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Assistant superintendent frames Hatboro‑Horsham comprehensive plan around welcoming schools and postsecondary success
Summary
Assistant Superintendent Dr. Ted Domer told the board the district’s 2024–27 Pennsylvania Department of Education comprehensive plan focuses on Welcoming Schools and Postsecondary Success, highlights achievement above state averages, and shifts attendance goals to reduce chronic absenteeism with school‑level interventions.
Dr. Ted Domer, the district’s assistant superintendent, presented an update on the Hatboro‑Horsham School District’s 2024–27 comprehensive plan at the March 9 work session, saying “All roads lead to high school graduation and how we are preparing our students for success beyond high school.” He described the plan’s three focal areas—Welcoming Schools, Achievement and Growth, and Postsecondary Success—and the district’s approach to aligning data and supports to those priorities.
Domer said district achievement exceeded Pennsylvania averages across tested subjects and that growth metrics exceeded expectations in 10 of 15 tested subjects. He noted that one tested area fell below the district’s growth expectation but described overall progress toward the plan’s goals. Domer also described a change in how attendance is measured: the district now focuses on reducing the number of students who are chronically absent (defined in the presentation as missing 10% of school days, roughly 18 days per year) rather than relying on an aggregate average daily attendance metric. He said half of the elementary schools met their school‑level attendance goals, while the KV program and the high school missed their targets by about two and four percentage points, respectively.
On postsecondary success, Domer outlined strategies to expand rigorous course options, including growing Advanced Placement offerings and dual‑enrollment partnerships. He cited examples: AP studio art and AP computer science principles at the high school and a new Math 100 dual‑enrollment course with Montgomery County Community College. He said the district also uses predictive data from College Board and others to align AP offerings with student preparation and is pursuing more institutional dual‑enrollment partnerships.
Domer emphasized that early literacy and the science of reading connect to long‑term outcomes. He said the district is providing professional development on early literacy because “we see a clear through line from third‑grade reading metrics to future opportunities.”
Board members and staff did not vote on the plan at the work session; Domer said the comprehensive plan and its associated school‑level reports are tools for ongoing monitoring and that the district will continue deeper work around the plan’s goals and metrics.
The curriculum committee concluded its discussion and the presentation will inform future board briefings and planning work.
