Get Full Government Meeting Transcripts, Videos, & Alerts Forever!
Get email alerts on the Education Schools topic
No spam. Unsubscribe anytime.
Guyverson Elementary presents turnaround progress, literacy push and mental‑health supports to HSD2 board
Summary
At the April 17 Harrison School District 2 board meeting, Guyverson Elementary staff and students showcased the school's turnaround work, early‑literacy progress under an ELG grant, targeted interventions and schoolwide mental‑health supports and community partnerships.
At the Harrison School District 2 board meeting on April 17, Guyverson Elementary School principal Talia Young and staff told the board the school is making measurable progress after a mid‑year turnaround effort and described day‑to‑day supports for students. They highlighted early literacy work, targeted academic interventions and a stronger focus on social‑emotional supports.
Why it matters: Guyverson is operating as a turnaround school and school leaders told the board their interventions, coaching and new routines are intended to close achievement gaps at elementary grades. District and state literacy grants the school referenced carry performance targets that affect future funding and monitoring.
Young told the board the school uses frequent classroom walk‑throughs and feedback as part of its instructional cycle and emphasized coaching for all staff: “No one is exempt from coaching,” she said. Interventionist Ms. Stevens described WIN groups—fluid, data‑driven small groups that meet during a 15‑day cycle to adjust instruction based on DIBELS and teacher assessments. Bernadette Wilson, the school’s instructional coach, said Guyverson is in year one of implementing the district’s early literacy grant (ELG) and that the school met the ELG midpoint goal: “As of middle of year, we have hit goal number one,” she said, citing that 50% of K–3 students who began the year below benchmark showed the required midyear progress.
Teachers and staff discussed practices they said support students’ belonging and daily needs. School counselor Ariel McPherson described partnerships with community organizations that provide food, clothing and holiday assistance, listing Springs First Church of the Nazarene, Care and Share’s Send Hunger Packing program, Solid Rock, United Way, Ross and Christmas Unlimited among regular partners. Special education teacher Jessie Gibson said the school’s special education team focuses on inclusive practices and flexible accommodations for students with IEPs.
Students and staff also demonstrated social‑emotional work used at Guyverson. A student led an affirmation for the board: “Today is a new day. I am loved. I am enough,” the student said. Kindergarten teacher Miss Harris discussed purposeful play as part of early learning and described a play‑based club that drew strong interest. The staff said they use ClassDojo and physical displays to share student work with families.
On academic measures, presenters shared DIBELS and iReady snapshots; staff said iReady showed “typical growth” in many grades while DIBELS and iReady did not always align. Wilson described the ELG goals the school tracks, including targets tied to DIBELS benchmarks for K–3 students. School leaders described these results as promising and framed their strategies as targeted—placing students in groups based on specific skill gaps rather than on generalized labels.
Board members and the superintendent praised the staff and students for the change. Board member comments noted students’ and staff members’ “happiness and supported” feelings and celebrated the school’s turnaround work.
The presentation closed with staff and students invited for pictures and a brief recognition by the board.
The board did not take action on policy or funding during the presentation; this item was a showcase and informational report.
