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.
2025 LCAP English & Spanish – Approved 6.24.25
2025 LCAP Federal Addendum
Other LCAP and Planning Documents
LMSV LCAP Final (English) | LMSV LCAP Final – Spanish (Spanish) – Approved 6.25.24
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 | Spanish |
| Sweetwater Springs | 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 | 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 |
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 plays a critical role in the annual revision of the LCAP. Feedback is continuously gathered through a variety of parent and educational partner groups to ensure the plan reflects the needs and priorities of the community. The District Parent Advisory Committee (DPAC) serves as both the district’s Parent Advisory Committee (DAC), as required by Education Code §52063, and the District English Learner Advisory Committee (DELAC), per Education Code §52176. DPAC’s primary role is to foster open communication between the district and school-based advisory groups (such as SSC and ELAC), as well as with parents and community members.
Ongoing engagement with educational partner groups is equally essential. Committees such as the District Staff Council (DSC), Classified Staff Council (CSC), and School Site Council (SSC) meet regularly throughout the year to provide input. In addition, annual surveys of families, students, and staff offer valuable insights that inform and strengthen the development of the LCAP.
Parent/Caregiver & Family Survey
La Mesa-Spring Valley Schools deeply value the perspectives of families and caregivers, and are dedicated to actively involving them in shaping the goals and activities outlined in each school’s School Plan for Student Achievement (SPSA), as well as in our Local Control Accountability Plan (LCAP).
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)
Governor Newsom signed into law Assembly Bill 1466 on October 8, 2023. This law seeks to increase transparency by allowing 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.
