Policies & procedures

The following policies and procedures are a team effort between you, the parent, and the school. Our teamwork encourages positive, responsible and respectful behavior in our children.

These are printable files of the Parent Involvement and Parent Compacts in English and Spanish.

Parent Involvement document in Spanish (PDF File)

Parent Involvement document in English (PDF File)

Parent Compact in Spanish (PDF File)

Parent Compact in English  (PDF File)

Campus Improvement Plan

The following is a printable file of our Campus Improvement Plan.

Campus Improvement Plan (PDF File)

Federal Report Cards Information

Centerville is sharing this information about the district and your child’s campus with you as part of its obligations under the federal No Child Left Behind Act of 2001 (NCLB).

Federal Report Cards for the state, the district, and each of the district’s campuses are now available on the district’s website, or are also available on the Texas Education Agency’s website.

Information on these report cards includes:

Part I:  Percent Tested and Student Achievement by Proficiency Level – Provides the State of Texas Assessment of Academic Readiness (STAAR) performance results and participation for each subject area and grade level tested.

Participation reports also include reports of the participation of Children with Individualized Education Plans (IEPs) by assessment type.

Part II:  Student Achievement and State Academic Annual Measurable Objectives (AMOs) – Provides the AMO outcomes and data table of STAAR performance results for each subject area tested in the accountability subset. This section also includes participation rates on STAAR for reading/English and mathematics, use of alternative assessments, plus four-year and five-year graduation rates.

Part III:  Priority and Focus Schools – Priority schools are the lowest 5% of Title I served campuses based on performance in reading and mathematics and graduation rates.  Focus schools are 10% of Title I served campuses, not already identified as priority schools, that have the widest gaps between student group performance and safeguard targets.

Part IV:  Teacher Quality Data – Provides information on teacher quality in three parts.

Part A – Percent of Teachers by Highest Degree Held – Professional qualifications of all public elementary and secondary teachers in the Texas.

Part B and C – Teachers with Emergency/Provisional Credentials, Low Poverty/High Poverty Summary Reports – Percentage of all public elementary and secondary school teachers teaching with emergency or provisional credentials, disaggregated by high-poverty compared to low-poverty schools.

Part V: Graduates Enrolled in Texas Institution of Higher Education (IHE) – Provides the percentage of students who enroll and begin instruction at an institution of higher education in Texas during the school year (fall or spring semester) following high school graduation.

Part VI:  Statewide National Assessment of Educational Progress (NAEP) Results – Provides most recent NAEP results for Texas showing reading and mathematics performance results and participation rates, disaggregated by student group.

If you have difficulty accessing the information from the website, hard copies of the reports are available at the district or campus office.  If you have questions about the information, please contact Dr. Amie Pennington.

English Federal Report Card Notification Letter 

Spanish Federal Report Card Notification Letter

Positive behavior support initiative

The School-Wide Positive Behavior Support Project has been developed by our staff to create our guidelines for success called PAW Power. These guidelines will help our children while they are in school, and we hope they become lifelong goals and attitudes.

Paw Power Logo

What does it look like?

(P)ositive Attitude: Respectful in following directions.

(A)ct Responsibly: Accepting responsibly for individual actions.

(W)ise Choices: Making decisions for individual safety.

Attendance

  • You have three school days to send a note providing a reason for the absence. After three days it will be considered unexcused.

  • Violation of the compulsory attendance law occurs when a child accumulates unexcused voluntary absences on 10 or more days or parts of days within a six-month period or three or more days or parts of days within a four week period.

Dress code

Students will follow the Garland ISD school dress code. We do not have standardized dress at this time.

Arrival

  • School doors open at 7:30 a.m. We do not provide supervision before 7:30 a.m. Any unattended students will be reported to the authorities.

  • Breakfast in the classroom will be served at 7:55 a.m. to 8:10 a.m. Children arriving after 8:10 a.m. will not be served breakfast.

  • Students arriving after 8:10 a.m. need to sign in at the office with a parent.  

Dismissal

  • Students are dismissed at 3:20 p.m. At 3:40 p.m. remaining students are taken to the office. Parents will need to visit the office to pick up their children.

  • Curbside pick up is mandatory for all students who are picked up in a car. Please do not park your car in the driveway for any reason. Place the car tag provided to you in the front car window so that it is visible to the school staff, and we will have your student escorted to your car. Please use the parking area to park your car if you need to enter the building.

  • Early pickup: If you need to pick up a student early, they must be signed out through the office. Picking up a student early will count as a partial day absence. Only individuals with a photo ID will be allowed to sign out a child.

Visitors

  • All visitors must sign in at the front office and receive a visitor’s badge.

  • Parents are welcome to eat lunch with their child on “Family Friday.” (Visitors will not be allowed to eat lunch in the cafeteria on any other day.)

Tardies

Students are considered tardy if they are not in their class by 8:10 AM. Students arriving after 8:10 AM need to be escorted to the office by a parent before going to their classrooms. Students should have a written note that is signed by the parent or guardian explaining the delay.

Parking lot procedures (morning and afternoon)

Morning student drop-off will occur only in the parking lot along Keen Rd. Parents will drive up to the front of the building and remain in their cars as their student enters the building. Parents who wish to enter the school building may park along the outside lane of the drive-thru or in an angled parking space along the sidewalk. There is no parking in the two center lanes of the drive-thru or the bus lane.

Students are not to be dropped off in the teacher parking lot along Centerville Rd.

Afternoon student pick-up will occur only in the parking lot along Keen Rd. Students who are picked up by parents will wait with their teachers on the assigned bench in the front of the school for their ride to arrive. Parents will display a sign with their students name in the front window of their car and wait for their student to be delivered to them. Parents who wish to enter the school building may park along the outside lane of the drive-thru or in an angled parking space along the sidewalk. There is no parking in the two center lanes of the drive-thru or the bus lane.

Students who walk home will be dismissed from the front doors and proceed to either of the crosswalks along Keen Rd.

Daycare buses will pick up students in the teacher parking lot after school. Students will wait with school staff inside the building until the daycare bus arrives.

Students are not to be picked up in the teacher parking lot along Centerville Rd.

District policies

To support our mission of providing an exceptional education to all students, we have created policies designed to help your student have the best possible education experience.

Visit the Policies page on the district website for additional polices and related information.