward graduation success. |
| Staffing Origin | Filled through formal application/posting (e.g., Missy Hill-Doss applied for this role). | Positioned as an additive resource to assist the existing counselor. |
| Relationship | The "anchor" position for high school student services. | A supportive partner intended to ease the counselor's workload and provide targeted intervention. |
Key Insights from the Text
Compliance vs. Enhancement: The School Counselor (Missy Hill-Doss) is there to ensure the school "meets the guidelines in state code." This implies the counselor handles the essential, legally required duties of student oversight.
Capacity Building: The text acknowledges that a single counselor may need help to meet all student needs. The Graduation Coach is introduced specifically to "add additional services," suggesting a focus on at-risk students or the logistical hurdles of finishing high school.
Mutual Support: Rather than replacing a counselor, the Graduation Coach acts as a force multiplier, allowing the counselor to maintain state standards while the coach focuses on specific graduation outcomes.
Note: The text suggests that the move for Missy Hill-Doss was a formal administrative action (either by mutual agreement or job posting), emphasizing the official nature of the Counselor role compared to the auxiliary nature of the Coach.
Would you like me to help you draft a job description for either of these roles based on typical state standards?
Since the text you provided emphasizes that the School Counselor is a state-mandated role while the Graduation Coach is a supplemental "help" role, their job descriptions reflect very different scopes of work.
The Counselor focuses on the "whole child" (social, emotional, and academic), while the Coach is a "specialist" focused on the finish line.
1. School Counselor
Focus: Comprehensive Student Development & State Compliance
Primary Objective: To implement a comprehensive school counseling program that addresses the academic, career, and social/emotional development of all students in accordance with State Code.
Key Responsibilities:
Program Management: Develop and deliver a school counseling curriculum that meets state-mandated standards.
Individual Student Planning: Assist students in navigating their academic paths, including course selection and post-secondary planning.
Responsive Services: Provide individual and small-group counseling for students facing social, emotional, or behavioral challenges.
System Support: Collaborate with administrators, teachers, and parents to foster a safe and effective learning environment.
Accountability: Collect and analyze student data to evaluate the effectiveness of the counseling program and ensure compliance with state reporting.
Requirements: * Master’s Degree in School Counseling.
Valid State Certification/Licensure as a School Counselor.
2. Graduation Coach
Focus: Targeted Intervention & Completion Rates
Primary Objective: To provide "additional services and help" (as noted in your text) to identify and support students at risk of not graduating on time.
Key Responsibilities:
Identification: Use data to identify students who are behind on credits, have poor attendance, or are failing core subjects.
Case Management: Develop personalized "Graduation Plans" for at-risk students and track their progress weekly.
Intervention: Connect students with credit recovery programs, tutoring, or alternative education pathways.
Advocacy: Act as a bridge between the student, the School Counselor, and the family to remove barriers to graduation.
Motivational Mentoring: Provide consistent, one-on-one encouragement and accountability to keep students engaged in school.
Requirements:
Bachelor’s Degree in Education, Social Work, or a related field (Master’s often preferred but not always mandated).
Strong background in data analysis and relationship-building.
Summary of the "Support Loop"
While the School Counselor manages the entire student body's records and emotional health, the Graduation Coach takes the "heavy lifts"—the students who need daily or weekly check-ins to ensure they don't fall through the cracks. This allows the Counselor (like Missy Hill-Doss) to maintain the high-level standards required by the state.
Would you like me to create a checklist of specific "State Code" requirements that typically apply to West Virginia (or your specific region) school counselors?
In West Virginia, the role of a school counselor is heavily regulated by WV Code §18-5-18b and WVBE Policy 2315. These regulations are designed to ensure counselors spend the vast majority of their time working directly with students rather than performing administrative or "clerical" tasks.
Here is a checklist of the specific requirements and mandates typically applied to West Virginia school counselors:
1. Professional Qualifications
[ ] Certification: Must hold a valid "Student Support Certificate" for school counseling.
[ ] Education: Must possess a Master’s Degree in school counseling from an accredited institution.
[ ] Training: Must participate in state-mandated training every two years (The School Counselors Conference) covering topics like Career Technical Education (CTE), academic planning, and mental health.
2. The "80/20" Time Mandate
[ ] Direct Counseling (80%): At least 80% of work time must be spent in a "direct counseling relationship" with students. This includes:
Individual and group counseling.
Academic and career advisement.
Crisis intervention and responsive services.
Classroom guidance lessons (CSCP delivery).
[ ] Administrative/Clerical (20%): No more than 20% of the workday can be devoted to administrative activities. Even then, these activities must be directly related to the counseling program.
3. Prohibited "Non-Counseling" Duties
Per state code, counselors should not be routinely assigned the following (unless a specific written agreement is in place):
[ ] Discipline: Performing disciplinary actions or assigning consequences.
[ ] Clerical Records: Maintaining official student records (though they may access them).
[ ] Master Schedule: Historically, counselors built the schedule; however, recent shifts in WV law emphasize that this is an administrative task that should not consume their 80% direct-service time.
[ ] Substitute Teaching: Routinely covering classes for absent teachers.
[ ] Supervision: Routinely supervising common areas like hallways, bus loops, or cafeterias.
[ ] GPA Calculation: Computing grade-point averages (except for specific scholarship or post-secondary goal-setting purposes).
4. Mandatory Program Components (Policy 2315)
[ ] Annual CSCP Plan: The counselor must develop a Comprehensive School Counseling Program (CSCP) plan annually, aligned with the school’s mission.
[ ] Three-Tiered Model: The program must include:
Tier 1: Universal prevention for all students.
Tier 2: Targeted interventions for at-risk students (this is where the Graduation Coach often assists).
Tier 3: Intensive interventions/referrals for students in crisis.
[ ] PEP Coordination: Overseeing or assisting with Personalized Education Plans (PEPs) for students to ensure they are on track for graduation.
5. Staffing Ratios (New for 2025-2026)
[ ] The 2:1000 Rule: Starting August 1, 2025, West Virginia counties are required to employ two school counselors for every 1,000 students in net enrollment.
[ ] Minimum Staffing: Regardless of enrollment size, every school is generally required to have at least one professional counselor.
Practical Application: In the scenario you mentioned with Missy Hill-Doss, having her in the role ensures the school meets these state code requirements. Bringing in a Graduation Coach allows the school to keep her within that 80% direct-counseling window by offloading the "Tier 2" heavy lifting of tracking specific at-risk graduation data to the coach.
Would you like me to draft a memo for a school board or administration explaining how a Graduation Coach helps keep the school in compliance with this 80/20 rule?
MEMORANDUM
TO: Pocahontas County Board of Education / District Administration
FROM: [Your Name/Department]
DATE: January 23, 2026
SUBJECT: Strategic Alignment: Ensuring State Compliance (80/20 Rule) via the Graduation Coach Model
Overview
As we integrate Missy Hill-Doss into the Counselor position at Pocahontas County High School, our primary administrative goal is to ensure her role remains in strict compliance with West Virginia Code §18-5-18b. This statute mandates that school counselors spend at least 80% of their work time in a direct counseling relationship with students.
