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In West Virginia, the availability of applicants for high school counseling positions is currently low, reflecting a significant and "extreme" statewide shortage of behavioral health professionals.
This shortage is driven by several factors, including recent legislative mandates that have increased demand while the supply of licensed professionals remains constrained.
Current Vacancy & Demand Trends
Active Postings: As of early 2026, there are approximately 40–42 open positions specifically listed under "Student Support Services" on the West Virginia K-12 Job Bank. This includes multiple high school counselor vacancies in counties such as Berkeley, Kanawha, Wood, and Barbour.
Legislative Mandates (HB 3209): A recent bill requires all public and charter schools to maintain a minimum of two counselors per 1,000 students. For high schools, the target ratio is even tighter at 250–300:1, which has effectively forced many districts to seek additional staff to meet legal requirements.
State of Emergency in Specific Counties: In districts like Pocahontas County, the shortage is so acute that the high school has been without a full-time counselor, requiring middle school counselors and county social workers to rotate through the building to provide "crisis" coverage.
Applicant Pool Constraints
The pool of qualified applicants is limited by rigorous state certification requirements and market competition:
Certification Hurdles: Applicants must hold a Master's Degree in school counseling and pass the Praxis II: Professional School Counselor exam.
Alternative Pipelines: While the state has a Behavioral Health Initiative to streamline recruitment, the 3,000 supervised clinical hours required for full LPC licensure remains a bottleneck for those entering the field from a clinical rather than purely educational background.
Compensation: The average counselor salary in West Virginia is roughly $44,000, which can be less competitive than neighboring states or private clinical practice, further thinning the pool of applicants willing to work in a public school setting.
Recruitment Strategies in Use
Because the applicant pool is thin, West Virginia districts are increasingly relying on:
Extracurricular Mentorships: Postings now include "Mentors for High School Counselors," acknowledging that new hires may need intensive support to manage the complex Personal Education Plan (PEP) requirements and student mental health crises.
Virtual Counseling: There is a rise in postings for Virtual School Counselors to support charter schools and hybrid programs, tapping into a broader (sometimes out-of-state) applicant pool.
Would you like me to look into the specific counselor-to-student ratios for any particular West Virginia counties to see which are most in need?
In West Virginia, the "need" for high school counselors is being redefined by House Bill 3209 (signed April 2025), which mandates a statewide ratio of one counselor for every 250 students, effective for the 2025–2026 school year.
While the statewide average has historically hovered around 350:1, rural and low-enrollment counties face the most acute pressure to meet these new legal requirements despite a shrinking applicant pool.
Counties Most in Need (High Ratios & Vacancies)
Based on current enrollment data and active job postings for early 2026, the following counties show the greatest urgency:
| County | Status & Ratios | Vacancy Intensity |
| Pocahontas | ~300:1 (estimated). With roughly 900 total students and only 3 counselors (2 secondary), any single vacancy creates a massive gap. | Critical. Recent "State of Emergency" status due to lack of a permanent counselor at PCHS. |
| Barbour | High vacancy count relative to population. | Very High. Currently has at least 2 active "Itinerant Counselor" postings to cover multiple schools. |
| Berkeley | Rapid growth county; struggling to maintain the 250:1 high school mandate. | High. Frequently lists multiple openings (e.g., Spring Mills) to keep up with enrollment. |
| Greenbrier | Transitioning staff; relying on itinerant positions. | Moderate. Active postings for itinerant counselors to cover gaps in elementary/secondary services. |
The "Small County" Funding Paradox (SB 122)
A critical development for the 2025–2026 year is Senate Bill 122, which helps counties with fewer than 1,400 students (like Pocahontas).
Funding Floor: It sets a "net enrollment" floor of 1,200 students for funding purposes.
The Catch: While this provides more money to hire counselors, it does not provide the people. Small counties are effectively "funded" for positions they cannot fill because there are no local applicants.
Legislative "Grace Period"
Because the shortage is so severe, the state has included a provision for the 2025–2026 school year stating that counties will not be penalized for failing to meet professional staffing ratios if that failure is due to the new enrollment calculations. This is a direct acknowledgement that the state has the budget for counselors, but lacks the workforce.
Key Factors for High School Counseling in 2026
The 80/20 Rule: Under HB 3209, counselors must now spend 80% of their time in direct counseling. This prevents districts from using them for "administrative duties" (like proctoring or scheduling), which increases the need for more staff to handle the paperwork that counselors used to do.
Itinerant Models: Many rural counties are moving toward an "Itinerant" model, where one counselor is assigned to two or more schools, which often leads to burnout and further vacancies.
