[{"_1":2,"_109":-5,"_110":-5},"loaderData",{"_3":4,"_26":27},"root",{"_5":6,"_17":10,"_18":19,"_20":21,"_22":10,"_23":-5,"_24":-5,"_25":10},"user",{"_7":8,"_9":10,"_11":10,"_12":-5,"_13":-5,"_14":15,"_16":-5},"roles",[],"isAuthenticated",false,"isPremium","planName","subscriptionStatus","featureFlags",{},"insightsBudget","isDevelopmentHost","userPreferences",{},"recaptchaSiteKey","6LcvOJcUAAAAAHsB-gPGfGktcRlKpH7OTIU_dMTD","isImpersonating","impersonation","affiliateStatus","isFreedomPortal","routes/v2/article/layout",{"_28":29,"_30":31},"notFound",true,"relatedArticles",[32,76,87,97],{"_33":34,"_35":36,"_37":38,"_39":40,"_41":42,"_43":44,"_45":46,"_47":48,"_49":50,"_51":52,"_53":54,"_55":56,"_57":58,"_59":60,"_61":62,"_63":64,"_65":66,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},"mediaId",6555468,"mediaKeyId","3338955-1a460fd9e0ceed034053645726fd1cd7","parentId",3338955,"title","Votes at a glance: Dixon Unified board approves several district plans, curriculum adoptions and MOUs","audioSeconds",5659,"startMs",4337000,"endMs",9996000,"viewUrl","/Search/View?dp=1&key=3338955-1a460fd9e0ceed034053645726fd1cd7&start=4337&end=9996","thumbnailUrl","https://assets.pipeline.soar.com/3338955-1a460fd9e0ceed034053645726fd1cd7/thumbnail_4337000.jpg","articleUrl","/articles/6555468/California/Votes-at-a-glance-Dixon-Unified-board-approves-several-district-plans-curriculum-adoptions-and-MOUs","mediaUrl","https://secure.pipeline.soar.com/6555468-8f72145d1c0eab3a730e2457fbd2814f/orig.mp4?Expires=1770450022&Signature=kYrHrg22RP-mHlvPyLTdaDxuq8VEDsgZ9pf3aGeoDqESoXOtR7QrJQArIJZ2GGbhP9J5yuuzQ~dK2O6AmwghkNoZCWZwvaUk8-k5~EMDEhk4YVl5NIBuJnka6~iRHSfhK0BFfCzUmY7VNyLtenN3QCTemtAt~7H97zF4BnCBbnjRcgwbzaCGuKtoFtyozrtOvP9Ks1GQMG06dylOh9pw5enp7Qd2~yGFq6hu~n8uxN71w6g5nZRAnvvojZp5BbS1KXwpVf3nhrFWcPngg~-fXvT6cm9Zchioxx3u90q7by1mDSoYgTu8Q8jTrZdIHp~1~OH8hLJf7fpSb0FMXbZaTw__&Key-Pair-Id=KUT5TJCACFTXG","author","Dixon Unified","date","2025-05-15T18:17:00Z","article","The Dixon Unified School District board approved multiple agenda items at the May 15 board meeting. Most items carried with routine assent; the record below summarizes each formal board action taken at the meeting.

Summary of approvals

• Resolution: Voluntary withdrawal from Government Financial Services Joint Powers Authority (JPA). The district presented a resolution to withdraw from the JPA in order to contract with an independent municipal advisor for future bond work. The superintendent said the withdrawal form would effectively end the district’s relationship with the JPA as of Jan. 19, 2025. Trustees voted to adopt the resolution; the chair called for the roll-call vote and trustees responded \"aye\" and the motion carried.

• K–8 math curriculum adoption (off-cycle): The district recommended adoption of Amplify Desmos math for grades K–8 (with dual-immersion site exceptions described below). The curriculum selection followed a yearlong review and a pilot comparing Amplify Desmos with another vendor (i‑Ready). Teachers rated Amplify Desmos highly for rigor and engagement; several pilot-site caveats apply, and the board approved the adoption. For Gretchen Higgins (the dual-immersion site), the district deferred the final decision on K–3 dual-immersion materials until a fall pilot so Spanish materials and full implementation could be evaluated. The board approved the K–8 adoption with that exception.