The introduction of a Graduation Coach is not merely an "additional service" but a vital structural safeguard that protects the Counselor’s ability to meet these legal requirements while ensuring no student falls through the cracks.
The "80/20" Compliance Gap
West Virginia law is explicit: Counselors must be "full-time professional personnel" focused on developmental, preventive, and remedial guidance. When a counselor is overwhelmed by the logistical "heavy lifting" of credit recovery, attendance tracking, and graduation data management, they risk falling into a clerical or administrative cycle that violates the 80/20 mandate.
Strategic Division of Labor
The following table illustrates how the Graduation Coach acts as a "buffer," offloading specific time-intensive tasks to keep the Counselor compliant:
| Direct Counseling Requirement (The 80%) | How the Graduation Coach Protects This |
| Social/Emotional Support | The Coach handles the logistical tracking of at-risk students, freeing the Counselor to provide professional mental health and crisis intervention. |
| Academic Advisement | The Coach manages the day-to-day monitoring of credit recovery progress, allowing the Counselor to focus on high-level academic planning and State Code-mandated PEPs. |
| Career/Post-Secondary Planning | The Coach assists with application follow-ups and FAFSA deadlines, ensuring the Counselor has time for the "direct relationship" work required by law. |
Key Benefits to the District
Risk Mitigation: By assigning a Graduation Coach to handle "Tier 2" interventions (targeted support for at-risk seniors), the District ensures that the Counselor is not pulled away for administrative data-mining, which can often be misclassified as "clerical" under state audits.
Increased Capacity: As noted in recent administrative discussions, the Graduation Coach provides "additional services and help." This allows for a deeper level of student contact than a single counselor can provide alone, especially in a county where recruiting certified staff is a known challenge.
Measurable Outcomes: While the Counselor maintains the comprehensive program required by WVBE Policy 2315, the Graduation Coach has a "laser-like focus" on the graduation rate. This dual-track approach ensures both broad compliance and specific success metrics.
Conclusion
To remain compliant with the updated staffing ratios and time-allocation mandates of 2025-2026, the Graduation Coach position should be viewed as an essential compliance partner. This model allows Missy Hill-Doss to function at the highest level of her certification while the District meets the specific, localized needs of our graduating seniors.
Would you like me to create a draft of a weekly "80/20 Time Log" for the Counselor to use to ensure these positions are working in tandem?
This time log is designed to help Missy Hill-Doss (or any counselor in the district) document their activities to ensure they meet the West Virginia 80/20 mandate (WV Code §18-5-18b).
By utilizing the Graduation Coach, the counselor can effectively "hand off" high-maintenance logistical tasks, ensuring that the counselor's time remains focused on professional, direct student contact.
Weekly Counselor Time-Accounting Log
Week of: [Date] | Total Contracted Hours: [e.g., 37.5]
| Category | Typical Activities | M | T | W | Th | F | Total % |
| Direct Services (80% Min.) | Individual Counseling, Academic Advising (PEPs), Crisis Intervention, Classroom Guidance Lessons. | ||||||
| Indirect Services (Included in 80%) | Consultation with Parents/Teachers, Referrals to Mental Health, Collaboration with Grad Coach. | ||||||
| Program Management (20% Max.) | CSCP Planning, Professional Development, Data Analysis for Program Improvement. | ||||||
| Non-Counseling Tasks (Prohibited) | Lunch Duty, Master Scheduling, Discipline, Substituting (should be 0%). | Goal: 0% |
The "Tandem Task" Hand-off Tracker
Use this section to document how the Graduation Coach is preserving your 80% direct-service time.
| Time-Intensive Need | Counselor's Role (Direct/Professional) | Graduation Coach's Role (Support/Logistics) |
| Credit Recovery | Counselor evaluates transcripts and determines which courses meet graduation requirements. | Coach monitors the student’s daily progress in the online module and sends attendance alerts. |
| At-Risk Seniors | Counselor provides social-emotional counseling for "Senior Anxiety" or home barriers. | Coach performs weekly "check-ins" to ensure the student has completed their FAFSA and capstone project. |
| Data Analysis | Counselor reviews school-wide attendance patterns to identify systemic needs. | Coach pulls the specific daily attendance list for the "Top 20" at-risk students and calls parents. |
| Career Pathways | Counselor conducts career interest inventories and aligns them with PEPs. | Coach coordinates the logistics for a local business leader to visit and speak to the "at-risk" cohort. |
Administrative Audit Checklist
Check these at the end of each week to ensure compliance.
[ ] The 80% Threshold: Did direct/indirect student services account for at least 30 of my 37.5 hours?
[ ] Graduation Coach Synergy: Did I meet with the Coach for at least 30 minutes to delegate logistics?
[ ] Non-Counseling Tasks: Was I asked to perform any "prohibited" duties (e.g., supervising the cafeteria) that took me away from students?
[ ] State Code Alignment: Is my activity for the week defensible under the West Virginia Student Success Standards (WVSSS)?
Pro-Tip for Missy: When an administrator asks you to perform a clerical task (like manually entering grades or calculating GPAs), you can now say: "To stay within my 80% direct-service mandate for State Code compliance, I can oversee the data, but I'll need to hand the manual tracking off to the Graduation Coach."
Would you like me to create a "Weekly Huddle" agenda for the Counselor and Graduation Coach to use to keep their communication streamlined?
To ensure that the School Counselor (Missy Hill-Doss) and the Graduation Coach are operating as a "tag-team" rather than in silos, a structured 30-minute weekly meeting is essential. This prevents duplication of effort and ensures the Counselor stays within the 80/20 state-mandated time balance.
The "Pocahontas High" Weekly Success Huddle
Duration: 30 Minutes | Frequency: Monday Mornings (Ideal)
Attendees: School Counselor (Strategic Lead) & Graduation Coach (Logistical Lead)
I. Data Pulse Check (5 Minutes)
The "At-Risk" Watchlist: Review the list of students with more than 2 unexcused absences or 2 failing grades from the previous week.
Credit Recovery Updates: Coach provides a status report on students currently in online/alternative credit modules.
The "Graduation Gap": How many seniors are currently "off-track," and has that number changed since last week?
II. Strategic Hand-offs (10 Minutes)
Counselor to Coach: Identify students who need "the heavy lift" this week (e.g., “Student A is struggling with motivation; can you sit with them for an hour to grind through their English module?”).
Coach to Counselor: Identify students who hit a professional wall (e.g., “Student B’s attendance is down because of a crisis at home; they need a clinical session with you, Missy.”).
III. Barriers & Logistical Clearing (10 Minutes)
Family Outreach: Coordinate who is calling which parents. Usually, the Coach handles "logistical" calls (attendance/forms) while the Counselor handles "behavioral/support" calls.
