English Learner Services

Step 1: Home Language Survey

SBCUSD identifies potential English learners using the Home Language Survey that is completed when a student enrolls in grades TK-12. If a language other than English is indicated on any of the questions, the student's English language proficiency is required to be assessed using the Initial ELPAC. 

Step 2: The Initial ELPAC

The student's performance on the Initial ELPAC determines whether a student is an English learner or not.

• Students who score Novice English Learner or Intermediate English Learner are classified as English learners

• Students who score Initial Fluent English Proficient (IFEP) are not classified as English learners

Step 3: Initial Notification

Once students have been classified as English learners based on their Initial ELPAC score, a letter will be sent to the parents notifying them of their student's EL status.  

Initial ELPAC scores are included in the letter along with information on the reclassification process. 

Step 4: Annual Notification

Every year letters are sent to the parents of English learners to notify them of their student's EL status. Summative ELPAC scores are included in the letter along with information on how to reclassify to an RFEP. 

Home Language Survey & English Learner Identification

When you enroll your child in SBCUSD, you’ll be asked to fill out a Home Language Survey card. This is a required form by the California Department of Education (CDE) to help schools understand the languages spoken by each family.

What happens if you check a box for a language other than English?

• If you indicate that your child speaks or hears another language at home, the school is required to give your child the Initial ELPAC (English Language Proficiency Assessments for California).

• The Initial ELPAC measures listening, speaking, reading, and writing in English.

Possible outcomes:

1. If your child scores well enough to meet the state’s criteria:

   • They will be identified as Initially Fluent English Proficient (IFEP).

   • They will not be classified as an English Learner and will continue in the general instructional program.

2. If your child does not yet meet the criteria:

   • They will be identified as an English Learner (EL).

   • Each year, they will take the Summative ELPAC to measure their progress in English.

   • They will continue to receive English Learner services and supports until they reach proficiency.

When does a student exit EL status?

• To be reclassified as Fluent English Proficient (RFEP):

  • A student must score a 4 (the highest level) on the Summative ELPAC.

  • They must also meet other academic criteria set by the district.

• Until then, your child remains an English Learner and continues to benefit from targeted supports.

Why this matters:

This process ensures that no student misses out on the support they need. By identifying English Learners early, schools can provide the right instruction and services to help students succeed in both English and their academic subjects.

Dual Immersion - ENG.

Dual Immersion - SPAN.

Dual Immersion/Trilingual Immersion FAQs

SBCUSD Language Programs Options

District English Learner Advisory Committee (DELAC)
DELAC is a district-wide group where parents of English learners help shape programs and policies that support student success. This committee provides valuable input on English learner services, curriculum, and funding decisions. By joining DELAC, you’ll have the opportunity to advocate for your child, connect with other families, and make a difference in your school district.

Learn more about DELAC here.

English Learner Advisory Committee (ELAC)
ELAC is a school-based committee where parents work directly with school staff to improve programs for English learners. ELAC members review school plans, discuss student progress, and provide recommendations to ensure the best support for English learners. Every school with 21 or more English learners has an ELAC, and all parents are welcome to join! 

How to Get Involved: Ask your child’s school about upcoming meetings, or contact the Multilingual Programs Department to learn more. 

Reclassification is the process where a student is reclassified from English learner (EL) status to Fluent English Proficient (RFEP) status. Reclassification can take place at any time during the academic year once the student meets all the criteria.

How We Determine If Your Child Is Ready for Reclassification

To ensure your child is ready to transition out of English learner status, we evaluate their progress using 4 key criteria:

(1) English Language Proficiency Test

• ELPAC Test: Your child needs to score an Overall Level 4.
• Alternate ELPAC Test: Your child needs to score an Overall Level 3 (for students with IEPs who qualify).

(2) Teacher Evaluation

• The teacher checks if your child is meeting grade-level expectations in reading and language arts.

(3) Parent Consultation

• You will receive a Parent Notification of Reclassification letter with details about your child's progress.

(4) Academic Performance (One of the Following Must Be Met):

• CAASPP English Test: Score of Standard Met or Exceeded
• STAR Reading Test: Score of 25th percentile or higher
• STAR Early Literacy Test: Score of 25th percentile or higher

If you have any questions about your child’s progress or the reclassification process, please contact your school or the our department.

At San Bernardino City Unified School District, we support English learners with disabilities (dually identified students) on their path to reclassification. Reclassification means that a student has developed strong enough English skills to be considered fluent in English. For students receiving special education services, this process is guided by their Individualized Education Program (IEP) or Section 504 Plan to ensure their unique learning needs are met.

How Reclassification is Determined

The state of California requires schools to consider 4 key criteria when reclassifying English learners, including students with disabilities:

(1) Assessment of English Language Proficiency

• Students take the ELPAC (English Language Proficiency Assessments for California) or the Alternate ELPAC, depending on their IEP team’s decision.
  • ELPAC: Overall Level 4
  • Alternate ELPAC: Overall Level 3
• The IEP team determines if modifications, accommodations, or exemptions are needed based on the student’s disability.

(2) Assessment of Basic Skills

• The IEP team selects an appropriate assessment, such as the California Alternative Assessment (CAA) or another valid and reliable test.
• The goal is to compare the student’s progress in basic skills to that of native English-speaking students with similar disabilities to determine readiness for reclassification.

(3) Teacher Evaluation

• The teacher assesses the student’s classroom performance and progress toward academic goals outlined in their IEP.

(4) Parent Consultation

• Parents or guardians are key members of the IEP team and will be consulted during the reclassification process.

Partnering for Your Child’s Success

Reclassification is an important milestone that ensures students can thrive in an English-only academic setting while continuing to receive the support they need. If you have any questions about your child’s progress toward reclassification, please contact the our department —we are here to support you!

SBCUSD offers several programs to support English learners, including

• Structured English Immersion (SEI)
• Dual Immersion
• Trilingual Immersion

Each program is designed to help students develop English proficiency while maintaining and strengthening their home language.

When you enroll your child in school, you will complete a Home Language Survey. If a language other than English is spoken at home, your child will take the Initial ELPAC (English Language Proficiency Assessments for California) to determine their English proficiency level.

Reclassification happens when an English learner has demonstrated English proficiency and is ready to be considered fluent. This is based on:

• ELPAC test scores
• Teacher evaluation
• Parent consultation
• Academic performance in English Language Arts

Yes! Dually-identified English learners (students who qualify for both English learner and special education services) receive support tailored to their needs. The IEP team works with the Multilingual Programs Department to ensure the right supports are in place.

• Designated English Language Development (ELD) is a dedicated time during the school day when English learners receive targeted instruction at their proficiency level.
• Integrated ELD happens throughout the day in all subjects, where teachers support English learners with academic language and content.

Parents are encouraged to participate in ELAC (English Learner Advisory Committee) at their school and DELAC (District English Learner Advisory Committee) at the district level. These groups help shape English learner programs and provide a voice for families.

SBCUSD provides intervention programs, tutoring, and additional support to help English learners succeed. If you are concerned, talk to your child’s teacher or school about available support services.

Absolutely! Dual Immersion programs are designed for both English learners and native English speakers to develop bilingualism and biliteracy. These programs support English learners by building literacy in both English and Spanish.

For more information, please contact the Multilingual Programs Department at SBCUSD. You can also speak with your child’s school for specific program details.