Strategic Plan

During the 2025-26 school year, San Rafael City Schools collaborated with our Board of Education, students, teachers, staff, families, partners and community members to refresh the District's strategic plan, formerly known as Together 2024. Led by a Strategic Plan Refresh Taskforce, we gathered input on what our community values most about our schools, as well as opportunities for continued improvement, to inform our updated plan. We are deeply grateful for all who contributed to the work, which will help to shape next steps and focus for our District. We are proud that our refreshed plan continues to be grounded in our vision for student success and is aligned with SRCS' values of equity, community and joy.

We extend our special thanks to our Taskforce who achieved the following:

• Fulfilled its purpose: SRCS’ Together 2024 will be reviewed and updated to ensure the plan remains a relevant and dynamic roadmap for student, staff and district success, growth & innovation
• Included representatives for students, teachers, staff, union partners, parents, community partners and school and district administration  
• Attended five engaging sessions
• Affirmed our foundation, which was a result of the extensive Together 2024 community undertaking
• Reviewed background materials; research; student achievement data; student and family surveys; and more
• Gave direction, input and feedback on our refreshed priority areas and strategic actions
• Considered budget reduction process and alignment of District priorities

Additional feedback sessions included:

• Student sessions
• Superintendent's Parent Council
• DELAC
• Community Liaisons and Community Schools Team
• Committee for School Culture, Equity & Belonging
• District Leadership Team

The Board of Education approved the final plan on June 16, 2026. View the full version. 

OUR VALUES

• Equity: We honor individual identity and experience, work to address racism in all its forms and to eliminate barriers to the success of all students 
• Community: We welcome, value and support every member of our district and seek to promote belonging and inclusivity for all
• Joy: We engage in meaningful learning through positive energy, enthusiasm and humor 

OUR GRADUATE PROFILE

Our Graduate Profile articulates the skills needed to succeed in this rapidly changing world. SRCS is committed to developing these skills in our schools and classrooms so every student graduates ready to pursue their goals. 

Communicator: I share my point of view, my work, my art in ways that are clear and engaging. I listen to understand. I consider the needs, expectations, and culture of my audience. I can communicate through a variety of media, including digital, and choose the right medium for the message. My writing is well-crafted and persuasive. I speak with skill and confidence. I can present myself professionally.

Critical Thinker: I reason. I break problems into parts that can be named, studied, and understood. I take time to consider an idea before accepting or rejecting it. I consider multiple perspectives. I subject sources to careful scrutiny. I make judgments based on the analysis of data and the weighing of evidence.

Collaborator: I can work with others toward a common goal. I know how and when to step up or step back. I apply my strengths toward team success, and teammates can depend on me. I can give and receive feedback constructively. I seek a diversity of perspectives. Through respect and trust-building, I can work across lines of difference and toward consensus.

Problem Solver: I ask questions. I seek solutions to problems by considering various approaches, drawing on available resources, and thinking creatively. I apply known problem-solving techniques to new and unfamiliar contexts. Anticipating obstacles, I persist and adapt my approach as needed.

Reflective Learner: I have a vision for my future and a plan to get there, which includes attending to my mental and physical health. I nurture my passions and creative talents. Through effort, practice, and regular reflection, I improve. I learn from success, failure, and feedback. I organize my time, tap resources, and sustain the focus I need to reach the goals that I set for myself.

Community Advocate: I am a valuable member of many communities—local and global—and I work to make those communities stronger and healthier (including the beautifully diverse city of San Rafael). I develop knowledge of and take pride in my various social and cultural identities. I understand, respect, and celebrate the identities of others. I stand up for inclusion and against prejudice. I develop the skills to advance justice.

OUR CULTURE 

SRCS will ensure that a safe, supportive and collaborative learning environment is in place at each school and throughout the district that aligns with our key values of equity, community and joy. The key actions we will take to ensure a positive culture include the following:

• Affirm: We will encourage and uplift our students and staff and provide positive feedback and celebrate their success with joy.
• Connect: We will discover student’s and staff’s needs and interests to ensure they feel valued, known and supported as we meet their needs and ensure equity.
• Engage: We will meet and greet and get to know each and every student and staff in our schools to ensure they feel welcomed, included and part of our school community.