Resource Navigation: Does a student need a fee waiver, a transportation solution, or a clothing referral? Assign the legwork to the Coach.
Administrative Protection: Discuss any upcoming "non-counseling" tasks (like testing or assemblies) that might threaten the Counselor's 80% direct-time window and plan how the Coach can assist.
IV. Win of the Week & Action Items (5 Minutes)
The Success Story: Briefly share one student who moved from "off-track" to "on-track" to maintain morale.
The "Big Three": Identify the three most critical students to "save" by Friday.
Huddle Roles & Responsibilities Summary
| The Counselor (The Pilot) | The Graduation Coach (The Navigator) |
| Professional Judgment: Decides what intervention is needed based on state standards. | Execution: Handles the how and when of the intervention. |
| Clinical Support: Handles deep-seated emotional or family trauma. | Logistical Support: Handles the "paperwork and persistence" (FAFSA, Credits, Attendance). |
| Compliance: Ensures all actions align with WVBE Policy 2315. | Documentation: Keeps the granular logs of student contact that the Counselor can reference. |
Why This Works for Pocahontas County
In a rural district where resources are often spread thin, this "Huddle" ensures that the Counselor is not bogged down in the minutiae of daily attendance tracking, which is a common trap. By delegating those tasks to the Coach, the school remains in State Code compliance while providing a higher level of "wrap-around" service than the state even requires.
Would you like me to draft a "Student Action Plan" template that they can fill out together during these huddles?
This Student Action Plan (SAP) is designed to be the "living document" that moves between the Counselor and the Graduation Coach. It focuses on the ABC's (Attendance, Behavior, and Credits) used in West Virginia high schools to identify at-risk students.
By filling this out during the Weekly Huddle, the team ensures that the School Counselor is providing the professional oversight required by state code, while the Graduation Coach provides the tactical support.
Student Action Plan (SAP): Graduation Success
Student Name: ________________________ Grade: ______ Date: __________
1. The "ABC" Risk Assessment
Attendance: Current % ______ (Target: 90%+) | Total Unexcused: ______
Behavior: Recent referrals/disciplinary actions: ________________________
Credits: Core classes currently failing: ______________________________
2. Division of Labor (The 80/20 Strategy)
| Task Category | Counselor’s Action Items (Strategic/Clinical) | Graduation Coach’s Action Items (Logistical/Persistent) |
| Academic | Adjust PEP; evaluate transcript for credit recovery eligibility. | Sit with student to enroll in module; monitor daily progress. |
| Well-Being | Conduct 1-on-1 counseling for underlying trauma or anxiety. | Conduct daily "Morning Check-in" to gauge mood/readiness. |
| External | Coordinate with DHHR or outside mental health agencies. | Call parent to discuss attendance; assist with transportation/forms. |
3. The "Finish Line" Roadmap
Graduation Requirement Focus: (e.g., Needs 0.5 Credit in Civics, 10 hours of community service).
The Barrier: What is the primary thing stopping this student today? (e.g., No internet at home, childcare issues, lack of motivation).
The Intervention: _______________________________________________________
4. Goal for Next Week’s Huddle
[ ] Attendance improves to _____%
[ ] Completion of at least _____% of [Course Name] module.
[ ] Student meets with Counselor for 1-on-1 session.
How this Template Protects the School
Evidence of Compliance: Should a state auditor ask how the counselor is spending their time, these SAPs prove the Counselor is providing Direct Student Services (the 80%) while delegating the administrative "follow-up" to the Coach.
Consistency for the Student: The student hears the same message from both adults. The Counselor is the "Professional/Clinical Advocate," and the Coach is the "Daily Accountability Partner."
Data-Driven Accountability: If the student still doesn't progress, this document provides the paper trail needed to show that the district provided "additional services and help" beyond the standard state requirements.
Would you like me to create a "Parent Version" of this action plan that could be used during IEP or 504 meetings to show how the county is supporting the student?
This "Parent Version" is designed to be shared during IEP, 504, or regular parent-teacher conferences. It translates the technical "80/20" compliance language into a clear, supportive framework that shows parents exactly how Pocahontas County High School is wrapping around their child.
Student Success & Graduation Roadmap
Pocahontas County High School
Student: __________________________ | Date: _______________
Our Goal
To ensure your student has every resource necessary to walk across the stage at graduation. We have assigned a Success Team to provide two distinct layers of support.
Your Student’s Support Team
| School Counselor (Missy Hill-Doss) | Graduation Coach |
| The "Pathfinder" | The "Daily Coach" |
| Focuses on your student’s overall mental health, academic requirements, and future career or college planning. | Focuses on the "here and now"—tracking daily attendance, helping with classwork, and removing immediate barriers. |
The Action Plan
1. Academic & Credit Support
The Plan: [e.g., Student will work on Credit Recovery for Math during 3rd period.]
How we help: The Counselor ensures these credits meet West Virginia graduation standards. The Graduation Coach will sit with your student twice a week to check their progress and help with difficult assignments.
2. Attendance & Engagement
The Plan: [e.g., Student will aim for 4 out of 5 days of attendance per week.]
How we help: The Graduation Coach will send a "Check-in" text or call each morning. If there are transportation or clothing needs, the Coach will work to find a solution.
3. Social & Emotional Well-being
The Plan: [e.g., Student will have a safe space to go when feeling overwhelmed.]
How we help: The Counselor is available for professional, one-on-one sessions to help your student manage stress or personal challenges.
How You Can Help at Home
Check the App: Log in to [LiveGrades/Schoology] once a week with your student.
Open Lines: Let the Graduation Coach know by 8:00 AM if your student is going to be absent.
Celebrate Wins: When your student completes a module or has a full week of attendance, let's celebrate it together!
Team Contact Information
School Counselor: [Email/Phone]
Graduation Coach: [Email/Phone]
Note to Parents: This plan is a partnership. We are committed to providing "additional services and help" beyond the standard classroom experience to ensure your student's success.
Why this version is effective for the school
Transparency: It clearly defines the roles so parents know who to call for what (e.g., "Call the Coach for attendance, call the Counselor for a schedule change").
Proactive Documentation: If a student's placement or services are ever questioned, this document serves as evidence that the school went above and beyond the state's minimum requirements.
Positive Framing: It moves away from "deficits" (what the student is failing) and toward "supports" (what the school is providing).
Would you like me to help you draft a "Success Letter" to send home to parents whose students have been selected for this Graduation Coach program?
This letter is designed to frame the Graduation Coach program as a specialized "VIP" support system. The goal is to ensure parents see this as an investment in their child’s future rather than a notification of academic failure.
