SARC: School Accountability Report Card

A School Accountability Report Card (SARC) is required by the California Department of Education to be published by February of each year for the most recently completed school year for each school in the district. The profile provides information about the school and its students including demographic data, school safety information, academic achievement data, school completion rates, class sizes, teacher and staff information, curriculum and instruction information, postsecondary preparation information, and fiscal and expenditure data.

The 2021-2022 SARC was approved by the Board of Trustees on January 31, 2023.

The California Department of Education (CDE) will be releasing ''Teacher'' data in late February and the documents will be updated accordingly at that time.

Electronic Copy Availability

Electronic copies may be viewed on the GESD website at

Hard Copy Availability

Hard copies are available upon request at your school office, the District Office, or by email request at



Quick Links

California Department of Education SARC Webpage


Schedule of Events for LCAP


LCAP Development Process

Expanded Learning Opportunities Grant Plan

The following is the local educational agency’s (LEA’s) plan for providing supplemental instruction and support to students, including those identified as needing academic, social-emotional, and other supports, including the provision of meals and snacks. The plan will explain how the LEA will use the funds it receives through the Expanded Learning Opportunities (ELO) Grant to implement a learning recovery program for at least the students included in one or more of the following groups: low-income students, English learners, foster youth, homeless students, students with disabilities, students at risk of abuse, neglect, or exploitation, disengaged students, and students who are below grade level, including, but not limited to, those who did not enroll in kindergarten in the 2020–21 school year, credit-deficient students, high school students at risk of not graduating, and other students identified by certificated staff.

2021 Expanded Learning Opportunities Grant Plan

ESSER III Expenditure Plan

The Grenada Elementary School District (Local Education Agency-LEA) has received Elementary and Secondary School Emergency Relief (ESSER) funds under the American Rescue Plan Act, referred to as ESSER III funds. The District was required to develop a plan for how they will use their ESSER III funds. In the plan we were asked to explain how we intend to use these  ESSER III funds to address students’ academic, social, emotional, and mental health needs, as well as any opportunity gaps that existed before, and were worsened by, the COVID-19 pandemic. In developing the plan, the District had flexibility to include community input and/or actions included in other planning documents, such as the Local Control and Accountability Plan (LCAP), provided that the input and actions are relevant to the LEA’s Plan to support students.

ESSER III Expenditure Plan


The Consolidated Application (ConApp) is used by the California Department of Education (CDE) to distribute categorical funds from various federal programs to county offices, school districts, and direct-funded charter schools throughout California.


2023 CON APP

dashboard banner

What is the California School Dashboard?

California's method of assessing local school and district progress is known as the California School Dashboard. The Dashboard is an online tool that shows how local educational agencies and schools are performing on the state and local indicators included in California's school accountability system.

The Dashboard is part of the state accountability and continuous improvement system that moves California from a single score to multiple measures and from a focus on the average of all students’ performance to equitable outcomes for each student group.

The Dashboard is essentially a report card for local schools and districts that takes a more holistic look at the many performance areas that are key to preparing students for college and career after 12th grade. The Dashboard provides information that schools can use to improve.

What information does the Dashboard include?

The Dashboard is made up of easy-to-use reports that show local educational agency or school performance on six state indicators and four local indicators (six for county offices of education). Users can search to see the reports for any local educational agency or school.

Here is some information to assist school communities and families in better understanding the indicators measured in the Dashboard.

California School Dashboard (information from the California Department of Education)

California School Dashboard Navigator (an interactive map of Dashboard performance by district and school, from the California Department of Education)

Parent Guide to the Dashboard

Dashboard Mobile Application (from the California Department of Education)

The Dashboard's New Look

Performance Levels Explained

Search data from California School Dashboard (information from EdSource)

State Indicators
Academic Performance | Graduation Rate | Suspension Rate
Chronic Absenteeism | English Learner Progress | College and Career

Local Indicators
Implementation of Academic Standards | Parent Engagement
Basic Conditions | School Climate | Broad Course of Study


The governing board of each school district shall adopt a Local Control and Accountability Plan (LCAP) using a template adopted by the State Board of Education.  The LCAP adopted by the governing board of a school district shall be effective for a period of three years, and shall be updated on or before July 1 of each year.  The LCAP shall include

1) A description of the annual goals, for all pupils and each subgroup of pupils identified pursuant to Education Code Section 52052, to be achieved for each of the eight state priorities (identified below) and for any additional local priorities identified by the governing board of the school district; and

2) A description of the specific actions the school district will take during each year of the LCAP to achieve the goals.

