Abolishing the School Counselor Position at PCHS

 

 

 

 

Systemic Reconfiguration of Student Support Services: The Pocahontas County Transition

Executive Summary

The transition from traditional school counseling to an academic coaching model in Pocahontas County, West Virginia, represents a significant shift in rural educational governance. Triggered by a systemic breakdown in student record integrity and a subsequent state-declared emergency in February 2025, the district abolished certified counseling positions in favor of graduation and academic coaches.

This move was driven by three primary factors:

1. Institutional Failure: Egregious errors in transcript management and scheduling necessitated a shift toward technical compliance.
2. Fiscal Austerity: Declining enrollment and the expiration of federal pandemic relief (ESSER) funds forced the district to seek lower-cost personnel alternatives.
3. State Mandates: The West Virginia Board of Education (WVBE) intervention required immediate remediation of data systems, favoring the administrative focus of "coaches" over the clinical focus of "counselors."

While the shift successfully restored local autonomy by February 2026, it highlights a broader trend toward the "de-professionalization" of student support, prioritizing data integrity and graduation metrics over on-site mental health and social-emotional learning (SEL).

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The Catalyst: Institutional Failure and State Intervention

The structural pivot in Pocahontas County was a reactive measure to a state-declared emergency following a period of profound institutional instability.

• The 2024 Scheduling Crisis: Following the retirement of a long-term counselor in September 2024, Pocahontas County High School (PCHS) failed to prepare student schedules for the 2024-2025 academic year. Teachers and administrators were forced to develop a master schedule after students had already reported to the building, leaving students unaware of their course placements for the first two weeks.
• Transcript Mismanagement: A Special Circumstance Review by the West Virginia Department of Education (WVDE) in October 2024 identified severe errors in transcript management. Out of 79 seniors reviewed, 41 required immediate corrections for:
  • Duplicate courses and incorrect naming conventions.
  • Improperly applied weights to transfer credits.
  • Incorrect enrollment in credit recovery for courses already completed.
• State of Emergency: In February 2025, the WVBE declared a State of Emergency for Pocahontas County Schools. This led to a loss of local autonomy and placed the district under the oversight of the Office of Accountability and Office of Special Education.

Table 1: Timeline of Crisis and Policy Transition

Date	Key Event	Institutional Impact
September 2024	Retirement of PCHS Counselor	Creation of professional vacancy; start of scheduling crisis.
October 2024	WVDE Special Circumstance Review	Identification of systemic transcript and scheduling errors.
December 2024	Board Work Session on Coaching Roles	Proposal of "Dean of Students" to handle WVEIS issues.
February 2025	Declaration of State of Emergency	Loss of local autonomy; mandate for corrective action.
May 2025	Board Vote to Abolish Counselor Positions	Formal transition to Graduation/Academic Coach model.
February 2026	Lifting of State of Emergency	Restoration of local control following procedural fixes.

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The Political and Fiscal Framework

The decision to replace counselors with coaches was marked by a sharp divide between administrative necessity and community demand for clinical stability.

Local Autonomy vs. Dissent

The Pocahontas County Board of Education voted 4-1 to abolish eight positions, including counseling roles. Board member Sam Gibson emerged as the primary voice of dissent, questioning the timing of the cuts and the prioritization of a new school security officer over counseling staff. Despite community opposition—where over 30 parents, teachers, and students spoke against the cuts—Board President Emery Grimes argued the move was necessary to "keep this school system in our hands" and avoid a total state takeover.

Fiscal Motivations

Personnel costs consume approximately 80% of the district's budget. With declining student enrollment, the district faced a reduction in state aid, necessitating a "reduction in force" (RIF).

• Salary Savings: Graduation and academic coaches typically require only a bachelor's degree, whereas school counselors must hold a master's degree and specific certification.
• Credentialing Costs: The district avoided the $2,500 annual supplement required for nationally certified counselors and the higher base pay associated with master’s-level clinicians.

Table 2: Comparative Analysis of State Minimum Salary Schedules (2024-2025)

Years of Experience	Bachelor's Degree (A.B.)	Master's Degree (M.A.)	Difference (Annual)
0	$41,332	$46,628	$5,296
5	$44,475	$50,000*	$5,525*
10	$48,000*	$54,000*	$6,000*
15	$52,000*	$59,000*	$7,000*
20	$56,000*	$64,000*	$8,000*

*Estimates extrapolated from provided regional summaries.

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Pedagogical and Psychological Shift

The transition represents a move from a "proactive developmental model" to a "reactive administrative one."

From Clinical Support to Data Integrity

The primary function of the new coaching model was the remediation of the transcript crisis. Unlike certified counselors, whose time is legally protected (80% must be spent in direct counseling), academic coaches focus on:

• WVEIS Management: Managing the digital backbone of student data and ensuring compliance with state graduation requirements (WVBE Policy 2510).
• Credit Recovery: Monitoring at-risk students and auditing transcripts.
• Personalized Education Plans (PEPs): Ensuring every student has a clear academic roadmap, a task previously neglected by the district.

The Loss of Clinical Presence

The loss of certified counselors has profound implications for social-emotional learning (SEL) and crisis intervention. While the district turned to virtual counseling and partnerships with Communities In Schools (CIS) and Youth Health Services to provide a "three-tiered system of support," these services lack the "embedded" nature of a full-time counselor.

Table 3: Functional Comparison of Support Roles

Service Type	Certified School Counselor	Graduation / Academic Coach
Clinical Intervention	Short-term counseling, crisis response	Limited; primarily resource referral
SEL Integration	Implementation of ASCA Mindsets	Focus on behavior impacting grades
Testing/Data Duties	Limited by 80/20 rule	Primary coordinator for tracking
Confidentiality	Strict clinical standards	Standard educational privacy (FERPA)

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Legislative Context and Resolution

The board's decision was facilitated by West Virginia legislative changes. House Bill 3209 (2025) mandated a ratio of two counselors per 1,000 students but included a "contracting out" clause. This allowed counties to satisfy legal requirements through public-private partnerships or virtual providers rather than permanent, on-site staff. Additionally, HB 5200 (2024) shifted focus toward career technical education (CTE) and "career readiness," aligning more closely with the role of a graduation coach.

Lifting the Emergency

On February 11, 2026, the WVBE unanimously voted to return full control to the Pocahontas County Board of Education. Superintendent Dr. Leatha Williams cited several milestones achieved under the coaching model:

• A fully implemented Comprehensive School Counseling Program (CSCP).
• Reorganized central office roles and regular school visits.
• Creation of a compliance specialist position to oversee special education.

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Conclusion: The "Administrative Turn"

The "Pocahontas Model" reflects an "administrative turn" in educational philosophy. In this framework, schools are increasingly viewed as producers of data—transcripts, graduation rates, and attendance metrics—that require technical specialists rather than qualitative clinicians.

By prioritizing "academic fixers" over master’s-level counselors, the district successfully addressed its state of emergency and fiscal constraints. However, this success is predicated on a "compliance-first" approach that may lead to the long-term de-professionalization of student support services. As state accountability systems continue to trigger interventions based on administrative failures, the academic coach has emerged as the essential officer of the data-driven state.