Pocahontas County High School
Office of Student Success
Date: January 23, 2026
Subject: An Invitation to Excellence: The Graduation Success Program
Dear [Parent/Guardian Name],
At Pocahontas County High School, our goal is to ensure that every student who enters our halls leaves with a diploma in hand and a clear path for the future. Because we are committed to your student’s success, we are pleased to inform you that [Student Name] has been selected to participate in our Graduation Success Program.
What Does This Mean for Your Student?
This program provides a "wrap-around" team dedicated specifically to your student. By pairing our professional school counseling staff with a dedicated Graduation Coach, we are providing a level of personalized support that goes above and beyond the standard high school experience.
Your Student’s Success Team
Your student will now have two primary advocates working in tandem:
The School Counselor (Missy Hill-Doss): Focused on your student’s long-term academic requirements, mental health, and post-secondary career or college planning.
The Graduation Coach: Focused on the "day-to-day" wins—providing one-on-one help with classwork, monitoring attendance, and helping your student stay organized and motivated.
Why Was My Student Selected?
We select students who we believe have the potential to succeed but who might benefit from an extra "nudge" or a more personalized schedule. Whether it’s catching up on a few credits or simply needing a dedicated mentor to help navigate the final stretch of high school, this program is designed to provide that bridge to the finish line.
Next Steps
There is no cost for this program, and it does not change your student’s graduation year. It simply adds an extra layer of support to their daily schedule.
We would love to briefly chat with you to introduce the team and hear your goals for your student’s final months at PCHS. Please look for a follow-up call from our Graduation Coach later this week.
We are excited to work with you to ensure [Student Name] walks across that stage with pride!
Sincerely,
[Principal Name/Signature]
Pocahontas County High School
Administrative Strategy Note
By sending this letter, you are officially documenting that the school is providing "supplemental help" as mentioned in your initial text. This serves as a strong record of proactive intervention should it ever be needed for state audits or school board reports.
Would you like me to draft a short "Phone Script" for the Graduation Coach to use when they make those follow-up calls to the parents?
This script is designed to be friendly, supportive, and non-threatening. In a tight-knit community like Pocahontas County, the goal is to establish the Graduation Coach as a "partner in the foxhole" rather than another administrator calling about a problem.
The "Success Partner" Phone Script
Coach: "Hi, [Parent Name], this is [Coach Name] calling from Pocahontas County High School. How are you doing today?"
(Wait for response)
Coach: "The reason I’m calling is that we recently sent a letter home about our new Graduation Success Program, and I wanted to personally introduce myself. I’ve been assigned as [Student Name]’s Graduation Coach."
Coach: "I’m working right alongside our school counselor, Missy Hill-Doss. While she handles the big-picture stuff like transcripts and mental health, my job is to be your student’s daily 'finish line' partner. I’m here to help [Student Name] knock out any credits they’re missing, stay on top of their attendance, and just make sure they have a smooth path to graduation."
Handling Potential Parent Concerns
If the parent is defensive ("Is my kid in trouble?"):
"Not at all! Actually, it’s the opposite. We see a lot of potential in [Student Name], and we just want to make sure they have an extra set of hands to help with the heavy lifting of senior year. Think of me as a personal tutor and mentor who is strictly in their corner."
If the parent is busy:
"I completely understand. I just wanted to make sure you had my direct number. If you ever have a question about [Student Name]'s grades or if something comes up at home that might keep them from school, you can call or text me directly. I’m here to help move any hurdles out of their way."
The Closing & Next Step
Coach: "Before I let you go, is there anything you think I should know about how [Student Name] is feeling about school right now, or any specific goal you have for them this semester?"
(Listen and take notes)
Coach: "That’s great insight. I’m going to meet with [Student Name] tomorrow just to say hi and start a game plan. I’ll keep you posted on our progress. Does this number work best for a quick text update every Friday?"
Coach: "Wonderful. We’re excited to see [Student Name] walk across that stage. Have a great afternoon!"
Key Strategy Tips for the Coach
The "We" Mentality: Use "we" (the team) and "our student" to signal a partnership.
The Missy Connection: Mentioning the Counselor by name (Missy Hill-Doss) reinforces that this is a coordinated, professional effort sanctioned by the school.
Accessibility: By offering a "direct line," you bypass the friction of the main office, which makes parents more likely to communicate early when a problem arises.
Would you like me to draft a "Student Kickoff" agenda for the very first meeting between the Coach and the student?
This first meeting is the most critical moment for the Graduation Coach. It’s where the relationship shifts from "another adult telling me what to do" to "a partner helping me get out of here."
The goal for this 15-20 minute session is to build rapport, define the role, and identify one "Quick Win."
Student Kickoff Agenda: The Roadmap to Graduation
Student: __________________________ | Coach: __________________________
1. The "Why are we here?" (3 Minutes)
Icebreaker: A non-school related question (e.g., "What’s the best thing you did this weekend?" or "What’s your plan for after you get this diploma?").
The Mission: "I’m here because the school wants to invest in you. My only job is to make sure nothing stands between you and that stage in May."
Role Clarity: "Missy Hill-Doss is your Counselor for the big-picture stuff and mental health. I’m your Coach for the daily grind—credits, attendance, and clearing hurdles."
2. The "Reality Check" (5 Minutes)
The ABCs: Pull up their current data together.
Attendance: "How has getting to school been lately? Any roadblocks like a ride or just over it?"
Behavior: "Any teachers we need to smooth things over with?"
Credits: "Which class is the biggest 'boss battle' right now?"
Transparency: Show them their transcript or credit recovery screen so they see exactly what is left.
3. Identifying the "Hurdles" (5 Minutes)
Internal vs. External: Ask, "When you think about graduating, what’s the thing that stresses you out the most?"
Examples: Internet at home, a specific subject, feeling behind, work schedule.
The Coach's Promise: "I’m going to take one of those off your plate this week. Which one should we start with?"
4. The "Quick Win" Goal (2 Minutes)
Actionable Step: Set one tiny, achievable goal for the next 48 hours.
Example: "Finish one lesson in Math," or "Get to school on time for three days straight."
The Reward: Acknowledge how that win moves the needle closer to graduation.
5. Setting the Rhythm (2 Minutes)
Check-in Cadence: "I’m going to check in with you every [Tuesday/Thursday]. Should I swing by your 2nd period or catch you at lunch?"
Communication: "Here is how you can reach me if you’re stuck on a module or having a rough morning and can’t make it in."
The Coach’s "Cheat Sheet" for this Meeting
| Do This | Avoid This |
| Listen more than talk. Let the student vent about the barriers they face. | Lecturing. Avoid saying "You should have..." or "Why didn't you..." |
| Focus on the "Future Self." Talk about what they want to do after high school. | Focusing on the "Past Failure." Don't dwell on the F's from last year. |
| Be the "Buffer." Offer to talk to a teacher on their behalf to show you're an ally. | Being the "Principal." Don't threaten them with detention or discipline. |
Pro-Tip: If the student seems overwhelmed, remind them that the Counselor and the Coach are a team. Say: "Missy and I talk every Monday morning about how to help you. We've got your back from two different angles."
