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Crandall ISD

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Required Postings

District Website Required Postings

  • CRANDALL ISD

    400 West Lewis Street, Crandall, TX 75114

    Phone: (972) 427-6000

  • The Crandall Independent School District does not discriminate on the basis of race, color, national origin, sex, disability, or age in its programs and activities and provides equal access to students and staff. For further information, visit https://www.crandall-isd.net/about/required-postings

    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, Dr. Holly Keown, Chief of Staff, and the 504 Coordinator, Dr. Lauren Chism at 400 W. Lewis, Crandall, TX 75114 or by phone at 972-427-6000.

    El Distrito Escolar Independiente de Crandall ofrece programas de educación profesional y técnica en Ciencias Agrícolas, HVAC, Negocios, Finanzas, Marketing, Artes/AV, Artes Culinarias, Diseño de Interiores, Tecnología de la Información, Derecho y Seguridad Pública, Ciencias de la Salud, Educación y STEM. La admisión a estos programas se basa en el interés, la aptitud, la edad apropiada y la disponibilidad de espacio en las clases.

    Es la política de Crandall ISD no discriminar en base a la raza, color, origen nacional, sexo o discapacidad en sus programas vocacionales, servicios o actividades como se requiere en el Título VI de la Ley de Derechos Civiles de 1964, según lo enmendado; Título IX de las Enmiendas Educativas de 1972; y la Sección 504 de la Ley de Rehabilitación de 1973, según lo enmendado.

    Crandall ISD tomará medidas para asegurar que la falta de conocimientos de inglés no sea una barrera para la admisión y participación en todos los programas educativos y vocacionales.

    Para obtener información sobre sus derechos o procedimientos de queja, póngase en contacto con el Coordinador de Dr. Holly Keown, y el Coordinador 504, Dr. Lauren Chism en 400 W. Lewis, Crandall, TX 75114 o por teléfono en 972-427-6000.

     

  • Crandall ISD offers career and technical education programs in Agriculture Food and Natural Resources; Architecture & Construction; Arts, Audio/Video Technology, and Communications; Business, Marketing, & Finance; Education & Training; Health Science; Hospitality & Tourism; Human Services; Information Technology; Law & Public Service; and Engineering. Admission to these programs is based on the student’s interest and aptitude, age appropriateness, and class space available.

    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 and provides equal access to the Boy Scouts and other designated youth groups as required by Title VI of the Civil Rights Act of 1964, as amended; Title IX of the Education Amendments of 1972; and Section 504 of the Rehabilitation Act of 1973, as amended.

    Crandall ISD will take steps to assure 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 at hkeown@crandall-isd.net and/or the Section 504 Coordinator at lchism@crandall-isd.net or 400 W. Lewis St., Crandall, TX 75114, 972-427-6000.

Accountability

  • 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.

  • 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. 

    Federal Report Cards for 2023-2024 are available.

    ESSA also requires each State education agency to report annually to the Secretary of the U.S. Department of Education.

    The Texas Annual Report to the Secretary is available for 2017-18, 2018-19, 2019-20, 2020-21, 2021-22, 2022-23, and 2023-24.

    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.

    Prior to 2013, the NCLB Report Card was published annually from 2009–12.

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

  • 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 ethics state website

    Completed statements and questionnaires are to be posted. 

  • Tex. Educ. Code § 39.362


    2023-24 Campus Report Cards

  • Crandall ISD reviews and revises improvement plans on an annual basis. The revisions are made by the staff at each campus and the central administrative staff of the district. Site based committee members are involved in the development and revision of the plans. The plans are presented to the Board of Trustees for approval.

  • District of Innovation page

  • Notice is to include information provided by TEA on benefits of various graduation plans, levels of achievement and endorsements. Published information is to be in language(s) parents or legal guardians are most proficient for language(s) that at least 20 students in a grade level primarily speak. Effective beginning school year 2014-2015

  • 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 3rd 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.

  • Definitions and Explanation of Each Performance Rating Described by Education Code 39.072(a)

  • The ratings and performance data currently displayed on TXschools.gov are from school year 2022-23. Later years have not been released.

    Campuses: 2022-23

    .How is Overall Performance calculated?

    Overall grades for districts and schools are calculated based on performance in three key areas, or domains. We take the higher score between how much students know (Student Achievement) or how much better students are doing than last year or than peers in similar schools (School Progress). We then consider whether performance gaps exist among different groups of students (Closing the Gaps).

