Education Reports

Academic & Career Counseling

• Assist students with career decision-making
  • # of students served
• Provide internships and cooperative education
  • # of for-credit students
  • # of zero-credit students
  • # of employers
• Provide job search services
  • # of mock interviews
  • # of employers at fairs
  • # of on-campus interviews
  • % of students employed post-graduation
  • % of students attending graduate school postgraduation
  • % of students employed in [STATE] post-graduation
• Maintain positive employer relations
  • # of employers posting jobs and internships
  • # of jobs and internships
  • # of employer visits
• Counseling and Helping Relationships
• Career Development
• Assessment and Testing
• Human Growth and Development

Academic Instructional Technology

• Percentage Of Classes Using Technology
  • You’ll want a high percentage of classes in your school using the technologies or online platforms that have been provided to them.
• Percentage Of Administrators Using Technology
  • Both teachers and administrators should be using the online- or classroom-based technologies they’ve been provided for lessons, projects, or activities—and this metric should make you aware of whether that is happening or not.
• Social Media Engagement
  • The analytics you’ll need for this metric are often available through the social media platforms your school chooses to employ (like Facebook, for example), and can show how well your social media department is performing.
• Calls To Tech Department Per Month
  • This may act as a productivity metric for your IT department, showing them how many calls they’re fielded and how many (if any) went unanswered.

Academics

• % of students with algebra completion
• % of students failing one or more core courses
• # of high school students enrolled in advanced placement
• AP exam scores of 3 or higher
• Number of high school students enrolled in AP-equivalent courses
• Four-year high school graduation rate
• Five-year high school graduation rate
• % of students with 20 days or more absent from school
• Instructional days per student missed per year due to suspension
• Percent of students identified as needing special education
• Percent of students placed in each general education setting by percent of time

Achieve 180

• Pre-K Enrollment as a Percent of Kindergarten Enrollment
• Pre-K Enrollment as a Percent of Kindergarten Enrollment for Students
• Eligible for Free or Reduced Price Lunch Pre-K Enrollment as a Percent of
• Kindergarten Enrollment for Students with Disabilities
• Pre-K Enrollment as a Percent of Kindergarten Enrollment for English Language Learners
• Secondary Achievement Indicators
  • Ninth-Grade Course Failures and GPAs, by Subgroup
  • Algebra I/Integrated Math I (or equivalent) by Grade Nine
  • Advanced Placement Course Enrollment
  • AP Exam Scores
  • Four-Year Graduation Rates
• Percentage of All [GRADE] Students with B Average GPA or Better in All Grade [GRADE] Courses
• Percentage of Free or Reduced-Price Lunch (FRPL) [GRADE] Students with B Average GPA or Better in All Grade [GRADE] Courses
• Percentage of [GRADE] Students with Disabilities with a B Average GPA or Better in All Grade [GRADE] Courses
• Percentage of [GRADE] Grade English Learners with a B Average GPA or Better in All Grade [GRADE] Courses
• Percentage of All [GRADE] Graders Who Missed School by Total Number of Days Missed over the School year
• Number of Instructional Days Missed Due to Out-of-School Suspensions per 100 students
• Percentage of Grade [X] Students Below Basic in Math
• Percentage of Grade [X] Students At or Above Proficient in [SUBJECT]
• Percentage Point Change in Grade [X] Students At or Above Proficient in [SUBJECT]

Administrative Services

• Workload staff ratio
• Staff turnover rate
  • This can be measured by % of vacant positions – or more interestingly – % of employees with the organization 1 year or less.
• Staff morale
• Percent of staff fully trained
• Percent of satisfied parents and students by function
• Percent of bilingual staff
• Worker safety

After School Programs

• Youth interaction
• Staff to youth interactions
• Youth engagement
• Activity organization
• Setting and resources
• Opportunities for skill building and mastery
• Health Assessment
  • collects students’ height and weight, diet, and exercise habits.
• Youth Life Plan Self-Assessment and Reflection
  • asks students to evaluate their progress in the program
• Group Activity Report
  • measures quantitative and qualitative data, recording the activities and progress toward achieving the program’s outcomes.

Alternative Certification

• # Employed Within a Year of Completion
• % Employed Within a Year of Completion
• # Remaining in the Profession
• % Remaining in the Profession
• Average of Exit Profession

Ascending to Men

• % of Students who enrolled in a 2 or more year college degree plan
• % of Students who completed 2 or more year college degree plan
• % of students who enrolled in 4 year degree program with commitment to a military branch
• % of students who completed in 4 year degree program with commitment to a military branch
• % of Students who enlisted in a military branch after high school
• % of students who did not complete high school

Associate Teachers

• % of associate teachers who are able to make it to assigned class within the first hour of os assignment
• % of teachers within compliance of the 8 day minimum required for associate teachers
• % of teachers within compliance rate for completed assignments turned in
• # of associate teachers who have canceled assignments without an acceptable excuse
• # of Associate teachers who have canceled assignments without notifying the campus

Athletics

• Team dynamics
• # Turnovers
• % Successful passes made
• % Overall ball possession
• # Wins
• # Average tries scored per match
• # Average changes done per match
  • Looks at the team’s faults, combinations and coherence across strategies. Making sure you have the best combination of players on the field is really important, as this way you will never be outplayed.
• # and % of student-athletes overall by gender
• # and % of scholarship offers extended and offers accepted by team by white and non-white student-athletes prospects
• Average scholarship amount awarded by team
• Succession plan for each senior staff and head coach position includes female and minority replacement prospects
• Topic and target audience and % of target audience attended for each diversity education program offered by the athletics department
• # of nominees for each award recognizing staff, team, and/or student-athlete diversity initiatives

Benefits

• Benefits Satisfaction
  • This KPI shows us whether employees are satisfied with the benefits the company offers. This is usually measured through employee engagement surveys where they are asked to rate their satisfaction with overall incentives, or rate them one by one. The answer is derived by calculating the average score from all of the answers received.
• Total cost of administering and managing employee benefits programs
• The total number of employees working for the organization, district wide
• The total cost of administering and managing employee benefits includes the cost of labor (salaries/wages, benefits and commissions or bonuses) and technology used by benefits administration employees to carry out their job functions

Board Services

• Enhancing District value
• Improving quality of education within district
• Enhancing Citizen satisfaction with district 
• Enhancing employee innovation and productivity

Budgeting & Financial Planning

• Operating Cash Flow (OCF)
• Burn Rate
• Working Capital
• Current Accounts Payable
• Accounts Payable Turnover
• Budget Variance
• Budget Creation Cycle Time
• Line Items in Budget
• Payroll Headcount Ratio
• Cost of managing processes
• Resource utilization

