Balanced Scorecard
The Hart County Charter System's Balanced Scorecard is now available for the public. The Balanced Scorecard includes performance metrics for the district as a whole. Please view the video created by Superintendent Jennifer Carter to better understand how to read the Balanced Scorecard, then click the link below to view the Balanced Scorecard.
The Balanced Scorecard is a tool to help us maintain focus, celebrate successes, guide decisions regarding school improvement initiatives, track progress over time, and communicate with internal and external stakeholders.
Frequently Asked Questions
What is a balanced scorecard?
The idea of a balanced scorecard came out of the business or corporate world. The concept can be described as a mathematical formula: When you……Describe the strategy + Measure the strategy + Manage the strategy = Breakthrough results will follow
Balanced scorecards describe what will be measured, when it will be measured, and who is responsible for reporting the information. Balanced scorecards contain Key Performance Indicators (KPIs), which are specific performance metrics used to determine progress towards overall strategic goal areas and performance objectives. The Key Performance Indicators are the ‘what’ that will be measured. It is important to keep the adjective balanced in mind when creating scorecards. Scorecards should contain a variety of key performance indicators. For example, a scorecard containing only student achievement data would not be balanced. https://www.linkedin.com/pulse/history-balanced-scorecard-system-part-1-james-creelman/
Balanced scorecards:
Why does the Hart County Charter System need a balanced scorecard?
The balanced scorecard is a tool to help the district maintain focus, celebrate successes, guide decisions regarding school improvement initiatives, track progress over time, and communicate with internal and external stakeholders.
How often will the district update the balanced scorecard?
Quarterly-Key Performance Indicators related to Positive Behavioral Interventions and Supports (PBIS), ESPLOST VI, Expenditures, Nutrition, and Transportation
Annually-Key Performance Indicators related to Georgia Milestones Assessment System (GMAS), Graduation Rate, Pathway Completion, Georgia Student Health Survey (GSHS), Student Attendance, School Governance Teams, Board of Education Training, and Staff Certification, Retention, and Experience
What is the Georgia Milestones Assessment System (GMAS)? Who takes the GMAS, and how are scores reported?
Georgia Milestones measures how well students have learned the knowledge and skills outlined in the state-adopted content standards in English language arts, mathematics, science, and social studies.
Georgia Milestones is a single assessment system that consists of end-of-grade (EOG) measures in English language arts and mathematics in grades 3-8, end-of-grade measures in science in grades 5 and 8, end-of-grade measure in social studies in grade 8, and end-of-course (EOC) measures for specified high school courses.
The end-of-course measures are administered at the completion of the course, regardless of the grade level. Middle school students who are enrolled in one or more of these courses are required to take the associated end-of-course (EOC) measure. These measures serve as the final exam for the course and contribute a percentage of the student’s final course grade per State Board Rule 160-4-2-.13 Statewide Passing Score. https://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/Georgia-Milestones-Assessment-System.aspx
The four achievement levels on Georgia Milestones are Beginning Learner, Developing Learner, Proficient Learner, and Distinguished Learner. The general meaning of each of the four levels is provided below:
Beginning Learners do not yet demonstrate proficiency in the knowledge and skills necessary at this grade level/course of learning, as specified in Georgia’s content standards. The students need substantial academic support to be prepared for the next grade level or course and to be on track for college and career readiness.
Developing Learners demonstrate partial proficiency in the knowledge and skills necessary at this grade level/course of learning, as specified in Georgia’s content standards. The students need additional academic support to ensure success in the next grade level or course and to be on track for college and career readiness.
Proficient Learners demonstrate proficiency in the knowledge and skills necessary at this grade level/course of learning, as specified in Georgia’s content standards. The students are prepared for the next grade level or course and are on track for college and career readiness.
Distinguished Learners demonstrate advanced proficiency in the knowledge and skills necessary at this grade level/course of learning, as specified in Georgia’s content standards. The students are well prepared for the next grade level or course and are well prepared for college and career readiness. https://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/Georgia-Milestones-ALD.aspx
Where can I find state averages for comparison purposes?
State averages in achievement by grade level are available here.
Content mastery is available by grade band (elementary, middle, high), subject area, and achievement level on the state’s College and Career Readiness Performance Index (CCRPI) Report, which can be accessed here.