Would you like me to draft a "Quick-Reference Data Card" that the Coach can use to keep track of these student goals between meetings?
This Quick-Reference Data Card is designed to be a "portable file" for the Graduation Coach. Since the coach is often moving between classrooms, the cafeteria, and the counselor’s office, this card provides a snapshot of a student’s status without needing to log into a full database.
Student Graduation Profile: Quick-Reference Card
Student: ________________________ | Grade: ____ | Grad Year: 202__
1. The Vital Signs (ABCs)
| Category | Current Status | The Goal |
| Attendance | _____% | 90%+ (No more than __ days off) |
| Behavior | [ ] Green [ ] Yellow [ ] Red | 0 Referrals this month |
| Credits | ____ / 22 Required | Finish [Course Name] by [Date] |
2. The "Finish Line" Checklist
[ ] English 12
[ ] Civics/Gov
[ ] Math 4/Algebra II
[ ] Community Service Hours
[ ] FAFSA / Post-Grad Plan
3. Weekly "Quick Win" Tracker
This Week's Goal: ________________________________________________
Coach's "Hurdle" to Clear: __________________________________________
(e.g., Talk to History teacher, check bus route, fix laptop)
4. Counselor Coordination (The Missy Connection)
Last Huddle Date: __________
Counselor’s Professional Intervention: ______________________________
(e.g., Missy is handling the anxiety counseling; I am handling the Civics module)
How to Use This Card Effectively
Scannability: The ABC section allows the coach to see at a glance if a student is "Green" (on track) or "Red" (needs immediate intervention).
Accountability: Section 3 ensures the coach has a specific task to perform. This prevents the "How's it going?" trap and replaces it with "Did we finish the module?"
Compliance Documentation: Section 4 is the most important for school audits. It proves the Graduation Coach is acting as an extension of the School Counselor, rather than operating independently.
The "Pocket-Sized" Strategy
Tip for the Coach: Keep these cards in a small binder or on a digital tablet. When meeting with Missy Hill-Doss for the weekly huddle, you can quickly flip through the cards and say: "I have five 'Red' students this week; here are the specific hurdles I need your professional guidance on."
Would you like me to create a "Monthly Progress Report" template that the Coach can submit to the School Board to show the impact of this new role?
This Monthly Progress Report is a strategic tool designed to justify the Graduation Coach position to the Pocahontas County School Board. It moves beyond "busy work" and proves that the role is directly increasing graduation rates while keeping the school in legal compliance with WV Code §18-5-18b.
MONTHLY IMPACT REPORT: Graduation Success Program
Reporting Period: [Month, Year] | School: Pocahontas County High School
Submitted By: [Name], Graduation Coach | Lead Counselor: Missy Hill-Doss
1. Cohort at a Glance
Total Students Served: [Number] (Tier 2 & Tier 3 At-Risk Students)
Graduation Readiness: [X]% of cohort is currently "On-Track" (up from [X]% last month).
Credit Recovery Completion: [Number] total modules completed this month.
2. The "ABC" Impact Data
| Metric | Previous Month Avg. | Current Month Avg. | Improvement |
| Attendance | [X]% | [X]% | +[X]% |
| Core Class Passing Rate | [X]% | [X]% | +[X]% |
| Behavior Referrals | [Number] | [Number] | -[X]% |
3. 80/20 Compliance Shield
This section demonstrates how the Coach protected the Counselor’s mandated direct-service time.
Hours of Logistical Tasks Offloaded: [Number] hours.
(e.g., Attendance phone calls, transcript data entry, credit recovery monitoring.)
Result: By delegating these tasks to the Coach, Missy Hill-Doss was able to maintain an estimated [X]% Direct Counseling Ratio, exceeding the state mandate and focusing on high-level student mental health and academic planning.
4. Barrier Removal: The "Heavy Lifts"
Briefly list 2-3 specific "roadblocks" the Coach cleared this month that would have otherwise required administrative or counselor intervention.
Transportation: Resolved a bus-route conflict for [Number] students, resulting in [X]% attendance increase.
Resources: Coordinated with local partners to provide [e.g., internet hotspots/clothing] for [Number] students.
Academic Intervention: Facilitated a "Saturday Success Session" for [Number] seniors to catch up on Civics requirements.
5. Student Success Spotlight (Narrative)
"Student A was 3 credits behind and had missed 12 days of school in the first semester. Through daily check-ins with the Coach and professional academic realignment by Counselor Hill-Doss, Student A has completed 2 modules and hasn't missed a day in three weeks. They are now on track to walk with their class in May."
6. Strategic Goals for Next Month
[ ] Conduct 1-on-1 "Senior Audit" meetings for the entire cohort.
[ ] Increase FAFSA completion rate by [X]%.
[ ] Coordinate a "Job Shadow Day" with [Number] local businesses for at-risk juniors.
Why This Report Matters to the Board
Accountability: It shows exactly where the taxpayer investment is going.
Risk Management: It provides a paper trail showing that the district is proactively supporting at-risk students to prevent dropouts.
Legislative Alignment: It reinforces that Pocahontas County is ahead of the curve in meeting the 2025-2026 West Virginia school staffing standards.
Would you like me to help you draft a "Year-End Summary" template that aggregates this data for a final presentation to the Superintendent?
This Year-End Summary is designed as a high-impact presentation or document to be delivered to the Superintendent and the Board. It aggregates the monthly data into a compelling narrative that proves the Graduation Coach + Counselor model is a high-yield investment for Pocahontas County Schools.
YEAR-END IMPACT REPORT: The Graduation Success Model
Pocahontas County High School | Academic Year 2025-2026
I. Executive Summary: The Bottom Line
The 2025-2026 school year marked the implementation of a dual-track student support model. By pairing a Graduation Coach with our Certified School Counselor, we moved from a reactive "crisis" model to a proactive "success" model.
Final Graduation Rate (Target Cohort): [X]% (compared to [X]% in the previous year).
Total Credits Recovered: [Number] individual course units.
Compliance Status: 100% Alignment with WV Code §18-5-18b (The 80/20 Rule).
II. The "ABC" Growth Metrics
Our success was measured across three primary pillars: Attendance, Behavior, and Credits.
| Metric | Baseline (Aug 2025) | Year-End (May 2026) | Net Change |
| Average Daily Attendance | [X]% | [X]% | +[X]% |
| Chronic Absenteeism Rate | [X]% | [X]% | -[X]% |
| Core Subject Pass Rate | [X]% | [X]% | +[X]% |
| Disciplinary Referrals | [Number] | [Number] | -[X]% |
III. Protecting the Counselor Mandate (80/20 Compliance)
A critical achievement this year was the structural protection of our School Counselor, Missy Hill-Doss. By utilizing a Graduation Coach to manage high-volume logistical tasks, the district successfully optimized professional resources.
