Measuring Progress Clause Samples
Measuring Progress. Monitoring and communication of the Initiative’s progress occurs at the local scale (within the scope of the Initiative) and will contribute to reporting at the state or regional scale. At the Initiative scale the implementing members of the Steering Committee will measure and communicate progress towards achieving implementation objectives and effectiveness or ecological outcomes objectives outlined in Table 1 and specified in Site Specific Plans for each treated property. Data will be processed, summarized, and reported at the initiative level as well, with partners, landowner, OWEB and other funders engaged in communicating progress. Data collected from the Initiative will be reported to a state-level database for integration into a regional moni- toring and reporting framework, thereby contributing to analysis and reporting at the landscape and population scale (status and trend monitoring).
Measuring Progress. ENVIRONMENTAL INDICATORS PERFORMANCE MEASURES
1. Core Program Measures and Associated Reporting Requirements for Clean Water & Drinking Water State Revolving Fund Program
Measuring Progress. Simple output-oriented performance measures have been identified by each of the projects and these are reflected in this plan. These will contribute to NSW’s report to the Commonwealth against the NPAH performance indicators, together with census data and the new SHS national data collection. Acknowledging that some factors are beyond government control, as stated in the NPAH, overall performance will reflect efforts by all levels of government, as well as external factors, such the prevailing economic environment.
Measuring Progress. The IEP must state how the child's progress will be measured and how parents will be informed of that progress. By law, certain individuals must be involved in writing a child's Individualized Education Program. These are identified in the figure at the left. Note that an IEP team member may fill more than one of the team positions if properly qualified and designated. For example, the school system representative may also be the person who can interpret the child's evaluation results. These people must work together as a team to write the child's IEP. A meeting to write the IEP must be held within 30 calendar days of deciding that the child is eligible for special education and related services. Each team member brings important information to the IEP meeting. Members share their information and work together to write the child's Individualized Education Program. Each person's information adds to the team's understanding of the child and what services the child needs. Parents are key members of the IEP team. They know their child very well and can talk about their child's strengths and needs as well as their ideas for enhancing their child's education. They can offer insight into how their child learns, what his or her interests are, and other aspects of the child that only a parent can know. They can listen to what the other team members think their child needs to work on at school and share their suggestions. They can also report on whether the skills the child is learning at school are being used at home. (See box on page 12 regarding parents' possible need for an interpreter.) Teachers are vital participants in the IEP meeting as well. At least one of the child's regular education teachers must be on the IEP team if the child is (or may be) participating in the regular education environment. The regular education teacher has a great deal to share with the team. For example, he or she might talk about: the general curriculum in the regular classroom; the aids, services or changes to the educational program that would help the child learn and achieve; and strategies to help the child with behavior, if behavior is an issue. The regular education teacher may also discuss with the IEP team the supports for school staff that are needed so that the child can: advance toward his or her annual goals; be involved and progress in the general curriculum; participate in extracurricular and other activities; and be educated with other children, both with and withou...
Measuring Progress. The goal of this strategic plan is to improve employment for people with disabilities in Maine. The Commission on Disability and Employment will track progress towards that goal by reporting on a set of high-level employment indicators each year. These indicators include: • Employment participation of working-age adults with disabilities • People with disabilities receiving intensive services from One-Stop Career Centers • Employment rate of individuals on Supplemental Security Income • Number of Bureau of Rehabilitation Services clients entering competitive employment These indicators will be reported by the Commission on Disability and Employment on an annual basis. Commission members are interested in identifying additional indicators of the economic well-being of people with disabilities. These may include the number of people in jobs that pay a living wage, who are looking for employment, and who are self-employed. Because employment outcomes are affected by factors beyond the control of this project, these indicators, by themselves, are not adequate tools for measuring progress. For example, efforts to educate employers about the employability of people with disabilities in the next year could be tremendously effective, yet a downturn in the economy could mean that these efforts do not result in more people with disabilities getting jobs in the short-term. Progress in each of the priority areas will also be measured using a set of short- and intermediate-term indicators. In the case of employer outreach and education efforts, these intermediate outcomes include: • Increase in the number of Maine employers who view people with disabilities as a potential source of skilled, productive workers. • Increase in the number of employers who are aware of resources where they can obtain reliable information about providing accommodations to people with disabilities.
Measuring Progress