Superintendent Diaz Geisel and district staff updated the San Rafael City Schools Board of Education on Sept. 23 with a back‑to‑school report covering enrollment, attendance, staffing, curriculum implementation and capital projects.

Superintendent Diaz Geisel said the district's September 19 snapshot shows a decline in total enrollment compared with the prior year. "We are, as you can see ... about 210 students here, in both the elementary and the high school district," she said. Despite the enrollment slide, the district reported strong attendance rates: about 97% for TK–5, 96.8% for grades 6–8 and 96.4% at the high‑school level.

Nutrition and transportation: Deputy Superintendent Bob Marcucci said the district provides "free breakfast and lunch for all students," a change staff called transformative for stigma and participation. Marcucci said average daily meal participation remains above 4,600 and that total meals served in the prior period were about 336,957, representing a 6% decrease from August 2024 tied largely to enrollment changes. Transportation data showed the district operating 16 buses on 31 routes (one additional route added to serve an after‑school program), with a net loss of about 36 riders.

Staffing and teacher pipeline: Human Resources Director Darlene Amelas reported staffing changes and growth in the teacher residency program. The district hired fewer new certificated staff this year compared with the prior cycle (elementary hires down by about 20 relative to last year; high school hires smaller in number). The district currently has 19 teacher residents in cohort 3, expects a cohort 3 graduation in June and is accepting applications for cohort 4 with a target up to 25 residents. Classified hires for 2025–26 included 11 at the elementary level and six at the high‑school district; administrators hired were fewer this year compared with the prior year.

Curriculum and professional development: The district reported rollout of a new TK–5 math curriculum (classroom mathematics) with publisher and site professional development, including a math learning lab to allow colleagues to observe practice in classrooms. Secondary work focuses on standards‑based teaching, common assessments and a common grading philosophy to emphasize growth and proficiency. District training also included guidance for speech‑language pathologists and psychologists on best practices when evaluating multilingual learners.

Data systems and family engagement: Technology and data staff highlighted the Aeries parent portal for data confirmation (student emergency info, household counts, free/reduced lunch information) and encouraged families to complete digital forms; staff said middle and high school portals also give families access to teacher and grading information.

Capital projects: The district's facilities update described an intensive summer of construction and repairs: about $14.4 million invested in elementary sites and $15.1 million in high‑school district projects, with a peak of roughly 500 workers on campus. The work included classroom upgrades, restroom renovations, new furniture, amphitheater construction, gym floor work, pool tiling and other site improvements. Facilities staff said this summer's outlays were funded by parcel tax and bond measures and that additional project videos and progress reels will be shared for ongoing projects.

Board reaction and next steps: Trustees thanked staff for the report and asked for follow‑ups on several items, including the middle‑school pilot, artificial intelligence guidance and how AP and a–g access is being increased across both high schools. Staff said they will return with additional updates in coming months and continue coordination across TK–12 to align curriculum and supports.

What the board did not decide: the presentation was informational; no formal action on curriculum, staffing or capital projects occurred at the meeting beyond consent items earlier in the agenda.

Ending note: district leaders framed the year as one of alignment across TK–12, continued investment in facilities and a focus on equitable access for multilingual learners, advanced coursework and homegrown teacher recruitment through the residency program.