Building Programs

• Compliance rate
  • Contractual and policy compliance are pivotal to ensure legal security. If these compliance rates dip down, they can spike up indirect and maverick spend. A foolproof purchasing contract with clearly defined penalties can improve the compliance rate
• Supplier defect rate
  • Supplier defect rate is used to evaluate a supplier’s individual quality. Measuring supplier defect rates and breaking it down based on the defect type will offer actionable insights into a supplier’s trustworthiness. Supplier defect rates are usually measured in defects per million.
• PO and invoice accuracy
  • Low PO accuracy hikes up operating costs. Procurement KPIs are measured across supply categories, buyer segments, and more. This metric will help businesses ensure whether suppliers are delivering what was ordered and if it was delivered at the right time.
• Rate of emergency purchases
  • Emergency purchases are those unplanned orders which are acquired to prevent the shortage of products/services. This metric is measured with the ratio of emergency purchases to the total number of purchases over a fixed period of time.
• Supplier lead time
  • Supplier lead time is the amount of time that elapses between the time a supplier receives an order and the time when the order is shipped. This KPI is often measured in days. Vendor lead time starts with availability confirmation and ordering and ends with the delivery of goods.
• PO cycle time
  • Purchase order cycle time is measured in hours or days from the time a purchase requisition is submitted to the time when it is transmitted to a vendor or contractor. This KPI covers the end-to-end ordering process which makes up the whole purchase order cycle
• Vendor availability
  • Vendor availability is used to measure a vendor’s capacity to respond to emergency demands. This procurement KPI helps organizations determine the degree of reliability they can place on a vendor.
  • Vendor availability (%) is measured by the ratio of the number of time items available on a vendor’s side to the number of orders placed with the supplier.
• Cost per invoice and PO
  • The cost spent per invoice and purchase order can vary from one organization to another depending on the factors that are included in this calculation. An organization that follows a manual approach will have higher processing costs when compared to other organizations that use an automated process.
• Spend under management (SUM)
  • Spend under management is the percentage of procurement spend that is regulated or controlled by the management. As an organization’s spend under management rises up, its ability to optimize cost and forecast expense increases with it.
• Procurement ROI and benefits
  • Procurement ROI is used to determine the profitability and cost-effectiveness of the procurement investment. This metric is best suited for internal analysis.
• Price Competitiveness
  • Little to no competition among vendors can lead to a place where a few suppliers enjoy a monopoly. This can lower quality over the long run. Here the emphasis is placed on shortlisting vendors that offer the buyer a distinct competitive advantage.

Business Logistics and Purchasing Services

• Shipping Time
  • Shipping time is the length of time it takes for companies to ship an order on or before the requested date. This metric is vital to customer satisfaction. Organizations often couple it with the on-time shipping KPI.
• Order Accuracy
  • Order accuracy is the measure of inventory on-hand and order pick accuracy. Without high order accuracy, companies can suffer from slowdowns in production or sales, costing time and money.
• Perfect Order
  • Perfect order, also known as perfect customer order rate, is a KPI that measures how many orders ship without issues (damage, delays or inaccuracies). This metric is another KPI that targets customer satisfaction.
• On-Time In-Full
  • On-time in-full represents how many shipments are delivered according to the quantity and schedule specified when they were ordered. This is typically regarded as a customer-centric metric since it measures how often a customer gets what they ordered at the time it was promised.
• Number of Shipments
  • The number of shipments is how many loads your company sent out in a given period. Looking at the averages of this KPI helps companies optimize their resources and hit their financial goals.
• Capacity Utilization
  • Capacity utilization is how much of a resource a company is using. This resource can be the production of goods or professional services. This metric is essential for maintenance management and resource tracking.
• Productivity
  • Productivity is a measure of how well a company’s machines, departments and/or people are running. Measuring and understanding productivity helps businesses ensure they can deliver on their promises.

Business Operations

• Absenteeism Rate
  • How many days a year are your employees calling in sick, or just flat out missing shifts? This operations metric helps identify employees that are disengaged at work so that you can bring them back to being an engaged employee. Engaged employees tend to work harder, have a higher retention rate, and help workplace culture flourish.
• Overtime Hours
  • Depending on your situation, overtime could be a good thing as it means more pay, while for others, it could just mean longer hours for the same amount of pay. This operational performance indicator is worth tracking to identify individuals who may be overworked or having to pick up the slack for their coworkers.
• Utilization Rate
  • Are your employees always working? Or are they waiting for work? Working on non-billable tasks? The utilization rate operations metric tracks how much an employee is actually working to make the company money. This is a key metric for professional services and consulting firms.
• Employee Satisfaction
  • Happy employees work harder. Obviously, it is impossible for every employee to be happy all the time, but it is important to have employees fill out surveys and express what they enjoy at work and what they are dissatisfied about. This is vital information for the HR and operations department.
• Employee Turnover Rate
  • The rate at which employees need to be replaced can fluctuate from industry to industry, or even between companies in the same industry. However, at the end of the day, it is important to understand why employees are needing to be replaced. This operations metric is often best analyzed in conjunction with the employee satisfaction KPI.
• Response to Open Positions
  • This operational key performance indicator evaluates how well job postings are exposed and curated to their intended audience. It measures this by comparing the number of qualified applicants to the total number of applicants.
• Operating Cash Flow
  • You expect most businesses to be profitable in their operations. If they aren’t, it won’t be a business for very long. This operations KPI tracks how much cash flow is being generated from day-to-day company operations.
• Quick Ratio
  • The quick ratio is a financial metric that any operations manager should be familiar with. It is used to quickly check the financial health of a company by determining its ability to immediately cover its short-term liabilities.

Career Readiness

• % of Students who complete a course plan          
• # of Applications for individual colleges 
• % of Students who submit one or more college applications         
• % of Students admitted to one or more college  
• % of Students who intend to attend college after graduation       
• % of Students who identify career clusters of interest      
• % of students interested in professional careers
• % of students interested in technical careers      
• % of students interested in specific characteristics, such as STEM, that are determined by the school/district   
• % of Students who report they understand the knowledge and skills necessary for success in their careers of interest 
• % of Students who set goals       
• % of Students who met goals     
• % of students who completed tasks that align with college and career readiness as determined by the school/district(e.g. FAFSA completion, internship/ Mentorship Requirements)   
• % of students enrolled in college             
• % of students who completed college degrees    
• % of students who completed a college degree within a specified timeframe        

Catering Services

• Average revenue per student     
• Average revenue per table          
• Complaints per head      
• Complaints per order Labor cost per guest           
• Labor cost per table Minutes per table turn         
• Profit per table 
• Front of house labor percentage              
• Number of students eating school lunches           
• Food cost percentage – Food cost over food sales             
• Food costs per head       
• Kitchen labor percentage – Kitchen labor cost over food sales      
• Kitchen labor hours – Over sales
• Kitchen linen costs         
• Percentage of sales per selling items       
• Stock value        
• Total food costs
• Average hourly pay        
• Average length of employment  
• Profit/markup on function labor charge-out (caterers)    
• Labor turnover (number of new staff in any one week or month)
• Sick days taken (as a percentage of total available working days)
• Total labor cost percentage        
• Total labor hours per each section           
• Wage cost percentage – Wage costs as a percentage of sales   

Certification

• # Employed Within a Year of Completion             
• % Employed Within a Year of Completion            
• # Remaining in the Profession    
• % Remaining in the Profession   
• Average of Exit Profession           

Charter Schools

• Student Achievement       
• Student Growth
• PSAT 8 Testing  
• Student Grade 6th-12th
• PSAT 10 Testing
• SAT Testing        
• AP Participation
• College Acceptance        
• Graduation Rate             
• Employee Satisfaction   
• Family Satisfaction         
• Participation in Educational initiatives, Locally & Nationally          
• Student Internal Climate Survey Results 
• Compensation   
• Budget Performance      
• Financial Reserves          
• Fund Development         
• Energy Cost       

College Readiness

• % of Students who complete a course plan          
• # of Applications for individual colleges 
• % of Students who submit one or more college applications         
• % of Students admitted to one or more college  
• % of Students who intend to attend college after graduation       
• % of students enrolled in college             
• % of students who completed college degrees    
• % of students who completed a college degree within a specified timeframe  

