Performance Measurement Strategy Sample Clauses

Performance Measurement Strategy. Canada and British Columbia recognize the importance of performance measurement for tracking the progress of clients of BC Benefits and Measures; and for reporting to the public on results achieved under this Agreement. Pursuant to Article 8.1 of the Agreement, the Parties agree to the following Performance Measurement Strategy. The Performance Measurement Strategy was developed multilaterally by Canada and the provinces and territories through the Forum of Labour Market Ministers (FLMM) Labour Market Transfer Agreements and Performance Measurement Working Group, hereinafter referred to as the “Working Group”. The strategy is informed by a logic model, performance indicators, outputs, outcomes, data elements, definitions and implementation plan.
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Performance Measurement Strategy. The following table provides an overall picture of French-language education in Ontario, based on the data available at the time the Agreement was being prepared, and presented by area of intervention. This data will be used to measure the progress made during the five years of the Agreement. The performance indicators and targets to be achieved are described for each area of intervention in the tables in section 7 of this document. Table 4 AREAS OF INTERVENTION BASELINE DATA DATA SOURCE AND METHODOLOGY Student participation (see Table 7.1) Recruitment: In 2012-2013, the number of students attending French-language schools in Ontario was 98,695. Taken from data in the Ministry of Education’s Ontario School Information System (OnSIS) regarding school complements. Loyalty: In 2011-2012, 2,436 students left French-language schools in order to attend English-language schools. Taken from data in the Ministry of Education’s OnSIS regarding school complements. Number of students who transferred to English-language schools in 2011-2012 Provision of programs (see Table 7.2) Programs to facilitate the transition into postsecondary education (data from 2011- 2012): - rate of participation in the Specialist High Skills Major (SHSM) was 20%, and the rate of earning an Ontario Secondary School Diploma (OSSD) with a red seal from the Major program was 36% - rate of participation in the regular coop program was 14.2%, 1.4% in the summer coop program and 3.1% in the continuing education coop program Taken from data in the Ministry of Education’s OnSIS. Definition: Rate of participation in the SHSM program = percentage of students registered in the Major program in Grades 11 and 12 divided by the total number of students in Grades 11 and 12. Rate of OSSD graduation = percentage of Grade 12 students registered in the SHSM program who earned their diplomas. Rate of coop participation = percentage of students registered in coop programs (meaning the number of coop students in Grades 10, 11 and 12/total number of students). E-Learning (data from 2012-2013): - number of online courses: 79; - number of media-based resources: 9,800. Ministry of Education inventory. Number of online courses developed for the secondary level. Student performance (see Table 7.3) Success on the provincial assessments in 2012-2013: The average results on the EQAO’s provincial assessments (Grade 6) were: - reading: 89%; - writing: 86%; - Math: 81%. The average results on the Grade 10 OSSLT were 88%. Tak...
Sample 1
Performance Measurement Strategy. The chart below provides baseline data for each funded area of intervention. This data, which focuses on areas of greatest need, will be used to measure the progress made during the next five years. The performance indicators and the targets to be achieved are described according to areas of intervention in the tables in section 8 of this document. Table 5 AREAS OF INTERVENTION BASELINE DATA DATA SOURCES AND METHODOLOGY Student participation (see Table 8.1) In 2011-2012, the overall percentage of students in English- language schools enrolled in Core French, Extended French and French Immersion in Grades 9 to 12 was 30.9%. In 2011-2012, the overall percentage of students in English- language schools enrolled in French Immersion in Grades 1 to 3 was 14.1%. Ontario School Information System (OnSIS) – the Ministry of Education’s data collection system for education-related information, based on both October and June submissions from school boards. In 2011-2012, 46.6%.of students with special education needs in English-language schools were enrolled in Grade 9 Core French. Provision of programs (see Table 8.2) In 2011-2012, 56 (96.6%) of the 58 English-language school boards that provide secondary level education offered Core French up to Grade 12 at the secondary level. In 2011-2012, 53 (88%) of the 60 English-language school boards offered Extended French and/or French Immersion at the elementary level. In 2011-2012, 50 (86%) of the 58 English-language school boards that provide secondary level education offered Extended French and/or French Immersion at the secondary level. In 2011-2012, 23.2% of English-language elementary and secondary schools offered Extended French and/or French Immersion programs. Ontario School Information System (OnSIS) – the Ministry of Education’s data collection system for education-related information. Note that out of the 60 school boards, 58 boards offer the program at the secondary level. Student performance (see Table 8.3) In 2011-2012, 74% of Core French students in Grades 4 to 8 achieved the provincial standard (level 3 or above) on their June report cards. 67.8% of Grade 9 students enrolled in FSL programs achieved the provincial standard (level 3 or above) in their final marks. The results by program are: • Core French: 67.1% • Extended French: 78% • French Immersion: 73.6% 75.5% of French Immersion students in Grades 10 to 12 achieved the provincial standard (level 3 or above) in their final marks. • Grade 10: 74.5% • Gr...
Sample 1
Performance Measurement Strategy. ‌ The following table provides reference data as well as the sources of data that will allow the Government of Ontario to update and maintain its performance indicators. Table 6 FRENCH AS A MINORITY LANGUAGE AREA OF INTERVENTION BASELINE DATA DATA SOURCE AND METHODOLOGY Access to postsecondary education (see Table 9.1) In 2012-2013, Ontario funded the training of 29 Ontario students by allowing them to pursue their studies in Health programs in French in universities in Quebec. Ontario is examining the possibility of financial support for bilingual and French- language postsecondary institutions in order to increase access to French-language postsecondary studies in areas other than the area of Health. Data provided by the Funding Branch of the Quebec Ministère de l’Enseignement supérieur, de la Recherche, de la Science et de la Technologie [Ministry of Postsecondary Education, Research, Science and Technology] and by Ontario’s French-language colleges and bilingual universities, submitted to the Minister of Training, Colleges and Universities (MTCU). Rate of access: In 2011-2012, the French- language colleges offered 101 college programs in French, and the bilingual universities offered 115 Bachelor-level university programs in French. Taken from the MTCU’s CAAT and USER databases, taken from the Ontario University Application Centre (OUAC) website. Rate of retention: In 2011-2012, the rate of retention of students from secondary level in the French-language college level was 21%, and the rate of retention between the secondary level and bilingual university level was 44%. Taken from the databases of the Education Statistics and Analysis Branch and the FLEPPB. Taken from the Rosetta Stone and USER reports prepared by MTCU, and excerpts of data from the Ministry of Education’s OnSIS. The number of first-year Francophone students who are registered in French-language or bilingual postsecondary institutions divided by the number of graduates from Ontario’s French-language secondary schools. Rate of participation: in 2011-2012, the number of students registered in French- language postsecondary programs, based on the population between the ages of 18 and 29, whose mother tongue is French, was 10% at the college level (this rate is 11% for students whose mother tongue is English who are doing college-level studies in English) and 29% at the university level (this rate is 25% for students whose mother tongue is English who are doing university- level studies in...
Sample 1

