Antioch Unified lays out 2026-27 LCAP priorities as community urges clearer staffing transparency

At a public hearing on June 10 the Antioch Unified School District presented its 2026-27 Local Control Accountability Plan (LCAP), outlining priorities to boost academic achievement, close equity gaps and strengthen school climate.

The district summarized its goals as standards mastery, improved climate and safety, and equitable supports for high-need students. Mr. Dus, who led the LCAP presentation, said the plan is a three-year living document informed by advisory committees, surveys and a superintendent's listening tour. He told the board the district serves about 15,000 students, of whom roughly 80% are labeled socioeconomically disadvantaged, 19% are English learners and 18% receive special education services.

The presentation highlighted interventions the district plans to continue or expand: multi-tiered systems of support (MTSS); targeted reclassification supports and new observation and monitoring tools for English learners; early literacy and a math adoption; restorative practices and alternatives to suspension; and community school hubs to deliver food, clothing and other basic needs. Mr. Dus stressed the LCAP's reliance on ongoing community input: parent advisory committees, district advisory groups and two LCAP community meetings this spring.

The presentation also pointed to measurable areas the district highlighted from 2025 data: 27% of students met standards in English, 14% in math and 16% in science on the state dashboard; 50% of English learners made progress toward proficiency; and the graduation rate held at about 81%. The district reported reductions in chronic absenteeism and suspensions tied to expanded family communication tools, attendance-recovery programs and restorative practices.

Members of the public used the hearing to press the board and staff. Lindsay Wisley, a district employee speaking during public comment, thanked the district and cited grant work and a reported 40% reduction in exclusionary discipline. Parent Danny Watson urged families to attend personnel commission meetings and raised concerns about staffing changes, particularly for children with disabilities who rely on continuity of special-education supports. "Decisions continue to be made that separate students from the people who help them succeed," Watson said, urging greater transparency.

Elizabeth Lavas asked the board to research changing the names of Sutter and Fremont elementary schools, saying those names are linked in public history to colonization and violence. She asked the board to "seriously research" whether the district should continue honoring those historical figures.

Board members asked staff for clarifications during the hearing. Trustees pressed for details about how special-education services are integrated with MTSS and where funding for long-term English-learner supports is budgeted; staff responded that some LTEL funding is allocated across LCFF, Title I and other state funds and that afterschool interventions can be funded through ELOP when interventions run concurrently with expanded learning programs.

The district noted next steps: the board is scheduled to consider final LCAP approval on June 17 so the plan can be submitted to the county by July 1. The public hearing closed with staff noting that the LCAP is a continuing, data-driven process that will be monitored and refined throughout the year.

The hearing contained no formal district action on the LCAP at the session; staff reiterated the request for final approval at the June 17 meeting.