Eight state priorities established by California Education Code Section 52060:

LCAP priority chart

The State of California requires school districts to develop a Local Control and Accountability Plan (LCAP). The LCAP requires school districts to gather input from students, teachers, parents, community members, and public agencies to determine the goals, actions, and budget priorities for the district. The LCAP is a tool for districts to set goals, plan actions and leverage resources to meet those goals to improve student outcomes.

The 2024 LCAP Survey is now open! Grenada Elementary School District would like your feedback on the LCAP (Local Control Accountability Plan) for 2024-2027. This survey will help us evaluate and improve how our schools, families, parents and community members work together to help all students. All information in this state-mandated survey is confidential and will be used to assist us with future planning our district and schools. Your feedback will help the district develop our plan for the 2024-2025 school year. Your opinions and suggestions are very valuable, and we thank you for your time to complete this survey. This form should take 5-7 minutes to complete. All responses are anonymous. GESD LCAP SURVEY

2024-25 Local Control Accountability (LCAP) Development Process 

Please join us in person for the LCAP Review Meeting!

Your input is important to us!

Monday, April 29, 2024  5:00 PM

516 Shasta Blvd. Grenada, Ca 96097

To view the LCAP process and timeline, click here.

Community Forums 

If you are interested in learning more about the development and implementation of the LCAP and Portrait of a Graduate, your voluntary participation is requested at the following community forums:

  • April 29, 2024 - 3:30 p.m.- 5:00 p.m.  LCAP Forum

  • May 9, 2024  - 5:00 p.m. - 6:30 p.m.  DRAFT LCAP 2024-2027 Budget & LCAP Alignment

  • May 28, 2024 - 3:00 p.m.- 4:00 p.m. PAC/LCAP Forum. All welcome to attend.

  • May 29, 2024 - 5:00 p.m.- 6:00 p.m. PAC/LCAP Forum. All welcome to attend.

  • June 11, 2024 - 12 noon - 1:00 p.m. PAC/LCAP Forum. All welcome to attend.

  • June 18, 2024  - 5:00 p.m. - 6:00 p.m. Public Comment

  • June 20, 2024  -5:00 p.m. -6:00 p.m. Approval

A requirement in the development of the LCAP is to solicit input from parents, teachers, students, local bargaining units, staff, and other community members in regard to which goals they think will be most effective for implementation in our schools toward reaching state priorities.

The Parent Advisory Committee (PAC) is a major component of the LCAP development. Please see the information that outlines the PAC composition requirements above in the "LCAP Committees" section on this page. Please see our stakeholder engagement meeting dates on this page to learn how you can become involved in the development process. 


GESD  would like your feedback on the LCAP (Local Control Accountability Plan) for 2024-2027. This survey will help us evaluate and improve how our schools, families, parents and community members work together to help all students.

This short survey provides a means to confidentially obtain:

  • parent perceptions about the school's learning environment;

  • school climate;

  • student supports; and

  • parent outreach and involvement efforts (e.g., how welcoming, communicative).

California Healthy Kids Survey (CHKS)

Access the Parent Survey using the following URL:


Access the Parent Survey using the following URL

The LCAP is a requirement of the 2013 California K-12 funding model, the Local Control Funding Formula (LCFF).  LCFF Frequently Asked Questions.

2024-2025 LCAP

2023-2024 LCAP

2022-2023 LCAP

Prior LCAP

For the 2020-21 school year school districts must work with parents, educators, students, and the community to develop a Learning Continuity and Attendance Plan (Learning Continuity Plan). The Learning Continuity Plan replaces the Local Control and Accountability Plan (LCAP) for the 2020–21 school year and provides school districts with the opportunity to describe how they are planning to provide a high-quality education, social-emotional supports, and nutrition to their students during the COVID-19 pandemic.

LCAP: Local Control and Accountability Plan

In 2014, the California State Legislature created the singular Local Control Funding Formula (LCFF) to replace most “categorical ” funding streams for special programs and/or subgroups in California. The intent of this change was to allow school districts more flexibility in resource allocation to address locally-identified student needs.

In line with this, the state also prompted districts to write a plan (the Local Control Accountability Plan [LCAP]) that was intended to explain how expenditures were to be utilized to meet these identified student needs. Furthermore, the plan was expected to be shared and input solicited from all significant stakeholder groups across the district.  

