Findings
Strengths
Natick Public Schools is a high-performing district committed to fostering academic excellence, student well-being, and inclusive opportunities for all learners. Families, students, and staff consistently identify dedicated educators, strong academic programming, and community partnerships as core strengths of the district. Teachers are widely recognized as caring, innovative professionals who set high expectations and create supportive learning environments. Many families move to Natick specifically for the quality of its schools, a reflection of the community’s investment in education.
Academic Excellence and Innovation
Natick Public Schools maintains a strong academic foundation, consistently performing above state averages in Massachusetts Department of Elementary and Secondary Education (DESE) accountability measures. These measures assess school and district performance based on student achievement, growth, graduation rates, and progress toward closing achievement gaps. DESE assigns an accountability percentage to each school, indicating how well it is meeting state expectations compared to other schools statewide. A higher percentage reflects stronger overall performance.
The following graph illustrates the accountability percentage by school, highlighting how each of Natick’s schools is progressing in key performance areas.
Areas of Growth
The identified areas for growth are organized around six key themes that emerged from the entry process, each centered on strengthening student learning, well-being, and district operations. These themes align with the core practices that guided this inquiry and represent opportunities to enhance programming and services for students while building on the district’s strong foundation.
While the strengths of Natick Public Schools have been outlined earlier, the following areas for growth highlight the need for greater coherence and collaboration across the district, deeper academic supports for all students, and continued improvements in social-emotional and mental health services. Additionally, strengthening systems, communication, and sustainable funding strategies will ensure that the district remains well-positioned to meet evolving student needs.
Theme 1: Enhancing Coherence and Collaboration Across Central Office and Schools
Natick Public Schools has a strong foundation of dedicated staff and leadership working to improve student outcomes. However, central office teams have traditionally operated in silos, leading to a lack of coherence in supporting schools. This siloed structure has hindered consistent communication and reduced shared responsibility for continuous improvement, particularly in the areas of data usage, instructional decisions, and resource allocation.
The central office is lean, with staff members spread thin across multiple responsibilities. This limited capacity has made it difficult to align efforts across departments and provide systematic, consistent support to school leaders. While central office and school leaders have worked to fulfill the tasks associated with their respective roles, there has been a lack of a unified approach to creating coherence across these efforts.
Despite the absence of a clearly defined vision for continuous improvement, staff members have worked diligently to improve student success through a variety of initiatives. However, the district lacks a thread that ties these initiatives together, leading to variability in implementation and outcomes across schools. This inconsistency in approach has hindered the development of a culture of continuous improvement.
There is a significant opportunity to shift toward a more systemic, collaborative approach. By breaking down silos within central office teams and fostering clearer communication, we can create a shared vision that empowers school leaders to make differentiated decisions based on data and student needs. Aligning central office and school efforts will strengthen support systems and provide the clarity needed for educators to meet the diverse needs of students, ensuring equity across the district.
Moving forward, it is essential to establish a culture of continuous improvement, define a clear vision, and build collaborative structures across central office departments. This approach will leverage existing strengths while addressing gaps in resource allocation, strategic planning, and community engagement. It will also enhance the district’s ability to use data more effectively, ensuring the needs of all students, including those with diverse learning needs, are met.
Theme 2: Meeting the Academic Needs of All Students
Performance Trends
This section presents four-year trends in English Language Arts (ELA), Math, and Science for students in grades 3-8 and grade 10 based on MCAS (Massachusetts Comprehensive Assessment System) results, the state’s standardized test that measures student achievement and growth against learning standards. The data includes the percentage of students meeting or exceeding expectations, indicating proficiency in each subject, and Student Growth Percentiles (SGPs), which compare students’ progress to their academic peers statewide. These trends provide insight into overall performance, highlight areas of strength, and identify opportunities for targeted support.
● English Language Arts (ELA) - trends reveal fluctuations in achievement and growth, with periods of progress followed by variability, particularly in 2024. High school ELA results saw a notable shift, indicating an opportunity to analyze instructional supports and curriculum alignment.
● Mathematics - data shows steady progress in grades 3-8 through 2023, with a slight dip in 2024 that aligns with the initial implementation of a new curriculum. As expected with curriculum transitions, there may be a period of adjustment as instructional practices evolve.
● Science - achievement in Grade 10 has remained stable, while Grades 3-8 saw a temporary decline in 2022, followed by notable improvement in subsequent years. The lack of growth data in science presents an opportunity to further assess instructional impact.
District Performance Comparison and Growth Opportunities
The District Analysis and Review Tool (DART), created by the Massachusetts Department of Elementary and Secondary Education (DESE), enables meaningful comparisons between districts with similar characteristics, such as enrollment, demographics, and socioeconomic factors. DART provides benchmarks beyond state averages, offering insights into district performance relative to peers.
