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Preparing Students for Their Future



Center ISD recognizes that each student has individual needs and that all students are diverse learners.  As a result, the mission of Center ISD is to challenge each student to reach his or her intellectual, creative, and physical potential by providing a fully integrated curriculum and rigorous instruction.  In doing so, Center ISD will provide a nurturing learning environment that empowers all stakeholders to become confident, creative designers of their future and will provide opportunities for collaboration to develop respect for individual differences and community values.

Center ISD believes in providing a safe and nurturing environment which promotes high academic achievement, whole child development, and a feeling of self-worth through which each student can pursue individual success in life. 

  • WE BELIEVE that with proper instruction and support, all students will meet or exceed learning expectations.

    WE BELIEVE adult learning is a lifelong commitment, essential to student success.

    WE BELIEVE diversity should be respected, appreciated and valued in order to strengthen learning for all.

    WE BELIEVE everyone is accountable and responsible for the success of every student.

    WE BELIEVE active leadership is essential and is everyone's responsibility.

    WE BELIEVE meaningful change is necessary to ensure all students succeed.

    WE BELIEVE all parts of a system must work together for our vision to become a reality.

District Goals and Objectives

Emphasize, sustain, and improve upon systemic instructional initiatives in literacy
By the end of the year students will show at least one year’s growth in reading as indicated by the Developmental Reading Assessment (DRA) in grades K-8 and the Edgenuity Reading System in grades 9-10 or STAAR reading assessments.
In grades K-10, student writing samples will show improvement in grades K-3, 5, 6, 8, and STAAR writing compositions in (grades 4, 7, English I and II).
The academic achievement gap among student groups will close 2 points as indicated by local unit assessment data, STAAR exams, or Index 3 of the state accountability system. 
CISD will establish a learning environment that promotes the physical, mental and emotional well-being of all staff and students.
CISD will design, support, and encourage extracurricular programs that instill competitive values and teamwork among all student groups.

Metas y Objetivos del Distrito

Enfatizar, sostener y mejorar las iniciativas de instrucción sistémica en
Al final del año, los estudiantes mostrarán al menos un año de crecimiento en lectura como lo indica la Evaluación de Lectura de Desarrollo (DRA por sus siglas en ingles) en grados K-8 y el Sistema de Lectura Educativa (Edgenuity Reading System) en grados 9-10 o evaluaciones de lectura del STAAR.
En los grados K-10, las muestras de escritura de los estudiantes mostrarán mejoras en los grados K-3, 5, 6, 8 y composiciones de escritura STAAR en (grados 4, 7, Inglés I y II).
 La brecha de logros académicos entre los grupos de estudiantes cerrará 2 puntos como lo indican los datos de la evaluación de la unidad local, los exámenes del STAAR o el índice 3 del sistema estatal de rendición de cuentas.
CISD establecerá un ambiente de aprendizaje que promueve el bienestar físico,
mental y emocional de todo el personal y los estudiantes.
 CISD diseñará, apoyará y fomentará programas extracurriculares que inculquen valores competitivos y trabajo en equipo entre todos los grupos de estudiantes.

Center Independent School District
P.O. Box 1689  |  107 PR 605  |  Center, Texas 75935
(936) 598-5642

Business Hours Monday - Friday 7:30AM - 4:30PM

The Center Independent School District, as an equal opportunity educational provider and employer, does not discriminate on the basis of race, color, religion, sex, national origin, disability, sexual orientation and/or age in educational programs or activities that it operates or in employment decisions. The District is required by Title VI and Title VII of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act, and the Age Discrimination Act of 1975, as amended, as well as Board policy not to discriminate in such a manner.


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