The plan was designed to address planned improvements in both overall student achievement and district subgroup achievement gaps by focusing on equity for our neediest students:

  1. Low Income Pupils

  2. English Learners

  3. Foster Youth (FY)

  4. Reclassified Fluent English-Proficient (RFEP)

The Local Control Accountability Plan (LCAP) is a three-year plan that describes the goals, actions, services, and expenditures that are enacted across the schools in the San Mateo Union High School District to support positive student outcomes that address state and local priorities.

The Local Control and Accountability Plan or LCAP is a critical part of California’s Local Control Funding Formula (LCFF). It is a three-year, district-level plan that is updated annually. The plan describes the school district’s key goals for students as well as the specific actions (with expenditures) the district will take to achieve the goals and the means (metrics) used to measure progress. The LCAP addresses the needs of all students, including specific student groups, and all districts must specifically address English learners, foster youth, and low-income students. In addition, the LCAP must address the state of California’s eight priority areas that include student academic achievement, school climate, student access to a broad curriculum, and parent engagement.

GESD Learning Continuity and Attendance Plan

View the GESD Learning Continuity and Attendance Plan.  This version was approved by the GES Board of Trustees on 9/25/20.  Any subsequent revisions or updates will be posted on this page.


Senate Bill 98, approved by Governor Newsom on 6.29.20, made several key changes to accountability requirements for 2020-21.  These include the establishment of a new requirement – The Learning Continuity and Attendance Plan. 

The contents of GESD’s Learning Continuity and Attendance Plan are aligned to the information in the district’s Opening Plan for Fall 2020.   

The Learning Continuity and Attendance Plan memorializes the ongoing planning process for the 2020-21 school year.  It includes some items that are pending, still in development, and/or being discussed in negotiations with bargaining groups.  The plan includes descriptions of how the district is doing the following:

  • Addressing gaps in learning

  • Conducting meaningful stakeholder engagement

  • Maintaining transparency;

  • Addressing the needs of unduplicated pupils, students with unique needs, and students experiencing homelessness

  • Providing access to necessary devices and connectivity for distance learning

  • Providing resources and supports to address student and staff mental health and social emotional well-being

  • Continuing to provide school meals for students 

Additional Resources:


The Air Quality Management District (AQMD) provides alerts and up-to-date reports on the air quality for our area.

The Air Quality Index) (AQI) has six levels beginning with Good to Hazardous and guidelines on what should be done at each level. Costa Mesa is in Region 18 and Newport Beach is in Region 20.

Conditions may change throughout the day and may be tracked through the interactive map website

District staff receive daily AQMD alerts and will notify staff of elevated levels of particle pollution in the air. Depending on the level certain outdoor or strenuous activities may be reduced or avoided for all students or those who are in a sensitive group. 

LCAP Priorities

LCFF requires districts to create annual goals in the LCAP and set expected annual measurable objectives (EAMOs) to monitor progress toward those goals. Progress must be based on identified metrics, which may be quantitative or qualitative. There are specific required elements for measuring progress within the eight priority areas. LEAs may also include a variety of locally determined metrics when creating their LCAP.

Metrics required for each LCFF State Priority are:

Priority 1: Basic Services

  • Percentage of properly credentialed teachers.

  • Student access to standards-aligned instructional materials.

  • Facilities in good repair.

Priority 2: Implementation of State Standards

  • Implementation of the academic content and performance standards adopted by the State Board.

  • How the programs and services will enable English learners to access the CCSS and the ELD standards for purposes of gaining academic content knowledge and English language proficiency.

Priority 3: Parent Involvement

  • Efforts the school district makes to seek parent input in making decisions for the school district and each individual school site.

  • How the school district will promote parental participation in programs for unduplicated pupils.

  • How the school district will promote parental participation in programs for individuals with exceptional needs.

Priority 4: Pupil Achievement

  • Statewide assessments.

  • The percentage of pupils who have successfully completed courses that satisfy the requirements for entrance to the University of California and the California State University. (A-G completion rate).

  • The percentage of pupils who have successfully completed courses that satisfy the requirements for career technical education sequences or programs of study that align with state board-approved career technical education standards and frameworks. (CTE completion rate)

  • Percentage of pupils who have successfully completed A-G and CTE course requirements.

  • Percentage of English learners making progress toward English proficiency as measured by state language proficiency assessment (e.g., English Learner Progress Indicator).

  • English learner reclassification rate.

  • Percentage who pass AP exam with score of 3 or higher.