Community Partnerships

• Need for the Project      
  • The school district will address the academic and community needs for the project and increasing the quality of programming in all grades in a feeder pattern of schools.
• Quality of the School and Community Improvement Design         
  • The school district will show in the project proposal how the “Community Partnerships/SSI Framework” will improve school and community outcomes and describe how the leadership team will  develop a system of resources and facilitate  collaborative activities to identify partners to create and operationalize a shared vision of achievement for school and community improvement.
• Quality of Project Resources       
  • The school district will show in its proposal how it will develop a system of resources and supports from birth to college that are scalable throughout the  neighborhood of schools. The district will describe in its proposal how it will effectively cooperate and coordinate partnership agencies to provide integrated wrap around and holistic services to children and their families in the school community.
• Quality of Management Plan      
  • The school district will show in its proposal how it will develop and implement robust data systems and performance management routines to ensure progress monitoring actions will drive the achievement of the predetermined outcomes of the grant. The district will show in its proposal how it will engage with partners to monitor and measure interim school progress data and conduct community outreach for each partnership organization.
• Reasonableness of Resources     
  • The school district will show in its proposal a commitment to fully implementing the Community Partnership initiative model they have selected and commit to using the tools and strategies to achieve school improvement and student success. The school district will show in its proposal evidence that the Community Partnerships program practices will be sustained beyond the life cycle of the grant.

Community Services

• # of Homebound students attending virtual school          
• # of homebound students district wide  
• % of students in district homebound       
• % of homebound students in danger of failing    
• % of homebound students failing             
• % of homebound students passing          
• % of homebound students who go on to graduate school on time         

Construction Services

• Safety/ incident rate      
• Number of safety meetings/communications       
• Number of accidents per supplier             
• Number of defects         
• Number of defects due to workmanship
• Time to rectify defects  
• Number of site inspections conducted    
• Ratio of the number of inspection passed to total number of inspection  
• Total cost of rework       
• Customer satisfaction    
• Internal customer satisfaction   
• Waste/recycling per job
• Average revenue per hour worked          
• Percentage of equipment downtime       
• Percentage of labor downtime   
• Worker satisfaction        
• Training completion percentage rate      
• Turnover rate    

Controller’s Office

• Quick Ratio        
  • As a CFO or financial manager, you want to quickly check the financial health of your company. This ratio does just that. The quick ratio determines a company’s ability to immediately cover its short-term financial obligations. Quick ratio = (Cash + Marketable Securities + Accounts Receivable) / Current Liabilities
• Current Ratio    
  • Another financial metric commonly used to assess the health of a company is the current ratio. It is like the quick ratio, but rather than checking if a company can immediately cover obligations, it checks to see if a company can meet its obligations within one year. Current Ratio = Current Assets / Current Liabilities
• Working Capital
  • This key financial metric is used to measure the amount of money a company has available at their disposal, ready to be put to work. This can help a financial manager decide how aggressive a company should be in pursuing growth opportunities.
  • Working Capital = Current Assets – Current Liabilities             
• Accounts Payable Turnover    
  • It is good practice to keep the accounts payable turnover metric readily available. This financial KPI measures the amount of time it takes a company to pay its suppliers and is a strong leading indicator of a company’s financial position. If the ratio starts to decrease, it is a sign of potential cash flow problems.
  • Accounts Payable (AP) Turnover = Total Supply Purchases / ((Beginning AP – Ending AP) / 2)
• Cash Conversion Cycle (CCC)     
  • This is a financial performance indicator that measures how many days it takes a company to convert its goods back to cash. To do this, the metric analyzes the number of days to sell inventory, collect receivables, and pay its bills. Ideally, a CFO would like to see this value stay the same, or decrease over time.
  • CCC = Days of Inventory Outstanding + Days Sales Outstanding – Days Payables Outstanding
• Return on Equity             
  • For a finance manager or CFO, shareholders are very important. One of the financial metrics that shareholders care most about is ROE, as it can be used to assess how efficiently shareholder’s equity is being utilized. This metric is often used when comparing two companies in the same industry to see which is a better investment.
  • Return on Equity = Net Income / Average Shareholders’ Equity
• Total debt to equity ratio            
  • This financial key performance indicator is used to measure a company’s liabilities against its shareholder’s equity. Finance managers should pay attention to this metric as it identifies how much debt is being used to grow a company. A high ratio can be worrying as an economic downturn could spell disaster.
  • Total-Debt-to-Equity = (Short-Term Debt + Long-Term Debt) / Shareholder’s Equity
• Gross Profit Margin        
  • Gross profit margin is every CFO’s go-to metric. It calculates how much money is left from the revenue after removing the cost of goods sold and expresses it as a percentage of revenue. This shows how profitable your products are.
  • Gross Profit Margin = (Net Sales – Cost of Goods Sold) / Net Sales
• Net Profit Margin            
  • This key financial metric is often referred to as the bottom line. At the end of the day, this is what is most important to any CFO, financial manager, or shareholder: how much money the company is making relative to revenue. Ideally, this number is always positive, and the higher, the better.
  • Net Profit Margin = Net Income / Net Sales
• Earnings Per Share (EPS)              
  • This is one of the most important financial KPIs when it comes to reporting. Almost every analyst or news outlet will be touting a company’s EPS when it comes to announcing quarterly results. As such, it is a crucial financial metric that every CFO must pay attention to.
  • EPS = (Net Income – Preferred Dividends) / (End-of-Period Common Shares Outstanding)
• Compound Average Growth Rate (CAGR)              
  • Your shareholders always want to know how much the company is growing, whether it be revenue, profit, or market share. This financial KPI calculates how much a certain aspect of the business has grown on a compound basis. For a CFO, this is a very important figure to be able to report to shareholders.
• Operating Cash Flow      
  • The operating cash flow financial metric is one of the most basic metrics used by CFOs. It measures how much income is generated from regular business operations. In a healthy company, this number should be positive, and can be used to help determine how much CAPEX a company can afford.
  • Operating Cash Flow = EBIT + Depreciation – Taxes – Change in Working Capital
• Operating Expense         
  • Commonly known as OPEX, this financial performance indicator is used to track how much it costs a business to carry on day-to day-operations. These expenses include rent, inventory costs, insurance, payroll, research and development, etc. This is important to financial managers, as the easiest way to increase profits is by cutting costs.
• EBITDA & EBITDA Growth            
  • This might be a bit of a mouthful, but it stands for Earnings Before Interest, Taxes, Depreciation, and Amortization. This financial metric is used as an alternative for to net income, as it gives a more precise measure of corporate earnings by leaving out strategic accounting. EBITDA and EBITDA growth are best tracked using financial reporting software as they are very data intensive.
• Employee Count              
  • Every good manager knows how many employees they have at any given time. This financial key performance indicator can also be utilized in conjunction with other KPIs to give insightful data on a per employee basis.
• Net Present Value (NPV)              
  • This financial metric is used on a project by project basis to determine if an endeavor will be profitable. To do this, reconcile future cashflows over a period of time as a present value. This is a perfect example of a KPI for the finance department.
  • Net Present Value = Today’s Value of Expected Cash Flows – Today’s Value of Invested Cash
• Future Value (FV)            
  • The future value financial KPI is also commonly used by finance departments when evaluating the value of prospective projects or endeavors. To do so, this financial performance indicator uses an assumed rate of return to estimate the value of an investment at a future date.
  • Future Value = Present Value * (1 + Interest Rate)Time
• Net Present Value           
  • This key performance indicator for the finance department is best used for internal audits. While quantity isn’t necessarily better than quality, this financial metric helps measure the performance of the finance team, and potentially identify areas of improvement. The use of a financial reporting solution can often improve this performance metric.             
• Finance Report Error Rate
  • Every finance team would love this metric to read zero. However, that is not always the case. Like the KPI previously mentioned, this is another area where financial reporting solutions can provide finance departments with the proper tools to get the job done.
• Payback Period 
  • This is a good KPI for the finance team. The payback period metric is best used on a project-by-project basis to determine the amount of time it takes an investment to pay for itself. This helps the finance department assess which projects seem the most promising.
  • Payback Period = Initial Capital Cost for Project / Annual Savings or Earnings from Project
• Internal Rate of Return (IRR)      
  • The IRR financial KPI calculates the rate of return required for a net present value of zero. If this IRR is above the company’s required rate of return, the investment should be considered by the finance team. This metric is best used when comparing multiple investment opportunities and deciding which is the best, with a higher IRR being more attractive.
• Return on Investment (ROI)        
  • It would take way too much time for a CFO or finance manager to review the ROI of every single investment a company made. As such, this falls onto the finance department to keep track of. This task can easily be automated using a financial KPI dashboard. Keeping this data safe and easily accessible on a dashboard helps with comparing past investments to estimate the performance of future investments.
  • Return on Investment = (Current Value of Investment – Cost of Investment) / Cost of Investment
• Total Debt-to-Asset Ratio 
  • As the name implies, this financial KPI measures the total amount of debt a company has and compares it to the company’s assets. This is a ratio that is better kept on the lower side. If the ratio is too high, a company may have difficulties acquiring future loans, as it shows that they have a higher chance of defaulting on their obligations. At the same time, all companies should make use of at least a little bit of debt to help fund expansion.
  • Total-Debt-to-Asset = (Short-Term Debt + Long-Term Debt) / Total Assets       
• Interest Coverage Ratio
  • When you borrow money from anyone, the minimum amount you must pay is the interest. Is your company in a good position to do that? This KPI indicator for the finance department measures a company’s ability to cover its interest expense with its earnings before interest and taxes (EBIT).
  • Interest Coverage = EBIT / Interest Expense
•  Time to Conduct Budget and Planning Process    
  • Time to Conduct Budget and Planning Process – This is one of the top financial KPIs for a finance department. Everyone dreads the budget and planning process. That is why there is a finance metric to measure the amount of time it takes. However, just because there is a metric that tracks time, it doesn’t mean you can slack on quality.

