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Lodi Unified proposes attendance-recovery ELOP model to expand services and recover funding
Summary
District staff presented a plan to pair attendance-recovery with Expanded Learning Opportunities (ELOP), prioritizing unduplicated students, requiring certificated Lodi Unified teachers for attendance-recovery instruction, and aiming to serve more than 1,600 enrolled students this fall; the board was asked to review revisions before a vote at the next meeting.
Jose Maciel, who the board introduced to present the district's expanded learning plan, outlined a proposal to combine Expanded Learning Opportunities (ELOP) with an attendance-recovery model offered concurrently at each school site. Maciel said the approach is designed to both serve students and "generate new funding, unrestricted funding for our district." He told the board that "as of today, we have over 1,600 students enrolled to attend our fall intercession program."
Maciel described three compliance conditions the district must meet for attendance-recovery to count for ADA: immediate in-person supervision by a certificated Lodi Unified teacher, defined student-to-teacher ratios (for example, TK/kindergarten 1:10, grades beyond first 1:20), and minimum instructional minutes. He said those data will be reported to CALPADS and that CALPADS will determine apportionment.
The presentation emphasized that priority enrollment will go to unduplicated students (English learners, low-income, foster youth) and that the district's ELOP rules require the attendance-recovery block and ELOP to be offered at the same site. Maciel said the district is proposing a schedule that would include a morning attendance-recovery block (for example, 08:15'11:45) and enrichment/bridge activities later in the day, and that sites would retain ownership of the program and staffing decisions.
Board members and audience members pressed Maciel on operational details. Maciel said the district may need about 220 teachers if the program launches at full capacity and that recruitment will rely on site principals and a teacher interest form. Multiple trustees asked whether the district will use pre/post diagnostics to measure academic impact; Maciel said the ELOP grant does not require pre/post academic diagnostics but that site teachers already have assessment data and the team will focus instruction on identified key standards.
Maciel asked the board to review the proposed revisions and prepare to take action at the next scheduled board meeting. The proposal included contingencies: if a site cannot recruit certificated teachers for attendance recovery, the site would run an enrichment-only camp (no ADA generated for attendance recovery at that site).
