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Strategy and Continuous Improvement
Our Purpose
The purpose of the 麻豆果冻传媒 Strategy and Continuous Improvement (SCI) team is to lead the district鈥檚 strategic use of data with a focus on bringing to life the vision of preparing all students with the greatest number of post-secondary choices from the widest array of options.
Our Vision of Success
We will know we are successfully fulfilling our purpose when we see the following occur with regular frequency:
Business Services
The Business Services Division provides a wide variety of services to support our employees, students, school sites, community and parents. This division is responsible for all fiscal activities related to accounts payable, accounts receivable, budgeting, employee compensation, purchasing, the warehouse and risk management and employee benefits. In addition, Business Services also oversees contracts, central printing and intern
Family and Community Empowerment Department (F.A.C.E.)
Parent Engagement Equals Student Achievement
The Family and Community Empowerment (FACE) Department provides training, information and technical assistance to assist all 麻豆果冻传媒 schools in the creation of effective school-family partnerships.
2008-2009 Sacramento City Unified School District Teachers of the Year
Teacher finds niche in intensive intervention classes
In her senior year of high school, Tiffany Wilson鈥檚 parents were in a terrible auto accident that required them to be hospitalized for most of that school year. On her birthday, with her parents in the hospital, Wilson鈥檚 English teacher, Mary Ann Paul, baked her a carrot cake.
It was just a carrot cake, but the simple act of kindness turned Tiffany Wilson away from her childhood aspirations to be a scientist and toward her current career as an educator.
2006-2007 Sacramento City Unified School District Teachers of the Year
麻豆果冻传媒 Clayton Dagler:
In ninth grade, Clayton Dagler鈥檚 math teacher told him that he
shouldn鈥檛 aspire to higher level math classes. Maybe the teacher
was trying to do Dagler a favor. After all, the teenager did
suffer from dyslexia and had a hard time in the class.
Instead, that demeaning comment had the opposite effect, giving Dagler the motivation to prove his teacher wrong. Instead of quitting math, Dagler continued to take higher level classes, eventually graduating from UC Davis with a mathematics degree.