Remediation plan for Pocahontas County Schools is structured into several key focus areas.

 

Based on the mandates from the West Virginia Board of Education and the strategic "Fix" plan implemented by the district leadership, the remediation plan for Pocahontas County Schools is structured into several key focus areas.

1. Academic Integrity and Transcription Oversight

To restore the integrity of student records and prevent further unauthorized transcript manipulation, the district is implementing the following:

• Personnel Action and Investigation: The district must continue investigating "intentional" unauthorized transcriptions of credits and grades, taking appropriate personnel actions as the findings dictate.

• Standardized Grade Policies: A formal school policy for grade changes must be established to replace the previous system of informal verbal or email requests.

• Technical Verification: A new Director of Personnel and Technology has been appointed to oversee WVEIS (West Virginia Education Information System) data entry and ensure proper transcription at mid-term and end-of-year.

• Data Security: Administrative safeguards are being enforced to ensure student data is not accessible to unauthorized personnel, specifically addressing the previous failure of having saved passwords on shared office computers.

2. Transition to a Student-Driven Master Schedule

The primary administrative reform—moving from "administrative convenience" to "data-driven planning"—centers on the master schedule.

• Eliminating Mass Placement: The practice of grouping students (particularly special education students) into courses for clerical ease is abolished. Schedules must now be built based on individual Individualized Education Program (IEP) and Personal Education Plan (PEP) data.

• The Mid-January Deadline: To ensure schedules are prepared well in advance of the new term, all student PEPs must be completed by mid-January.

• Graduation Benchmarks: Every class in the master schedule must contribute to a specific, documented graduation requirement identified in the student's PEP.

3. Counseling and Student Support Reforms

Because the district has struggled to recruit certified counselors, it is pivoting toward a "Graduation Coach" model.

• Graduation Coaches: The vacant full-time counselor position is replaced by a Graduation Coach, who will focus on college applications and career planning.

• CSCP Development: The district is required to annually develop a Comprehensive School Counseling Program (CSCP) plan that uses relevant school data to set priority goals for student needs.

• Dean of Students: A Dean of Students position was created to assist with transcription and personalized student planning; this role is supported by a state-approved mentor.

4. Special Education Compliance

The Office of Special Education (OSE) is monitoring systemic corrections to address findings of less than 80% compliance.

• Mandatory IEP Reviews: The district must ensure every IEP is reviewed within the legally required 365-day window.

• SAT Establishment: Functioning Student Assistance Teams (SAT) must be established at every school to provide interventions for students before they are referred to special education.

• Teacher Training: A "Teachers Academy" has been established to train educators on IEP essentials, special education monitoring, and team building.

5. Fiscal Stewardship and Internal Audits

Following a 2025 independent audit that found missing funds and backdated purchase orders, the district has mandated new financial protocols.

• Deposit Requirements: Principals must make daily bank deposits if they collect more than $500. Cash withdrawn for gate boxes must be returned to the bank promptly rather than kept in safes for extended periods.

• Purchasing Controls: All purchases over $5,000 now require three quotes and the end of backdating purchase orders to predate invoices.

• System-Wide Audits: While the initial audit focused on the high school, independent audits are being conducted for the remaining four schools in the district.

6. Attendance and Behavioral Interventions

The high chronic absenteeism rate of 48% is being addressed through a tiered intervention strategy.

• 5% Reduction Goal: The 2025-2026 plan sets a target to decrease chronic absenteeism by 5% through parental consultation and remedial steps.

• Incentive Programs: Schools are adding rewards and recognitions for good attendance alongside progressive discipline for unexcused absences.

• SB 199 Compliance: Following state guidelines, the district must develop specific behavioral plans for students excluded from classrooms due to disruptive conduct, ensuring these plans are reviewed for effectiveness every two weeks.