Learning Support

Director, Learning Support
Cara Lawler
(619) 668-5700 x6421
cara.lawler@lmsvschools.org

Assessment

The La Mesa-Spring Valley Schools Assessment Team coordinates the dissemination and administration of:

State-mandated Assessments

California Assessment of Student Performance and Progress (CAASPP):

  • Smarter Balanced Assessments in English Language Arts and Mathematics (SBAC) in Grades 3 – 8
  • California Science Test (CAST) in Grades 5 and 8
  • California Alternative Assessments in English Language Arts and Mathematics in Grades 3 – 8 and Science (CAA) in Grades 5 and 8
  • English Language Proficiency Assessments for California (ELPAC) for English Learners in Grades K – 8
  • Physical Fitness Test (PFT) in Grades 5 and 7

District Assessments

  • District Assessment for Program Acceleration and Enrichment (PACE) in Grade 2
  • Benchmarks in English Language Arts and Mathematics in Grades K – 8
  • i-Ready Diagnostic Assessment

The Assessment Team also supports schools in the collection, analysis and reporting of student academic data, professional development, and program evaluation.

Resources

English Learner (EL) Program

The La Mesa Spring Valley School District provides an instructional program for English Learners. The fundamental goal of the program is for English Learners (EL) to develop proficiency in English and in the grade level California Content Standards as rapidly and as effectively as possible. As a result, ELs will make appropriate progress through the curriculum as they acquire competence in English. ELs are reclassified as fluent English proficient (FEP)after meeting established State and District criteria to ensure that these students have overcome language barriers, have recouped any academic deficits incurred in other areas of the curriculum, and have demonstrated English-language proficiency and academic achievement comparable to their native English speaking peers. The District provides three program options to English Learners—Structured English Immersion, Alternative Program—Dual Language Immersion, and English Language Mainstream. The instructional setting in which students are placed is based on assessment results and parental preference.

Structured English Immersion Program (SEI)

Students with less than reasonable fluency in English are placed in a Structured English Immersion (SEI) Program unless a waiver has been granted for an Alternative Program or the parent has requested another program (EC 306). This program requires a properly credentialed teacher and includes English Language Development (ELD). Instruction in the core curriculum is designed for each level of English proficiency and may include Specially Designed Academic Instruction in English (SDAIE) and/or primary language support. A parent may request to have a student removed from an instructional setting (SEI, ELM, or ALT-BB) at any time, regardless of language proficiency level, however the student’s identification as an EL and the school’s duty to provide daily ELD instruction are still required (Castañeda vs. Pickard).

English Language Mainstream Program (ELM)

An EL shall be transferred from an SEI classroom to an English Language Mainstream classroom when the pupil has acquired a reasonable level of English proficiency (EC 305) unless a waiver has been granted for an Alternative Program. This program requires a properly credentialed teacher authorized to work with English Learner students. ELD continues to be part of the program until the student is reclassified.

Alternative Program—Dual Language Immersion (Currently available in Grades K-5)

The Dual Language Immersion program offers English speaking and Spanish speaking students an academically challenging and enriching educational opportunity. The program uses a scientifically research based 50/50 model in which students receive half of their instruction in English and the other half in Spanish. Additionally, all ELs receive ELD instruction until the student is reclassified. All students will learn to read, write and communicate effectively in Spanish and English while achieving high levels of academic success. Students will have the bilingual skills and cross-cultural skills to be prepared for success in our diverse global community. Students retain their first language while acquiring a valuable second language. Participation in Dual Language Immersion is recommended through 6th grade.

New Student Assessment & Identification 

When new students register in the La Mesa-Spring Valley School District, their parents or guardians complete the state-mandated Home Language Survey (see questions below).

  • Which language did your child learn when he or she first began to talk?
  • What language does your child most frequently use at home?
  • What language do you use most frequently to speak to your child?

If the answer to any of the first three questions on the survey indicates a language other than English, the student is referred to the Language Assessment Dept. for mandated English testing using the English Language Proficiency Assessments for California (ELPAC) Once a student has taken the ELPAC, the results will indicate if they are an English learner with scores of Beginning to Develop (1), Somewhat Developed (2), Moderately Developed (3) or Well Developed (4). Initial ELPAC testing will occur within 30 school days of initial enrollment, or prior to class placement whenever possible. LPAC testing will occur within 30 school days of initial enrollment, or prior to class placement whenever possible.

Program Placement

You are encouraged to contact the Language Assessment Dept. if you are a new member of our learning community at (619) 668-5700 ext. 6400, and they will assess your child prior to the first day of school. A detailed description of the programs will be presented to you. 

P.A.C.E. – Program for Acceleration, Challenge, and Enrichment

La Mesa – Spring Valley Schools PACE program supports the fundamental belief all students should receive educational experiences that help make the most of their potential. 

PACE Program Objectives

  • There is diversity of talents in the academic and the arts.
  • Advanced students demonstrate a range of exemplary talents.
  • There is need for a variety of educational approaches, experiences, activities, strategies, and resources.
  • Strong partnerships between school, family, and the community are essential elements of individual student success.

The PACE program is available at every school in Grades 3-8 either in a cluster group setting at the elementary school or as a part-time grouping at the middle school. Each program is designed to extend and exceed the standard core curriculum within the regular school day.

PACE Identification

Every second-grader in the District is screened for possible initial placement into the PACE program in the third grade. Parent permission is required prior to screening. Teachers, Parents, and counselors may refer older students for the PACE program in January. Eligibility for participation in the program is based on a minimum score on the OLSAT test and the HOPE rating scale, which is completed by the Parent, and the Teacher.

Textbooks

English/Language ArtsHoughton Mifflin Harcourt—Journeys (TK)
McGraw-Hill—Wonders (K-6)
McGraw-Hill—StudySync (7-8)
MathHoughton Mifflin Harcourt—Math Expressions (K-5)
CPM (6-8)
SciencePearson Scott-Foresman — California Science (K-5)
Holt Rinehart Winston—Holt California Science (6-8)
History/Social ScienceStudies Weekly (K-6)
National Geographic (7-8)
English Language DevelopmentHampton-Brown—Avenues (TK)
McGraw-Hill—Wonders-English Language Development Program (K-5)
McGraw-Hill—StudySync English Language Development Program (6-8)
Reading Intervention McGraw-Hill—FLEX (4-8)
Reading Intervention/English Language DevelopmentInside Language, Literacy & Content
SpanishPrentice Hall—Realidades (7-8)

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