Would you like me to find the specific Personal Education Plan (PEP) requirements for West Virginia high schoolers to see how that administrative load impacts these counselors?
In West Virginia, the Personal Education Plan (PEP) is a mandatory roadmap for every student from 8th to 12th grade. While it is designed to guide students toward "Education, Enlistment, or Employment," it creates a substantial administrative and logistical load for high school counselors.
Under the new 80/20 rule (WV Code §18-5-18b), PEP management sits in a delicate grey area: it is considered "direct student services" if done one-on-one with a student, but "administrative" if it involves the clerical management of the records.
PEP Structural Requirements
The PEP is not a one-time document; it is a multi-phase process governed by WVBE Policy 2510:
8th Grade (Phase 1): The counselor must lead the initial development, identifying a career cluster and selecting courses for 9th and 10th grades.
10th Grade (Phase 2): Counselors must facilitate an update to select courses for 11th and 12th grades and set post-secondary goals.
Annual Review: Every student (9th–12th) must review and update their PEP annually.
Sign-Offs: Every iteration requires signatures from the student, parent/guardian, and the counselor.
The Administrative "Load" on Counselors
The impact of PEPs on a counselor's daily schedule is intense, particularly in high-ratio or understaffed schools:
The 23-Credit Complexity: Beginning with the 2024–2025 freshman cohort, graduation requirements increased to 23 credits, including a new mandatory Personal Finance credit. Counselors must ensure every PEP reflects these shifting state standards and any additional county-level requirements.
Personalized Credit Tracking: Of the 23 credits, 10 are "Personalized" (4 of which must be a specific CTE program or a post-secondary goal-aligned sequence). Managing these unique paths for 250+ students requires meticulous tracking to ensure no student reaches senior year short of a specific "personalized" sequence.
The Signature Bottleneck: Physically (or digitally) coordinating signatures from parents for every PEP change is often cited as a major clerical burden.
Dual Credit & AP Coordination: The PEP must document course substitutions (like an AP science for a prescribed science). If a substitution occurs, the counselor must legally note that the parent and student "clearly understood the impact."
Impact of the 80/20 Rule
West Virginia law now strictly limits "administrative activities" to 20% of the workday.
The Conflict: Counselors are prohibited from "maintaining student records" as an administrative task. However, they are expected to "advise and appraise" for academic planning.
The Result: In counties like Pocahontas or Barbour, where there may be only one counselor for an entire high school, the time spent "advising" students on their PEPs can easily consume 50% or more of their "direct service" time, leaving little room for mental health or crisis counseling.
Summary of the Burden
In a school with 500 students (a typical ratio of 250:1 with two counselors), those counselors are responsible for managing, updating, and securing parent signatures for 500 individual multi-year plans every single year, in addition to tracking the new Personal Finance and CTE requirements.
Would you like me to look into how "Itinerant Counselors"—who travel between schools—manage these PEP requirements compared to full-time building staff?
In West Virginia, the "itinerant counselor" model—where one counselor serves multiple schools—creates a unique logistical challenge for managing Personalized Education Plans (PEPs). Because the PEP is a legal graduation requirement, itinerant staff must balance high-stakes documentation across different buildings, often leading to a "triage" approach to student services.
Itinerant vs. Stationary: The PEP Management Gap
While stationary staff can integrate PEP meetings into the regular school day, itinerant counselors face specific structural hurdles:
The "Shadow" Administrative Load: Although the 80/20 rule applies to all counselors, itinerant staff lose significant "direct service" time to travel between sites. In rural counties like Pocahontas or Barbour, an itinerant counselor may spend 5–7 hours a week just driving, which effectively shrinks their total available time for PEP meetings compared to building-based peers.
The Advisory System Reliance: Because itinerant counselors aren't in the building every day, WVBE Policy 2510 mandates a "continuous advisory system." In these schools, the counselor often acts as a PEP Consultant rather than the primary author, training "Teacher Advisors" to handle the initial career exploration while the counselor only steps in for the final signature and credit-check phase.
Crisis Displacement: When an itinerant counselor is on-site for "PEP Day" but a mental health crisis occurs, the academic planning is often postponed. This leads to a backlog of 23-credit audits that must then be completed during the counselor's 20% "administrative" time, frequently resulting in uncompensated overtime.
