Entry Plan Process
The entry plan utilized an inquiry-based approach, resulting in this report on entry findings, which is informed by data and insights from various sources.
Data Collection Process and Analysis
To develop a well-rounded understanding of Natick Public Schools, I gathered data through stakeholder interviews, focus groups, student surveys, instructional observations, and a review of district materials. This multi-faceted approach provided a clear picture of student experiences, instructional practices, and district-wide operations.
Patterns and trends were analyzed holistically to identify both areas of strength and opportunities to enhance our work. These findings, informed by diverse perspectives, will guide future district planning, ensuring that Natick Public Schools continues to build on its successes and elevates student experiences.
Interviews and Focus Groups
From July 2024 through January 2025, I engaged with key stakeholders through open-ended interviews and focus groups to foster dialogue and generate insights for strategic planning. All staff and parents were invited to participate, and every request for a meeting was honored.
To ensure a broad range of perspectives, I conducted targeted focus groups with specific populations, including Boston Resident Families, SEPAC leadership and families, PTO leaders, students of color, paraprofessionals, administrative assistants, nurses, union leadership, coaches and specialists, and English as a Second Language (ESL) teacher leaders. These conversations provided valuable perceptual insights into how stakeholders viewed the district’s ability to serve students effectively. As I gathered input, I identified recurring strengths and areas for growth that were mentioned across multiple stakeholder groups. Recognizing patterns in feedback was essential in determining shared perspectives and emerging themes, which I examined further to ensure that the findings accurately reflected the needs and experiences of the community.
Student Surveys
As part of the data collection process, all middle and high school students in grades 5 through 12 were invited to complete a brief survey during school hours. The survey was designed to gather student perspectives on their school experience and priorities for improvement. To ensure accessibility and relevance, the three survey questions provided were simplified, student-friendly versions of the broader questions posed in all stakeholder interviews and focus groups. Students were asked:
What do you like most about our school?
What changes would you like to see that could make school better for you and other students?
How would you like to see your school improve or change to make learning better for you and your classmates over the next few years?
A total of 2,846 students participated in the survey, representing a strong cross-section of the student body. Responses were gathered from 1,348 students at Natick High School (47%), 820 students from Kennedy Middle School (29%), and 678 students from Wilson Middle School (24%).
The insights gathered from these surveys provided valuable student-driven perspectives that are shaping the findings and will help guide decision-making and strategic planning across the district.
Materials Review
As part of the entry plan process, I conducted a comprehensive review of district materials and data to gain insight into general operations, district culture, and student performance under current practices. This analysis allowed me to identify recurring trends and patterns, which formed the foundation of my entry findings.
The documents I reviewed included:
By analyzing these materials, I was able to identify patterns across multiple areas of district operations, including instructional priorities, student outcomes, policy implementation, and resource allocation. These insights, combined with the feedback from stakeholder meetings and surveys, informed the key findings presented in this report.
Instructional Observations
To gain a comprehensive understanding of the educational environment in the district, I conducted extensive instructional observations and school visits. From July 2024 through the publication of these findings, I visited all eight schools between four and six times, completing a total of 41 learning walks. These visits were designed to observe classroom interactions, school operations, and the overall culture within each building.
Throughout the fall, I focused on observing instructional practices, often accompanied by the school principal and members of their instructional leadership team, including assistant principals, special education coordinators, math and literacy coaches, and personalized learning coaches. These visits provided valuable insights into how educators engage and challenge students, how operational routines support learning, and how the curriculum is delivered across a variety of settings. Additionally, I attended summer programming, the National Honor Society induction ceremony, and a speech and debate event and more.
By immersing myself in both instructional and extracurricular environments, I was able to contextualize stakeholder feedback, understand the opportunities available to students beyond the school day, and develop a deeper appreciation for the district’s overall culture. These observations have also informed conversations with instructional leaders to align on shared expectations for teaching and learning, laying the groundwork for meaningful improvements in instructional practices and school operations.
Analysis of Findings
Throughout the data collection process, emerging trends and patterns provided a clearer picture of the district's strengths and opportunities for growth. As new insights surfaced, I refined key themes to accurately reflect collective input from a diverse range of stakeholders. To ensure alignment with key observations and expertise, I vetted these findings with central office leadership, department leaders, union leadership, my coach (a retired superintendent), and a consultant familiar with the district.
This analysis captured perspectives from students, families, staff, and community members while examining how the district continues to evolve. By exploring themes holistically, I sought to identify ways for Natick Public Schools to build on its strengths and further enrich teaching and learning.
Using AI-powered tools such as Thought Exchange, I identified clear district-wide patterns, highlighting both areas of excellence and opportunities for growth. These insights were compiled into the Report of Entry Findings, presented to the Natick School Committee on February 24, 2025, and published on the district’s website for the broader community. This report will guide the development of a new District Strategic Plan, aligning priorities, deepening impact, and ensuring continued excellence.
Additionally, the report serves as the foundation for a one-year plan for the 2025-26 school year, allowing for immediate, focused action while the district collaboratively develops a new multi-year strategic plan. Given that the prior five-year plan is now seven years old, this transitional approach is essential for aligning district priorities with current needs and aspirations.