• Ethnic studies course adoption (high school graduation requirement): Trustees approved the district’s ethnic-studies curriculum adoption for implementation in 2025–26 in order to meet the state requirement that students graduating in the class of 2029–30 complete an ethnic-studies course. The proposed curriculum incorporates local surveys and community input (guest speakers, field trips, literature and arts) and will be taught as one semester of the graduated students’ course load.

• Memoranda of Understanding (MOUs): The board approved two one-year MOUs: (1) an MOU modifying Dixon High School’s bell schedule and establishing an intervention program, including a Tier 1 stipend for an intervention coordinator and use of a scheduling product (FlexiSchedule); and (2) a districtwide, one-year MOU that pilots moving common planning time (CPT) to Fridays across sites (the district will collect attendance sign-ins and evaluate the pilot before any multi-year commitment). Both MOUs were presented as one-year pilot agreements to allow evaluation and adjustments.

• Williams quarterly report: The board approved the Williams Act quarterly report; the superintendent noted one item on the report had been addressed and recommended approval.

• Consent agenda: The board approved the consent agenda without comment. The items contained routine business and were carried by motion.

How these items were decided

Most actions were approved by voice vote or roll call; board members responded in the affirmative and the motions carried. For items where pilot work or site nuances were identified (for example, dual-immersion classroom materials for Gretchen Higgins), the board approved site-specific exceptions and requested follow-up evaluation.

What’s next

Administrators will proceed with implementation tasks: working with a municipal advisor after withdrawing from the JPA, ordering adopted math materials and arranging professional development tied to the Gates-funded curriculum implementation grant, implementing the ethnic-studies course for the 2025–26 school year, monitoring the Dixon High intervention pilot and piloting districtwide CPT on Fridays as a one-year trial.","mediaType","Video","parentTitle","Dixon Unified - Dixon USD Board Meeting - May 15, 2025","oneSentenceSummary","At its May 15 meeting, the Dixon Unified Board approved a set of items including a resolution to withdraw from a financial services joint powers authority, K–8 math curriculum adoption (Amplify Desmos), an ethnic-studies course adoption, two personnel-related MOUs and the quarterly Williams report.","taxTitle","Dixon Unified, School Districts, California","taxId",76650,"location","California","headline","","shortSummary",{"_33":77,"_35":36,"_37":38,"_39":78,"_41":79,"_43":80,"_45":80,"_47":81,"_49":82,"_51":83,"_53":84,"_55":56,"_57":58,"_59":85,"_61":62,"_63":64,"_65":86,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6555473,"Dixon Unified board approves Dual Immersion strategic plan; district to expand program at Gretchen Higgins",0,7038000,"/Search/View?dp=1&key=3338955-1a460fd9e0ceed034053645726fd1cd7&start=7038&end=7038","https://assets.pipeline.soar.com/3338955-1a460fd9e0ceed034053645726fd1cd7/thumbnail_7038000.jpg","/articles/6555473/California/Dixon-Unified-board-approves-Dual-Immersion-strategic-plan-district-to-expand-program-at-Gretchen-Higgins","https://secure.pipeline.soar.com/6555473-50e2ff133d9582e9b100d0b9b9de8df9/orig.mp4?Expires=1770450022&Signature=EK~Z4dq5T0rHrJZyqF1Fw-tX5AMedjN6AtwsbQCqmG9rpIRMDGtk-l3TKSwuRAjlDTu-Ytd8F2ePcjEasjcSSdu5uv6o2v~~VECPVuCpznn7-z1ZSQUbsaHop4n6dDCqQXMH1aHp4A4EOuPmLQMZEZzFKQ-d~blQI1T76WSs6HiQ46hzs01F1RrcIGaQeqqAVIeeTOZ61cBUKunsuB8fkjg31RWBXnbj4Ar33XirmyWyD731NxLZOf-JTLRvzRMR2k8SW864PjzId21IBT72BhfJ6eqliuEWxA6KQ9HeIUBD2lJOCwTmhNw1MLLzpppbZt~e5P7D9nyG6lpNgqjaeA__&Key-Pair-Id=KUT5TJCACFTXG","The Dixon Unified School District board voted May 15 to approve a Dual Immersion (DLI) strategic plan focused at Gretchen Higgins Elementary, where the district currently operates a K–2 Spanish-English program that the district will expand to TK and third grade next year.

