Click below for more information about a particular report.
Local Control & Accountability Plan (LCAP)
The Local Control and Accountability Plan (LCAP) is a planning tool for our district. The LCAP describes the district’s overall vision for our students. It establishes annual goals for all students, describes what actions will be taken to achieve those goals, and details how funds will be spent to increase or improve services. The plan also assesses each year how well the strategies in the plan were able to improve outcomes.
LMSV LCAP Final (English) | LMSV LCAP Final – Spanish (Spanish) – Approved 6.25.24
LCAP Federal Addendum
Other LCAP and Planning Documents
School Accountability Report Cards
State law requires all public schools receiving state funding to prepare and distribute a SARC. The purpose of the report card is to provide parents and the community with important information about each public school. A SARC can be an effective way for a school to report on its progress in achieving goals. The public may also use a SARC to evaluate and compare schools on a variety of indicators.
The SARC provides background information about the school and its students. It usually summarizes the school’s mission, goals, and accomplishments. State law requires that the SARC contain information about demographics, school safety, academic data, class sizes, teacher and staff information, curriculum and instruction, and fiscal data.
A school’s SARC can be found on the link below. A printed version is available upon request.
Elementary Schools
| Avondale | English | Spanish |
| Bancroft | English | Spanish |
| Casa de Oro | English | Spanish |
| Fletcher Hills | English |
| Highlands | English | Spanish |
| Kempton | English | Spanish |
| La Mesa Dale | English | Spanish |
| La Presa Elementary | English | Spanish |
| Lemon Avenue | English |
| Loma | English | Spanish |
| Maryland Avenue | English |
| Murdock | English |
| Murray Manor | English |
| Northmont | English |
| Rancho | English | Spanish |
| Rolando | English |
| Sweetwater Springs | English | Spanish |
| Trust Blended Learning | English | Spanish |
Middle School Academies
School Plans for Student Achievement
The School Plan for Student Achievement (SPSA) is a document that represents a school’s cycle of continuous improvement of student performance. The annual process of developing, reviewing, and updating the SPSA includes a comprehensive analysis of data of the most recent state and district benchmark data with input collected at staff meetings, grade-level team meetings, School Site Council (SSC) meetings, PTA meetings, and English Learner Advisory Council meetings. School goals and the actions necessary to achieve them are then developed. The plan also addresses funding and proposed expenditures related to federal categorical programs. All SPSAs are tightly aligned with the goals and actions of the Local Control Accountability Plan (LCAP), which will magnify our efforts to attain greater student achievement, positive school cultures and climates, and involved parents and community members. Each year, the SSC and the local governing board approve the SPSA.
Elementary Schools
| Avondale | English | Spanish |
| Bancroft | English | Spanish |
| Casa de Oro | English | Spanish |
| Fletcher Hills | English |
| Highlands | English | Spanish |
| Kempton | English | Spanish |
| La Mesa Dale | English |
| La Presa Elementary | English | Spanish |
| Lemon Avenue | English |
| Loma | English | Spanish |
| Maryland Avenue | English |
| Murdock | English |
| Murray Manor | English |
| Northmont | English |
| Rancho | English | Spanish |
| Rolando | English |
| Sweetwater Springs | English | Spanish |
| Trust Blended Learning | English |
Middle School Academies
English Learner Master Plan
The English Learner Master Plan describes how LMSV identifies and supports ELs in accessing the core curriculum and acquiring English. It serves as an operational guide for all LMSV educational partners (students, parents, teachers, support staff, principals, district management and board members) to ensure that consistent, coherent services are provided to every English Learner.
Educational Partner Involvement
Educational partner input is a vital part in the process of revising the LCAP each year. Input is continually gathered at a variety of parent and educational partner groups, including the District Advisory Council (DAC), District English Learner Advisory Committee (DELAC), District Staff Council (DSC), Classified Staff Council (CSC), and School Site Council (SSC) meetings during the year. Annual parent, student, and staff survey results also provide valuable information used to refine our plan.
2023 Educational Partner Questions at DELAC and DAC Meetings
The draft LCAP/Annual Update was presented at the DELAC/DPAC meeting in April 2023
View the questions addressed by the Superintendent:
We encouraged the community to review and submit questions or feedback on the 2022-2023 draft LCAP that is available to view starting May 2023.
The 2023-24 LCAP draft will be presented at the Board meeting on June 6, 2023.
La Mesa-Spring Valley Schools values all perspectives, and we are committed to engaging our stakeholders (parents, staff, students, and community) in the development of goals and activities related to our Local Control Accountability Plan (LCAP). LMSV Schools educational partners are invited to review the 2023 – 2024 LCAP draft and Annual Update and to make comments and/or ask questions. The feedback is greatly appreciated and helps us to better serve our students and families.
Our 2022-2023 LCAP Survey was open May 23, 2023-June 6, 2023. Thank you for your input! English / Spanish
2022 Educational Partner Questions at DELAC and DAC Meetings
The draft LCAP/Annual Update was presented at the DELAC and DAC meetings in April/May 2022.
View the questions addressed by the Superintendent: English/Spanish
We encouraged the community to review and submit questions or feedback on the 2022-23 draft LCAP that was available in May 2022.
The 2022-23 LCAP draft was presented at the Board meeting on June 7, 2022.
