Mission Statement

“Improving Student Achievement for All Clovis Kids”
Clovis Unified School District is committed to providing the best educational experience to all students within the district and ensure that all students reach their fullest potential.  We understand and appreciate that some of our students arrive needing additional language support in-order to fully access the core curriculum, master standards, and ultimately graduate from high school ready for post-secondary school or the workforce.  We strive to provide a program that reflects the needs of the Multilingual English learners we serve.  Our Schools work hard to develop programs that will ensure our all students are successful.

Clovis Unified School District realizes that parents are an intrical part of learning and student success. Because of this, we are committed to establishing a true partnership with all facets of the Clovis Learning Community. Whenever there are 21 or more English Learner students at a school site, there shall be a functioning English Language Advisory Committee (ELAC) that has been elected by parents/guardians of English Learners at the site.  The committee receives training and materials appropriate to assist members in carrying out their legal responsibilities.  Their purpose is to advise the principal and staff on the development of a plan for English learners and to work on an annual school needs assessment.  The English Language Advisory Committee (ELAC) must work collaboratively with the School Site Council. (SSC)

Clovis Unified School District currently serves approximately 2,400 English learners.  The population comes from over 38 languages.  All English learners are placed into an appropriate program that supports their individual needs.

CUSD Master Plan

Clovis Unified School District (CUSD) has developed a Master Plan and Procedural Handbook for the English Language Development Program which was approved by the Governing Board of Education.  The Master Plan was revised during the Spring of 2018 with a team of Educational Partners who specialize in working with English Learners across the district.  The Master Plan was presented and reviewed with the DELAC (District English Language Advisory Committee) for any input or suggestions relative to serving our English Learners.  A copy of the Master Plan is provided to all school administrators and staff. It includes procedures for identification, assessment, instruction, reclassification, and monitoring of academic progress for all English Learners. Also included are services/resources available, program staffing requirements, staff development plans, and the rights of parents and students.

Identification of English Learners

All parents are required by California law to complete and sign a Home Language Survey. This form is part of the registration packet that is filled out when enrolling their students at school sites. If a language other than English is indicated on the Home Language Survey, the child must be assessed with the English Language Proficiency Assessment for California (ELPAC).  The assessment assists the site in determining the student’s program placement and program development.  The Home Language Survey has been translated into over thirty (30) languages to assist parents/guardians with the process or in needed, oral translations are also available.  This allows for the most accurate information that can efficiently assist students in an appropriate program placement and instructional setting. A sample of the Home Language Survey form can be found here: SAMPLE FORM

Initial Assessment

The English Language Proficiency Assessment for California (ELPAC) is administered to students who have languages other than English. ELPAC is to be administered for initial identification purposes within 30 calendar days of first enrollment to a pupil whose primary language is other than English, as determined by the Home Language Survey, and who has not previously been assessed for English language proficiency in a California public school in kindergarten – grade 12. The test evaluates listening, speaking, reading, and writing in English. The unofficial results are immediately made available to parents. Official results from the state are mailed to parents as soon as possible.  More information about the Initial ELPAC can be found here: ELPAC Website

Monitoring English Language Development (ELD) of English learners

Student Progress in English Language Development and the mastery of English Language Development is monitored through the use of:
  1. The CUSD EL Digital Folders
  2. The Summative ELPAC Assessment
  3. English Only Comparison Assessment (ex. SBAC, iReady, or other Common Assessment)
  4. Four-Year Monitoring of Reclassified students

Students with Special Needs

One purpose of the ELPAC is to measure English language proficiency of students to ensure appropriate instructional placement.  For some students with special needs, a test variation may be necessary, similar to what we offer students when taking any portion of SBAC.  A variation is a change in the manner in which a test is presented or administered or in how a test taker is allowed to respond.  This may include accommodations and/or modifications.   Test variations enable students to participate in assessments in a way that allows abilities rather than disabilities to be assessed.  They help level the playing field so that the assessment can more accurately measure the students’ knowledge and skills.  In California, students with disabilities who participate in the state assessment system are permitted to use accommodations/modifications during testing as determined by their Individualized Education Plan (IEP) or 504 Plans.  When an Alternative Assessment is deemed necessary, the School Team works together to decide the most accurate and appropriate assessments to use based upon the students’ needs and this is included in the IEP or 504.


All English Learners in the district are given instruction in English including English Language Development (ELD) instruction and Specially Designed Academic Instruction in English (SDAIE). Teachers of English Learners must hold the appropriate EL Authorization and are trained in methods and strategies that promote rapid acquisition of English as well as academic knowledge in core subjects. The curriculum used by teachers to develop English at the elementary grades is Benchmark. Teachers at the middle school and high school use Inside and Edge.   

Annual Assessment

According to state regulations*, every English Learner must be tested annually. The summative English Language Proficiency Assessment for California (ELPAC) is administered during the Spring, and parents are notified of the results after they are scored by the state.  This annual score is used in program placement, additional needs, program evaluation, and reclassification. The ELPAC shall be administered annually to each English Learner during the time frame established by the state.  

*State law (Education Code sections 313, 60810, and 60812) required the development of a state test that school districts shall give to students whose home language is not English.  The test is called the English Language Proficiency Assessment for California (ELPAC).

ELPAC Purpose

The purpose of the ELPAC is:
  1. To identify new students who are English Learners in transitional kindergarten through grade 12.
  2. To determine their level of English proficiency and to monitor their progress in learning English.
  3. To help determine when they are proficient in English and are ready for reclassification

English Language Development Standards K-12

Clovis Unified School District utilizes the California ELD standards to guide the instruction for our English Learner Students as well as to support EL progress and the reclassification process. 

The California ELD standards can be found here California ELD Standards

English Learner Advisory Committee (ELAC)

Whenever there are 21 or more English Learners at a school site, there needs to be a functioning English Language Advisory Committee (ELAC). The committee advises the principal on the development of the school plan for English Learners. The committee assists the school with conducting the needs assessment and administration of the language census. The parents of English Learners are elected and one of the members serves as the District English Learner Advisory Committee (DELAC) representative.

English Learner Advisory Committee (DELAC)

The District English Learner Advisory Committee (DELAC) advises the governing board on the master plan for English learner education, district-wide needs assessments, and setting district goals for English learner education. The DELAC assists the district with written parent notification of initial assessment, the district’s reclassification process, review of and comments on any related waiver request, and a timeline for the development of the master plan for English Learner education. The majority of the DELAC are parents of ELL students. The DELAC members are trained by the DELAC Chairperson or Accountability Department staff.

Parents Declining Services or Requesting a Withdrawal

At any time, including during the school year, a parent/guardian of an EL may request a decline of services. Parents requesting such a waiver should be referred to the principal.  All requested waivers shall be applied for and processed/acted upon through the principal.  Parents who have requested to decline services should note that the ELPAC summative assessment is still mandatory. There is not currently a waiver for this with the state of California. 

Clovis Unified School District: Be the best you can be in mind, body, and spirit

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