Natick’s 2024 MCAS results rank 7th of 11 in grades 3-8 and 10th of 11 in grade 10 among similar districts. While above state averages, results indicate an opportunity to align more closely with high-performing peers.
The district consistently outperforms state averages, and analysis of peer district performance highlights an opportunity to further elevate expectations and align instructional strategies with the highest-performing districts.
Addressing Opportunity Gaps for Low-Income, SPED, and ELL Students
Opportunity gaps refer to disparities in academic performance caused by differences in access to resources, coursework, instruction, and other supports rather than student ability. These gaps vary by subject, highlighting trends in English Language Arts (ELA), Math, and Science that show both progress and areas for targeted intervention.
● ELA - MCAS data shows opportunity gaps of 32-53 points in grades 3-8 and 21-54 points in grade 10, exceeding state averages by over 10 points. However, high school data shows a narrowing of gaps, suggesting successful interventions that may inform earlier grades.
● Math and Science - While gaps remain in grades 3-8 and grade 10, performance trends indicate opportunities to strengthen targeted interventions, as current gaps exceed state levels by 10-29 points.
● Addressing Persistent Gaps - Performance gaps persist for students with disabilities, English Learners, and low-income students, presenting an opportunity to establish targeted supports and instructional strategies to accelerate progress across all subjects.
Meeting the Needs of Diverse Learners
Stakeholder feedback highlights opportunities to strengthen support for Students with Disabilities (SWD) and English Language Learners (ELL) across the district. While efforts to support these populations are evident, inconsistencies in implementation and resource allocation create barriers to equitable access to education.
● Variability in Special Education Services - Families and educators report variability in the delivery of special education services across the district. While some schools are recognized for strong, individualized support for SWD, others experience challenges in ensuring consistent implementation of IEPs and specialized instruction.
● Enhancing Communication and Transparency - Parents emphasized a need for clearer and more consistent communication regarding IEP development, placement processes, and available supports for SWD and ELL students. Greater transparency in these areas could strengthen family-school partnerships and ensure families feel informed and supported.
● Expanding Supports for ELL Students - The district’s growing ELL population presents an opportunity to strengthen instructional capacity and further integrate effective ELL strategies within general education settings.
● Ensuring Consistent Instructional Practices - Teachers described differences in instructional approaches for both SWD and ELL students, particularly in the use of data to inform instructional decisions. Strengthening consistent implementation of best practices could ensure more equitable learning experiences across the district.
Opportunities to Improve Curriculum Prioritization and Evaluation
The district's curriculum reflects intentional efforts to align instructional practices with evidence-based standards, while also presenting opportunities to strengthen coherence and rigor across classrooms. While strides have been made in adopting high-quality materials and conducting audits, the use of partially validated resources present areas for improvement.
● The adoption of Illustrative Mathematics at the elementary level and the launch of a comprehensive literacy audit demonstrate the district’s commitment to strengthening instructional alignment with evidence-based practices. These initiatives provide a strong foundation for the development and implementation of a more cohesive and rigorous curriculum.
● The implementation of Big Ideas Math at the middle and high school levels, while rated as 'Partially Meets Expectations,' presents an opportunity to further align curriculum materials with rigorous benchmarks and instructional best practices.
● Internally developed curricula in science and history present an opportunity to enhance consistency and rigor through external validation and alignment with evidence-based instructional frameworks.
● Stakeholder feedback and classroom observations indicate variability in curriculum implementation, with opportunities to strengthen differentiation at the elementary level. Additionally, families expressed a need for greater clarity and access to learning objectives to better support student learning at home.
The following table outlines the curriculum currently in use across the district, highlighting adopted programs and internally developed materials.
Theme 3: Supporting Students’ Social-Emotional and Mental Health Needs
This section presents findings based on stakeholder interviews, student surveys, and focus groups, along with quantitative data from three key sources: the 2023 MetroWest Adolescent Health Survey (MWAHS); the 2024 Social, Academic, and Emotional Behavior Risk Screener (SAEBRS); and the 2024 Views of Climate and Learning (VOCAL) survey. These sources provide insight into students’ social-emotional and mental health needs, identifying key areas for growth.
Addressing Persistent Mental Health Needs
Mental health indicators have improved since COVID, with students reporting lower levels of stress and depressive symptoms overall. However, many students—particularly English Language Learners (ELLs) and those receiving special education services—continue to face challenges in emotional well-being and in accessing support. Middle school data from MWAHS indicates an increase in bullying reports, and SAEBRS and VOCAL data highlight concerns among English Language Learners and low-income students regarding emotional safety and fairness in discipline. The district has responded by increasing staff supporting mental health by 2.3 full-time equivalent (FTE) positions between FY22 and FY25, bringing the total from 39.1 to 41.4. These positions include counselors, social workers, and psychologists, reflecting an ongoing commitment to addressing these needs.