Related to Performance Measurement Strategy

  • Performance Measurement Satisfactory performance of this Contract will be measured by:

  • PERFORMANCE MEASUREMENTS Upon a particular Commission’s issuance of an Order pertaining to Performance Measurements in a proceeding expressly applicable to all CLECs generally, BellSouth shall implement in that state such Performance Measurements as of the date specified by the Commission. Performance Measurements that have been Ordered in a particular state can currently be accessed via the internet at xxxx://xxxx.xxxxxxxxx.xxx. The following Service Quality Measurements (SQM) plan as it presently exists and as it may be modified in the future, is being included as the performance measurements currently in place for the state of Tennessee. At such time that the TRA issues a subsequent Order pertaining to Performance Measurements, such Performance Measurements shall supersede the SQM contained in the Agreement. BellSouth Service Quality Measurement Plan‌ (SQM) Tennessee Performance Metrics Measurement Descriptions Version 2.00 Issue Date: July 1, 2003 Introduction

  • Performance Measures The System Agency will monitor the Grantee’s performance of the requirements in Attachment A and compliance with the Contract’s terms and conditions.

  • Performance Metrics In the event Grantee fails to timely achieve the following performance metrics (the “Performance Metrics”), then in accordance with Section 8.4 below Grantee shall upon written demand by Triumph repay to Triumph all portions of Grant theretofore funded to and received by Grantee:

  • Performance Measures and Metrics This section outlines the performance measures and metrics upon which service under this SLA will be assessed. Shared Service Centers and Customers will negotiate the performance metric, frequency, customer and provider service responsibilities associated with each performance measure. Measurements of the Port of Seattle activities are critical to improving services and are the basis for cost recovery for services provided. The Port of Seattle and The Northwest Seaport Alliance have identified activities critical to meeting The NWSA’s business requirements and have agreed upon how these activities will be assessed.

  • Ongoing Performance Measures The Department intends to use performance-reporting tools in order to measure the performance of Contractor(s). These tools will include the Contractor Performance Survey (Exhibit H), to be completed by Customers on a quarterly basis. Such measures will allow the Department to better track Vendor performance through the term of the Contract(s) and ensure that Contractor(s) consistently provide quality services to the State and its Customers. The Department reserves the right to modify the Contractor Performance Survey document and introduce additional performance-reporting tools as they are developed, including online tools (e.g. tools within MFMP or on the Department's website).

  • Performance Targets Threshold, target and maximum performance levels for each performance measure of the performance period are contained in Appendix B.

  • Performance Levels (a) The Performance Levels which apply to the performance by the respective Parties of their obligations under this Agreement are set out in Part 1 of Schedule 5. A failure by either Party to achieve the relevant Performance Level will not constitute a breach of this Agreement and the only consequences of such failure as between the Parties shall be the consequences set out in this Clause 5.6.

  • PERFORMANCE OUTCOMES 8 A. CONTRACTOR shall achieve performance objectives, tracking and reporting Performance 9 Outcome Objective statistics in monthly programmatic reports, as appropriate. ADMINISTRATOR 10 recognizes that alterations may be necessary to the following services to meet the objectives, and,

  • Goals Goals define availability, performance and other objectives of Service provisioning and delivery. Goals do not include remedies and failure to meet any Service Goal does not entitle Customer to a Service credit.

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