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Antioch Unified warns of stagnant outcomes in midyear LCAP, flags math and subgroup gaps
Summary
At its Jan. 24 meeting, Antioch Unified presented a midyear Local Control Accountability Plan update showing stagnant student outcomes — especially in math — and red indicators among foster, American Indian, homeless, English learner, African American and disabled student groups. District leaders outlined PLCs, MTSS and other strategies.
Interim Superintendent Dr. Matt Wayne and Educational Services lead Miss Sabara told the Antioch Unified School District Board on Jan. 24 that districtwide student outcomes remain largely stagnant, with math performance a persistent area of concern.
The board received the district's midyear Local Control Accountability Plan update and a summary of California Dashboard results. Miss Sabara said several student groups' performance appears in the red: American Indian, foster and homeless youth had the most red indicators; English learners, socioeconomically disadvantaged students, students with disabilities and African American students also show multiple red indicators.
Miss Sabara explained one technical driver of the results: California requires a 95% participation rate on state ELA and math assessments for each student group. She said certain groups fell short of that threshold; for example, the district was eight foster students short of 95% participation, which depresses the group's reported score and can magnify declines for small cohorts.
The presentation set out three top strategies the district will prioritize: establishing professional learning communities (PLCs) to drive lesson-level mastery and collaborative teacher practice, implementing a Multi-Tiered System of Supports (MTSS) to layer academic and behavioral interventions, and expanding progress-monitoring and targeted interventions (including UFLI early literacy supports and weekly monitoring tools). Miss Sabara said principals and many teachers have begun PLC work and that secondary schools are adapting master schedules to embed interventions.
Board members pressed for measurable implementation markers. Trustee Brown and others asked how the district will track implementation and intermediate output measures beyond state outcomes; presenters said the midyear report includes implementation rubrics and site-level monitoring columns tied to each LCAP action. The district reported a 20% reduction this year in suspensions where alternatives to suspension were piloted and scaled.
Trustees also asked about capacity for tiered supports and whether LCAP funds are targeted. The district said about 81% of students are unduplicated (LCAP-eligible) and that funds are aligned to LCAP actions. Miss Sabara described using the district's care teams to immediately wrap supports around newly enrolled foster or homeless students.
Why it matters: The midyear update frames the board's choices for 2025—6 budgeting and changes to instruction. Trustees emphasized that the district needs both long-term investments and short-term implementation metrics that show whether teachers are applying new practices. Miss Sabara said the district will continue weekly monitoring, survey teachers on UFLI pacing challenges and bring a fuller LCAP revision to the board at the end of the school year.
Next steps: The district will continue PLC rollout, refine MTSS implementation across secondary sites and return to the board with end-of-year progress and proposed LCAP adjustments.
