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Principals say 'learning impact dialogues' yielded measurable gains at Antioch schools
Summary
District leaders highlighted learning-impact dialogues (LIDs) as a professional collaboration that principals say produced attendance and academic gains, reductions in suspensions, and targeted improvements for English learners and students with IEPs.
Antioch Unified staff and building leaders presented LIDs (Learning Impact Dialogues) on June 17, describing how coordinated principal cohorts and cross-department collaboration produced measurable site-level gains.
Director Jason Larson said the LIDs process placed principals in cohorts that analyzed site-specific data (I-Ready, chronic absenteeism, discipline, D/F rates) and identified systemic, scalable practices. Two principals—Amanda Gallagher and Dr. Buffiko—described outcomes at their schools: increases in the percentage of students meeting typical I-Ready growth, stronger attendance (from 90.65% to 92.7% districtwide as cited), drops in chronic absenteeism and fewer suspensions at the sites cited.
Gallagher and Buffiko described interventions including embedded intervention blocks, expanded push-in supports for students with IEPs, bi-weekly check-ins for chronically absent students and focused literacy strategies delivered quickly after site requests. At one school, math growth rose from 4% to 24% for a measured cohort; reading gains and subgroup improvements were also reported in I-Ready metrics presented to the board.
Administrators credited cross-department participation—student services, special education, nutrition and transportation—with enabling quick responses to school requests. Trustees applauded the presentations and asked staff to continue sharing outcomes as LIDs expand.
Ending: District staff said LIDs will continue next year, with more principal cohorts and a September community update planned to share districtwide results and next steps.
