High‑school writing review: Hatboro‑Horsham pilots The Writing Revolution and plans K–12 alignment

District leaders presented the results of a two‑year examination of writing instruction in grades 9–12 and described a professional‑learning rollout centered on The Writing Revolution, an evidence‑based approach that builds writing from sentence level to extended compositions.

"The Writing Revolution provided an evidence‑based instructional methodology called the Hochman method that built an explicit and carefully sequenced instruction," Dr. Ryan Thomas said, describing a four‑module professional learning series the English department completed this year.

Dr. Bree D'Angelo and high‑school English teacher Adelaide Clapper said the department integrated modules on sentence‑level rigor, argument and evidence, revision as a thinking process, and extended writing to scale instruction toward AP and college‑level work. Clapper said every English teacher at the high school completed all four sessions and applied the strategies with their students.

Presenters described creation of a writing skills ladder and scope‑and‑sequence artifacts to make expectations and progression transparent across courses. The plan for 2026‑27 includes finalizing the writing framework, refining instructional units through summer curriculum work, and expanding the approach to grades 6–8 as part of a broader K–12 ELA review.

Board members asked whether social studies and science teachers would be included; presenters said the initial work focused on the English department but interdisciplinary expansion is in planning stages. On the topic of artificial intelligence, the team emphasized focusing on "process over product" so instruction can incorporate and monitor AI use without sacrificing skill development.

No policy vote was associated with the presentation; staff said they will return with implementation steps and artifacts for future board review.