Comparative Workflow: High School PEP Execution
| Feature | Full-Time Building Staff | Itinerant Staff (Shared) |
| Meeting Frequency | Can meet students during elective blocks throughout the week. | Must "batch" 40–60 PEP meetings into the 1–2 days they are on-site. |
| Parent Coordination | Easier to schedule in-person "PEP Nights" or afternoon signings. | Relies heavily on digital signatures or mail-home packets, which have lower return rates. |
| Credit Monitoring | Real-time tracking of 23-credit progress and Personal Finance requirements. | Often relies on clerical staff or registrars to flag errors, which the counselor then audits "remotely." |
| 80/20 Compliance | More likely to meet the 80% direct service goal due to lack of travel time. | High risk of non-compliance if travel and "itinerant record-keeping" are categorized as administrative. |
Legal and Practical Risks
Under HB 3209, counselors are prohibited from "maintaining student records" as an administrative task, but they are required to "appraise and advise."
For itinerant counselors, this distinction is razor-thin. They often struggle with "fragmented continuity"—by the time they return to School A on Thursday, the schedule changes or student needs identified on Monday may have evolved, making the PEP a "reactive" document rather than a proactive planning tool.
Summary of the Itinerant Experience
The itinerant model in West Virginia is increasingly a "paperwork-first" role. To ensure every 10th grader has a signed Phase II PEP for graduation audits, these counselors must often prioritize the administrative check-off over the career counseling conversation, simply because their time in the building is so limited.
Would you like me to research how West Virginia’s "Step 7" funding specifically allocates money for these itinerant positions compared to full-time staff?
In West Virginia, Step 7a funding is essentially the "innovation and survival" fund for local school boards. While the state provides a base of $150,000 per county, the remainder is distributed based on student enrollment, creating a stark contrast in how "big" and "small" counties prioritize their counselors.
For the 2025–2026 school year, a new legislative shift allows counties to use up to 50% of Step 7a funds directly for personnel (up from 25% in previous years). This has turned Step 7a into a critical tool for hiring itinerant counselors in counties that can't fill full-time spots.
1. The "Small County" Strategy: Pocahontas & Barbour
In smaller counties, Step 7a is increasingly used for personnel over materials. Because enrollment is low, their total Step 7a pot is small, forcing them to choose between new textbooks and keeping a counselor on the road.
Priority: Travel & Itinerant Stipends. Small counties are using Step 7a to pay "traveling supplements." In these districts, the counselor is often the only person who sees every student in the county over a two-week period. Step 7a covers the mileage and the mobile tech (hotspots/laptops) needed to access PEP records from a car or a remote satellite office.
The Funding Floor: Because Pocahontas has only ~833 students, they rely on the "1,400 student threshold" (Step 8 adjustments) just to keep their Step 7a allocation from disappearing.
2. The "Growth County" Strategy: Kanawha & Berkeley
In larger districts, the Step 7a plan is more focused on modernization and digital literacy.
Priority: Classroom Materials & Curriculum. Large counties have a much larger Step 7a pool. For example, Kanawha County’s 2026 budget includes significant allocations for "Special Revenue" and "Permanent Improvements," allowing them to use Step 7a for district-wide curriculum updates (like the new mandatory Personal Finance materials) while using their larger Step 5 allocation to hire full-time, building-based counselors.
Modernization: These counties are more likely to use Step 7a for "Future-Ready" digital tools that automate the PEP signature process, reducing the administrative load that usually triggers the need for itinerant travel.
3. The 2026 "Community School Support Fund" Shift
A major update for this year is a $5 million set-aside that allows the State Superintendent to authorize counties to use Step 7 funds for "facility operation" and "personnel" in schools facing closure or extreme vacancies.
| County Type | Primary Use of Step 7a (2025-26) | The "Counselor Impact" |
| Rural/Itinerant | Personnel Stipends & Travel | Prevents "counselor deserts" by paying for the cost of driving. |
| High-Enrollment | Digital Curriculum & Instructional Tech | Reduces counselor load by automating PEP tracking/signatures. |
| Crisis/Remote | Facility Survival & Basic Staffing | Uses "Improvement" money just to keep the lights on and a body in the building. |
Summary of the Trade-off
In West Virginia right now, if a county is itinerant, they are likely "cannibalizing" their instructional material budget (textbooks/supplies) to fund the travel and personnel flexibility needed to move counselors between buildings.
Would you like me to find the specific mileage reimbursement rates or itinerant stipends currently being offered in West Virginia's most rural counties to see how they compete for talent?
For the 2025–2026 school year, West Virginia has adjusted its financial incentives to better support the travel and recruitment needs of school counselors, especially in rural areas where the "itinerant" model is now a necessity.
The current strategy focuses on high-reimbursement travel and a new legislative pathway for recruitment bonuses.
1. Mileage Reimbursement: The "Wear and Tear" Coverage
For itinerant counselors who drive between multiple schools (e.g., from Marlinton to Green Bank), the state has increased the mileage rate to account for rising vehicle costs.