Crisis Intervention

• Technical Protocols        
  • The technical aspects of your business and its emergency strategies are highly important when it comes to assessing the manner in which you are dealing with a crisis. Technical protocol metrics involve figures such the number of cybersecurity strategies, the size of your technical team, or the number of devices you are using for implementing your emergency response plans and storing your data.
• Regular Checkups            
  • Conducing regular checkups of all your emergency response plans and strategies is an excellent way of obtaining useful metrics for knowing whether you are successful in your endeavors. Make sure to gather and analyze the figures of all your regular checkup, and amend your plans accordingly.
• The Use of an Emergency Mass Notification System         
  • An emergency mass notification system can make the difference between successfully broadcasting messages and alerts in times of a crisis, and having to manually inform the people involved, thus significantly increasing delivery time. Using a modern, fully-featured mass notification system will allow you to send messages to a large group of people, have templates in place for a wide range of crisis situations, and analyze real-time feedback.
• Number of Maintenance Procedures       
  • Maintenance is not something reserved strictly to industries in which companies operate heavy machinery or have a lot of equipment engaged in their production process. You can be a company offering nothing but services and still need to conduct maintenance procedures on your premises. The number of maintenance procedures you are executing is an excellent emergency response management metric as it tells you how to further proceed in case of a malfunction.
• Emergency Response Training    
  • The training of all your employees is amongst the most important emergency response metrics as it not only provides you with insights into how prepared you are to respond with efficiency to a crisis, but it also offers your personnel assurance. Knowing that they have all the proper knowledge and the information related to all persons and teams responsible of emergencies will create a better working environment.
• Incident Templates and Scenarios            
  • The number of templates and scenarios you consider for your emergency response is a valuable figure. This allows your company to quickly respond to a wide range of situations without having to waste time on coming up with a message for broadcasting. Whether we are talking about regular messages related to maintenance or short alerts in times of need, having a set of templates at hand and being aware of their performance will significantly reduce downtime.
• First Responders Time   
  • It is not sufficient to provide your team of first responders with drafted plans and crisis communication strategies to implement in the event of an emergency, you will also need to monitor their time. Using first responders time as an emergency response metric will help you further improve your crisis communication plans and emergency strategies. This will therefore contribute to the overall success of your business.
• Emergency Response Messages and Alerts           
  • The number of emergency response messages and alerts you are sending, either from a template or the ones you are drafting in real-time should be analyzed so that you have a better understanding of how your crisis communication solutions operate. If you have a precise situation of these messages, you can recheck them and see if some of the messages and alerts you are sending in real-time might be transformed into templates in order to save time.
• The Number of Employees or Teams Engaged with Emergency Response
  • Regardless of the size or sector of your business, you will need to delegate emergency response attributes to either a number of employees or an entire team. Knowing the exact situation and how many employees you have in service of emergency response contributes to the security of your emergency plans and strategies.

Curriculum

• Percentage Students In Focus Areas        
  • This metric allows you to examine the percentage of students taking, say, a foreign language, STEM courses, or AP courses. (Which focus areas you hone in on will depend entirely on your strategy.)
• Proficiency Rates For Each Subject           
  • This allows you to see not just how your curriculum breaks down, but how each area of a curriculum is performing.

Demographics

• Average daily attendance
• Average daily participation percentages
• Average endowment distribution by student
• Annual student survey – Two-year comparison in five key areas
• Attrition rate of online courses
• Class attendance
• Distance learning enrollment
• Number of students per teacher
• Breakdown of students percentage wise by race
• Breakdown of student population by gender
• Breakdown of student population by age level

Early Childhood

• Children with reading proficiency in fourth grade as measured by the state’s proficiency tests.    
• Children ready in all five domains of development as measured by kindergarten surveys/assessments.    
• Children with undetected developmental delays or chronic health problems at kindergarten entrance.           
• Children who have multiple risk factors (three or more demographic risk factors – poverty, parent single and or non English speaking, less than high school education, no employment).              
• Children birth to 6 whose racial/ethnic origin is non-white. Children birth to 6 living in extreme poverty (family income at or below 50% of the federal poverty level).    
• Children birth to 6 living in families with income below the poverty threshold.    
• Births to teens ages 15-17 per 1,000 girls.            
• Infants born to mothers receiving late or no prenatal care.           
• Children birth to 3 years who receive Part C Early Intervention Services. 
• Children birth to age 3 with substantiated cases of abuse and neglect referred to Part C Early Intervention (based on CAPTA). 
• Children ages 3 to 5 enrolled in early childhood Part B Preschools special education programs.          
• Children with special health care needs age birth to 6 who receive coordinated, ongoing, comprehensive care within a medical home. high quality ratings.      Children ages 3 and 4 years enrolled in a center-based early childhood care and education program (including child care centers, nursery schools, preschool programs, Head Start programs, and pre-kindergarten programs).        
• Children under age 6 receiving child care subsidies.         
• Child care centers that have access to ongoing health or mental health consultation.        
• Infants and toddlers (birth to age 3) in poverty who are enrolled in Early Head Start.        
• Early childhood teachers with a bachelor’s degree and specialized training in early childhood.         
• Child care centers accredited by the National Association for the Education of Young Children (NAEYC).           
• Family child care homes accredited by the National Association for Family and Child Care (NAFCC).        

