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Lodi Unified outlines plans to expand dual enrollment and CTE oversight as part of midyear LCAP review
Summary
District staff presented midyear LCAP metrics showing reduced chronic absenteeism and growth in English learner reclassification, and proposed centralizing college & career oversight (including moving the Lincoln Technical Academy principal to an Area Director role) and increasing dual‑enrollment capacity.
District staff used the board meeting on Feb. 4, 2025, to present a midyear Local Control Accountability Plan update and a College & Career report that proposes an organizational shift to grow dual‑enrollment and CTE connections with Delta College.
The presentation opened with two headline figures — 731 and 686 — which staff said illustrate current dual‑enrollment participation: 686 students from Lincoln High were enrolled in Delta College courses over 2022–24, compared with 731 students district‑wide over that same period, a gap staff said indicates room to expand participation across other comprehensive high schools.
Speaker materials noted Lincoln Technical Academy currently operates 19 CTE pathways and that district leaders want to increase dual‑enrollment and postsecondary options, including pursuing CCAP (College and Career Access Pathways) funding. "We have work to do when we talk about our neighboring districts... we have a lot of work to do to have our students have the same opportunities that other students in other districts have," the presenter said.
To pursue that growth, staff proposed creating an Area Director position (Area 4) for college & career oversight and asked the board to permit reassigning the LTA principal, Julie Jansen, into that district role while using existing adult‑education and grant funds to cover a portion of the cost. Staff said two existing LTA oversight positions would shift to the district office for grant and compliance work and that current funding proposals would make the change approximately cost‑neutral to general funds by replacing some LCFF/LCAP expenses with grant funding.
Staff also said the district will re‑open recruitment for a college career program coordinator and will emphasize college fluency and dual‑enrollment pathways for grades 5–12. Presenters discussed compliance and grant oversight responsibilities (Perkins, CTIG, California Partnership Academy) and noted plans to apply for CCAP in the next application cycle (deadline cited as March 29).
In the LCAP midyear review, attendance technicians reported chronic absenteeism declining from 31.9% to 25.3% (2023–24), with improvement across most subgroups; English learner staff reported reclassification gains year‑over‑year (examples and counts provided for multiple school years), and math coaches highlighted midyear diagnostic growth (average students achieving 57% of their annual growth target). Staff said these results support continuing investments in bilingual paraeducators, ELD coaches and classroom coaching.
Board members asked for additional data and timelines — including clearer measures of how many CTE pathways currently have dual‑enrollment, exact costs and an evaluation plan to measure student outcomes — and staff agreed to return with more specifics.
Provenance: College & Career presentation begins with slide commentary around SEG 2050 (presentation start) and the LCAP midyear report spans SEG 2875–SEG 3323.