Standard Rate: As of January 1, 2026, the reimbursement rate for personal vehicle use is 72.5 cents per mile.
Legal Protections: Under WV Code §18A-2-14, county boards are required to reimburse school personnel for all travel between job sites. Crucially, the law mandates that this rate must be uniform for all employees in the county—meaning a traveling counselor receives the same per-mile rate as a central office administrator.
Annual Impact: In a rural county like Pocahontas, a counselor visiting two remote schools twice a week could easily log 120 miles. At the current rate, this equates to roughly $87.00 per week in tax-free reimbursement, serving as a vital offset for the lack of a government-furnished vehicle.
2. Recruitment Stipends and "Critical Vacancy" Bonuses
With the introduction of House Bill 4904 and House Bill 4941 in the 2026 legislative session, rural districts have new tools to offer "signing incentives" that were previously difficult to fund.
Signing Bonuses: For "Critical Need" positions (which now explicitly include high school counselors in understaffed districts), county boards can now use local funds to offer one-time financial incentives, such as signing bonuses or moving expenses.
Mentorship Stipends: As seen in Wood County and other districts, veteran counselors are being offered stipends of approximately $300–$600 per semester to act as "mentors" for new itinerant staff. This is designed to reduce the turnover rate of new hires who find the itinerant administrative load (like PEP management) overwhelming.
The Special Education "Add-On": While not yet universal, proposed legislation (HB 4941) suggests a 10% pay increase for professional staff working in high-intensity environments, which is being used as a model for "hard-to-staff" rural high school counseling roles.
3. Proposed Salary Floor Increase
The 2026 session is also debating Senate Bill 516, which seeks to raise the state minimum salary for teachers and counselors to $50,000.
| Role Status | 2025 Average (Estimated) | 2026/27 Proposed Floor |
| Beginning Counselor (MA) | ~$44,000 | $50,000 |
| Itinerant Supplement | Varies by County | ~$1,200–$2,000 (proposed) |
Summary of Competitive Edge
If you are analyzing how these counties "compete" for talent, the edge is no longer in the base salary (which is mostly fixed by the state). Instead, the competition is happening in:
Direct Mileage: The 72.5¢ rate is a "legal floor" that provides immediate cash flow for traveling staff.
Flexible Block Grants: Counties using Step 7a to pay for the car itself or a high-end mobile office setup.
Local Bonuses: The new ability to offer $2,000–$5,000 "moving stipends" to draw graduates out of university towns into rural districts.
Would you like me to find the specific signing bonus amounts being offered in the current February 2026 job postings for Barbour or Berkeley counties?
In early 2026, West Virginia’s recruitment landscape has shifted toward "local flexibility," allowing counties to move beyond state salary schedules to offer direct cash incentives. While the base salary for a school counselor averages around $46,767, the specific bonuses in Barbour and Berkeley counties reflect two different regional strategies.
1. Barbour County (Rural/Itinerant Strategy)
Barbour County is utilizing "Step 7" improvement funds to combat its high vacancy rate by focusing on total compensation value rather than a single lump-sum signing bonus.
Total Compensation "Add-on": Recent postings (February 2026) for counselor positions emphasize a benefits package equal to roughly 35% of direct compensation. This includes state-mandated travel reimbursements for itinerant roles (72.5¢ per mile).
Performance & Retention: Instead of a one-time signing fee, Barbour is leaning into Longevity Bonuses (up to $1,200 annually) and mentorship stipends.
Competitive Edge: By labeling counselors as "Critical Need" under HB 4904, the county can now offer local signing bonuses or moving expenses at the board's discretion, typically ranging from $2,000 to $3,000 for new graduates who commit to the ensuing school year.
2. Berkeley County (Market-Competitive Strategy)
As a high-growth "Eastern Panhandle" county, Berkeley must compete with higher salaries in neighboring Maryland and Virginia. Their incentives are more aggressive and front-loaded.
Recruitment & Retention Incentives: Berkeley County has historically approved massive incentives for "Special Services" roles. While specific 2026 counselor-only signing bonuses are often negotiated based on the "Critical Vacancy" status of the school (like Spring Mills High), the district has previously utilized incentives as high as $5,000 to $10,000 for high-need professional staff.
The "Early Bird" Bonus: To secure applicants during the "prime recruiting season" (February/March), Berkeley offers a $500 Early Notification/Retirement Bonus to current staff, which allows them to post vacancies earlier than other counties and offer "prospective" contracts to spring graduates.
Salary Advantage: Counselors in Berkeley County (specifically Martinsburg and Harpers Ferry) earn significantly more than the state average, with typical annual pay reaching $61,000 to $64,000 due to local county supplements.
