Required Postings

District Website Required Postings

Main Office Contact Information
Non-Discrimination Statement

Main Office Contact Information

Non-Discrimination Statement

Crandall Independent School District offers career and technical education programs in Agricultural Science, HVAC, Business, Finance, Marketing, Arts/AV, Culinary Arts, Interior Design, Information Technology, Law and Public Safety, Health Science, Education and STEM. Admission to these programs are based on interest, aptitude, age appropriateness, and class space availability.

It is the policy of Crandall ISD not to discriminate on the basis of race, color, national origin, sex or handicap in its vocational programs, services, or activities as required by Title VI of the Civil Rights Act of 1964, as amended; Title IX of the Educational Amendments of 1972; and Section 504 of the Rehabilitation Act of 1973, as amended.

Crandall ISD will take steps to ensure that lack of English language skills will not be a barrier to admission and participation in all educational and vocational programs.

For information about your rights or grievance procedures, contact the Title IX Coordinator, Christy Starrett, Assistant Superintendent, and/or the Section 504 Coordinator, Dave Christensen, at 400 W. Lewis, Crandall, TX 75114 or by phone at 972-427-6000.

Accountability

Accreditation

Tex. Educ. Code § 39.362
19 Tex. Admin. Code § 97.1055(f)(3)(A)

Texas provides annual academic accountability ratings to its public school districts, charters and schools. The ratings are based largely on performance on state standardized tests and graduation rates. The ratings examine student achievement, student progress, efforts to close the achievement gap and postsecondary readiness. A video available in English and Spanish provides a quick overview of the system.

TEA accredits public schools in Texas at the district level for grades K-12. The Accreditation Status, Standards, and Sanctions section of the Texas Administrative Code (TAC) states how accreditation statuses will be determined and assigned to school districts. Those statuses are defined as Accredited, Accredited-Warned, Accredited-Probation, and Not Accredited-Revoked. The TAC rules also establish accreditation standards and sanctions, including definitions, purpose and oversight appointments.

Crandall ISD is an Accredited School District.

Crandall ISD administers a wide variety of assessments. Information on each assessment and the assessment team for each campus can be located on the Accountability and Assessments page.

Annual Federal Report Card

Federal Report Cards

The Elementary and Secondary Education Act (ESEA), as amended by the Every Student Succeeds Act (ESSA), requires each State education agency to prepare and publish an annual report card with state-, district- and campus-level data.
Every district that receives Title I, Part A funding is responsible for distributing the state-, district- and campus-level report cards to each of its campuses, the parents of all enrolled students, and the general public.

For more information about the Federal Report Card and districts' responsibilities related to it, please visit the Title I, Part A webpage.

Conflicts Disclosure Statements and Questionnaires

The 79th Texas Legislature passed HB 914 which established new conflict-of-interest disclosure requirements for vendors, local government officers, and other person doing business with local government entities. These new requirements can be found under Chapter 176 of the Texas Local Government Code.

Local government officers and vendors may be subject to these new disclosure and reporting requirements. Additional information can be found at https://www.ethics.state.tx.us/forms/conflict/

Completed statements and questionnaires are to be posted.

Completed Questionnaire: S.L.

District & Campus Report Cards

District & Campus Improvement Plans

District of Innovation

Graduation Plans

High Quality Pre-Kindergarten Evaluation & Goals

House Bill 3 Requirements

House Bill 3: Early Childhood Literacy and Math Proficiency and College, Career, and Military Readiness (CCMR) Goals

A component of House Bill 3 requires school boards to establish and adopt five-year goals in the three areas of early childhood literacy proficiency, early childhood mathematics proficiency, and college, career, and military readiness (CCMR).

Specific requirements in the areas of early childhood include annual goals for aggregate student growth on 3^rd Grade Reading and Math STAAR at or above the Meets Grade Level performance level and for students in each group evaluated under the Closing the Gaps Domain (Domain III) under the current accountability system.

Similarly, school districts shall adopt specific annual goals for five school years to reach quantifiable goals for measures of college, career, and military readiness.

Performance Glossary

Performance Rating of Campuses

Performance Rating of the District

Targeted Improvement Plan

39.106(e-1)(2)

Within the state accountability system, campuses must engage in intervention requirements, including identifying members of the Campus Intervention Team, conducting a needs assessment, and developing an implementing a Targeted Improvement plan if:

a campus received an overall rating of F;
a campus receives an overall rating or a performance rating in any domain of D;
a campus receives a Comprehensive Support and Improvement identification;
a campus receives a Targeted Support and Improvement identification; or
a campus receives an Additional Targeted Support identification

Specific intervention requirements are outlined for each method of identification.