In 2019, the Georgia Student Health Survey (GSHS) Dashboard was developed to provide accessibility to Georgia Student Health Survey results in an easy-to-use format. Click here and then choose a school, school district, or view statewide data to see how students responded to survey questions about school safety, school climate, peer and adult social support, bullying, mental health, substance abuse, and suicidal ideation.
Why does student attendance matter?
Students who attend school regularly have been shown to achieve at higher levels than students who do not have regular attendance. A missed school day is a lost opportunity for students to learn. Chronic absenteeism (missing approximately 2 days per month) reduces even the best teacher's ability to provide learning opportunities. The effects of lost school days build up one absence at a time. https://nces.ed.gov/pubs2009/attendancedata/chapter1a.asp
Data indicate that missing more than five days of school each year, regardless of the cause, begins to impact student academic performance and starts shaping attitudes about school. Chronically truant students are not the only students negatively impacted by absences For students in the 6th grade through the 9th grade, student attendance is a better predictor of dropping out of school than test scores. This predictor is not limited to chronically truant students. Excused absences and unexcused absences have similar impact on student academic performance. https://www.gadoe.org/wholechild/Pages/Student-Attendance.aspx
What is Community Eligibility Provision (CEP)?
The Community Eligibility Provision (CEP) is a non-pricing meal service option for schools and school districts in low-income areas. CEP allows the nation’s highest poverty schools and districts to serve breakfast and lunch at no cost to all enrolled students without collecting household applications. Instead, schools that adopt CEP are reimbursed using a formula based on the percentage of students categorically eligible for free meals based on their participation in other specific means-tested programs, such as the Supplemental Nutrition Assistance Program (SNAP) and Temporary Assistance for Needy Families (TANF). The CEP Resource Center can be accessed by clicking here. Additional information regarding the Hart County Charter System’s Nutrition Department, including breakfast and lunch menus, can be found here.
What is PBIS?
PBIS stands for Positive Behavioral Interventions and Supports. PBIS is an evidence-based, tiered framework for supporting students’ behavioral, academic, social, emotional, and mental health. When implemented with fidelity, PBIS improves social emotional competence, academic success, and school climate. It also improves teacher health and well-being. It is a way to create positive, predictable, equitable, and safe learning environments where everyone thrives. PBIS principles are implemented in all schools throughout the Hart County Charter System. To see what PBIS looks like in our district, click here. https://www.pbis.org/pbis/what-is-pbis
What is an ESPLOST?
An Education Special Purpose Local Option Sales Tax (ESPLOST) allows local school districts the option to ask voters for the ability to levy and collect a one percent sales tax to help fund school improvements. It can be used to pay for capital (construction) projects or to retire debt, but it cannot be used to pay operating expenses, such as salaries. ESPLOSTs are enacted by referendum. To learn more about ESPLOST projects within the Hart County Charter System, click here.
What is a pathway completer?
A pathway completer is a student who completes three sequential pathway courses. Additional information regarding the pathways offered at Hart County High School is available here.
What is a School Governance Team?
Each school within the district maintains a governance team. The governance team directs the school toward achieving its mission and makes sure the school's efforts and resources are properly aligned to the school's goals. Georgia law makes it clear that schools within a charter system remain under the control and management of the Local Board of Education (LBOE). This means that, although the Superintendent and LBOE must give consideration to the recommendations and input of local school governance teams, the LBOE ultimately retains its constitutional authority. Governance teams conduct monthly meetings that are open to the public and are governed by bylaws. Anyone interested in knowing more about serving on a governance team should contact his/her child’s principal.
Why are grades K-2 and 9-12 missing from the balanced scorecard?
When drafting the balanced scorecard, stakeholders noticed that grades K-2 and grades 9-12 were missing. This explains the key performance indicator under goal area one ‘% of 9th-12th graders mastering core content standards on BEACON and local assessments’. For now, it serves as a placeholder. The district is working to establish meaningful benchmarks for students in grades K-2 and 9-12. The work will be methodical and occur over time. Balanced scorecards are intended to be living documents, which means key performance indicators can be added or changed from time to time.
- Communicate what organizations are trying to accomplish
- Align the day-to-day work with strategy
- Prioritize projects, products, and services….in other words, if everything is important, then nothing is important
- Measure and monitor progress towards strategic target https://balancedscorecard.org/bsc-basics-overview/