Early College Information

• % of Students who complete a course plan          
• # of Applications for individual colleges 
• % of Students who submit one or more college applications         
• % of Students admitted to one or more college  
• % of Students who intend to attend college after graduation       
• % of students enrolled in college             
• % of students who completed college degrees    
• % of students who completed a college degree within a specified timeframe  

Educational Technology

• Number of users             
  • How many users are registered in your portal? And how many of them are active or inactive on average and at any given period?
• Login Rate          
  • High rates of inactivity can indicate a lack of interest from your learners’ behalf, that you should address by providing them appropriate motivation, and by increasing your training engagement levels (e.g. by employing gamification strategies)
• Sign up rate       
  • How many users have logged in this month? How does this compare to last month or last year? The frequency of the logins in a specific time period will help you evaluate attendance and
• Users’ Course Status      
  • retention rates. For example, if a user hasn’t logged in after an X amount of time, you may need to reach out to them (e.g. send a reminder) or perhaps you need to improve the onboarding experience or the material on offer.
• Course Completion Rate              
  • How many users have signed-up within a period of time? How do these data compare to a previous time period? What is the overall trend? Tracking your sign-ups is especially important if you are selling courses online. Such KPIs can tell you how effective your latest promotion or ad-campaign was, point to some serious competitor emerging, or highlight the kind of courses that  you need to focus on.
• Test Pass Rate   
  • Are your users studying or slacking? And how hard? In how many of the available courses has the user enrolled to? How many of the assigned courses has the user started and completed? This can help you find your most engaged users (and best customers, if you’re into commercial eLearning), as well as some that you might need to reach out to.
• Average Test Score         
  • A course completion rate informs you about how many learners have enrolled to a specific course, and how many of them have progressed, completed or failed. You can analyze those KPIs and measure additional metrics like the average time to completion, as well as the completion rate per unit of time. These KPIs will show you which are your most popular (and unpopular) courses, which are especially hard or take a long time to complete, and how far your learners are in their overall training.
• Number Of Executions  
  • Test results are a staple metric in traditional learning, yet still extremely valuable in eLearning, as it is the most common way to evaluate your learners’ performance. The most relevant KPIs regarding Tests are: PASS / FAIL RATE How do your learners perform when taking your new test? How many learners pass some test? Is it overly hard or too easy? A high fail rate may be an indicator of a problematic course that your instructor might need to redesign. Conversely, a high pass rate may indicate that the Tests (and perhaps the whole course) is not challenging the learners enough, and might be beneath their skill level.
• Certification Metrics      
  • Are the test scores achieved by your users compatible with the skills or compliance training levels you want them to be at? In many circumstances, having users barely passing a test still incurs risks for the organization, and might point that the training material is poorly understood.
• Competency Increase Rate         
  • How many times does the average user need to take a test in order to succeed? Do they repeat the course before coming back to re-take test? Like the other Test-related KPIs we’ve mentioned, this can help you put a number on the difficulty of your tests (or the actual skills of your learners compared to what the test demands) learning behavior and performance? Analyzing gamification metrics and comparing them (for the same users) with learner performance metrics will give you insight into the effectiveness of your gamification strategy, and enable you to tweak it for maximum engagement.
• Engagement Metrics
  • If you are into the commercial eLearning space and are selling certification courses, the certification related KPIs (like number of certificates awarded, re-certifications, etc.) is an important business metric for you. Certification expiration metrics and projections, for example, will help you optimize for repeat business and incentivize users to repeat a course and extend their certifications. In corporate learning certifications and their assorted KPIs are a convenient way to follow your compliance and mandatory training as a higher level unit (as opposed to having to track the individual courses needed for a certificate).

EMERGE

• % of students overall on track to high school graduation 
• % of students enrolled in program on track to high school graduation      
• % of students with passing grades           
• % of students projected unable to graduate on time        
• # of students currently failing 5 or more classes 
• # of students with enough credits to graduate    
• # of students without enough credits for graduation on time       
• % of students promoted to next school year        
• % of students with attendance rate below 80%  
• % of high school graduates who took at least one AP exam during their high school career              
• % of students with college ready skills according to ACT test        
• % of high school test passing and completing algebra II  
• % of students taking recommended college and SAT prep courses 

Equal Employment Opportunity

• % of employees from monitored groups compared with company, labor market or industry benchmarks.      
  • Useful for identifying groups that are underrepresented in the organization usually as a result of conscious or unconscious prejudice, stereotypes, or discrimination across the employee life-cycle.
• Comparing average tenure for employees from monitored groups to average tenure across the workforce or average tenure of members of the dominant group.     
  • Useful for identifying groups that may be less satisfied with their workplace and less committed to the organization as well as groups that are more likely to have their employment terminated.
• Comparing the number of applicants for open positions from monitored groups against the potential pool of applicants from monitored groups or labor market representation.      
  • Useful for identifying barriers to entry for different groups, pipeline issues, and narrow or biased recruitment efforts.
• Tracking appointments of individuals from monitored groups compared with appointments of applicants who are not members of a monitored group.           
  • Useful for identifying bias in assessment and selection.
• Tracking promotions awarded to individuals from monitored groups compared with promotions awarded to individuals who are not members of a monitored group.
  • Useful for identifying bias in assessment and selection.
• Tracking lateral moves, appointments to acting roles, training and other learning and development participation, and other stretch assignment opportunities by identity group.              
  • Useful for identifying bias in development.
• Compare financial and non-financial rewards earned by individuals from monitored groups to financial and non-financial rewards earned by individuals who are not members of a monitored group.           
  • Useful for identifying bias in compensation and reward schemes.
• Compare employee engagement scores for individuals from monitored groups with scores reported by individuals who are not members of a monitored group.       
  • Useful for identifying whether certain groups of employees are experiencing lower levels of satisfaction and engagement compared with others. A noticeable difference in engagement scores among different identity groups can be indicative of biased mindsets and practices that favor one group of employees over others.
• Facilitated focus groups for the purpose of gathering information on the issues and challenges facing diverse talent.
  • Focus groups complement workforce analytics, providing additional information that cannot be acquired from quantitative analysis alone. For diversity dimensions that are not tracked by an organization, because of historical or legal reasons, focus groups are a key tool for gathering information on the challenges facing members of those groups.
• An interview held with an employee about to leave an organization, typically to discuss the employee’s reasons for leaving and their experience of working for the organization.
  • Potentially candid source of information on the lived experiences of employees who are voluntarily leaving the organization. The information may not have been disclosed before resignation due to a fear of recrimination or weak organizational justice.
• Compare the quality and strength of your employer brand among different identity groups.              
  • Helpful for identifying recruitment barriers.
• Track internal and external grievances, complaints, and law-suits by identity group.          
  • Helpful for identifying which groups are more likely to be targets of prejudice, discrimination, and harassment.
• Compare customer diversity to internal, industry or market benchmarks. Track customer experience and loyalty by diversity dimension.   
  • Helpful for identifying consumer segments are not being served by your business and groups that are experiencing sub-optimal, prejudiced or discriminatory service.
• Track the diversity of your suppliers by identity group. For example, women-owned, or Indigenous-owned businesses.   
  • Helpful for ascertaining whether your commitment to diversity and inclusion extends outside your business to the marketplace.

