Thomas Holtzman highlights student programs, rising enrollment and behavior supports

Thomas Holtzman Elementary Principal Mr. Gibson presented the school’s academic, demographic and behavior-support update to the Susquehanna Township School District Board on March 3, saying the building serves 823 students and has seen an increase in economically disadvantaged learners over the past three years.

Why it matters: The school described a mix of rapid enrollment, a high share of students needing academic and social supports and a relatively inexperienced teacher workforce — factors the principal and staff said are shaping classroom practice, resource needs and plans for additional support.

In his presentation, Mr. Gibson said Holtzman’s enrollment figures break down as 280 third- and fourth-graders and 266 fifth-graders, with K–2 students housed in a different program. He told the board that the school’s percentage of students designated as economically disadvantaged rose from about 60% three years ago to roughly 72% most recently, and that roughly 29% of students are English learners or receive special education services. “I love Susquehanna Township School District for many reasons,” fifth-grader Megan Blanner told the board during a student presentation, describing daily activities and school clubs.

School leaders described classroom and staffing conditions: 26 Holtzman educators are in their first or second year, including 21 of 33 general-education teachers. To support new teachers, the school said it has one and a half instructional coaches who model lessons and work directly in classrooms.

Behavior supports and counseling were a major focus. Miss Strome, Holtzman’s school counselor, described the school’s tiered Positive Behavioral Interventions and Supports (PBIS) system and small-group counseling. “They love their Hoop Bucks,” Miss Strome said of a schoolwide reward program tied to PBIS, and she added that about 32% of students have participated in at least one counseling group this year. The counselor said data from office discipline referrals show reductions for students who completed tier-2 interventions.

Staff and student presenters also described extracurricular and engagement offerings: a first-year girls wrestling team; indoor track and swim qualifiers who will compete at the state level; a high school musical production; and PTO-organized events such as trunk-or-treat and community movie nights. Candy Mech, identified at the meeting as PTO president, was recognized along with her husband for family engagement work at the school.

The presentation also noted facility and space constraints. Holtzman uses modular classrooms behind the building; the administration said those modulars limit class-size planning and lead to some classrooms inside the building running 27–29 students while modular rooms are capped at about 23. Staff said the modulars and high enrollment are drivers for capital and space planning.

Board members and teachers asked about classroom management, bullying and supports for students with incarcerated parents; teachers and counselors said most referrals come from parents and staff, and that the school uses check-in/check-out and social-skills groups to address needs. Teacher presenters credited the district’s competency-based (customized) learning approach with helping place students at appropriate academic levels and noted improvements in both academic and social-emotional measures where the approach is implemented.

The board took no formal action tied specifically to the Holtzman presentation; the presentation materials and photos were presented for information and have been posted on the district website, the administration said.