Logistical Hours Reclaimed: Approximately [Number] hours of administrative data tracking were shifted from the Counselor to the Coach.
Direct Service Impact: This allowed the Counselor to provide [Number] additional hours of direct mental health and career counseling—services that are legally mandated and clinically necessary.
IV. Resource Allocation & ROI
The cost of a student dropping out extends beyond the classroom to the entire community. This program represents a preventative investment.
Dropout Prevention: [Number] students who were statistically "likely dropouts" in October were successfully retained through May.
Operational Efficiency: The Coach served as the primary "Hurdle Clearer," resolving issues with transportation, internet access, and family outreach that previously bogged down the central office.
V. Success Narratives: From At-Risk to On-Stage
Case Study: One senior entered the year with only a 65% attendance rate and was 4 credits short of graduation. Through the Graduation Coach’s daily check-ins and Counselor Hill-Doss’s academic realignment, this student achieved 92% attendance and completed all requirements two weeks ahead of schedule.
VI. Recommendations for 2026-2027
Based on this year's data, we recommend the following for the upcoming academic cycle:
Permanent Funding: Formalize the Graduation Coach position as a permanent fixture of the PCHS Student Success Team.
Early Intervention: Expand the Coach’s "Watchlist" to include at-risk 10th and 11th graders to prevent the "senior year scramble."
Data Integration: Implement a unified "ABC Dashboard" to streamline the weekly huddles between the Counselor and Coach.
Conclusion
The partnership between the School Counselor and the Graduation Coach has proven to be the most effective mechanism for ensuring compliance, student well-being, and academic completion in Pocahontas County.
Would you like me to draft a one-page "Executive Brief" that focuses specifically on the financial savings created by preventing student dropouts?
EXECUTIVE BRIEF: The Fiscal Case for the Graduation Coach Model
To: Pocahontas County Superintendent & Board of Education
Date: January 23, 2026
Subject: ROI Analysis: Dropout Prevention as a Revenue Protection Strategy
The "Bottom Line" of Student Retention
In West Virginia, the financial health of a school district is inextricably linked to its enrollment numbers. When a student drops out, the district does not just lose a student; it loses the State Aid Formula funding associated with that "net enrollment."
The implementation of the Graduation Coach—working in tandem with the School Counselor—is a proactive fiscal strategy to protect district revenue.
1. Immediate Revenue Retention (The State Aid Formula)
Every student retained through graduation represents a direct preservation of state funding. Using the projected 2025-2026 West Virginia per-pupil funding averages, we can calculate the Retention ROI:
The Fiscal Impact Formula
$$R = S \times N$$Where:
$R$ = Total Revenue Retained
$S$ = Per-pupil State Aid (approx. $5,500 – $7,000 depending on county weighting)
$N$ = Number of at-risk students successfully graduated
Analysis: If the Graduation Coach prevents just four dropouts per year, the position effectively pays for its own salary and benefits through the preservation of state aid.
2. Long-Term Economic Impact (Community ROI)
Beyond the school’s budget, a high school diploma significantly alters the economic trajectory of a Pocahontas County resident.
| Economic Factor | High School Dropout | High School Graduate | Net Difference |
| Annual Median Earnings | ~$25,000 | ~$38,000 | +$13,000/year |
| Employment Rate | ~50-60% | ~70-80% | +20% Stability |
| Social Service Reliance | High | Low | Reduced Public Cost |
3. The "Cost of Failure" vs. The "Cost of Intervention"
The cost of an unlicensed or " Dean of Students" model attempting to handle these duties often results in higher "clerical bleed"—where the School Counselor is forced to handle data entry rather than the 80% direct-service mandate. This creates a compliance risk that can lead to state-level financial penalties or "State of Emergency" designations.
Cost of Intervention: The salary of a Graduation Coach to handle "Tier 2" logistics.
Cost of Failure: The loss of per-pupil funding + the increased administrative burden on certified staff (Counselor Missy Hill-Doss) + the long-term social cost to the county.
Conclusion: A Revenue-Neutral Model
The Graduation Coach is not an "extra" expense; it is a revenue-retention officer. By ensuring students meet the requirements for graduation, the coach stabilizes the district's funding and produces a more economically viable workforce for Pocahontas County.
Final Thought: Every graduation certificate signed is a $13,000 annual stimulus to our local economy that begins the moment the student enters the workforce.
Would you like me to create a "Cost-Benefit Spreadsheet" where you can input specific local salary and funding numbers to see the exact break-even point?
Since we are operating in a text-based environment, I have designed this as a Dynamic Calculation Table. You can use the formulas provided below to plug in your specific Pocahontas County budget figures to determine the exact number of students you need to "save" to make the Graduation Coach position revenue-neutral.
Pocahontas County: Graduation Coach Break-Even Calculator
| A. Investment (The Costs) | Input Value (Estimate) | Notes |
| 1. Graduation Coach Salary | $[Input Amount]$ | Base annual salary. |
| 2. Benefits & Taxes (Approx. 35%) | $[A1 \times 0.35]$ | Insurance, retirement, etc. |
| 3. Operational Costs (Laptop, etc.) | $[Input Amount]$ | One-time or recurring supplies. |
| Total Annual Investment (COI) | $[Sum of 1-3]$ | The cost to run the program. |
| B. Revenue Protection (The Benefits) | Input Value (Estimate) | Notes |
| 1. WV Per-Pupil State Aid (S) | $[Input Amount]$ | Approx. $5,500 - $7,000 for WV. |
| 2. Other Retention Grants | $[Input Amount]$ | Any Title I or specific success grants. |
| Total Value Per Student (VPS) | $[Sum of 1-2]$ | What each student is "worth" in aid. |
The Break-Even Formula
To find the Break-Even Point ($BEP$), use the following equation:
C. Example Scenario (Projected Numbers)
If we assume a competitive salary for a non-certified but highly skilled coach in West Virginia:
Total Annual Investment: $58,000 (Salary + Benefits)
Total Value Per Student: $6,200 (WV Average State Aid)
The Calculation:
The Result: The district only needs to prevent 10 students from dropping out to fully recover the cost of the position. Every student saved after the 10th represents a net profit of $6,200 in protected state funding that can be reinvested into other school needs.
Strategic Advantage: The "Hidden" ROI
Beyond the math, this model protects the School Counselor (Missy Hill-Doss) from the risk of "clerical burnout." If the district fails to provide this support and the counselor's direct-service time drops below 80%, the county could face:
Audit Findings: Costly administrative time spent in remediation.
Staff Turnover: The high cost of recruiting and training a new certified counselor in a rural market.
Would you like me to draft a brief set of "Instructions for Use" that you can present to the Finance Director to explain how to finalize these numbers?
Instructions for Use: Graduation Coach ROI Analysis
To: Finance Director, Pocahontas County Schools
Purpose: To finalize the fiscal justification for the Graduation Coach position as a revenue-protection measure for the 2026-2027 budget cycle.