Equity & Outreach

PRE K

• Availability of licensed pre-K programs* to children from different groups (proxy for quality).              
• Group differences in participation in licensed pre-K programs* (proxy for quality)              
• Group differences in reading and literacy skills
•  Identification of upperand lowercase letters
• Decoding skills (e.g., beginning to associate sounds with letters at the beginning and end of words)  
• Group differences in numeracy and math skills  
• Ability to recognize numbers and shapes and compare relative sizes        
• Counting and sequencing skills  
• Ability to perform some addition, subtraction, multiplication and division tasks   
• Group differences in self-regulation and attention skills.
• Ability to:
  • sit still
  •  concentrate on tasks
  • persist at a task despite minor setbacks or frustrations
  •  listen and follow directions
  •  work independently

Grade K-12

• Group differences in exposure to novice and experienced teachers (proxy for effectiveness)              
• Group differences in access to certified teachers (proxy for effectiveness)             
• Racial/ethnic diversity of the teaching force (proxy for effectiveness)       
• Group differences in availability and enrollment in:         
• advanced, rigorous coursework, including honors courses and higher-level math and science courses ™ advanced Placement, International Baccalaureate, and dual enrollment programs ™ gifted and talented programs
• Group differences in availability and enrollment in coursework in the arts, social sciences, science, technology, and world languages Group differences in access to and participation in formalized systems of tutoring or other types of academic supports, including special education services and services for English learners         
• Group differences in exposure to concentrated poverty in schools            
• Extent of racial segregation within and across schools     
• Group differences in access to strong school climates, as measured by perceptions of safety, academic support, academically focused culture, and teacher-student trust         
• Group differences in out-of-school suspensions and expulsions   
• Group differences in supports for emotional, behavioral, mental, and physical health       
• Group differences in school attendance and absenteeism             
• Group differences in academic engagement        
• Group differences in success in classes   
• Group differences in accumulating credits (being on track to graduate)   
• Group differences in grades and GPAs    
• Group differences in reading, math, and science achievement levels        
• Group differences in learning growth in reading, math, and science achievement
• Group differences in on-time graduation              
• Group differences in enrollment in college, entry into the workforce, or enlistment in the military

External Funding

• Operating Cash Flow (OCF)          
• Operating Expense         
• Burn Rate           
• Working Capital
• Current Accounts Payable           
• Accounts Payable Turnover         
• Budget Variance              
• Budget Creation Cycle Time        
• Resource utilization        
• Net Present Value (NPV)              
• Future Value (FV)            
• Net Present Value           
• Internal Rate of Return (IRR)      
• Return on Investment (ROI)        
• Total Debt-to-Asset Ratio     

Facilities, Maintenance & Operations

• Labor Utilization
• Employee Turnover Rate
• Labor Materials
• Operating Margins
• Training
• Processes and Procedures developed
• Cash Flow
• Maintenance Backlog
• Maintenance Overtime
• Machine Set-Up Time
• Percentage Emergency Work
• Overtime Hours
• MTTR
• # of Rework Requests
• Maintenance Cost as Percent of Replacement Asset Value (RAV)
• Maintenance Cost Per Unit
• Life Cycle
• Utility Consumption (per utility)
• Planned Maintenance Percentage (PMP)
• Schedule Compliance
• Mean Time Between Failure (MTBF)
• Number of Reported Accidents and Incidents
• Lost Time Injury Frequency Rate (LTIFR)
• Overall Equipment Effectiveness
• Asset Uptime
• Production Uptime Percentage
• Equipment downtime
• Average Time to Complete Work Orders
• Percentage of Work Covered by Work Order
• Stock-Out
• Inventory Accuracy
• Turnover Ratio

Family and Community Engagement

• Parental Satisfaction in their children’s learning experience within the district
• % of parents are satisfied with their child’s learning experience within the district and sign weekly progress reports from their child’s teacher
• % of parents with complaints about children’s progress within district
• # of parents who have multiple communication methods available to school
• % of parents contact information confirmed to be currently correct contact information (I.E., #’s no longer working or old employment information)
• % of parents who respond to school communications in a timely manner
• # of parents volunteering within school
• % of students struggling to complete take home work

Fine Arts

• % of students satisfied with realization of artistic achievements in school
• % of students satisfied with Fine Arts programs within district currently
• Average  Cost of materials for courses per Semester/Trimester/Quarter

Foster Care

• Number of children in Foster Care aged 6 to 16 inclusive
• Number and percentage of children in Foster Care aged between 6 and 16 years (inclusive) in full time education.
• Number and percentage of children in Foster Care, by care type, who have an allocated social worker at the end of the reporting period:
  • Number and % of children in Residential Special care Units
  • Number and % of children in Residential High Support
  • Number and % of children in Residential General
  • Number and % of children in Foster Care General
  • Number and % of children in Foster Care with Relatives
  • Number and % of children in Other Care Placements 

Gifted & Talented

• Student Achievement
• Student Growth
• PSAT 8 Testing
• Student Grade 6th-12th
• PSAT 10 Testing
• SAT Testing
• AP Participation
• College Acceptance
• Graduation Rate
• Participation in Educational initiatives, Locally & Nationally

Grant Development

• # of students Applying for grants
• # of students Awarded Grants
• % of students applying for grants
• % of students awarded grants

Health & Medical Services

• Medical Equipment Utilization   
• Average Patient Wait Time         
• Average Treatment Charge         
• Operating Cash Flow      
• AR Turnover      
• Patient Safety   
• Childhood Immunization Rate    
• Staff-to-Patient Ratio     
• Overall Patient Satisfaction   

Homeless & Foster Care

• Number of children in Foster Care aged 6 to 16 inclusive
• Number and percentage of children in Foster Care aged between 6 and 16 years (inclusive) in full time education.    
• Number and percentage of children in Foster Care, by care type, who have an allocated social worker at the end of the reporting period:
• Number and % of children in Residential Special care Units
• Number and % of children in Residential High Support
• Number and % of children in Residential General
• Number and % of children in Foster Care General
• Number and % of children in Foster Care with Relatives
• Number and % of children in Other Care Placements

