Educational Services

Mission Statement

The Mission of the Dixon Unified Educational Services Department is to support all stakeholders with resources and professional learning to ensure academic growth for all students.

In order to achieve our Mission, our department commits to:

  • Model the mindset that all students can and will learn at high levels.
  • Communicate effectively with stakeholders inside and outside the organization.
  • Provide professional learning activities which reflect the needs of our students and state and local priorities.
  • Gather, disaggregate, and disseminate meaningful data to practitioners with the goal of improving curriculum, instruction, and student outcomes.
  • Create and monitor effective systems, protocols, and processes which allow teachers and other staff to more effectively serve our clientele.
Nick Giramonte

Nick Girimonte – Asst. Superintendent of Educational Services
(707) 693-6300 x8025

Patricia Ortiz – Administrative Assistant
(707) 693-6300 x8025


As required by Local Control Funding Formula (LCFF) Education Codes 42103, 42127, and 52062, all school districts must develop a three year Local Control Accountability Plan (LCAP). The LCAP must be updated every year, be aligned to eight areas identified as state priorities, and describe the school district’s overall vision for students, annual goals and specific actions the district will take to achieve the vision and achievement targets. In addition, the LCAP describes how the district’s budget will help achieve the goals, and how the district will assess each year how well the strategies in the plan were able to improve outcomes. Dixon Unified’s LCAP addresses college and career readiness, professional learning, engaging parents and community members, and the targeting of support for special populations. These students include foster youth, English learners, low income, and students with disabilities. Each year, we offer opportunities for our stakeholders to engage in a variety of meetings/settings to share input on what the district should prioritize as the most important action steps to meet the needs of all students.

This year’s LCAP revolves around our three goal areas:

  • Goal One – Engage all students in standards-aligned rigorous curriculum and learning that ensures preparation for college, career, and success in a global society.
  • Goal Two –  Engage all students in social-emotional and behavioral learning which ensures safe, healthy, and culturally responsive schools.
  • Goal Three – Engage families and the community to form active partnerships which ensure the academic and social growth of students.

We are required to meet performance targets in the following eight state priority areas:

  • Basic services, including facilities maintenance, teacher credentialing, and availability of textbooks.
  • Implementation of Common Core State Standards in English language arts and math, and implementation of other California standards.
  • Course access, including the broad course of study outlined in the Education Code and access to our most rigorous course options.
  • Student achievement, including meeting Academic Performance Index (API) and other state and federal targets plus college and career ready targets.
  • Parent involvement in LCAP development as well as other parent involvement.
  • Student engagement, measured by attendance, dropout and graduation rates.
  • School climate, as measured by suspension/expulsion rates and other measures of school safety and connectedness.
  • Other student outcomes not included above, as determined by the Board to reflect local priorities.
School Accountability Report Card (SARC)

By February 1 of each year, every school in California is required by state law to publish a School Accountability Report Card (SARC).The SARC contains information about the condition and performance of each California public school. Under the Local Control Funding Formula (LCFF) all local educational agencies (LEAs) are required to prepare a Local Control and Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, with specific activities to address state and local priorities. Additionally, data reported in an LCAP is to be consistent with data reported in the SARC.

For more information about SARC requirements, see the California Department of Education (CDE) SARC webpage at

For more information about the LCFF or LCAP, see the CDE LCFF webpage at

For additional information about the school, parents/guardians and community members should contact the school principal or the district office.


2022-2023 School_Accountability_Report_Card_Anderson_Elementary_School

2022-2023 School_Accountability_Report_Card_Gretchen_Higgins_Elementary_School

2022-2023 School_Accountability_Report_Card_Tremont_Elementary_School

2022-2023 School_Accountability_Report_Card_John_Knight_Middle_School

2022-2023 School_Accountability_Report_Card_Dixon_High_School

2022-2023 School_Accountability_Report_Card_Maine_Prairie_Continuation_High_School

Williams Compliance

Education Code 35186 creates a procedure for the filing of complaints concerning deficiencies related to instructional materials, conditions of facilities that are not maintained in a clean or safe manner or in good repair, teacher vacancy or misassignment, or the lack of opportunity to receive intensive instruction and services to pupils who did not pass one or both parts of the high school exit examination by the end of grade 12. The complaint and response are public documents as provided by law. Complaints may be filed using the Williams Complaint Form. Complaints may be filed anonymously, but, if you wish to receive a response to your complaint, you must complete the contact information on the form.

