District touts top-4% statewide ranking while outlining multi-year strategic and comprehensive plans
January 10, 2026 | Haverford Township SD, School Districts, Pennsylvania
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Haverford Township School District officials presented progress reports on both the district’s new strategic plan and the required, three-year comprehensive plan at the board’s Jan. 8 work session, noting strong state-assessment results and a sequence of planned actions.
“We are proud to announce that Haverford ranks in the top 4% of the state,” the presenter said when introducing 2025 assessment outcomes, highlighting middle-grade math and keystone course rankings as evidence the district’s approaches are yielding results.
The strategic-plan update organizes work into four goal areas: academic excellence in an evolving world, belonging, social-emotional growth, and community pride and civic engagement. Presenters described actionable steps: embedding design-thinking across curriculum and assessments, updating observation rubrics and lesson templates, planning professional development for 2026, and using UBD curriculum framework updates in 2026–27 to make student learning more visible.
On belonging, committee chairs described four priorities: recruiting and retaining diverse staff, providing administrative-of-color support, launching culturally responsive mentor programs, and conducting anonymous qualitative interviews to inform action plans. The social-emotional-growth team said its immediate objective is a Tier 1 executive-functioning elementary curriculum, with a spring overview for staff and potential implementation next school year.
District leaders tied these strategic efforts to the comprehensive plan’s academic priorities: consistent implementation of core curriculum in fourth and fifth grades, progress-monitoring and MTSS (multi-tiered systems of support), and science/STEM monitoring using CDTs and benchmarks. A stated three-year goal is to reduce the socioeconomic-status achievement gap on state tests (e.g., ELA gap from 15% to 8%, math from 20% to 12%, Algebra I Keystone from 18% to 10%) using CDT data and targeted groupings.
Officials said much of this work will be implemented within existing budgets but cautioned the board that some initiatives (professional development, executive-functioning materials) may require future financial requests. “We may come back to the board with requests for financial support,” a presenter said.
The board indicated it will receive written updates and presentations on progress and asked for clarifications on monitoring timelines and specific measures to track disproportionality in advanced/enrichment placement.
“We are proud to announce that Haverford ranks in the top 4% of the state,” the presenter said when introducing 2025 assessment outcomes, highlighting middle-grade math and keystone course rankings as evidence the district’s approaches are yielding results.
The strategic-plan update organizes work into four goal areas: academic excellence in an evolving world, belonging, social-emotional growth, and community pride and civic engagement. Presenters described actionable steps: embedding design-thinking across curriculum and assessments, updating observation rubrics and lesson templates, planning professional development for 2026, and using UBD curriculum framework updates in 2026–27 to make student learning more visible.
On belonging, committee chairs described four priorities: recruiting and retaining diverse staff, providing administrative-of-color support, launching culturally responsive mentor programs, and conducting anonymous qualitative interviews to inform action plans. The social-emotional-growth team said its immediate objective is a Tier 1 executive-functioning elementary curriculum, with a spring overview for staff and potential implementation next school year.
District leaders tied these strategic efforts to the comprehensive plan’s academic priorities: consistent implementation of core curriculum in fourth and fifth grades, progress-monitoring and MTSS (multi-tiered systems of support), and science/STEM monitoring using CDTs and benchmarks. A stated three-year goal is to reduce the socioeconomic-status achievement gap on state tests (e.g., ELA gap from 15% to 8%, math from 20% to 12%, Algebra I Keystone from 18% to 10%) using CDT data and targeted groupings.
Officials said much of this work will be implemented within existing budgets but cautioned the board that some initiatives (professional development, executive-functioning materials) may require future financial requests. “We may come back to the board with requests for financial support,” a presenter said.
The board indicated it will receive written updates and presentations on progress and asked for clarifications on monitoring timelines and specific measures to track disproportionality in advanced/enrichment placement.
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