    This design reflects a commitment to recognizing high student achievement and the impact of highly effective educators while maintaining focus on the students most in need. Ratings options for the overall score out of 100 are as follows:

    A: 90 – 100
    B: 80 – 89
    C: 70 – 79
    Not Rated: 0 – 69

    See an Overall Performance calculation example.

  • 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.

  • 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. 

    • Please see District and Campus Report Cards section above. 

  • The school district is to provide a copy of the superintendent's contract EITHER as a disclosure in the financial management report provided to attendees at the Schools FIRST hearing OR by posting the contract on the district's Internet site. 

    Title 19, Texas Administrative Code   109.1005(b)(2)(A)

Financial

  • Financial Transparency page

  • 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. 

    See more information here.

    For more information, contact the Chief of Academics at 972-427-6000.

  • Crandall ISD is a Transparency Stars recipient.

    Awardees are recognized by the Comptroller for achieving continued excellence in their public financial transparency efforts. More information here.

     

     

     

  • Financial Transparency page

  • Required if tax rate will raise more taxes than prior year or if tax rate exceeds effective maintenance and operations tax rate

     

    Financial Transparency page

  • The proposed budget for can be found below. 

Governance

  • The information must be accessible without having to make more than two selections or view more than two network locations after accessing the district’s internet home page. Tex. Elec. Code § 65.016(b), (c).

    View most recent results here.

  • (Government Code, §551.006)

    Required if implemented by public school.

  • Required when members of board of trustees request 200 or more pages of material in a 90-day period. The number of requests and total costs to the school district during the preceding school year in responding to the requests is to be reported.

Health

  • Section 38.001, Education Code. House Bill 1059, 80th Legislature, Regular Session

  • BDF Legal

Personnel

Students

  • 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:

  • 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.]

  • Learn more here. 

  • Physical Activity Requirements – see Student Handbook

    Elementary School The district will ensure that students in full-day prekindergarten-grade 5 engage in moderate or vigorous physical activity for at least 30 minutes per day or 135 minutes per week, in accordance with policies at EHAB, EHAC, EHBG, and FFA. For additional information on the district’s elementary school student physical activity programs and requirements, please see the principal.

    Junior High/Middle School The district will ensure that students in middle or junior high school will engage in 30 minutes of moderate or vigorous physical activity per day for at least four semesters, in accordance with policies at EHAB, EHAC, EHBG, and FFA. For additional information on the district’s junior high and middle school student physical activity programs and requirements, please see the principal.

    Temporary Restriction from Participation in Physical Education
    Students who are temporarily restricted from participation in physical education will not actively participate in skill demonstration but will remain in class to learn the concepts of the lessons. Physical Fitness Assessment (Grades 3-12) Annually, the district will conduct a physical fitness assessment of students in grades 3-12 who are enrolled in a physical education course or a course for which physical education credit is awarded. At the end of the school year, a parent may submit a written request to obtain the results of their child’s physical fitness assessment conducted during the school year by contacting their campus principal.  

    Physical Health Screenings/Examinations Athletics Participation (Secondary Grade Levels Only) For certain extracurricular activities, a student must submit certification from an authorized health-care provider. The certification must state that the student has been examined and is physically able to participate in the relevant program, including: • A district athletics program • District marching band • Any district extracurricular program identified by the superintendent This examination is required to be submitted annually to the district. Students should be aware of the rare possibility of sudden cardiac arrest, which in athletes is usually caused by a previously unsuspected heart disease or disorder. A student may request an electrocardiogram (ECG or EKG) to screen for such disorders, in addition to the required physical examination. See the UIL’s explanation of sudden cardiac arrest (https://www.uiltexas.org/health/info/sudden-cardiac-death) for more information. Spinal Screening Program School-based spinal screening helps identify adolescents with abnormal spinal curvature at an early stage when the curve is mild and may go unnoticed. Early detection is key to controlling spinal deformities. Spinal screening is non-invasive and conducted in accordance with the most recent nationally accepted and peer-reviewed standards. All students who meet the Texas Department of State Health Services criteria will be screened for abnormal spinal curvature before the end of the school year. As appropriate, students will be referred for follow-up with their physician. For information on spinal screening by an outside professional or exemption from spinal screening based on religious beliefs, contact the superintendent or see policy FFAA(LEGAL).

  • Districts are to post the employment and transition guide developed by TEA in collaboration with HHS.

    Learn more here.