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Hatboro-Horsham outlines comprehensive plan roadmap, sets progress checkpoints and public reporting timeline
Summary
Assistant superintendent and director of special projects reviewed the district’s three comprehensive-plan goals—achievement and growth, welcoming schools, and postsecondary success—reported current performance measures and said the district will present a full update Nov. 24, 2025.
Assistant Superintendent Dr. Ted Domers and Dr. Bree D'Angelo, director of special projects and systems, presented a district roadmap for the Hatboro-Horsham School District comprehensive plan at the June 2 work session.
The presentation reviewed three focal goals—achievement and growth, welcoming schools and postsecondary success—summarized current performance using state and local measures and outlined progress checkpoints the district will use to track improvements. A full, public presentation of the plan and progress is scheduled for Nov. 24, 2025.
Dr. D'Angelo described indicators and key performance measures used by the district, including state assessments (PSSA and Keystone), benchmark assessments (district-linked tools), the Future Ready Index for postsecondary metrics and PVAAS projections for expected student growth. She said the district exceeded the state average in every tested area for 2023–24 but acknowledged progress toward expected growth remains aspirational.
“Our first goal is around achievement and growth. We want like everybody wants every student to succeed,” Dr. Domers said, citing a district example in which 66% of the class of 2031 scored proficient or advanced on the math PSSA where the state average was 52%.
On attendance and belonging, Dr. D'Angelo said the district’s welcoming-schools goal aims to reduce the number of chronically absent students by 10% per year; the district will use monthly attendance reports, discipline referrals, student well-being surveys and school-based advisory programs to monitor progress. Dr. Domers added that the district follows restorative practices, noting administrators received a full 14-hour training in a recent summer but not all teachers have completed that level of training.
For postsecondary success, the presenters noted the state’s rigorous-course-of-study metric (AP, CTE concentrator with NOCTE exam, and dual enrollment). The class of 2024 scored 49.2 on that measure. The district emphasized early interventions such as third-grade reading and seventh-grade math checkpoints (DIBELS and STAR assessments), and expanded course choices at the high school (new elective majors) to increase access to rigorous pathways.
The presenters said the district will publish a public-facing scorecard to show progress and planned a comprehensive presentation of indicators and measures on Nov. 24, 2025. Board members asked how restorative practices are implemented across buildings; presenters said the approach is used in all schools but that training intensity varies by role.
