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SBCUSD reports gains for English learners, expands dual and tri‑lingual programs
Summary
District multilingual leaders told the board the department exited a DOJ settlement early and reported rising EL outcomes — a 13% reclassification rate and doubled A‑G completion for ELs in two years — while outlining expansion of dual‑immersion and newcomer supports and recognition for the pathway to biliteracy.
At its Nov. 5 meeting, the San Bernardino City Unified School District presented a comprehensive update on services for English learners and bilingual students, reporting measurable gains and outlining plans to expand programs across the district.
The presentation, led by multilingual programs leadership, said the district recently exited a Department of Justice settlement early and credited site staff, program specialists and community partners for progress on reclassification and graduation metrics. District presenters reported approximately 8,637 students classified as English learners, about 1,184 newcomers, and said 4,000 students reclassified this year.
Why it matters: The board heard that academic outcomes for EL students are improving alongside language supports. The district highlighted a near‑term aim to make multilingualism part of students’ career and college readiness — not just a compliance function — through integrated instruction, designated ELD, and expanded dual‑immersion pathways.
Leaders described a multi‑layered support model that includes centralized program specialists and a decentralized network of site‑based staff: 104 English Learner Facilitators ("elves"), educational assistants (EA3s), three dedicated high‑school EL counselors, a language assessment center and a cadre of program specialists who coach teachers on integrated and designated ELD strategies.
The presentation emphasized two components undergirding the gains: (1) stronger, school‑embedded professional development for teachers and (2) targeted student interventions, including an "ELPAC Academy" (short institute during school breaks) that prepares students for California’s English Language Proficiency Assessments (ELPAC).
Program options and growth: District staff said about 3,200 students participate in K–12 dual‑immersion Spanish programs across 28 schools and that a tri‑lingual program (English/Spanish/Vietnamese) at Belvadier serves roughly 272 students. The district also operates newcomer academies at two high schools to accelerate recently arrived students through concentrated supports.
Reclassification and academic progress: The multilingual team highlighted steady growth in graduation rates for ELs and a reported doubling of A‑G completion among English learners (from roughly 13.9% to 28.5 in two years). For reclassification, the district reported a 13% rate in 2024–25 (1,273 students reclassified), exceeding an internal 10% monitoring goal. Staff explained reclassification relies on four criteria: ELPAC proficiency, academic performance (grade‑level standards or C/2.0 GPA in high school), teacher evaluation/parent consultation, and comparative academic achievement (e.g., STAR/CASP results).
Officials also noted a record 716 California State Seals of Biliteracy awarded to district seniors in 2024–25 and 14 tri‑lingual seals, and they said the district’s Pathway to Biliteracy program received a Golden Bell award.
School leaders, counselors and students joined several segments of the presentation. EL counselor Dolores Gdoi described case‑work with newcomer students and said the counseling role focused on academics, placement, transcripts, reclassification tracking and referrals to tutoring and community resources. Senior Crystal Yanes, a Seal of Biliteracy recipient, told the board bilingual education "gave me a voice," recounting the role dual immersion played in her family’s educational journey.
Next steps and capacity questions: Board members asked about expanding EL counselors to every high school and the district said expansion would depend on budget availability; staff reported they have a vision to expand that support and would return with cost estimates. Board members also requested future reclassification reports include both percentages and raw counts for clarity.
The board applauded the department’s results and emphasized continued monitoring of program fidelity, staffing needs and equitable family engagement as the district seeks to scale dual and tri‑lingual offerings.
The presentation concluded with acknowledgements of program staff, parent leaders and district partners; the board held no vote on the report but recorded follow‑up requests for staffing and data detail.