Human Resources

• Percentage of Cost of Workforce             
  • The cost of the workforce as compared to all costs can be measured by summing all salaries and dividing by the total company costs within a given period.
• Salary Competitiveness Ratio (SCR)         
  • Used to evaluate the competitiveness of compensation options. Can be determined by dividing the average company salary by the average salary offered from competitors or by the rest of your industry.
• Healthcare Expense per Current Employee           
  • Provides an understanding of the comprehensiveness of a company’s health care plan. Can be determined by taking the total price of health care costs divided by all employees.
• Benefits Satisfaction      
  • This allows a company to see how satisfied an employee is with specific benefits they are offered. Can be determined through surveys and can be used to break down each benefit individually.
• Employee Productivity Rate        
  • Helps to measure workforce efficiency over time. Can be determined by taking the total company revenue and dividing it by the total number of employees.
• Return On Investment   
  • As an organization, you want to ensure that the dollars you are putting into training your employees is paying off. Can be defined as the profit per dollar invested in social compensations/wages.
• Employee Satisfaction Index       
  • This is a key metric underlying talent retention. Using a company-wide survey can be helpful in gauging employee happiness.
• Number of Employee Satisfaction Surveys            
  • Helps understand how much effort is being put into maintaining and improving employee happiness.
• Percent of Employees Trained in Company Culture           
  • Evaluates the importance and understanding of company-wide organizational culture.
• Percent of Vacation Days Used  
  • Helps show the company attitude toward a healthy work-life balance. Determined by observing the number of vacation days used as compared to those unused.
• Net Promotor Score       
  • Measures how likely an employee is to recommend their organization as a place to work. This is determined by the difference in percentage of promotors and detractors.
• Absenteeism Rate          
  • Gives perspective on the amount of labor and productivity lost due to sickness and otherwise unpredicted leave. Formula: (Total number of lost workdays due to absence) / (Number of available workdays in an organization) = (Absenteeism rate)
• Number of Full Time Employees
  • Keeps tabs on the growth of the company workforce over time.
• Number of Contractors 
  • Examines the growth in associated workers over time. Can be compared to the number of full-time workers to better understand workforce trends.
• Average Tenure
  • The average length of time that an employee spends with the company helps determine employee satisfaction and talent retention.
• Voluntary Termination Rate       
  • Determined by taking the number of employee-led resignations from the company over the total number of terminations in a given time period.
• Involuntary Termination Rate    
  • Determined by taking the number of employer-led resignations from the company over the total number of terminations in a given time period.
• Retirement Rate             
  • This metric is particularly important for any organization developing a strategic workforce plan. Can be calculated by looking at the number of employees who retired as a percentage of the headcount.
• Average Age Of Retirement         
  • The summed age of all retiring employees divided by the number of retiring employees. Being aware of these trends aid in forecasting retirement and planning for workforce replacement.
• New Hire 90-Day Failure Rate    
  • Helps determine how successful the talent acquisition process is at finding the right fit for jobs.
• First Year Voluntary Termination Rate    
  • Reflects on how welcoming the company is to new hires. A high percentage suggests that the right people are being hired, but not embraced.
• Average Time to Fill a Job Vacancy          
  • Tracks how efficient the hiring process is in terms of time resources used to fill a vacant spot.
• Hiring Process Satisfaction Rate
  • Provides perspective on how well the process works from the employee’s perspective.
• Cost Per Hire     
  • Acknowledges the number of resources invested into acquiring the best talent. Can be determined by averaging the total marketing, hiring process, and referral (if necessary) costs per hire.
• Effectiveness of Training              
  • Helps the company understand how comfortable new hires feel after their training vs. before. Typically determined through a post-training survey.
• Training Cost per Employee        
  • Helps to measure the amount invested in onboarding new hires.
• Percent of Employees Trained    
  • Helps a company see how quickly new hires are being onboarded.
• Diversity Rate   
  • Workplace diversity helps to cultivate innovation and competitive advantage. Diversity of nationalities and ethnicities can be calculated by noting the differences among employee demographic segments.
• Number of D&I Initiatives Implemented 
  • The number of D&I initiatives implemented measures organizational commitment to establishing and maintaining a culture of diversity and inclusion.
• Attrition Rate    
  • Helps a company figure out how successful they are at retaining talent. Determined by dividing the number of employees who left the company in a given period by the average number of employees in that time period.
• Turnover Rate For Highest Performers    
  • Turnover of top performers in particular is negative and comes at a higher cost. This metric helps indicates the success of retention efforts and aids planning for talent replacement. Can be determined by dividing the number of high performers to leave in the past year by total high performers identified.
• Average Time to Find a Hire        
  • Helps track the efficiency of the hiring process.
• Candidates Interviewed per Hire              
  • Determined by calculating the total number of candidates interviewed by the total number of hires in a particular hiring period.
• Yield Percentage             
  • This is the percentage of candidates remaining after each round of elimination in the hiring process. A low percentage might indicate the need to update an unclear or unattractive job posting, and a high percentage indicates a larger number of qualified candidates with whom to continue the hiring process.
• Knowledge Achieved With Training         
  • Helps the company see not specifically the price of the training, but whether it was effective. Seeing if the individuals retained knowledge well enough to apply it is critical. Can be determined by creating an exam, and monitoring exam pass rate %, average score %, and pre/post training %.
• Diversity Numbers/Nationalities In The Work Force         
  • Workplace diversity helps to cultivate innovation and competitive advantage. Diversity of nationalities and ethnicities can be calculated by noting the differences among employee demographic segments.
• Acceptance Rate             
  • Dividing the number of acceptances by the number of offers allows organizations to get a sense of how successful their recruitment strategies are. Industry benchmarks can then be a helpful comparison.
• Percent of Job Candidates who Meet Job Criteria              
  • Helps in evaluating the effectiveness of job postings in reaching top candidates.
• Rate of Internal Job Hires            
  • Shows the effectiveness of organizational talent development.
• Rate of Internal Referral Hires    
  • Allows managers to see the value added when current employees help to identify and acquire talent.
• Performance of New Hires          
• Internal Promotions Vs. External Hires   
• Internal Promotion Rate              
• Suggestions per Employee           
• HR-To-FTE Ratio              
• Cycle Time To Process Payroll     
• Cycle Time To Resolve Payroll Errors       
• Percentage of Workforce below Performance Standards 

Information Analysis and Utilization

• Cost Per Ticket
• Cost Per Minute of Handle Time
• First Level Resolution rate
• User Satisfaction rates
• First Contact Resolution Rate
• Ticket Quality
• Tickets per Technician per moth
• Technician Utilization
• Technicians as % of Total FTE’s
• Annual Technician Turnover
• Daily Technician Absenteeism
• New Technician Hours Training
• Annual Technician hours training
• Schedule Adherence
• Technician Tenure
• Technician Job Satisfaction
• Average Speed of Answer (ASA)
• Call Abandonment Rate
• % of Calls Answered within 30 Seconds
• Mean Time to Resolve
• Average Ticket Handle Time
• User Self-Service Completion Rate
• Active directory performance index
• Alert-to-ticket ratio
• Average data center availability
• Call center PBX availability
• Campus PBX availability
• Customer connection effectiveness
• Data center capacity consumed
• Email client availability
• Exchange server availability
• Incidents from change
• Internet proxy performance
• Network availability – High availability sites
• Network availability – Standard sites
• Network manageability index
• No problem found/duplicate tickets
• Percentage of branch office backup success
• Percentage of circuits exceeding target utilization
• Percentage of IT managed servers patched at deadline
• Percentage of production servers meeting software configuration standards
• Percentage of security update restarts within maintenance window
• Percentage successful remote access server (RAS) connections
• Phone answer service level
• Priority 1 and priority 2 network incidents meeting SLA
• Product adoption status and compliance
• Restore success rate
• Server growth rate
• Server manageability index
• Service desk client satisfaction – Percentage dissatisfied
• Service desk tier 1 resolution rate
• Service desk time to escalate
• Service desk time to resolve
• Storage utility service availability
• Storage utility utilization
• Virtual machine provisioning interval
• Virtual server utility availability
• Web server availability
• IT spend vs. plan
• IT support employees per end users
• Mean time between failures (MTBF)
• Mean time to repair / recovery (MTTR)
• Recovery point objective (RPO)
• Recovery time objective (RTO)
• Server downtime and uptime

Information Services

• Cost Per Ticket
• Cost Per Minute of Handle Time
• First Level Resolution rate
• User Satisfaction rates
• First Contact Resolution Rate
• Ticket Quality
• Tickets per Technician per moth
• Technician Utilization
• Technicians as % of Total FTE’s
• Annual Technician Turnover
• Daily Technician Absenteeism
• New Technician Hours Training
• Annual Technician hours training
• Schedule Adherence
• Technician Tenure
• Technician Job Satisfaction
• Average Speed of Answer (ASA)
• Call Abandonment Rate
• % of Calls Answered within 30 Seconds
• Mean Time to Resolve
• Average Ticket Handle Time
• User Self-Service Completion Rate