Presenters said the program uses a 90/10 model in early grades (90% Spanish, 10% English in kindergarten and first grade), transitions toward a more balanced 50/50 model in upper grades, and will add two TK classrooms and two third-grade classrooms in 2025–26. Teachers and principals told trustees the program produced measurable gains in both languages and reported strong family interest and positive feedback.

Why it matters: District leaders and teachers said a sustained DLI program can lead to bilingualism and biliteracy and closes achievement gaps over time. The presenters asked the board to approve the DLI strategic plan and requested district support for a dedicated DLI coach, additional Spanish instructional resources, and an enrollment process that preserves language balance in classes.

Key points from presenters

• Enrollment and model: Program is currently K–2; the district will add TK and third-grade sections next year and will work toward expanding through sixth grade. The preferred model is 90% Spanish instruction in early grades, shifting to 50/50 in upper elementary.

• Assessments: The program uses the same district assessments as other schools (formative and summative measures) and monitors bilingual progress in both Spanish and English. Presenters noted internal Spanish-literacy gains and positive family feedback.

• Migrant family outreach: District and school leaders said a prior misunderstanding led to migrant families being steered away. Presenters and the superintendent said they have scheduled a meeting with the migrant center to provide information and enrollment opportunities for migrant families; they said research supports DLI as beneficial to newcomer and migrant students.

Board action and next steps

Trustees voted to approve the Dual Immersion strategic plan and asked the administration to proceed with program expansion, resource allocation and outreach. The school will pilot DLI materials and identify a coach to support teachers; the board and presenters said they will continue incremental expansion and monitor bilingual literacy outcomes.

Quotation

• \"If our district does dual immersion k–12, we could be producing trilingual students; the only way to do that is to have the supports and resources we need,\" said Principal Gina Yamas Cruz of Gretchen Higgins.

Ending

With board approval, school leaders said they will proceed with the TK and third-grade additions in 2025–26, work on a standardized enrollment process to maintain language balance and begin recruiting an immersion coach and bilingual resources.","The board approved a dual-immersion strategic plan that currently serves K–2 at Gretchen Higgins and will expand to include TK and third grade next year, with goals to grow the program toward TK–6 and to provide coaching and Spanish resources.",{"_33":88,"_35":36,"_37":38,"_39":89,"_41":79,"_43":90,"_45":90,"_47":91,"_49":92,"_51":93,"_53":94,"_55":56,"_57":58,"_59":95,"_61":62,"_63":64,"_65":96,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6555479,"Board adopts Multilingual Learner Strategic Plan after multi-year revision; plan treats multilingualism as asset",4540000,"/Search/View?dp=1&key=3338955-1a460fd9e0ceed034053645726fd1cd7&start=4540&end=4540","https://assets.pipeline.soar.com/3338955-1a460fd9e0ceed034053645726fd1cd7/thumbnail_4540000.jpg","/articles/6555479/California/Board-adopts-Multilingual-Learner-Strategic-Plan-after-multi-year-revision-plan-treats-multilingualism-as-asset","https://secure.pipeline.soar.com/6555479-a6c694b8ca553a36f9bdb89a2ab9fc29/orig.mp4?Expires=1770450022&Signature=fXmuu2JsaNtnZzjr-NNFQ3tUUUnnBAMzwk8Tg7SzA51CO12Ylyim8ToPBnLhoRL-0iiw7BYdSV0aXOuHdOpKlv-MJT3K4TOaaxIyP8hkrSfMZ6BJ7Z87SGS~a-TTvTH2r33rNPiR0qgDN9LsL2DLrxQkDAPvZSdsBW~k9UZG9uY~ci-VJYD3QnFH~JlkbPxxXS-gdRjfNzVk6E1kBeyjz8WRuyk2kkH7bs7gjM~I5PVvojzxQsYRGcM6mL7jUpDExfLNQBPeqSr5H6IT9I9SDvHhD~HtiwEYI6DZm8sUh5cgJtrh-THy8O6a36BSc52hSE2NsHG-sIZAdYEDxuQ3DA__&Key-Pair-Id=KUT5TJCACFTXG","The Dixon Unified School District board approved a Multilingual Learner (MLL) strategic plan on May 15 after a multi-year development process that began in 2020 and resumed in earnest under the current administration.