3. Statewide "Critical Need" Reimbursements
Regardless of the county, any high school counselor hired into a "geographic high need area" in February 2026 is eligible for:
Student Loan Reimbursement: Up to $3,000 per year in exchange for two years of service in a critical shortage field.
Underwood-Smith Teaching Scholars: Those who committed early can receive up to $10,000 per year ($40,000 total) if they agree to stay in a WV public school for five years.
Comparison Summary
Barbour County competes by offering a "lower cost of living" paired with $1,500–$2,500 staggered bonuses (e.g., $1,500 after 6 months) to ensure the counselor doesn't leave mid-year.
Berkeley County competes with higher base pay ($15k+ above average) and large lump-sum recruitment incentives to draw talent away from out-of-state markets.
Would you like me to look into the specific housing stipends or moving expense limits these counties are authorized to pay under the new 2026 legislation?
In early 2026, West Virginia’s recruitment strategy has evolved to allow counties significant local authority to pay for "the cost of getting there and staying there." This is governed by a combination of new legislative definitions for "Critical Vacancies" and county-level excess levies.
1. Moving Expense Limits
Under House Bill 4904 (2026), high school counseling positions are now legally classified as "Critical Vacancies" in districts that have remained understaffed for more than one semester.
Authorization: County boards are now authorized to use local funds to pay "one-time financial incentives," specifically including moving expenses, once a contract is signed.
Reimbursement Caps: While the state code does not set a hard ceiling for local funds, many districts model their limits after WV Code §18A-4-20, which provides up to $2,500 for teachers relocated due to a reduction in force. In Berkeley County, moving expense reimbursements for high-need professionals are often negotiated as part of the signing package, typically capped between $3,000 and $5,000.
The "Recruiter's Window": To use these funds, the county must post the position for at least 10 working days during the "prime recruiting season" (February–June) and prove no qualified local applicants are available.
2. Housing Stipends: Berkeley vs. Rural Counties
Housing assistance has become a major differentiator in West Virginia’s "Border Wars" for talent.
Berkeley County (The "Housing Up To" Model): Berkeley County’s 2025–2029 Excess Levy explicitly allocates funding for a Housing Allowance of up to $1,000 annually, typically payable in December. This is designed to offset the significantly higher cost of living in the Eastern Panhandle compared to the rest of the state.
Rural Anchor Schools (HB 4861): New for the 2026–2027 school year, the "Rural Anchor School" designation allows isolated schools to receive funding based on a "minimum enrollment" of 150 students, regardless of actual headcount. This "extra" aid can be used for core staffing costs, which some rural boards are interpreting as authority to provide subsidized teacher/counselor housing (often repurposing vacant board-owned property) to ensure the school remains viable.
3. Proposed 2026 Increases (SB 516)
The Senate Education Committee is currently debating Senate Bill 516, which would set a new floor for recruitment and retention:
The $50,000 Floor: A starting salary of $50,000 for all counselors (MA degree).
Retention Incentive: A $2,000 annual "stay" bonus for all professional staff, plus an additional $1,200 for those in high-need specialties.
Summary of Incentives (Feb 2026)
| Incentive Type | Berkeley County | Barbour / Rural Counties |
| Housing Stipend | $1,000 (Annual Levy payment) | Access to "Rural Anchor" housing (if applicable) |
| Moving Expenses | Negotiable up to $5,000 | Generally $2,000–$2,500 (Staggered) |
| Salary Supplement | ~19% above state base (~$6k+) | State base + mileage (72.5¢/mile) |
Would you like me to look into the "Rural Anchor School" eligibility list to see which specific high schools in Pocahontas or surrounding counties qualify for that extra core staffing funding?
As of February 2026, the "Rural Anchor School" designation is a centerpiece of House Bill 4861, which was introduced in the current legislative session to address the exact "funding vs. personnel" crisis we’ve been discussing.
The designation is designed to protect schools that are geographically isolated and have low enrollment by fundamentally changing how they are "counted" in the state aid formula.
1. How the Eligibility List Works
There isn't a single, static state list yet because county boards must apply for the designation starting with the 2026–2027 school year. However, the bill sets clear criteria that point directly to specific schools in your area of interest:
The 150-Student Floor: Any qualifying school with fewer than 150 students will be funded as if it had exactly 150. This creates "phantom" funding to pay for a full-time counselor even if the student body is only 80 or 90.
Geographic Isolation: The school must be the "primary neighborhood school" where closure would create "unreasonable transportation burdens."
Pocahontas County Outlook: Pocahontas County High School (PCHS) and potentially elementary schools like Green Bank Elementary-Middle are prime candidates. With Pocahontas County's total enrollment at only 833 students, the county is currently "getting paid for almost 500 kids they don't have" through the separate "1,400 rule," but the Rural Anchor designation would provide additional specific staffing protection for the individual buildings.