OUR GOALS

Student Success: SRCS ensures that every student graduates with a profound love for learning, experiences a learning environment that is nurturing and engaging, and develops the necessary skills to meet the challenges of an ever-changing world.

Staff Success: SRCS is dedicated to attracting, developing and retaining culturally responsive teachers and staff that purposefully serve every student.

Community Engagement: SRCS values every member of our community and is committed to actively engaging our parents, community organizations and the broader community to ensure the success of every student.

Systems and Structures: SRCS creates intentional and equitable systems and structures that monitor, adjust and improve outcomes for students, particularly students of color.

High-Quality Curriculum and Instruction

Support and challenge all students with consistent, aligned, rigorous and engaging learning experiences that lead to strong academic growth

• Ensure aligned, high-quality instruction that is focused on the most important skills students need to learn (essential or priority standards)
• Implement District-adopted, research-based curricula and instructional frameworks to ensure coherence and equitable access to grade-level lessons 
• Use high-leverage teaching strategies consistently, such as explicit instruction, formative assessment and checks for understanding to monitor and adjust instruction
• Encourage collaborative learning, problem solving and culturally-responsive teaching that values critical thinking, engagement and student voice 

Align assessment of student learning and grading practices to standards 

• Administer meaningful, aligned assessments and student data to guide instruction
• Use equitable grading practices to evaluate student learning and progress 

Prepare all students for success in school and beyond graduation 

• Cultivate the development of our Graduate Profile skills from elementary school through high school: communicator, critical thinker, collaborator, problem solver, reflective learner and community advocate
• Increase opportunities for students to take rigorous courses, like Advanced Placement (AP) and honors
• Boost the number of students who meet and complete the course requirements needed to apply to state universities (known as A-G eligibility) 
• Grow our high-quality Career Technical Education (CTE) pathways and other career-exploration experiences that help students discover their interests and lead to real-world careers and opportunities 

Supporting Every Learner

Improve outcomes for students learning English (multilingual learners) with a focus on addressing persistent achievement gaps and promoting language development and academic success

• Provide integrated, designated and differentiated support to our diverse English learner profiles (newcomers; English learners; at-risk and long-term English learners)
• Strengthen and grow our dual language program (located at Venetia Valley), including expanding to middle school  
• Expand pathways for students to become multilingual and increase the number of students on track to earn the Seal of Biliteracy
• Implement high-leverage strategies for teaching multilingual learners (e.g. Sobrato Early Academic Language (SEAL))
• Build alignment across our middle and high school English Language Development (ELD) course progressions to ensure linguistically-appropriate instruction that accelerates students’ English language development and supports long-term success 

Improve outcomes for students with disabilities by expanding access to rigorous and inclusive learning opportunities to reduce achievement gaps and barriers to success 

• Integrate inclusive practices across all classrooms by designing flexible, accessible instruction that provides multiple ways for students to engage with learning, access content and demonstrate their understanding 
• Enhance our programs and instruction that support students with disabilities by refining our training, practices and curriculum 

Student Wellbeing and Support

Offer comprehensive social-emotional programs and support to help students thrive as they navigate school and life 

• Provide a range of accessible counseling services and wellness programs 
• Implement our social emotional curriculum for grades TK-8 (known as Second Step)
• Foster a positive, safe and welcoming school-wide culture and climate for everyone 
  • Ensure students feel a strong sense of belonging, are motivated to attend regularly and actively participate in their learning
• Enhance connections and opportunities between the school day and the Expanded Learning Opportunities Program (ELOP)

Student Voice

Amplify student voice by creating meaningful and consistent opportunities for students to inform decision-making through participation in governance processes, advisory groups and feedback structures