Regulation 1312.4: Williams Uniform Complaint Procedures

Exhibit 1312.4-E PDF(1): Williams Uniform Complaint Procedures

Exhibit 1312.4-E(2): Williams Uniform Complaint Procedures



Advancement Via Individual Determination (AVID) fosters a safe and open culture, high expectations for teachers and students, and collaboration in all classrooms. AVID provides scaffolded support that educators and students need to encourage college and career readiness and success. With AVID, school leaders have the flexibility to start small and can deepen AVID’s impact on their campus over time.

AVID Elementary

AVID Schoolwide 

AVID Elementary is a foundational component of the AVID College Readiness System, and supports AVID’s mission to close the achievement gap by preparing all students for college readiness and success in a global society. AVID Elementary is designed to be embedded into the daily instruction of all elementary classrooms across entire grade levels to maintain schoolwide structures.

AVID Elementary’s implementation resources, professional development, and philosophy are all grounded in the idea that the growth mindset can be taught to students, and it is through the growth mindset that AVID students succeed in following their dreams and fulfilling their aspirations.

Components of AVID Elementary: During each stage of learning, AVID Elementary incorporates:

  • Student Success Skills: Encompassing communication skills (e.g. listening, speaking, writing), self-advocacy skills, and study skills.
  • Organizational Skills: Both mental and physical; students are given organizational tools, as well as time management, goal-setting, and note-taking strategies.
  • WICOR Lessons and L-WICOR Lessons: Emphasize instruction on writing to learn, inquiry, collaboration, organization and reading to learn in all content areas
  • Partnerships: Among students, classrooms, grade levels, schools, feeder patterns, families and communities.
AVID Secondary

AVID is school-wide when a strong AVID system transforms the Instruction, Systems, Leadership, and Culture of a school, ensuring college readiness for all AVID Elective students and improved academic performance for all students based on increased opportunities.

The AVID program has a clear framework of instructional strategies designed to support student academic growth across all content areas. WICOR is AVIDs foundation for high engagement teaching and learning.  This acronym stands for Writing, Inquiry, Collaboration, Organization, and Reading.

WICOR provides a model that educators can use to scaffold learning, guide students to comprehend material and support articulating ideas at increasingly complex levels.  WICOR is not intended to change the curriculum, but rather to allow all students to have access to rigorous curriculum.

AVID Elective

AVID Elective Class

The AVID Elective class is offered in grades 6-12 at John Knight Middle School and Dixon High School. It targets students in the academic middle with the desire to go to college and the willingness to work hard. Often, AVID Elective students will be the first in their families to attend college, and come from groups traditionally underrepresented in higher education. These are students who are capable of completing a rigorous curriculum with the support of the AVID Elective class.

The AVID Elective class places these students on the college track, requiring students to enroll in the most rigorous courses that are appropriate for them, such as Honors and Advanced Placement®. To support them in the rigorous coursework, AVID students learn organizational and study skills, develop critical thinking, learn to ask probing questions, receive academic help from peers and college tutors, and participate in enrichment and motivational activities to make their college dreams reality.

AVID Elective Curriculum

The AVID curriculum, based on rigorous standards, was developed by middle and high school teachers in collaboration with college professors. It is based on best teaching practices in writing, inquiry, collaboration, organization, and reading, and it is supported by state and national content standards. AVID curriculum is used in the AVID Elective and content-area classes in AVID schools to guide teachers and students, while planning strategies for success, by focusing on time management and study skills.

DHS AVID Elective

  • AVID Elective Team @DHS
    • The DHS AVID Elective team is made up of three experienced and passionate educators who support our students in reaching their academic and career goals by preparing them for their postsecondary endeavors.
      • Erin DeWeese, AVID Coordinator, AVID 9, AVID 10, and Mathematics teacher
      • Brett Peterson, Athletic Coordinator, AVID 11, AVID 12, and FOCAS teacher
      • Steven Krebs, AVID 10 and English teacher
  • AVID Elective Class of 2021 Outcome Data

JKMS AVID Elective

  • AVID Elective Team @ JKMS
    • The AVID Elective has recently expanded to include 6th grade at JKMS! The AVID Elective teachers
      • Tanja Anderson, AVID Coordinator, AVID 6, and Social Studies teacher
      • Kathleen Burrows, AVID 7 and English teacher
      • Matt Forrest, AVID 8 and Social Studies Teacher