District presenters described the plan as an \"asset-based\" approach that replaces the older English-learner framing with “multilingual learner” (MLL) to highlight students’ existing language strengths. The plan lays out goals for designated and integrated English Language Development (ELD), family and community engagement, compliance with federal and state law, monitoring and reclassification procedures, and professional development for staff.

Why it matters: The plan establishes districtwide systems for serving students who speak languages other than English and sets expectations for classroom instruction, reclassification criteria and monitoring. Board members and presenters said formalizing the plan is a step toward equity and consistent support for the district’s multilingual population, which presenters said represents about 20% of the student body in various classifications (English learners, reclassified fluent-English proficient students, monitored students and others).

Presentation highlights

• Planning history and scope: The work began in February 2020, paused, and resumed under district leadership in 2024–25. Presenters said the plan was developed by a committee of teachers, administrators and EL specialists and reviewed across sites.

• Key elements: The plan renames the student group \"multilingual learners\" (MLL) and calls for both designated ELD (daily, proficiency-grouped instruction) and integrated ELD strategies in core instruction. It describes models already in place — structured English immersion, bilingual supports, dual immersion at Gretchen Higgins — and standardizes designated ELD minutes by grade band (e.g., K: 30 minutes daily, grades 1–5: 45 minutes four times weekly; secondary: one period daily by proficiency level).

• Reclassification and monitoring: Reclassification criteria include ELPAC (English Language Proficiency Assessments for California) performance and achievement on diagnostics such as i-Ready; students who reclassify will be monitored for four years.

• Family engagement and supports: The district said it will use site-level English Language Advisory Committees (ELAC) and a district-level DELAC and continue parent workshops and bilingual communications.

Board action and next steps

Trustees voted to approve the strategic plan during the May 15 meeting; board members said they view the document as a “living document” that will be revisited annually and that a needs assessment will be conducted in 2025–26. Presenters and trustees emphasized a continued focus on professional development for teachers — both designated ELD instruction and integrated classroom strategies — and monitoring the plan’s key metrics (ELPAC growth, reclassification rates, and narrowing achievement gaps).

Quotations

• \"Rather than using the term ‘English learner,’ we now will use multilingual learner. This reflects an asset-based approach that values and celebrates linguistic diversity,\" said the district’s MLL presentation lead, Amanda Deman, who described the committee-backed change.

• \"Our mission is to ensure equitable access for core instruction and to invest in staff development so teachers can support multilingual learners all day, every day,\" said a district presenter, Trevor Foster, principal at Tremont.

Ending

The board approved the plan and directed implementation work to continue; district leaders said they would return with progress updates and an annual review. The plan includes legal references to Title III, ESSA, California Education Code and Proposition 58 as part of its compliance foundation.","The Dixon Unified School District board approved a new Multilingual Learner (MLL) strategic plan that replaces older guidance, emphasizes asset-based language instruction, aligns with state and federal law, and sets monitoring and accountability measures.",{"_33":98,"_35":36,"_37":38,"_39":99,"_41":100,"_43":101,"_45":102,"_47":103,"_49":104,"_51":105,"_53":106,"_55":56,"_57":58,"_59":107,"_61":62,"_63":64,"_65":108,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6555483,"Community urges district to reconsider dismissal of Dixon High band director amid credential dispute",1580,1636000,3216000,"/Search/View?dp=1&key=3338955-1a460fd9e0ceed034053645726fd1cd7&start=1636&end=3216","https://assets.pipeline.soar.com/3338955-1a460fd9e0ceed034053645726fd1cd7/thumbnail_1636000.jpg","/articles/6555483/California/Community-urges-district-to-reconsider-dismissal-of-Dixon-High-band-director-amid-credential-dispute","https://secure.pipeline.soar.com/6555483-781f76fa10a166e4e3a55708c364de92/orig.mp4?Expires=1770450022&Signature=a-yYxzg1fdkkAQA6gYJM8IBEnMdfg0hm6HNwmUSupZKDNuMl80EXuF9AbLGwPxNLI2b71--7mZzKMyEUmoYCjeQfmq1cNUaqYJs80qBkHviNoakfCpHxQ45ZLvyQrLXp0Wj-xjmpvhVIqjFjJ-0DCs3PiYQZx-wX82L6t6-USwYVTpyLNgP4p-Yf21KMKMNIr6WctA-JJ5XcplThOp37lzQkOT9hjj5jjvmDucnIiPxK615zD0NAS9XffNYnoWbEd9QXMi7ZL4XNZyQeAY89U4NN~p94jItzhJ-17RKOnPiVt95C7-7hfqWFjuwqBLOgcN9KFQtsbwutXLoXWMvqkQ__&Key-Pair-Id=KUT5TJCACFTXG","Dozens of students, parents and staff packed the May 15 Dixon Unified School District board meeting to urge the district to reconsider its decision to post the band director position at Dixon High School, saying the director, Aaron Brothers, was not provided clear guidance while pursuing a university internship required to clear an emergency credential.

