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Dixon Unified selects DIBELS under state mandate, plans 30-minute "Walk to Read" intervention
Summary
The board voted to adopt a K–2 reading screener to comply with Senate Bill 114, selecting DIBELS and funding associated professional development; the district will implement a 30-minute daily "Walk to Read" intervention and targeted supports for students flagged at risk.
The Dixon Unified School District Board on a majority vote approved adopting a state-approved reading screener under Senate Bill 114 and directed staff to implement a district intervention model anchored by the chosen instrument, DIBELS.
The measure implements a state requirement that local educational agencies adopt a screening instrument by June 30 to identify reading difficulties for students in kindergarten through second grade. Stephanie Rupp, Teacher on Special Assignment for the district, said, "we as the Ed Services would like to recommend DIBELS," noting it meets the district's needs because it serves K–2 students, is available in English and Spanish, can be administered electronically or on paper, and has a short administration time (about three to eight minutes).
District staff reviewed four state-adopted instruments: Amira, DIBELS, Multitudes, and ROAR. Rupp and Martha Salazar summarized differences in language offerings, grade coverage and administration time and recommended DIBELS for the district. Rupp described a professional development package the district plans to purchase with state funds allocated for literacy screening ($12,299): a launch component (one three-hour on-site session plus a remote session), a strengthen component, and a coach component that includes additional on-site training.
Board members discussed how the screener links to existing assessments and interventions. Salazar said the district will continue prior classroom assessments (letter sounds, blending, segmenting) and use the new screener to better flag and track at-risk students across sites. Staff described the planned school-level follow up: students flagged as at risk will receive targeted interventions and further diagnostic assessment as needed.
As part of the response model, the district will implement a 30-minute daily ELA block called "Walk to Read" for K–5 (staff described a plan that covers K–5 schedules). The district intends for TOSAs and paraprofessionals to support teachers so that instruction can occur in smaller groups; supplemental materials and site-level professional development will accompany the program. Staff also reported coordinating with CORE and preparing a master schedule so recommended ELA minutes and small-group interventions fit across sites.
Superintendent Barley praised the team and emphasized the intervention's importance for early literacy, saying third grade is a critical transition year for reading. After board discussion, a motion to approve the screening instrument recommendation and associated implementation steps was made and seconded; the motion carried.
What happens next: sites will administer the screener, flag students for interventions, and staff will begin the recommended professional development and scheduling work. Staff said they will engage community resources (for example, library tutoring) as complementary supports, but emphasized the primary focus is on in-school, targeted instruction.
Provenance: The board discussion introducing the topic began when Stephanie Rupp said, "Martha and I are here tonight to discuss with you, Senate Bill 114," and the final motion passed after a motion and vote later in the agenda.