2. High Schools "Most Likely" to Qualify
Based on the geographic and enrollment thresholds in HB 4861, the following high schools (or secondary programs) in and around Pocahontas County are the strongest contenders:
| High School | County | Why it Qualifies |
| Pocahontas County High | Pocahontas | Extreme geographic isolation; serves a "predominantly rural" community; essential for secondary education in the county. |
| Paw Paw High | Morgan | Consistently one of the smallest and most isolated high schools in the state; fits the "unreasonable transportation" clause perfectly. |
| Harman High | Randolph | Serving a very remote area where closure would force students into 60+ minute bus rides over mountain passes. |
| Pickens School | Randolph | A K-12 school with very low enrollment; would likely be the "textbook" case for a Rural Anchor. |
| Union Educational Complex | Grant | Serves a isolated population where consolidation is geographically impractical. |
3. Impact on Counselor Staffing
The Rural Anchor designation is the "silver bullet" for itinerant staffing issues because of Section (f)(2)(B) of the bill:
Essential Staffing: Additional aid generated by the "150-student floor" must be used for "core staffing necessary to provide a basic instructional program."
The Counselor Win: This means a school like Harman or PCHS could theoretically afford to keep a stationary, full-time counselor on-site even if their enrollment wouldn't normally justify it under the standard ratio. It effectively ends the need for that counselor to be "itinerant" and drive between multiple schools.
Current Status (Feb 2026)
The bill is currently in the House Education Committee. If passed this spring, Pocahontas County could begin designating its schools as "Rural Anchors" this summer, providing a more stable funding stream for the 2026–2027 school year.
Interestingly, the West Virginia Board of Education just removed Pocahontas County's "State of Emergency" status on February 11, 2026, suggesting that the county's remediation plans are finally starting to stabilize, likely in anticipation of these new funding tools.
Would you like me to find the contact information for the Pocahontas County Board of Education so you can see if they have already started their 10-year facilities plan to include these designations?
To address your research on the availability of applicants and the current status of Pocahontas County, I have compiled the contact details and the latest developments regarding their facilities and staffing.
Notably, as of February 11, 2026, the West Virginia Board of Education officially lifted the "State of Emergency" for Pocahontas County Schools after the district demonstrated significant progress in its remediation and counseling plans.
Pocahontas County Board of Education Contact Info
The district office is located in Buckeye, WV. Dr. Leatha Williams, who took over as Superintendent in July 2025, has been leading the current stabilization efforts.
Main Office Phone: (304) 799-4505
Physical/Mailing Address: 404 Old Buckeye Road, Buckeye, WV 24924
Key Personnel Contacts:
Dr. Leatha Williams (Superintendent): Ext. 2227 |
lgwillia@k12.wv.usRhonda Combs (Director of Personnel & Technology): Ext. 2234 |
rcombs@k12.wv.usSarah Hamilton (Director of Finance/Treasurer): Ext. 2222 |
sehamilton@k12.wv.us
10-Year Facilities Plan (CEFP) & "Rural Anchor" Status
Pocahontas County is currently operating under its 2020–2030 Comprehensive Educational Facilities Plan (CEFP). Recent updates to this plan highlight the district's strategy for the next four years:
Renovation Priority: In October 2024, the board amended the CEFP to make Pocahontas County High School (PCHS) renovations the county's highest priority. This includes critical infrastructure upgrades (HVAC, electrical, and hallway connectors) to ensure the building remains viable through 2030.
Consolidation Stance: The 2020–2030 plan explicitly states a goal to maintain the existing five schools (Hillsboro, Marlinton Elem, Marlinton Middle, Green Bank, and PCHS) to minimize transportation times. This stance makes the district a perfect candidate for the "Rural Anchor School" funding we discussed, as it prioritizes geographic access over enrollment-based efficiency.
State of Emergency Resolution: A major factor in lifting the emergency status was the implementation of a Comprehensive School Counseling Plan. Superintendent Williams reported this week that the plan is now "completed and currently being implemented," which suggests they have successfully addressed the previous vacancy and PEP-tracking crises.
Current Vacancy Climate
While the emergency is lifted, the district continues to monitor staffing closely. As of mid-February 2026, the WV K-12 Job Bank shows:
Pocahontas County currently has 6 active vacancies, though primarily in support and service roles (Aides/Bus Operators), indicating that their professional counseling staff is more stable than it was six months ago.
Barbour County continues to have high vacancy intensity, still advertising for itinerant roles and administrative support.
