Lone Star Governance
Lone Star Governance (LSG) is an optional, first-of-its-kind training initiative.
Founded on research, LSG is a continuous-improvement model for governing teams—boards in collaboration with their superintendents—who choose to focus intensely on only one primary objective: Improving student outcomes.
The purpose of Lone Star Governance is to provide coaching and support through a continuous-improvement framework for school governing teams that choose and commit to intensively focusing on improving student outcomes. Lone Star Governance accomplishes this intense focus through tailored coaching aligned to the five pillars of the Texas Framework for School Board Development: Vision, Accountability, Structure, Advocacy, and Unity. In addition to the primary focus on improving student outcomes, Lone Star Governance provides systems for governing legal and fiscal responsibilities.
EFWMA Student Outcome Goals
Lone Star Governance (LSG) promotes self-evaluation through the board's quarterly progress trackers. It recommends that the school board publicly display an updated record of the student outcome goals and goal progress measures.
Student Outcome Goals (SOGs) and Goal Progress Measures (GPMs)
The table below represents the SOGs being monitored. All SOGs are SMART goals.
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Student Outcome Goal 1
Student Outcome Goal 2
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S.M.A.R.T Goal 1.0 Statement: By the end of the fifth academic year, third-grade students' reading proficiency on the STAAR assessment will increase from 35% to 83% through targeted interventions, enhanced instructional strategies, and consistent progress tracking. 2025-67%; 2026- 72%; 2027 - 77%; 2028- 80%; 2029- 83%; 2030 - 86%. Specific: To increase the percentage of third-grade students who meet or exceed the proficiency benchmark in reading on the STAAR assessment. Second GPM 1.1: S.M.A.R.T Goal Statement: By the end of the fifth academic year, Second-grade students' reading proficiency on the MAP assessment will increase from 41% to 83% through targeted interventions, enhanced instructional strategies, and consistent progress tracking. SY2025. 2025-67%; 2026- 72%; 2027 - 77%; 2028- 80%; 2029- 83%; 2030 - 86%. First Grade - GPM 1.2: S.M.A.R.T Goal Statement: By the end of the fifth academic year, First-grade students' reading proficiency on the MAP assessment will increase from 11% to 83% through targeted interventions, enhanced instructional strategies, and consistent progress tracking. SY2025. 2025-67%; 2026- 72%; 2027 - 77%; 2028- 80%; 2029- 83%; 2030 - 86%. Kindergarten - GPM 1.3: S.M.A.R.T Goal Statement: By the end of the fifth academic year, kindergarten students' reading proficiency on the MAP assessment will increase from 13% to 83% through targeted interventions, enhanced instructional strategies, and consistent progress tracking. The percentage of students' reading performance in Kindergarten on the MAP assessment will increase from 13% to 80%. Developed by SY2025. 2025-67%; 2026- 72%; 2027 - 77%; 2028- 80%; 2029- 83%; 2030 - 86%. 3rd Grade Math - S.M.A.R.T Goal 2 Statement: By the end of the fifth academic year, third-grade students' math proficiency on the STAAR assessment will increase from 22% to 83% through targeted interventions, enhanced instructional strategies, and consistent progress tracking. 2025-67%; 2026- 72%; 2027 - 77%; 2028- 80%; 2029- 83%; 2030 - 86%. Specific: To increase the percentage of third-grade students who meet or exceed the proficiency benchmark in math on the STAAR assessment. Second GPM 2.1: S.M.A.R.T Goal Statement: By the end of the fifth academic year, Second-grade students' math proficiency on the MAP assessment will increase from 32% to 83% through targeted interventions, enhanced instructional strategies, and consistent progress tracking. SY2025. 2025-67%; 2026- 72%; 2027 - 77%; 2028- 80%; 2029- 83% ; 2030 - 86%. First Grade - GPM 2.2: S.M.A.R.T Goal Statement: By the end of the fifth academic year, First-grade students' math proficiency on the MAP assessment will increase from 37% to 83% through targeted interventions, enhanced instructional strategies, and consistent progress tracking. SY2025. 2025-67%; 2026- 72%; 2027 - 77%; 2028- 80%; 2029- 83%; 2030 - 86%. Kindergarten - GPM 2.3: S.M.A.R.T Goal Statement: By the end of the fifth academic year, kindergarten students' numeracy proficiency on the MAP assessment will increase from 13% to 83% through targeted interventions, enhanced instructional strategies, and consistent progress tracking. The percentage of student numeracy performance in kindergarten on the MAP assessment will increase from 13% to 80%. Developed by SY2025. 2025-67%; 2026- 72%; 2027 - 77%; 2028- 80%; 2029- 83%; 2030 - 86%. |
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Student Outcome Goal 3
Student Outcome Goals CCMR
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Fourth and Fifth Grade SMART Goal: By the end of each school year, 85% of Fourth and Fifth Grade students will create a Google portfolio that includes: 1) A weekly time management plan using Google Calendar and Google Tasks 2) Participate in one university campus visit 3) Complete a career interest survey, including military if interested 4) A resume and personal essay Second and Third-Grade SMART Goal: By the end of each school year, 90% of Second- and third-grade students will develop and apply at least two of the three studying techniques (e.g., flashcards, summarizing, and mind mapping). They will participate in CCMR Speaker Series and one virtual college campus tour or Zoom meeting with a university recruiter. Kindergarten and First Grade SMART Goal: By the end of the school year, 100% of Kindergarten and First Grade students will demonstrate basic time management skills by completing a daily picture-based task checklist with 80% accuracy, as measured by teacher observations and completed checklists. |
Framework for School Board Development
The Framework for School Board Development outlines essential components needed to provide local educational programs and services to promote student academic achievement. Initially adopted by the State Board of Education (SBOE) in January 1996, the framework was first updated in July 2012.
In July 2020, the SBOE began updating the framework. The process included four meetings of an ad hoc committee, two meetings of the SBOE's Committee on School Initiatives, and SBOE itself. The SBOE approved the revised framework at its meeting on November 20, 2020.
The five pillars are:
Vision, Accountability, Structure, Advocacy, Unity