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Why are attendance boundaries being reviewed?
While the driving force behind the boundary review is the addition of the Terry P. Bradley Educational Center in the Fall of 2025, this review is also meant to ensure enrollment across existing facilities is balanced. This ensures we are using existing facility space, avoiding overcrowded conditions at any school, and only building new schools when they are absolutely necessary.

 

What was the timeline for the boundary review?
Following a two-month public input period that began in late January, a final map was developed and released on March 29. The proposal was discussed at the first Governing Board meeting in April and action was taken on the proposal at their April 17 meeting. Information and updates will be provided by the district and your local school throughout the boundary study process.

 

The new attendance area boundaries developed and approved this Spring will take effect when our new secondary campus opens at Terry P. Bradley Educational Center in August 2025.

 

Currently, Boris and Dry Creek elementary schools are over capacity. Reyburn Intermediate is also over capacity.

 

Who is impacted?
Students in grades TK-9 impacted by a change in new school attendance boundaries are expected to shift to their new school at the start of the 2025-2026 school year. Some accommodations have been developed to provide alternatives for families already enrolled and wishing to remain at their current school. Details on these options can be found here.

 

How can I find out specifically how this affects my child’s school attendance?
By visiting our Boundary Change Page, you can see the approved map and look up your address to see if your neighborhood will be impacted. 

 

What are the school district and committee’s criteria for creating new attendance boundaries?
When evaluating potential changes to attendance boundaries, district decision-makers weigh possible options against five guiding principles. While we recognize that not every proposed change will meet all five of these principles, they provide an important framework for student-centered decision making when developing new attendance areas.

Is the district prioritizing new growth over existing residents and giving them preferential treatment to “in demand” schools?
Boundary changes and opening of new schools are necessary to address the growth in the cities of Clovis and Fresno and are made independent of any special interests. We recognize that as we adjust boundaries to address growth occurring over the next 5-10 years it impacts both new housing and existing residences in some areas. Where possible, we do work to minimize the impact on existing neighborhoods and use new growth to make adjustments. Sometimes the pace of that growth, or the location of that growth relative to the area needing help with over-crowding or under enrollment makes it impossible to avoid moving an existing neighborhoods in an attendance boundary change.

 

Why aren’t the changes limited to the schools that will populate the new Clovis South Area?
Initial findings, following a months-long study by the 50-member steering committee of employees and Facilities staff, show that schools in the Clovis East Area and some in the Clovis Area are currently overcrowded, and likely some of those students will become part of the new Clovis South Area. On the opposite side of the district, data shows that most schools in the Clovis West Area have seats available, while several schools in the nearby Clovis North Area and Buchanan Area are at or above capacity.

The Bradley Center is currently under construction near Highland and Clinton avenues in Fresno. It will house the new Clovis South High School and a yet-to-be-named intermediate school.

With some schools over their capacity and others with space available, a redirection of attendance will not only provide better use of limited resources, but also and more importantly, better serve students on those campuses.
 

Over time, we have made dozens of necessary changes in school attendance boundaries and have first-hand, lived experience through our entire educational team (which includes teachers, psychologists, behavioral and mental health professionals, principals, assistant principals, nurses, and dozens of other professional roles trained in child development). As we have navigated dozens of modifications of school attendance boundaries as well as the myriad of other life changes our 43,000 students encounter over the course of a TK-12^th grade experience (such as divorce, economic hardship, homelessness, physical or academic challenges, loss of a loved one, and many others) we have identified a range of support systems and strategies that work well to help students navigate the changes that we all experience in life, and in age appropriate ways help students not only cope with change but learn to find positives in the experience. Some examples of support systems we have in Clovis Unified include school counselors, psychologists, nurses, our Clovis Support and Intervention, Peer Counseling, Transitions Teams, Second Step, the Positivity Project; bridging activities specifically for boundary changes like family nights, meet the principal activities, and welcome luncheons for incoming students; and many other systems. These are designed to equip students with life skills that build resiliency and the ability to adapt successfully, make new friends and have new experiences to grow and succeed in life. We also seek ways to partner with parents as they play an integral role in helping a child navigate change.  

 

Our Special Education department would be involved in evaluating options for your child on an IEP and/or receiving any specialized services to ensure any services currently received would be continued in the event of a boundary change that moves you to a new school.  If you have questions specifically related to the terms of your current IEP and continuation of services, we encourage you to reach out to your child's program specialist.

 

Now that the Governing Board has approved the final map, the district will do a final assessment and determine where additional transportation accommodations may be needed. Information on available options will be provided in October 2024.

 

While new school boundaries must be created to address our growing community, we recognize that each family's situation is unique and therefore offer some options to request transfers to allow for child care situations. Transfers are approved based on space available, and after staffing changes are made based on the new attendance boundaries.

 

In an effort to keep families together in the event of a boundary change that would otherwise cause a family to have students attend two different secondary schools, the district offers a sibling transfer option and will offer further accommodations to impacted families. Details on these options can be found here.

 

While we need to accomplish the goals of our boundary study for the good of all students, we are also sensitive to our families and their concerns. There are some accommodations available for families with multiple students who would be attending two different secondary schools under the boundary changes. Details on these options can be found here.

After allocating staff to schools using the new attendance areas, existing transfer options will be offered based on available space. Those already attending school on a transfer may need to reapply if their current school is impacted by changes in its attendance boundary or secondary school system. Specific questions about existing or future transfers should contact the Student Services Office at 559-327-9200. Questions about how transfers impact CIF athletic eligibility should be directed to your high school athletic director.

 

There are also some accommodations available for families with multiple students who would be attending two different secondary schools under the boundary changes. Details on these options can be found here.

 

Visit our Boundary Change webpage for more information on the process and to view the final approved map.

 

The 2023 Governing Board Trustee Area map was part of a proposed and approved transition to a district-based election system for Governing Board members. It was unrelated to individual school attendance boundaries.