La Mesa-Spring Valley Schools values all perspectives, and we are committed to engaging our stakeholders (parents, staff, students, and community) in the development of goals and activities related to our Local Control Accountability Plan (LCAP). LMSV Schools educational partners are invited to review the 2022-23 LCAP draft and Annual Update and to make comments and/or ask questions. The feedback is greatly appreciated and helps us to better serve our students and families. Our 2022-23 LCAP Survey was open May 24, 2022-June 7, 2022. Thank you for your input! English/Spanish
2021 Educational Partner Questions at DELAC and DAC Meetings
The draft LCAP/Annual Update was presented at the DELAC and DAC meetings in May 2021.
View the questions addressed by the Superintendent: English/Spanish
We encouraged the community to review and submit questions or feedback on the 2021-22 draft LCAP that was available in May 2021.
The 2021-22 LCAP draft was presented at the Board meeting on June 1, 2021.
There were no public comments.
Our 2021-22 LCAP Surveys are now closed. New surveys were open in May 2022 for the 2022-23 LCAP.
2020 Stakeholder Questions at DELAC and DAC Meetings
The draft LCAP/Annual Update was presented at the DELAC and DAC meetings in March 2020.
View the questions addressed by the Superintendent: English/Spanish
The draft Learning Continuity Plan (LCP) was presented at the DELAC and DAC meetings in September 2020.
View the questions addressed by the Superintendent: English/Spanish
Parent/Guardian & Family Survey
La Mesa-Spring Valley Schools values parent perspectives, and we are committed to engaging parents in the development of goals and activities in each school’s School Plan for Student Achievement (SPSA) and of those that are in our Local Control Accountability Plan (LCAP). Our Parent/Family Survey for the 2021-22 school year is now closed. The survey was sent to each family via email and text. Hard copies were available at each school site. Results from the survey will be available in June 2022.
Overview of Parent/Family Survey 2021 – 2022
- Parent surveys were widely distributed (via email links and text messages) in March 2022.
- Surveys were available in both English and Spanish.
- 4,579 (522 in Spanish) surveys were received (return rate of 42.13%).
- The first 13 survey questions were done on a Likert scale where there were 5 response options. The choices ranged from Strongly Agree to Strongly Disagree. This style of survey presented a holistic view of people’s opinions and their level of agreement.
- The survey included an open-ended question to make sure that an area was not missed.
- Principals were provided site data which they analyzed and included in their 2022-23 School Plan for Student Achievement.
Key Findings
Overall satisfaction was high in all three categories (Support for Academic Learning – 92%, Sense of Community – 90%, Sense of Safety – 86%).
The highest percentages were found in the areas of school staff treating parents with respect, children feeling welcome at school, and school staff being helpful. All three questions resulted in at least 94% of our parents agreeing with these statements.
School staff welcoming parents’ suggestions and school discipline being fair were the two statements with the lowest percentage of parents agreeing (76% and 78% respectively). We will seek opportunities at all of our school sites to improve these areas in the coming year. Thank you to everyone who participated!
Below are the survey results for the entire District.
Title I
Title I of the Elementary and Secondary Education Act provides financial assistance to state and local educational agencies to meet the needs of educationally disadvantaged, at-risk children. The goal of Title I is to provide instructional services and activities to meet the needs of disadvantaged children identified as failing or most at risk of failing the state’s challenging performance standards.
Resources:
California Department of Education – Title I
US Department of Education – Title I
AMS (Arts and Music in Schools) – Prop 28
Arts and Music in School (AMS) Annual Report
On November 8, 2022, California voters approved Proposition 28: The Arts and Music in Schools (AMS) Funding Guarantee and Accountability Act. The measure required the state to establish a new, ongoing program supporting arts instruction in schools beginning in 2023–24. The legislation allocates 1 percent of the kindergarten through grade twelve (K–12) portion of the Proposition 98 funding guarantee provided in the prior fiscal year, excluding funding appropriated for the AMS education program. During its first year of implementation, the state has worked on developing and providing clarity to districts for how they can effectively implement visual and performing arts programs in schools.
AMS requires that each LEA submit a board-approved report, to also be posted publicly on the LEA website, by June 30 of each year. The report should include: the number of full-time equivalent teachers, classified personnel, and teaching aides; the number of pupils served; and the number of school sites providing arts education programs with AMS funds.
Restraint and Seclusion (AB 1466)
members of the public easy access to information relevant to the control of student behavior in school environments. Effective immediately, all local educational agencies (LEAs) will be required to post on their websites the same data related to restraint and seclusion that they are currently required to share with the California Department of Education (CDE).
What Does AB 1466 Add to Existing Law?
Existing law limits the use of restraint and seclusion by school personnel. It also requires local educational agencies (LEAs) to annually collect data and report to the CDE specific information about the use of behavioral restraints and seclusion in schools. California Education Code section 49006 requires that no later than three months after the end of a school year, LEAs must submit a report to CDE that includes:
- The number of students subjected to mechanical restraint;
- The number of students subjected to physical restraint;
- The number of students subjected to seclusion;
- The number of times mechanical restraint was used on students;
- The number of times physical restraint was used on students; and
- The number of times seclusion was used on students.
This information must be separated by race or ethnicity and gender, with separate counts for students with Section 504 plans and Individualized Education Programs (IEPs), and those without such plans.
AB 1466 amends section 49006(c) to now require that LEAs also annually post the data collected and reported to CDE, on their individual internet websites. LEAs remain obligated to make the data collected and reported available as a public record.