The public speakers told the board that Brothers, who serves as director of bands at Dixon High and teaches fourth-grade music, was hired on emergency credentials in summer 2024 and told by district leaders she would be supported while completing a university internship program. Brothers said she was diagnosed with multiple myeloma and required dialysis starting in December; that health treatment caused her to pause credential coursework for a time but that she continued to pursue the university internship paperwork. She said she received final university approval 72 hours after learning the district had hired another person to fill her position.

The district did not take action or make a public personnel decision during the meeting. Board President Cuevas said the situation was a human-resources matter and “legally, we as a board are unable to talk about the details.” He told the room the district has been communicating with Brothers but declined to provide further specifics.

Why it matters: speakers said the effect of the district’s personnel decision goes beyond one teacher because band students typically stay together across multiple years and because auxiliary school supports — concerts, travel and community events — depend on continuity in the program. Students and parents said sudden changes harm students’ sense of belonging and could cause some to stop participating.

What speakers said

• Aaron Brothers, Dixon High band director: “I was hired with two weeks to prepare for a new school year and to completely start a new music program for fourth grade from scratch. When I received my letter stating that my position was being posted, I was surprised and confused.” Brothers described frequent, ongoing contact with her university advisor and with district administrators about paperwork and said her UIP (university internship paperwork) arrived while she was receiving dialysis; four hours later she was told the position had been filled. “I was devastated,” she said, adding that students cried when they learned she might be replaced.

• Student speakers included Cloud Halfaker, Juan Pablo “JP” Ramírez and Ruby Guzman. Cloud Halfaker said she had chosen to remain in band because of Brothers. JP Ramirez told the board Brothers had inspired him and others and appealed directly to trustees: “Don’t be unfair. Don’t put them down. Let them grow.” Ruby Guzman, an AVID tutor who received a Seal of Biliteracy, said of Brothers: “She is the only person who’s been able to do that — she took that all away. In the band room, nothing matters. You’re just with people who understand who you are.”

• Parents and community supporters included Jenny Molina, Yadira Guzman, Molly Smith and Sharon McComis (Brothers’ mother). Jenny Molina said several of her children have benefited from the band program and urged the district to support the teacher. Sharon McComis described Brothers’s academic credentials and asked directors to “find a better way” to support teachers who are completing credential requirements.

• Staff and colleagues: Aime Echeverria and Megan Kelly, teachers who said they completed internship pathways under district processes, told the board there is inconsistent or missing guidance from district staff to help interns meet credential timelines and paperwork requirements.

District response and next steps

Board President Cuevas and Superintendent Brett Barley said the district had been in communication with Brothers and thanked the students and parents for their testimony, but they said board members were constrained from discussing personnel specifics at a public meeting. The board did not vote or direct staff publicly during the meeting; the superintendent said the district would continue communications with the teacher.

Ending

Speakers at the meeting urged the board to adopt clearer processes for teachers on emergency credentials and to offer the teacher more flexibility while the university paperwork is finalized. The board said it could not discuss personnel matters in open session and offered no additional public action at the meeting.","Dozens of students, parents and colleagues urged the Dixon Unified School District board to reinstate or reconsider decisions about band director Aaron Brothers, who says she lost her position while managing cancer treatment and working toward a credential under an emergency internship.","actionData","errors"]

Article not found

Votes at a glance: Dixon Unified board approves several district plans, curriculum adoptions and MOUs

Dixon Unified board approves Dual Immersion strategic plan; district to expand program at Gretchen Higgins

Board adopts Multilingual Learner Strategic Plan after multi-year revision; plan treats multilingualism as asset

Community urges district to reconsider dismissal of Dixon High band director amid credential dispute