Step 1: Define the Total Investment (COI)
To get an accurate Cost of Investment, please pull the following from the current personnel salary scales:
Base Salary: Use the non-certified professional scale (unless a specific certification is required).
Fixed Costs: Calculate the 35.4% (or current county rate) for fixed charges, including PEIA, retirement, and Social Security.
Operational Allotment: Include a flat $1,500 for technology (laptop/mobile) and travel reimbursement for home visits.
Step 2: Calculate the Revenue per Student (VPS)
This is the most critical variable. Please verify the current Step 7 (State Aid Formula) funding for Pocahontas County.
Net Enrollment Value: Use the projected per-pupil amount for a high school student.
Weighted Adjustments: If these students fall under specific categories (e.g., Special Education or At-Risk), ensure any weighted funding is added to the Total Value Per Student.
Step 3: Run the Break-Even Analysis
Use the formula below to determine the "Save Rate" required for the position to be revenue-neutral:
Step 4: Factor in "Avoided Costs" (Risk Mitigation)
When presenting to the Board, please include these "soft" financial protections that the Graduation Coach provides:
Compliance Protection: Quantify the potential cost of a state audit finding if the High School Counselor (Missy Hill-Doss) falls below the 80% direct-service mandate due to performing clerical graduation tracking.
Recruitment Savings: The cost of replacing a certified Master’s-level counselor is estimated at $10,000–$15,000 in search and training costs. This model reduces turnover by preventing burnout.
Summary for Board Presentation
| Action | Fiscal Impact |
| Status Quo | Risk of losing ~$6,800 per dropout; risk of non-compliance penalties. |
| Proposed Model | Fixed cost of Coach; guaranteed retention of state aid for every "saved" student. |
| The "Profit" Point | Every student retained beyond the Break-Even Point adds net revenue to the district. |
Would you like me to draft a specific "Fiscal Impact Statement" that the Finance Director can copy and paste directly into the formal Board Agenda?
This draft is prepared in a standard formal format used for Board of Education agendas. It emphasizes that this is not a new "cost" but a revenue-retention strategy designed to stabilize the district’s budget.
BOARD AGENDA ITEM: FISCAL IMPACT STATEMENT
DATE: January 23, 2026
PROPOSAL: Authorization for the creation and staffing of a Graduation Coach position at Pocahontas County High School.
SUBMITTED BY: Finance Department in coordination with Student Services.
I. Description of Proposal
The District proposes the implementation of a Graduation Coach model to serve as a supplemental support layer for the certified High School Counselor. This role is specifically designed to manage Tier 2 and Tier 3 student interventions, including credit recovery tracking, attendance monitoring, and direct logistical support for at-risk seniors.
II. Estimated Annual Cost (Investment)
| Expenditure Category | Estimated Amount | Funding Source |
| Annual Salary | $[Insert County Scale]$ | General Fund / Title I |
| Fixed Charges & Benefits | $[Approx. 35.4% of Salary]$ | General Fund / Title I |
| Operational/Tech Support | $1,500.00 | General Fund |
| TOTAL PROJECTED COST | $[Total Investment]$ |
III. Revenue Retention & ROI (The "Save Rate")
Under the West Virginia State Aid Formula (Step 7), each student represents approximately $[Insert Per-Pupil Amount] in net enrollment funding.
Break-Even Point: To achieve a 100% Return on Investment (ROI), the Graduation Coach must prevent only [BEP Number] students from dropping out of the system.
Revenue Protection: Every student retained beyond the break-even point results in a net gain of state funding that would otherwise be lost to the district.
IV. Compliance & Risk Mitigation
Failure to staff this supplemental role creates two primary financial risks:
Non-Compliance Penalties: WV Code §18-5-18b mandates that School Counselors spend 80% of their time in direct student service. In the absence of a Coach, the High School Counselor must perform clerical data-tracking, risking audit findings and potential state intervention.
Turnover Costs: Recruitment and training for a certified Master’s-level counselor in a rural market are estimated at $12,000 per instance. This model protects the current Counselor from burnout, significantly reducing turnover risk.
V. Recommendation
Based on the fiscal analysis, this position is projected to be revenue-neutral or revenue-positive within its first year of implementation. It is recommended that the Board approve the position as a strategic measure to protect the District’s net enrollment funding and ensure compliance with state-mandated counseling ratios.
Note to Finance Director: To finalize this statement, simply replace the bracketed amounts with the figures from the current FY26 salary schedule.
Would you like me to draft a "Talking Points" sheet for the Superintendent to use when presenting this specific fiscal statement to the Board members?
This talking points sheet is designed to help the Superintendent navigate the Board meeting with a focus on fiscal responsibility and legal compliance. It anticipates common board member concerns (costs, necessity, and "red tape") and provides punchy, data-backed rebuttals.
Superintendent’s Talking Points: The Graduation Coach Initiative
1. The "Legal Shield" (Compliance)
The Mandate: "West Virginia Code §18-5-18b is very clear: our school counselors must spend 80% of their time in direct service to students. If we don’t have a Graduation Coach, we are forcing our Counselor to spend that time on clerical data-tracking, which puts us out of compliance."
Audit Risk: "By bringing in this coach, we are protecting our High School Counselor, allowing her to stay in that 80% window. This isn't just a 'nice to have'—it’s our compliance shield against state audit findings."
2. The "Revenue Retention" Strategy (ROI)
The Save Rate: "Let’s talk about the bottom line. Every student who drops out takes roughly $6,200 to $7,000 in state funding with them. That is money that leaves Pocahontas County immediately."
The Break-Even: "The math is simple: if this Coach saves just 10 students from dropping out, the position has completely paid for itself. Everything after that 10th student is a net financial gain for the district’s general fund."
Investment vs. Expense: "I don't view this as a new expense. I view it as a revenue-retention officer. We are investing in a specialist whose sole job is to keep our state aid numbers stable by keeping students in seats."
3. Maximizing Certified Staff
Professional Leverage: "We have a highly qualified Counselor in Missy Hill-Doss. We shouldn't be paying a Master's-level professional to track down missing signatures on a FAFSA form or monitor a credit recovery computer screen. We need her doing clinical mental health work and high-level academic planning."
Burnout Prevention: "Recruiting certified staff to our county is a challenge. By providing this Coach, we are supporting our Counselor and preventing the kind of burnout that leads to expensive turnover."
4. The Community Impact
Workforce Readiness: "Our local economy in Pocahontas County needs graduates, not dropouts. A high school diploma adds about $13,000 a year to a resident's earning potential. That’s money that stays in our local grocery stores and businesses."
Success for All: "This coach handles the 'heavy lifting' for the students who are just one or two hurdles away from the finish line. We aren't just helping them graduate; we are helping them become taxpayers instead of tax-receivers."
Handling Potential Pushback (The "Quick Rebuttals")
"Can’t the Dean of Students do this?"