• Capitalize on opportunities with our Student Board members to achieve greater impact and to ensure student perspectives are authentically represented and shared
  • Define clear and equitable processes for recruiting and selecting Student Board Members so they reflect the diversity of the student population and elevate a broad range of student perspectives
  • Deepen the role and responsibilities of Student Board Members and provide continued support so they are active participants in Board meetings and beyond
• Expand ongoing structures for all students that empower them to serve as partners in shaping their school experience 
  • Strengthen systems that support communication and collaboration among student representatives, student organizations and school and District leadership
  • Implement regular opportunities for students to share experiences, challenges and ideas through student-centered engagement practices

Investing in Professional Learning and Collaboration

Provide valuable and effective professional development and growth opportunities for all staff (certificated and classified) that are aligned with District priorities and student needs

• Build educator capacity and connectedness through job-embedded professional development and coaching support to support student achievement 
• Engage staff in professional learning to refine and align TK-12 instructional, operational and student support systems
• Continue to expand and refine differentiated professional development opportunities that meet the various needs of our classified staff and support professional learning and career growth

Cultivate a culture of collaboration to align practices, and learn from and with colleagues, to better support student learning

• Support Professional Learning Communities to strengthen instructional impact and respond to the diverse needs of our students
• Prioritize common planning and department collaboration time to allow for multiple opportunities for staff to intentionally respond to students needs
• Increase collaboration between general educators and special education teachers to more effectively serve students with disabilities 

Excellent, Diverse Teachers and Staff

Attract, hire and retain highly-qualified and diverse staff, including bilingual educators, to deliver high-quality instruction, services, programs and support throughout the District 

• Maintain competitive salaries and benefits to support hiring and retaining high-qualified staff 
• Foster a safe, positive and welcoming working environment and culture among our staff that reflects our core values of equity, community and joy 

Develop future school and District leaders

• Grow partnerships with local colleges, universities and teacher residency programs to expand the educator pipeline
• Expand leadership development, mentorship and career pathway opportunities for educators and staff to cultivate a strong pipeline of future school and District leaders

Accessible, Consistent and Engaging Communications

Deliver clear, simplified and multilingual communication 

• Use multiple communication formats, prioritizing video and hybrid approaches
• Coordinate and streamline communication across the District and schools to ensure consistency and effectiveness so we are not overwhelming families 
• Ensure communication platforms such as ParentSquare, Aeries Parent Portal and websites are intuitive, up-to-date and accessible to all families

Family Engagement and Support

Enhance inclusive family engagement strategies, particularly for multilingual and hard-to-reach families 

• Provide culturally responsive, bilingual family education opportunities to ensure families have the knowledge and tools to support student success
  • Expand learning opportunities to include practical topics such as parent leadership, academic success (college and career readiness milestones, ELPAC, reclassification), student wellness, responsible social media use and school transitions (elementary-to-middle and middle-to-high) 
• Enhance responsiveness and customer service across school and District interactions

Strengthen family leadership and representation

• Increase diverse family participation in advisory groups and decision-making structures
• Create meaningful and accessible pathways for family leadership, advocacy and engagement 
• Strengthen coordination and alignment of SELAC, DELAC and school and parent-led engagement efforts

Strong Community Partnerships

Strengthen and coordinate high-impact community partnerships to expand family outreach, increase access to supports and resources and improve student outcomes

• Leverage the Community Schools model and funding to build sustainable, coordinated school-based supports and services in partnership with community organizations
  • Integrate services and strategically deploy staff to maximize impact and efficiency\
• Partner with local community organizations for mental health support and youth development
• Expand and align extended learning opportunities (summer, intersession and after-school programs) through strategic partnerships with community organizations to deliver engaging enrichment experiences and academic support for students

District-wide Promotion and Outreach

Refocus and reenergize strategic communication and community outreach in collaboration with District, school and parent leaders to strengthen engagement, awareness and community connection and pride

