Dixon Unified reports midyear gains on i‑Ready; district highlights early‑grade literacy work

Dixon Unified Assistant Superintendent of Education Services Dr. Lisa Estupin told the Board that students showed measurable gains from the fall i‑Ready Diagnostic 1 to the winter Diagnostic 2, with “more greens than reds overall” across grades 1–8 in reading and smaller but positive gains in math.

The data presentation, given Jan. 13 during the regularly scheduled Board meeting, laid out districtwide and school‑level trends and framed early elementary literacy as a pressing need. The district’s plan includes classroom‑level professional development, a contract with a core‑literacy vendor to support three elementary sites, principals collaborating with the education services team to identify best practices, and a pilot of a new K–8 math curriculum later this year.

Estupin said the i‑Ready diagnostic compares students to grade‑level standards they should know by the end of the year. “If you look at the bars, from fall to winter for all the grades, there are more greens than there are reds. We are making positive strides,” she said, noting that 6 of 8 grade levels met or exceeded the midyear typical‑growth threshold of roughly 50 percent. Estupin also called out first and fifth grade as being below that midyear growth benchmark and said the district will prioritize supports there.

Nut graf: Why this matters — District leaders said the midyear gains indicate classroom practices and interventions are producing measurable progress, but that early literacy weaknesses in TK–2 likely hinder later learning. The Board was told the district aims to sustain growth through targeted vendor support, teacher professional development and a forthcoming math curriculum adoption.

Officials showed comparisons to state and national norms. In reading, Estupin said Dixon’s mid‑or‑above grade‑level percentage lags slightly behind the California average (Dixon ~15% mid‑or‑above vs. California ~18% in the slide presented), but the district’s growth trajectory is positive. For math, district percentages remained below California, though Estupin noted year‑to‑year improvements and a plan for a math curriculum pilot and recommendations later this school year.

Teachers and students from John Knight Middle School presented after the district overview to show how classroom practices supported growth. JKMS math teacher Sheila Heard described concrete classroom systems: mandatory use of headphones during diagnostics, providing paper and requiring students to “show work, show work, show work,” and weekly, scheduled I‑Ready lesson time. Heard said test results are printed, placed in students’ binders and used in student–teacher conferences so each student “knows their score” and their stretch goal.

Two students who had large gains described what changed for them. Alex White, a sixth grader, told the Board, “I was very proud of myself” after moving up three grade levels and adding 51 points on his score. A seventh/eighth grade student, Gemma Christopher, said improved instruction from her teacher and a new level of confidence helped her exceed her stretch goal.

Board members praised JKMS staff for building a “culture of achievement” and for parent engagement tied to the printed score reports. Trustees and the superintendent emphasized the importance of sustaining teacher supports and aligning training across sites.

Ending: District staff asked the Board to treat the presentation as information; no formal action was required. The district said it will continue its vendor work with core‑literacy at three elementary sites, deliver professional development for teachers and principals, and return with further updates — including results from the planned i‑Ready Diagnostic 3 later in the year.