Theme 5: Fostering Clear Communication and Inclusive Family Partnerships
This theme focuses on opportunities to strengthen communication practices and deepen engagement with families across the district. Findings highlight the need to build trust, ensure transparency, and foster inclusivity in district-family communication. The following sections outline key areas for improvement, organized by priority.
Rebuilding Trust Through Clear and Authentic Communication
● Reliance on Informal Communication Channels - Families reported resorting to social media and other informal channels to fill gaps left by school communication, indicating a need for more timely and reliable updates from the district.
● Discrepancy Between Messaging and Reality - Families and staff perceive district communications as aspirational but not always reflective of student experiences, contributing to skepticism and diminished trust.
● Desire for Substantive Communication - Parents expressed dissatisfaction with promotional-style updates, preferring more detailed and meaningful communication about student learning and classroom experiences.
Strengthening District-Level Responsiveness and Alignment
● Perceived Disconnect Between Central Office and Schools - Families and staff described a lack of alignment between central office communication and what is experienced at the school level, contributing to feelings of disconnection and inconsistent messaging.
● Unclear Communication Processes for School-Specific Incidents - Some families expect district-wide communication about school-specific incidents, reflecting confusion about existing protocols and concerns about transparency in decision-making.
Fostering Inclusivity and Addressing Equity Concerns
● Concerns About Antisemitism and Microaggressions - Stakeholders reported incidents of antisemitism and microaggressions, noting inconsistent acknowledgment and follow-up. These concerns have contributed to feelings of exclusion and a desire for more inclusive practices.
● Disparities in PTO Resources and Extracurricular Access - Families noted disparities in PTO resources and extracurricular opportunities across schools, affecting student experiences and access to programs.
● Barriers to Participation in Clubs and Activities - Students recognized the value of clubs and extracurricular activities but identified challenges in access, including perceived exclusivity and logistical barriers that limit participation.
Creating Collaborative and Accessible Processes
● Intimidation in the IEP Process - Families described the IEP process as intimidating, with some feeling excluded from meaningful decision-making. These experiences have contributed to concerns about collaboration and trust.
● Challenges Accessing School Resources - Families reported challenges navigating key school resources—such as after-school programs, transportation, and the district website—which have created barriers to engagement and support.
Theme 6: Securing Sustainable Funding for Academic Excellence
Fiscal Health and Sustainable Budget Solutions
The district's fiscal health is a critical foundation for maintaining the high-quality education that our community values. As Spring 2024 approached, discussions about a potential override were rooted in years of dialogue, including School Committee meetings. These conversations have underscored the structural deficit in town funding and the need for sustainable solutions. The FY25 budget reflects this reality, embedding $650,000 in reductions primarily achieved through central office adjustments and attrition, impacting 10 FTEs, alongside a $2 million allocation from Circuit Breaker reserves to bridge the gap between the town's appropriation and level servicing needs. These measures prioritize fiscal responsibility, with reductions designed to minimize impacts on student outcomes.
Building Fiscal Transparency and Collaboration
The district is prioritizing transparency and collaboration with the town to ensure sustainable financial practices that support educational excellence. In FY25, the district reduced spending by $650,000 in February 2024 and an additional $400,000 by October 2024, with $1 million in reductions planned for FY26, which will result in an additional 10 FTE reductions. These adjustments reflect ongoing financial planning efforts. Additionally, the district retooled its budget book, published in February 2025, to provide greater detail, description, and strategic insight. This revision was guided by exemplars from the Massachusetts Association of School Superintendents and developed in collaboration with the School Committee. The updated budget book is available on the NPS website.
COVID-19 Response Funding and Budget Sustainability
In response to the COVID-19 pandemic, the district received $1.3 million in ESSER funding to address immediate and ongoing challenges. Of this amount, $279,000 was allocated for essential health and safety measures, including air filters, plexiglass barriers, and personal protective equipment. The remaining $991,000 primarily funded summer stipends and three critical positions to support student learning and recovery. Recognizing the ongoing need for these roles, these three roles have been integrated into the district’s operating budget.
To offset these costs and maintain fiscal stability, the district will implement $2,050,000 in budget reductions across SY25 and SY26. These reductions reflect a balanced approach to financial stewardship while maintaining a strong focus on student outcomes and academic excellence.
Potential Override and its Impact on Education Quality
The town will vote on an override in March 2025. If the override does not pass, the district’s FY26 budget will need to account for a projected $2.8 million gap. Budget adjustments would be necessary, including reductions in staffing and programs. These reductions are outlined on page 30 of the 2026 budget book which can be accessed here.
This highlights the need for sustainable funding to uphold academic excellence and maintain essential services. Without an override, the district will need to make additional budget adjustments that could impact student services, academic support, and enrichment opportunities.