• Continue enhancing District and school websites, materials and digital communications to better showcase District and school programs, opportunities, achievements and student experiences
• Highlight and promote signature programs and pathways, including Transitional Kindergarten, the Dual Language Program, Career Technical Education academies, arts and athletics
• Encourage greater family and community presence on campuses (especially during key transition years) through showcases, performances, recognition and cultural events, athletics and campus celebrations 
• Share progress and impact of facility improvements to build awareness, transparency and confidence

Multi-Tiered Systems of Support

Establish a consistent, integrated Multi-Tiered Systems of Support (MTSS) framework to support all students’ academic and behavioral needs

• Identify shared commitments to behavioral supports within the classroom and the school
  • Establish consistent and aligned classroom expectations that support positive classroom environments 
• Clarify roles within the Coordination of Services Team (COST) system and strengthen communication among staff and families to increase understanding and engagement 

Strengthen Tier I behavior and Social Emotional Learning (SEL) instruction

• Implement a cohesive, school-wide SEL framework that defines yearlong skill priorities and a clear scope and sequence across all grade levels
  • Revisit school-wide expectations to better align them with student voice and values
  • Promote opportunities aligned with school expectations that teach and reinforce behaviors, supporting students in developing accountability and the skills needed for success
  • Integrate SEL and student health and well-being within the academic experience, ensuring consistent, embedded instruction in every classroom, including content-specific applications at the secondary level

Student Digital Literacy 

Develop an approachable, coherent, District-wide digital literacy scope and sequence that defines and builds essential digital literacy skills and upholds responsible use from early elementary through high school

• Empower our students to become proficient in understanding and using technology by ensuring progression from foundational technology use to advanced skills that is: 
  • Integrated and aligned with academic standards and college and career readiness expectations
  • In support of our Graduate Profile competencies of communicator, critical thinker, collaborator, problem solver, reflective learner and community advocate
• Prioritize a comprehensive approach for digital citizenship to ensure students develop the skills to critically consume, strategically use and navigate digital environments safely, responsibly and ethically 

Safe Environments for All

Engage in continuous improvement in safety preparedness, training, infrastructure and systems 

• Strengthen and regularly evaluate comprehensive all school safety systems, protocols and response procedures in collaboration with students, staff, families and local emergency response partners
• Increase the number of trained staff and adults on campuses equipped to respond to emergencies, support student wellbeing and promote safe, supportive learning environments
• Enhance consistency and effectiveness of District-wide safety infrastructure and systems, including cameras, communication tools and visitor systems, to improve coordination and response capabilities
• Continue to upgrade campus facilities and physical environments to support safety, accessibility and supervision, including changes to high-use and shared spaces such as bathrooms and gathering areas

Build a collective approach to safety through culture and partnership 

• Foster a proactive culture of safety through clear operational leadership, shared accountability and ongoing collaboration across the District and schools
• Align safety expectations, communication protocols and practices across after-school programs, athletics and community partners to ensure consistent and coordinated responses

Engaging and Enriching Learning Experiences

• Broaden and enhance high-quality enrichment opportunities for all students during and beyond the school day to foster creativity, belonging, curiosity and wellness
• Strengthen and sustain collaborative partnerships among the District, HeadsUp, school parent organizations and service providers to ensure equitable access, long-term sustainability and continuous improvement of shared enrichment programming for all students
  • Build off the TK-5 partnership funding model for how we currently provide music and performing arts, expanding into physical education programs and considering other possibilities   
• Align enrichment opportunities across grade levels; intentionally connect enrichment to classroom learning through increased collaboration among schools, teachers, enrichment providers

Important Note: Critical, comprehensive aspects such as metrics, data, outcomes and timelines will be included in our annually-updated Local Control and Accountability Plan (LCAP) for each district.

Grounded in our vision for student success, we undertook an extensive journey with our greater community to develop our strategic plan - Together 2024. It describes our District values of equity, community and joy, as well as our culture, goals and strategic actions. The District's Graduate Profile articulates the skills needed to succeed in this rapidly changing world, and we committed to developing these skills so every student graduates ready to pursue their goals. View the latest version of the plan here.

