Schools responsible for designating the daily e. L. D. For students, providing additional training and coaching for teachers implement successful strategies for integrating e. L. D. In the classrooms, to better facilitate the classification of e. L. Students with i. E. P. S once they become english fluent, inform parents on the importance of monitoring reclassification, their childs progress towards achieving english fluency. And exploring the possibility of developing an individualized reclassification plan system modelled after the individualized Education Plan i. E. P. Program which would define personalized objectives for english language learners who are on a path to become reclassified, set a timeline around expectations around becoming reclassified, order updates on a timeline surrounding students reclassification, and identify any accommodations, resources, supports or curricular opportunities intended to help each student reach their individual goals. And 15, promoting the Com
Lowincome latinx student populations and in close partnerships with communitybased organizations. These models follow a two generation approach that follow parents with Capacity Building and support services and they can be implemented by data driven teams, family coaches, and Mental Health consultants. And 16, make available culturally competent support by encouraging students to pursue partnerships with communitybased organizations that can provide education guidance and financial opportunities for students. Further be it resolved that the board of education will enhance accountability for the opportunities being delivered to all latinx students by establishing a Community Advisory board. The sfusd Latinx Community council comprised of latinx parents, students, and Service Community members as well as internal body, the Latinx Internal Oversight Committee comprised of leadership from the superintendents cabinet and other leaders from sfusd to effectively target invention programs and
13, enhancing support for Spanish Speaking english language learners by Holding Schools responsible for designating the daily e. L. D. For students, providing additional training and coaching for teachers implement successful strategies for integrating e. L. D. In the classrooms, to better facilitate the classification of e. L. Students with i. E. P. S once they become english fluent, inform parents on the importance of monitoring reclassification, their childs progress towards achieving english fluency. And exploring the possibility of developing an individualized reclassification plan system modelled after the individualized Education Plan i. E. P. Program which would define personalized objectives for english language learners who are on a path to become reclassified, set a timeline around expectations around becoming reclassified, order updates on a timeline surrounding students reclassification, and identify any accommodations, resources, supports or curricular opportunities inten
Lowincome latinx student populations and in close partnerships with communitybased organizations. These models follow a two generation approach that follow parents with Capacity Building and support services and they can be implemented by data driven teams, family coaches, and Mental Health consultants. And 16, make available culturally competent support by encouraging students to pursue partnerships with communitybased organizations that can provide education guidance and financial opportunities for students. Further be it resolved that the board of education will enhance accountability for the opportunities being delivered to all latinx students by establishing a Community Advisory board. The sfusd Latinx Community council comprised of latinx parents, students, and Service Community members as well as internal body, the Latinx Internal Oversight Committee comprised of leadership from the superintendents cabinet and other leaders from sfusd to effectively target invention programs and