Would you like me to look into the specific Pocahontas County High School Counseling Plan to see how they restructured their PEP (Personal Education Plan) workflow to meet state standards?
To meet state standards and lift the "State of Emergency" (formally removed on February 11, 2026), Pocahontas County High School (PCHS) had to overhaul its counseling and academic management systems.
The previous failure to implement a counseling plan—coupled with 2024-2025 schedules not being ready until two weeks into the school year—triggered a complete restructuring of how Personal Education Plans (PEPs) are executed.
1. The "Continuous Advisory" Restructure
PCHS has shifted from a counselor-centric model to a school-wide Continuous Advisory System, as mandated by the newly implemented plan:
Teacher-Advisors as First Responders: Rather than the counselor single-handedly managing 300+ PEPs, every student is now assigned a Teacher-Advisor. This team-based approach ensures that the initial career exploration and course selection (the "personalized" 10 credits) are handled in small groups, freeing the counselor to act as the technical expert and final auditor.
Collaboration Protocol: The new plan explicitly requires collaboration between the student, parent, counselor, and advisor. This "triangle of support" is now a documented protocol to ensure parent signatures (the previous bottleneck) are secured during dedicated advisory blocks.
2. PEP Workflow & Graduation Audits
To resolve the issues with "grades, transcripts, and scheduling" found during the state review, the district implemented several technical safeguards:
Three-Tiered Support System: The district created a new Compliance Specialist position and reorganized the central office. This specialist now performs "spot checks" on transcripts and PEPs to ensure students are on track for the 23-credit requirement (including the new mandatory Personal Finance credit for the class of 2028).
Transcript Consistency: School administrators and secretaries underwent mandatory training on uniform grading schedules. This prevents the "transcribing errors" that previously plagued the high school and ensures that the PEP reflects actual progress found on the transcript.
Earlier Scheduling Window: For the 2025-2026 year, the "Stronger Together" initiative prioritized setting schedules before students returned, allowing PEP updates to happen in real-time during the first month of school rather than as a reactive measure to a missing schedule.
3. Integration of Mental Health "Crisis" Support
By partnering with Youth Health Services and Seneca Mental Health, PCHS has offloaded much of the "intensive intervention" work to external partners.
Focus on Academic Advising: This partnership allows the school counselor to focus on Policy 2510 compliance (academic and career development) while external therapists handle clinical mental health needs. This separation is key to maintaining the 80/20 rule, ensuring the counselor has enough time to manage the high-stakes PEP audits.
Summary of the "Remediation" Success
| Previous Failure (2025) | Restructured Solution (2026) |
| No formal PEP process. | Continuous Advisory System (Policy 2510 compliant). |
| Schedules ready 2 weeks late. | Schedules finalized pre-August. |
| Counselor role overwhelmed. | Partnered with Seneca/Youth Health for crisis triage. |
| State of Emergency. | Local control returned (Feb 11, 2026). |
Would you like me to look into the specific Career Technical Education (CTE) pathways available at PCHS to see which "Personalized Credits" are most popular under this new plan?
In early 2026, Pocahontas County High School (PCHS) has utilized its Career Technical Education (CTE) programs as the bedrock for stabilizing its graduation rates and removing its "State of Emergency" status. By aligning these pathways with the state's mandatory Personal Education Plan (PEP), the school has turned "personalized credits" into a structured pipeline for local industry.
Of the roughly 77 seniors graduating each year, approximately 43% (33 students) are now designated as CTE Completers, meaning they finished a four-course sequence in a specific career cluster.
1. The "Power" Pathways: Forestry & Natural Resources
Given the county's geography and history, the Forestry and Natural Resources cluster is the hallmark of PCHS.
Axe Avenger Forestry Services: Through the state's "Simulated Workplace" initiative, forestry students operate their own company. This program is a state "juggernaut," frequently producing the top-ranked forestry students in West Virginia.
The Zipline STEM Lab: PCHS uses its own woodland and a specialized zipline course to teach the physics and math of arboriculture, making these "personalized science credits" highly popular for students who prefer hands-on field work.
2. High-Growth Technical Clusters
To address modern workforce needs and provide students with "Education, Enlistment, or Employment" options, PCHS has prioritized several other core sequences:
Welding & Carpentry: These programs utilize the SkillsUSA framework, allowing students to compete at state levels while earning industry-recognized NOCTI credentials.
Emergency Medical Training (EMT): While not a traditional CTE pathway, PCHS partners with New River Community and Technical College to offer EMT training on-site. Students can earn 5 college credit hours and qualify for the National Registry EMT-Basic certification before they even graduate high school.