Texas Academic Performance Report

19 Tex. Admin. Code § 61.1022(f); Tex. Educ. Code § 39.306(c)

The Texas Academic Performance Reports (TAPRs) were previously known as the Academic Excellence Indicator System (AEIS) Reports. The TAPRs pull together a wide range of information on the performance of students in each school and district in Texas every year. Performance is shown disaggregated by student groups, including ethnicity and low income status. The reports also provide extensive information on school and district staff, programs, and student demographics. Find more information here.

District Report 20-21

Crandall High School 20-21
Crandall Middle School 20-21
Compass Academy 20-21
Dietz Elementary 20-21
Martin Elementary 20-21
Noble-Reed Elementary 20-21
Walker Elementary 20-21
Wilson Elementary 20-21

Superintendent's Contract

Financial

Adopted Budget

Costs and Metered Amounts for Electricity, Water, and Natural Gas for District

Federal Program Funds

Federal programs offered at Crandall ISD cover a wide range of special population students. All elementary campuses in Crandall receive Title I services. Title I, in grades K-6 offers extra assistance in basic reading instruction for students identified as the most at risk.

Title II funds are utilized in the area of staff development for teacher and principal training and recruitment. The purpose of Title II, Part A, is to increase the academic achievement of all students by helping schools and school districts improve teacher and principal quality and ensure that all teachers are highly qualified. Through the program, local educational agencies (LEAs) receive funds on a formula basis.

Title III funds are implemented to increase the English proficiency of limited English proficient children. Our funds are used to provide high-quality language instruction educational programs that are based on scientifically based research demonstrating the effectiveness of the programs in increasing English proficiency and student academic achievement in the core academic subjects.

Title IV funds are intended to improve students’ academic achievement by increasing the capacity of State educational agencies (SEAs), local educational agencies (LEAs), and local communities to provide all students with access to a well-rounded education; improve school conditions for student learning; and improve the use of technology to improve the academic achievement and digital literacy of all students.

For more information, contact the program coordinator Dr. Anjanette Murry, 972-427-6000.

Financial Transparency

Landowner's Bill of Rights

Proposed Maintenance and Operations Tax Rate

State & Federal Grants Manual

Summary of Proposed Budget

Tax Rate Trend Information

Governance

Agenda for a Board Meeting

Election Notice

Notice of a Board Meeting

Online Message Board

Public Information Request

Health

Immunization Requirements and Recommendations
Statement for Public Inspection by School Health Advisory Council

Immunization Requirements and Recommendations

Post in English and Spanish: a list of immunization requirements and recommendations, a list of health clinics in the district that offer influenza vaccine, and a link to the Department of State Health Services Internet website providing procedures for claiming an exemption from requirements in Section 38.001, Education Code. House Bill 1059, 80th Legislature, Regular Session

Statement for Public Inspection by School Health Advisory Council

Board's Employment Policies

Vacancy Position Postings

Students

Bulling Reporting Procedures

Campus Behavior Coordinator

Each campus has a campus behavior coordinator to apply discipline management techniques and administer consequences for certain student misconduct, as well as provide a point of contact for student misconduct. The contact information for each campus behavior coordinator is available on the district’s website at www.crandall-isd.net, and the coordinator for this campus is listed below:

Crandall HS: Brooke Merritt
Crandall MS: Crystal Bush
Compass Academy: Clyde Pikes
Dietz: Amanda Bolton
Martin: Elise Wiggs
Noble-Reed: Ashley Sheppard
Walker: Lara Reed
Wilson: Keith Merritt

College Credit Programs

Home Schooled Student Testing

Contact campus high school counselors:

A student who is homeless will be provided flexibility regarding certain district provisions, including:
● Proof of residency requirements;
● Immunization requirements;
● Educational program placement (if the student is unable to provide previous academic records or misses an application deadline during a period of homelessness);
● Credit-by-examination opportunities at any point during the year (if the student enrolled in the district after the beginning of the school year), per State Board of Education (SBOE)rules;
● Assessment of the student’s available records to determine transfer of credit for subjects and courses taken before the student’s enrollment in the district;
● Awarding partial credit when a student passes only one half of a two-half course;
● Eligibility requirements for participation in extracurricular activities; and
● Graduation requirements.

Federal law allows a student who is homeless to remain enrolled in the “school of origin” or to enroll in a new school in the attendance area where the student is currently residing.

If a student who is homeless in grade 11 or 12 transfers to another district but does not meet the graduation requirements of the receiving district, state law allows the student to request a diploma from the previous district if the student meets the criteria to graduate from the previous district.

A student or parent who is dissatisfied by the district’s eligibility, school selection, or enrollment decision may appeal through policy FNG(LOCAL). The district will expedite local timelines, when possible, for prompt dispute resolution. [See Credit by Examination for Advancement/Acceleration, Course Credit, and Student who are Homeless for more information.]