Our community was essential as we built and shaped Together 2024 together. The most intensive engagement took place from 2019-2021 to create our three-year plan, with the years following devoted to refinement and prioritization of the plan with the support of our SRCS community. 

The Together 2024 efforts were spearheaded by an Advisory Team, and extensive engagement was key to the work. We designed a process with opportunities for students, teachers, staff, partners, community members and others that were powerful, meaningful, engaging and ultimately, successful. We strived to make sure we had an inclusive and open process to engage as many stakeholder groups as possible. We heavily publicized the workshops and meetings through our many communication channels so our greater community was aware of the process and to encourage participation at events. Translation and interpretation was provided. Overall, the meetings and workshops were very well-attended with high participation and engagement. There was positive feedback about the process and the direction we were headed.

Overall, the Together 2024 process consisted of the following:

• 4 Advisory Team Meetings
• 4 Student Voice Sessions
• 4 Community Workshops
• 22 total teacher/staff workshops (two sessions at each school)
• Monthly Leadership Team Meetings

We had nearly 80 members of our Advisory Team, who served as representatives for the following groups: students, teachers, staff, parents, partners, administrators, Board members and community members. The Advisory Team was extremely engaged and crucial to the work; meetings were designed to be informative to ensure members had the knowledge necessary to make decisions, and also action-oriented to achieve results. District Office leadership visited every school twice to meet with teachers and staff to capture their input, using individual and group activities to allow for authentic engagement. We held two different versions of community workshops at four different schools that were open to the entire SRCS community, and they were very well attended. In total, an estimated 300 people were involved in our Together 2024 process.

The essence of the Together 2024 process was to create our three-year strategic plan, which would become the foundation of our Local Control and Accountability Plan (LCAP).

Our Values

We used a series of activities to identify our Core Values; we used the following considerations to guide the conversation:

• Does the value inspire you to be your best self and be your best person?
• Does the value make you feel excited and motivated to work in / attend / be connected to SRCS?
• Does the value help guide decisions in the classroom, school and district?

In the end, we landed on the following District values:

• Equity: We honor and empower individual identity and experience
• Community: We welcome, value and support every member of our District
• Joy: We engage in meaningful learning through energy, enthusiasm and humor

Our Graduate Profile

The next task was to establish Core Skills. Originally the Together 2024 Advisory Team received much input from the community and narrowed these down to five key skills our students needed to learn to be successful in today’s world. Building on the initial work done by the San Rafael High School staff, the committee chose the skills of Effective Communicator, Critical Thinker, Productive Collaborator, Courageous Advocator and Reflective Learner. Subsequently we formed a Graduate Profile Steering Committee this year that revised these skills slightly, added problem solving and also reworded/simplified some of the other skills. We also began to more specifically identify what these skills look like in practice. Our next step is to work with our high school teachers to help them teach and build experiences into the curriculum that allow students to practice these skills, including the use of Project-based Learning.

• Communicator: I share my point of view, my work, my art in ways that are clear and engaging. I listen to understand. I consider the needs, expectations, and culture of my audience. I can communicate through a variety of media, including digital, and choose the right medium for the message. My writing is well-crafted and persuasive. I speak with skill and confidence. I can present myself professionally.
• Critical Thinker: I reason. I break problems into parts that can be named, studied, and understood. I take time to consider an idea before accepting or rejecting it. I consider multiple perspectives. I subject sources to careful scrutiny. I make judgments based on the analysis of data and the weighing of evidence.
• Collaborator: I can work with others toward a common goal. I know how and when to step up or step back. I apply my strengths toward team success, and teammates can depend on me. I can give and receive feedback constructively. I seek a diversity of perspectives. Through respect and trust-building, I can work across lines of difference and toward consensus.
• Problem Solver: I ask questions. I seek solutions to problems by considering various approaches, drawing on available resources, and thinking creatively. I apply known problem-solving techniques to new and unfamiliar contexts. Anticipating obstacles, I persist and adapt my approach as needed.
• Reflective Learner: I have a vision for my future and a plan to get there, which includes attending to my mental and physical health. I nurture my passions and creative talents. Through effort, practice, and regular reflection, I improve. I learn from success, failure, and feedback. I organize my time, tap resources, and sustain the focus I need to reach the goals that I set for myself.
• Community Advocate: I am a valuable member of many communities—local and global—and I work to make those communities stronger and healthier (including the beautifully diverse city of San Rafael). I develop knowledge of and take pride in my various social and cultural identities. I understand, respect, and celebrate the identities of others. I stand up for inclusion and against prejudice. I develop the skills to advance justice.