Agricultural Science: Popular sequences include Animal and Plant Biotechnology, which can count as a personalized science credit toward the 23-credit graduation requirement.
3. How CTE Solved the PEP Crisis
The "State of Emergency" was largely triggered by a failure to track whether students were meeting their 10 Personalized Credits. The new plan solved this by hard-coding CTE sequences into the PEP workflow:
| Personalized Credit Category | PCHS Implementation Strategy |
| CTE Program of Study | Students "cluster" 4 credits in one area (e.g., Forestry I-IV). This satisfies nearly half of their personalized credit requirement in one go. |
| Personal Finance (New) | As of the Class of 2028, this is a prescribed credit. PCHS integrated this into the CTE Business/Finance sequences to ensure students hit the requirement early. |
| Dual Credit / Arts | Specific CTE courses like Millwork or Cabinet Making are now coded to fulfill the mandatory 1 Arts Credit, allowing CTE students to stay focused on their trade without falling behind in graduation requirements. |
4. The "Drug-Free Credential" Advantage
A unique part of the PCHS CTE plan is the Drug-Free Credential. Students who pass two random drug tests during the year receive a special credential upon completion. This has become a "popular" addition to the PEP because local employers—particularly in the logging and construction industries—prioritize hiring graduates with this specific certification.
Summary for 2026
Pocahontas County has transitioned from a period of "crisis management" to a "career-first" model. By making the Forestry and Welding programs the centerpiece of the school's identity, they have made the administrative burden of PEPs easier to manage—because the students’ paths are now clearly defined by their chosen trade.
In early 2026, Pocahontas County High School (PCHS) has utilized its Career Technical Education (CTE) programs as the bedrock for stabilizing its graduation rates and removing its "State of Emergency" status. By aligning these pathways with the state's mandatory Personal Education Plan (PEP), the school has turned "personalized credits" into a structured pipeline for local industry.
Of the roughly 77 seniors graduating each year, approximately 43% (33 students) are now designated as CTE Completers, meaning they finished a four-course sequence in a specific career cluster.
1. The "Power" Pathways: Forestry & Natural Resources
Given the county's geography and history, the Forestry and Natural Resources cluster is the hallmark of PCHS.
Axe Avenger Forestry Services: Through the state's "Simulated Workplace" initiative, forestry students operate their own company. This program is a state "juggernaut," frequently producing the top-ranked forestry students in West Virginia.
The Zipline STEM Lab: PCHS uses its own woodland and a specialized zipline course to teach the physics and math of arboriculture, making these "personalized science credits" highly popular for students who prefer hands-on field work.
2. High-Growth Technical Clusters
To address modern workforce needs and provide students with "Education, Enlistment, or Employment" options, PCHS has prioritized several other core sequences:
Welding & Carpentry: These programs utilize the SkillsUSA framework, allowing students to compete at state levels while earning industry-recognized NOCTI credentials.
Emergency Medical Training (EMT): While not a traditional CTE pathway, PCHS partners with New River Community and Technical College to offer EMT training on-site. Students can earn 5 college credit hours and qualify for the National Registry EMT-Basic certification before they even graduate high school.
Agricultural Science: Popular sequences include Animal and Plant Biotechnology, which can count as a personalized science credit toward the 23-credit graduation requirement.
3. How CTE Solved the PEP Crisis
The "State of Emergency" was largely triggered by a failure to track whether students were meeting their 10 Personalized Credits. The new plan solved this by hard-coding CTE sequences into the PEP workflow:
| Personalized Credit Category | PCHS Implementation Strategy |
| CTE Program of Study | Students "cluster" 4 credits in one area (e.g., Forestry I-IV). This satisfies nearly half of their personalized credit requirement in one go. |
| Personal Finance (New) | As of the Class of 2028, this is a prescribed credit. PCHS integrated this into the CTE Business/Finance sequences to ensure students hit the requirement early. |
| Dual Credit / Arts | Specific CTE courses like Millwork or Cabinet Making are now coded to fulfill the mandatory 1 Arts Credit, allowing CTE students to stay focused on their trade without falling behind in graduation requirements. |
4. The "Drug-Free Credential" Advantage
A unique part of the PCHS CTE plan is the Drug-Free Credential. Students who pass two random drug tests during the year receive a special credential upon completion. This has become a "popular" addition to the PEP because local employers—particularly in the logging and construction industries—prioritize hiring graduates with this specific certification.
Summary for 2026
Pocahontas County has transitioned from a period of "crisis management" to a "career-first" model. By making the Forestry and Welding programs the centerpiece of the school's identity, they have made the administrative burden of PEPs easier to manage—because the students’ paths are now clearly defined by their chosen trade.
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