  • Participation and demonstration of college preparedness (e.g., EAP).

Priority 5: Pupil Engagement 

  • School attendance rates.

  • Chronic absenteeism rates.

  • Middle school dropout rates.

  • High school dropout rates.

  • High school graduation rates.

Priority 6: School Climate

  • Pupil suspension rates.

  • Pupil expulsion rates.

  • Other local measures, including survey of pupils, parents, and teachers on the sense of school safety and connectedness.

Priority 7: Course Access

  • Broad course of study that includes all the subject areas described in 51210 and 51220(a)(i) as applicable.

  • Programs and services developed and provided to unduplicated pupils.

  • Programs and services developed and provided to students with exceptional needs.

Priority 8: Other Pupil Outcomes

  • Pupil outcomes if available in the subject areas described in 51210 and 51220(a)(i) as applicable.

Priority 9: Expelled Pupils (Conditions of Learning)(COEs only)

  • Coordination of instruction for expelled pupils pursuant to Education Code section 48926.

Priority 10: Foster Youth (Conditions of Learning) (COEs only)

  • Coordination of services, including working with the county child welfare agency to share information, responding to the needs of the juvenile court system, and ensuring the transfer of health and education records.

What is the California School Dashboard?

The California School Dashboard is an online tool that shows how local educational agencies and schools are performing on the state and local indicators included in California's school accountability system. The Dashboard is a key part of major shifts in California K-12 schools, changes that have raised the bar for student learning, transformed testing and placed the focus on equity for all students. The Dashboard provides information that schools can use to improve.

 What information does the Dashboard include?

The Dashboard is made up of easy-to-use reports that show local educational agency or school performance on six state indicators and five local indicators (seven for county offices of education). Users can search to see the reports for any local educational agency or school.

What is a local educational agency (LEA)?

Local educational agencies (LEAs) are defined in state law as school districts, county offices of education, and charter schools.

Does the Dashboard include information on all schools and local educational agencies?

All LEAs and traditional schools, including charter schools, will receive accountability results reported within their Dashboard.

The 2018 Dashboard displays reports for alternative schools that are approved under the "Dashboard Alternative Schools Status" (DASS). However, in order to fairly evaluate the performance and progress of DASS schools and the impact that they have on their students, modified methods are being developed to calculate select indicators. For the 2018 Dashboard, modified methods have been approved for the Graduation Rate Indicator.

Why was the Dashboard created?

The Dashboard was created to give parents and the public a better idea of what is happening in our schools and districts and to identify districts and schools that need extra help. The Dashboard is a component of the Local Control Funding Formula law passed in 2013 that significantly changed how California provides funding to public schools and holds local educational agencies accountable for student performance.

The Local Control Funding Formula law required that the State Board of Education adopt a new accountability tool that reflects performance in different priority areas identified in the law. The Dashboard reports performance on the state and local indicators that the State Board of Education included in this new accountability tool.

Safety Plan Information


In the case of an emergency at our schools, we ask that you please remember to look for official information from the school or district. We deliver messages via school and district websites, text, and district social media account - Facebook. Please ensure that your child’s school has your most current contact information on file. Call the Main Office to  update contact information.

Dear Parents:

Providing for your student’s safety when at school is a major responsibility of our staff.  All schools and child development centers have a disaster plan.  The principal and staff are prepared to make prompt and responsible decisions in any situation that could threaten the safety of the students.

The need to lockdown or shelter-in-place, evacuate students or close school before the regularly scheduled closing time could arise from a relatively minor emergency such as a prolonged interruption of power or from a major event such as a violent incident on campus, an earthquake, or severe storm.  During these times, communication and/or transportation may be disrupted.

In the event of a major emergency or disaster, information will be given primarily through our phone notification system - REMIND, as well as local radio stations and the GES Facebook page.

District Release Policy

  • No student will be dismissed from school unless a parent (or individual designated by a parent) comes for him/her.

  • No student will be released to another person, even a relative or baby sitter, unless there is written permission to that effect or that particular person is listed on the student’s Emergency Card in our files and is able to identify him/herself.  If any of your contact information changes during the year, please visit the office to update the Emergency Card.

  • All parents or designated persons who come for students must sign their student(s) out at the office, unless directed elsewhere on campus by posted signs.

Please be assured, we are prepared to care for your student in emergency situations.  Members of our staff are trained in the areas of first aid, search and locate, and student safety to ensure that all your student needs will be met.  We will communicate with local emergency services.  They will be apprised of our current status and the need for additional resources.

