SCHOOL PLANS: LCAP, SARC, ESSR, and ELOP

SARC: School Accountability Report Card

California law requires that a each school prepare and make publicly available a School Accountability Report Card (or SARC). The law states that the SARC “shall provide data by which parents can make meaningful comparisons between public schools enabling them to make informed decisions on which school to enroll their children”.  The information  contained in these reports will enable you to gain a more accurate and realistic picture of qualities for each school in our district.

The 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.

Electronic Copy Availability

Electronic copies may be viewed on the GESD website at grenadaesd.org.

Hard Copy Availability

Hard copies are available upon request at your school office, the District Office, or by email request at gingerlee.charles@grenada.k12.ca.us.

CURRENT SARC

PREVIOUS SARCs

FIT - Facilities Inspection Tool

Quick Links

CDE's Frequently Asked Questions about the School Accountability Report Cards

California Department of Education SARC Webpage

TIMELINE OF LCAP PROCESS

LCAP Timeline

LCAP DEVELOPMENT PROCESS

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

CON APP

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.

2025 WINTER CONAPP

2024 CONAPP

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

LCAP: LOCAL CONTROL & ACCOUNTABILITY PLAN

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, 2025  5:00 PM

516 Shasta Blvd. Grenada, Ca 96097

To view the LCAP process and timeline, click here.

WAYS TO PARTICIPATE:

Community Forums, Parent Advisory Committee Meetings, Surveys & Written Comments

Meetings: Community Forums  and Parent Advisory Committees

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, 2025 - 3:30 p.m.- 5:00 p.m.  LCAP Forum

  • May 9, 2025  - 5:00 p.m. - 6:30 p.m.  DRAFT LCAP 2024-2027 Budget & LCAP Alignment

  • May 28, 2025 - 3:00 p.m.- 4:00 p.m. PAC/LCAP Forum. All welcome to attend.

  • May 29, 2025 - 5:00 p.m.- 6:00 p.m. PAC/LCAP Forum. All welcome to attend.

  • June 11, 2025 - 12 noon - 1:00 p.m. PAC/LCAP Forum. All welcome to attend.

  • June 18, 2025  - 5:00 p.m. - 6:00 p.m. Public Comment

  • June 20, 2025  -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. 

Surveys and Written Comments:

Surveys

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:

LCAP Survey

Access the Parent Survey using the following URL

Written Comments

Parents, students, staff and community members may submit written comments directly to the Superintendent at:

  • VIA MAIL: GESD Superintendent, PO Box 10, Grenada, CA 96038

  • IN PERSON: Grenada ESD, 516, Shasta Blvd, Grenada, CA 96038

  • VIA EMAIL: gingerlee.charles@grenada.k12.ca.us

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, Budget and Unaudited Actuals

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.

Background

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:

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.