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Elementary PBIS Tier‑3 recognition, grants and place‑based learning highlighted in district teaching update
Summary
Administrators and principals reported that the elementary PBIS program achieved Tier‑3 recognition, teachers won grants funding hands‑on biology and architecture‑STEM projects, and the district highlighted place‑based learning partnerships such as a free Blue Mountain snow‑sports program for middle‑schoolers.
At the March 19 Salisbury Township School District Board meeting, elementary school principal Mr. Muslitz said the elementary school has achieved Tier‑3 recognition for its school‑wide positive behavior supports after an IU21 evaluation and staff/student interviews. He credited teachers and named two fourth‑grade teachers whose experimental hands‑on projects aligned to new science standards and earned outside recognition.
Mr. Muslitz described two grants received by a fourth‑grade teacher, including a Society for Analytical Chemists of Pittsburgh award that will fund hands‑on biology materials (dissection tools, specimen supplies) and a Salisbury Education Foundation grant to support an architecture/STEM unit based on Fallingwater and Frank Lloyd Wright that requires students to design and build scale models.
The middle school spotlighted a partnership with Blue Mountain that provides a free multi‑day snow sports program aligned with PE and health curriculum and gives students lessons, gear and lift access. District staff noted that the program removes financial barriers to participation and creates a place‑based learning experience.
High‑school language and ELD updates included targeted placement testing for Spanish, which led to students being moved into more appropriate course levels (Spanish 1–4), and a full‑time ELD position was praised for enabling better consultation, small‑group instruction and college application support for newcomers. Dr. Jacoby outlined parent workshops and community resources for families with children with IEPs; attendance and registration for upcoming workshops were discussed.
Board members praised staff for seeking grants and creating hands‑on, standards‑aligned learning opportunities. Administrators asked the board to help publicize parent workshop registration to increase attendance; several board members suggested classroom teachers and teacher apps as an effective communication channel.
The board received these reports as informational updates; no formal votes were required for the teaching and learning items discussed.