We ask for your help in the following ways:

  • Do not call the school.  We will contact you, if necessary.  It is essential that telephone lines be kept open for emergency calls.  Turn to the above radio stations for more information.  

  • Do not drive to the school.  The school access routes and street entrances must remain clear for emergency vehicles.  We will notify you through our Teleparent phone notification system when safe access is recommended.

During the school year your child will be trained in the necessary emergency procedures.  Each will learn how to react, where to assemble, and what to expect in an emergency situation.

We suggest that you meet with your immediate family and develop an emergency plan.   There are several free publications available to assist you.   Please call the local chapter of the American Red Cross at 732-6436 or visit them online at  More information can be found at 

If you have any questions or comments regarding our emergency preparations, please call the school office.

Posted by March 1st of each school year.




Student Emergency Tips

  • Take all emergency drills seriously

  • Follow law enforcement, teacher and site administrator instructions

  • If you see something, say something - Don't spread it- report it! This is the best deterrent to potentially harmful situations. We want everyone on our campus, including parents and guardians to be empowered to report any unusual or suspicious activity. 

Parent/Guardian Emergency Tips

  • REMAIN CALM! Employees at each of our campuses regularly train in emergency procedures in numerous scenarios. They will do everything possible to keep your child safe.

  • DON’T CALL THE SCHOOL. The phone lines need to be kept open for emergency calls and staff may not be available to answer calls. The first priority during an emergency is to keep students and employees safe. Communication will be sent to parents/guardians as soon as possible. (See section below for emergency communications information)

  • DON’T IMMEDIATELY DRIVE TO THE SCHOOL. Additional presence on campus could impede the ability of emergency and law enforcement vehicles to access the school. Please wait for specific instructions from the school or district. Depending on the situations the reunification may be at an alternative location.

  • YOUR CHILD WILL ONLY BE RELEASED TO ADULTS LISTED ON THEIR EMERGENCY CONTACT LIST! Please ensure that your child's school has the most recent contact information on file - Update Contact Information. At the conclusion of an emergency, be sure to bring your identification to the reunification area in order for your student to be released to you.

Visitor Policy

All visitors to schools must report to the front office, state reason for their visit and receive a visitor badge prior to entering classrooms or school grounds.

See Something, Say Something

If you see something, say something - Don't spread it- report it!  This is the best deterrent to potentially harmful situations. We want everyone on our campus, including parents, guardians and guests to be empowered to report any unusual or suspicious activity to a site administrator, employee or police.

Comprehensive School Safety Plans and COVID-19 Safety Plan

A Covid Safety Plan (CSP) combines state-level guidance published in the California State Resilience Road map and local Siskiyou County public health policies. The State of California requires all businesses (including schools) to:

  • Perform a detailed Risk Assessment (school site walk-through and implement a school SSPP)

  • Train employees on how to limit the spread of COVID-19, including how to screen themselves for symptoms and stay home if they have them

  • Implement individual control measures and screenings

  • Implement disinfecting protocols

  • Implement physical distancing guidelines.

The following SSPPs are now part of each school's Comprehensive School Safety Plan.  As the COVID-19 public health crisis continues to evolve and new Public Health Orders are issued both at the State and local levels, amendments to individual schools' CSPs may be needed in order to incorporate new requirements.  The GES COVID-19 Point-of-Contact is Superintendent/Principal GingerLee Charles, who will post and disseminate updated information.

In accordance with Education Code 32280-32288 and GESD Board Policy and Administrative Regulations 0450(a)(b), Comprehensive School Safety Plans (CSSPs) are updated annually by March 1st.

NOTE: Some components of the CSSPs may include proprietary or confidential information that shall not be released to the general public including personal contact information for students or staff members, tactical response procedures or strategies, building infrastructure or asset information, sensitive emergency contact information, detailed security procedures for campus crisis response and campus vulnerability assessment information.

Copies of the CSSPs are kept on file at the school site and on a secure server. School staff and responders have access to the Plan through hardcopy and electronic formats.

No portion of the Plan may be copied, redistributed or made available, in hard copy, digital format or otherwise, without the expressed written consent of the District, and in compliance with any copyright laws that may apply to the materials contained within.

All documents posted below:

GES Safety Plan 2022

GES Safety Plan 2021

2021 COVID 19 School Guidance Checklist

Consolidated Schools Guidance

GES CPP 2021

Parent Letter 2-1-21