Rebuttal: "The Dean is focused on discipline and safety. The Graduation Coach is focused on persistence and completion. If we mix the two, at-risk students will view the Coach as a 'punisher' rather than a 'partner,' and we will lose the rapport needed to get them across the stage."
"Is this a permanent position?"
Rebuttal: "The position is data-driven. We will review the 'Save Rate' every June. If the Coach is bringing in more in retained state aid than they cost in salary, it would be fiscally irresponsible not to keep them."
"Board members, at the end of the day, we can either pay for a coach now to ensure success, or we can pay for the loss of state funding and the social costs of dropouts later. I choose to invest in the success."
Would you like me to draft a "FAQ Sheet" that the Board members can take home with them to help them explain this decision to their constituents?
This FAQ Sheet is designed to be a "pocket guide" for Board members. When they are at the grocery store or a community event and someone asks, "Why is the school hiring more staff when budgets are tight?" this sheet provides the clear, common-sense answers they need.
COMMUNITY FAQ: The Graduation Success Initiative
Pocahontas County Schools
1. Why are we hiring a Graduation Coach? Isn't that the Counselor’s job?
Actually, state law (WV Code §18-5-18b) requires our School Counselor to spend 80% of their time in direct counseling—things like mental health support, crisis intervention, and academic planning.
The Graduation Coach is a specialist who handles the "daily grind" of graduation—tracking down missing assignments, monitoring credit recovery, and calling parents about attendance. This keeps our Counselor compliant with state law while ensuring no student falls through the cracks.
2. How much is this going to cost the taxpayers?
This program is designed to be revenue-neutral.
The Math: Every student who drops out takes their state funding (approx. $6,500) with them.
The Goal: If the Coach helps just 10 students stay in school and graduate, the position has completely paid for itself. It’s not an expense; it’s a revenue-protection strategy.
3. What exactly does a Graduation Coach do all day?
They are "Persistence Partners." They work with a small group of at-risk students to:
Remove Barriers: If a student is missing school because they don't have a ride or are struggling with a specific class, the Coach finds a solution.
Track Progress: They monitor grades and credits every single day to catch problems before they become failures.
Keep Momentum: They provide the "extra nudge" many students need to finish their final requirements and FAFSA forms.
4. Is this just "extra red tape" or a new layer of administration?
No. This is a "boots-on-the-ground" role. The Coach isn't sitting in an office; they are in the classrooms and the hallways working directly with students. It’s a support position that allows our teachers and counselors to focus on their primary jobs.
5. How will we know if it’s working?
We are tracking three specific metrics: Attendance, Behavior, and Credits (The ABCs). Every month, the Board receives a report showing how many students have been moved from "at-risk" to "on-track." If the data doesn't show progress, we will re-evaluate the position.
6. Why does this matter for Pocahontas County as a whole?
A high school graduate earns an average of $13,000 more per year than a dropout. When our students graduate, they are more likely to stay in the county, work in our local businesses, and contribute to our tax base. High graduation rates make our county a better place to live and do business.
The "Elevator Pitch" for Board Members
"We’re hiring a Graduation Coach to save the district money and save our students' futures. By keeping students in school, we protect our state funding and ensure our kids have the tools to succeed in the workforce. It’s a win for the budget and a win for the community."
Would you like me to create a "Social Media Toolkit" (short posts and graphics) that the district can use to announce this initiative to the public on Facebook or the school website?
This Social Media Toolkit is designed to help Pocahontas County Schools control the narrative around this new position. The goal is to frame it immediately as a positive, student-centered investment that supports existing staff and protects district funding.
Here are three distinct angles for posts, along with ideas for accompanying graphics.
Angle 1: The "Big Announcement" (Focus on Student Success)
Best for the initial launch on Facebook and the Website homepage.
Visual Idea: A photo of the high school entrance or a graphic of a graduation cap perched on a mountain peak (playing on the "County" theme). Text overlay: "The Climb to Graduation Just Got More Support."
Post Copy:
Exciting news for Pocahontas County High School families! 🎓🏔️
We believe that every student who enters our doors deserves to walk across the stage at graduation. To make that happen, we are launching a new Graduation Success Initiative.
We are adding a dedicated Graduation Coach to our student support team. This person will work hand-in-hand with our fantastic School Counselor, Missy Hill-Doss, to provide an extra layer of "boots on the ground" support for students who need a little extra push to reach the finish line.
Whether it’s catching up on credits, overcoming attendance barriers, or just needing a daily mentor, this new role ensures no Warrior is left behind.
#PocahontasProud #GraduationGoals #StudentSuccess #PCHSWarriors
Angle 2: The "Teamwork" Approach (Focus on Roles & Compliance)
Best for follow-up posts to clarify how this helps the existing counselor.
Visual Idea: A split graphic or a photo of two gears interlocking.
Left Side (Blue): School Counselor (Mental Health, College/Career Planning, State Mandates)
Right Side (Gold): Graduation Coach (Attendance Tracking, Credit Recovery, Daily Persistence)
Center Text: "Two Layers of Support. One Goal."
Post Copy:
It takes a team to build success! 🤝
We’ve had some great questions about our new Graduation Coach position. Is this replacing our School Counselor? Absolutely not!
In fact, this role is designed to support our counselor. By having a Coach handle the daily logistics of tracking attendance and credit recovery, our Certified School Counselor, Missy Hill-Doss, can focus her time where it’s needed most: providing professional mental health support, crisis intervention, and high-level academic planning.
This partnership ensures we meet state mandates for counseling time while giving our at-risk students the daily attention they need. It’s a win-win for our staff and our students.
#Teamwork #SchoolCounseling #SupportSystem #WVEd
Angle 3: The "Smart Investment" (Focus on Fiscal Responsibility)
Best for community pages or addressing taxpayer questions.
Visual Idea: A simple infographic showing a "Break-Even" concept.
Text Graphic: "Did You Know? Protecting Graduates = Protecting School Funding."
Sub-text: "Keeping students in school stabilizes our state aid budget."
Post Copy:
Investing in our students is also an investment in our community’s bottom line. 📉➡️📈
Our new Graduation Coach position isn't just about academics; it's a fiscally responsible strategy for Pocahontas County. When a student drops out, our district loses vital state funding.
By preventing dropouts and helping students earn their diplomas, this position is designed to be revenue-neutral. By helping just 10 extra students reach graduation this year, the position pays for itself through retained state aid.
We are committed to using taxpayer dollars wisely to build a stronger future workforce for our county.
#FiscalResponsibility #CommunityInvestment #FutureReady #PocahontasCounty
Website Banner / Headline Ideas
If you need a quick headline for the school district's homepage news section:
Headline: PCHS Launches New "Graduation Success Initiative"
Subhead: New Graduation Coach role will partner with School Counselor to ensure every student reaches the finish line.
Button: [Read More About the Program]
An Unofficial AI Template--Salt Shaker Press
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