Our Goals

Through the Together 2024 process, we collaboratively crafted four three-year goals. We were in the midst of finalizing our strategic actions when the COVID pandemic hit and halted our work. Nevertheless, there was significant engagement around determining our strategic actions. To identify and prioritize actions, our Advisory Team worked through established criteria centered around data, research and alignment. The goals include the following, with the detailed action items included in the larger document. 

1. Student Success: San Rafael City Schools ensures that every student graduates with a profound love for learning, experiences a learning environment that is nurturing and engaging, and develops the necessary skills to meet the challenges of an ever-changing world.
2. Staff Success: San Rafael City Schools is dedicated to attracting, developing and retaining culturally responsive teachers and staff that purposefully serve every student.
3. Community Engagement: San Rafael City Schools values every member of our community and is committed to actively engaging our parents, community organizations and the broader community to ensure the success of every student.
4. Systems and Structures: San Rafael City Schools creates intentional and equitable systems and structures that monitor, adjust and improve outcomes for students, particularly our most vulnerable.

Our Culture

Later, we worked closely with our key stakeholders to craft how we capture our District’s culture. 

SRCS will ensure that a safe, supportive and collaborative learning environment is in place at each school and throughout the district that aligns with our key values of equity, community and joy. The key actions we will take to ensure a positive culture include the following:

• Affirm: We will encourage and uplift our students and staff and provide positive feedback and celebrate their success with joy.
• Connect: We will discover student’s and staff’s needs and interests to ensure they feel valued, known and supported as we meet their needs and ensure equity.
• Engage: We will meet and greet and get to know each and every student and staff in our schools to ensure they feel welcomed, included and part of our school community.

Equity Blueprint Plan
In partnership with Education Trust-West and Marin Promise Partnership, SRCS conducted an Educational Equity Audit (EEA) at San Rafael, Terra Linda and Madrone high schools in the Spring of 2019. The EEA served as a catalyst for advancing SRCS’ efforts and initiatives to understand and address opportunity and achievement gaps among District students. Through interviews, focus groups, master schedule analysis and more, the team at Ed Trust-West was able to identify key findings and recommendations in 10 categories:

1. Course Access and Success
2. Curriculum and Instruction
3. Student Supports and Interventions
4. School Culture and Climate
5. College and Career Readiness Supports
6. Certificated Staff Diversity and Professional Learning
7. Community and Family Engagement
8. English Learners and Students with Disabilities
9. Alternative Schools
10. Allocation of Resources

The EEA findings and recommendations were presented to the Board of Education in August of 2019 and then taken to our Equity Blueprint Planning team during the 2019-2020 school year to be vetted and prioritized. A diverse team of approximately 30 TK-12 teachers, students, administrators and parents met seven times during the course of the year, taking a pause once COVID-19 hit in March and reconvening in September of 2020. These final discussions on key priorities took place in the Fall of 2020 where students, parents, and other stakeholders helped the District create the three-year plan. While the EEA focused on our high schools, the recommendations in the Equity Blueprint Plan are TK-12 recommendations.

On November 16, 2020, the SRCS Board of Education voted to approve our Equity Blueprint Plan, which defined strategies in four areas of focus: English Learners, Equitable Access, Academic Support, and Anti-racist Curriculum and Practices. In total, 14 sessions were held for input as the Equity Blueprint was developed. The Equity Blueprint Plan significantly shaped Together 2024. 

All this led to what we're now calling our Together 2024 strategic plan. View the latest version.