Information Technology

• Active directory performance index
• Alert-to-ticket ratio
• Average data center availability
• Call center PBX availability
• Campus PBX availability
• Customer connection effectiveness
• Data center capacity consumed
• Email client availability
• Exchange server availability
• Incidents from change
• Internet proxy performance
• Network availability – High availability sites
• Network availability – Standard sites
• Network manageability index
• No problem found/duplicate tickets
• Percentage of branch office backup success
• Percentage of circuits exceeding target utilization
• Percentage of IT managed servers patched at deadline
• Percentage of production servers meeting software configuration standards
• Percentage of security update restarts within maintenance window
• Percentage successful remote access server (RAS) connections
• Phone answer service level
• Priority 1 and priority 2 network incidents meeting SLA
• Product adoption status and compliance
• Restore success rate
• Server growth rate
• Server manageability index
• Service desk client satisfaction – Percentage dissatisfied
• Service desk tier 1 resolution rate
• Service desk time to escalate
• Service desk time to resolve
• Storage utility service availability
• Storage utility utilization
• Virtual machine provisioning interval
• Virtual server utility availability
• Web server availability
• IT spend vs. plan
• IT support employees per end users
• Mean time between failures (MTBF)
• Mean time to repair / recovery (MTTR)
• Recovery point objective (RPO)
• Recovery time objective (RTO)
• Server downtime and uptime

Innovation & Postsecondary Programming

• % of Students who complete a course plan
• # of Applications for individual colleges
• % of Students who submit one or more college applications
• % of Students admitted to one or more college
• % of Students who intend to attend college after graduation
• % of students enrolled in college
• % of students who completed college degrees
• % of students who completed a college degree within a specified timeframe

Internal Audit

• Percentage of recommendations implemented by taking corrective action.
• Number of complaints from regulatory bodies.
• Number of frauds per annum and the value of frauds.
• Percentage of high-risk audit universe covered each year.
• How far is internal audit covering the major areas of risk within the organization.
• Percentage of internal auditors being promoted elsewhere in the organization.
• Results of client satisfaction survey questionnaire at the end of audit assignments.
• Cost savings generated by implementing internal audit recommendations.
• Changes to processes resulting from implementing internal audit recommendations.

Interventions Office

• % of students overall on track to high school graduation
• % of students enrolled in program on track to high school graduation
• % of students with passing grades
• % of students projected unable to graduate on time
• # of students currently failing 5 or more classes
• # of students with enough credits to graduate
• # of students without enough credits for graduation on time
• % of students promoted to next school year
• % of students with attendance rate below 80%
• % of high school graduates who took at least one AP exam during their high school career
• % of students with college ready skills according to ACT test
• % of high school test passing and completing algebra II
• % of students taking recommended college and SAT prep courses

JROTC

• % of Students who enrolled in a 2 or more year college degree plan
• % of Students who completed 2 or more year college degree plan
• % of students who enrolled in 4 year degree program with commitment to a military branch
• % of students who completed in 4 year degree program with commitment to a military branch
• % of Students who enlisted in a military branch after high school
• % of students who did not complete high school

Leadership Development

• Number of programs and/or attendance at each
• Number/percent of students in organizations
• Officer/student leader outcomes
• Satisfaction with advising/staff
• Fee allocation
• Participation in elections
• Impact of involvement on success
• Average number of organization involvement
• Organizational types
• Impact/connection from activities
• Substance free rates/impact of programs (overlap with Health and Counseling efforts)
• Satisfaction with variety, quality, quantity of programs/activities

Library Services

• Percentage of library users who are confident in searching for and retrieving information resources
• Percent increase of library users who are confident in searching for and retrieving information resources
• Percentage of library users who are confident in navigating electronic library resources
• Percent increase of library users confident in navigating electronic library resources
• Decrease in number of inquiries compared against increase in use of electronic resources
• Percentage of community (potential library users) attending reading groups
• Percent increase of community (potential library users) attending reading groups
• Percent increase in loans of dual-language resources
• Increase in requests for dual-language resources
• Number of outreach activities delivered
• Number of new library memberships resulting from outreach activities
• Percent increase of articles and research papers submitted to institutional repository
• Number of citations of items contained within institutional repository
• Percent increase in number of citations of items contained within institutional repository

M/WBE

• Diverse Spend
  • How much money your company is spending with diverse suppliers.
• Diverse Count
  • The number of diverse suppliers that your company contracts with.
• Economic Impact
  • How doing business impacts the economy, specifically the local economy where your suppliers are located and do business. Choose from a variety of metrics to measure your economic impact. For example, you can track the number of jobs created by your supplier diversity program, as well as tax revenue generated by doing business in local communities.
• Cost Savings
  • The ratio of organizational spending to revenue over time.
• Market Share
  • Your company’s sales in relation to the overall revenue of your industry. Market share is typically expressed as a percentage and can be calculated for your industry as a whole or for individual submarkets within your industry to reveal how much market share has grown in each subcategory.
• Tier 2 Diverse Suppliers
  • This metric tracks the diversity efforts of your direct (Tier 1) diverse and non-diverse suppliers in terms of their diverse spend and diverse count. To report on these numbers, you’ll need to collect data from your Tier 1 suppliers on a routine basis.
• Total Small Business Spend
  • (%) & ($)
• Total Diverse Business Spend
  • (%) & ($)

Magnet Programs

• Percentage of Juniors scoring over 540 (College and Career Readiness and [STATE] Learning Standards Benchmark)
• % of students in grades 10-12 will take AP and/or Dual Credit Courses
• % of students across all grade levels will participate in co-curricular and extracurricular activities
• % of freshmen will be considered “On Track” according to ISBE data
• The average student attendance rate across all grade levels
• # of students benefitting from Magnet School programs
• % of Magnet School graduates who receive a 4-year degree within 6 years of graduating

Mathematics

Kindergarten

• can count orally by ones and tens to 100.
• can count forward beginning from a given number within the known sequence (instead of having to begin at one).
• can write numbers from 0-20 and represent a number of objects with a written numeral 0-20.
• can count accurately to tell a number of objects to 20.
• can verbally compare two groups of objects using “greater than,” “less than” or “equal to.”
• can recognize and represent numbers to 5 with the numerical symbol and the visual representation without counting.
• can compose and decompose numbers within 5 into pairs more than one way.
• can identify shapes (squares, circles, triangles, rectangles, hexagons, rhombuses, trapezoids, cubes, cones, cylinders, spheres).
• can use objects, drawings or number paths to demonstrate an understanding that the “teen” numbers are composed of a ten and additional ones.
• can make all combinations of numbers to ten using manipulatives.
• can solve addition and subtraction word problems, and add and subtract within 10 by using objects, drawings or number paths.

Grade 1

• can fluently add and subtract all sums within 10 using efficient strategies.
• can understand 1’s, 10’s, and 100’s and use this understanding to solve addition and subtraction problems.
• can compare two two-digit numbers using <, >, or =.
• can read and write numbers to 120.
• can count forward and backward within 120 starting at any number.
• can count by tens forward and backward to 120, starting from any number.
• can use strategies to solve addition and subtraction equations or word problems within 20.
• can show understanding of the equal sign and determine if an addition or subtraction equation is true or false.
• can tell 10 more or 10 less than a two-digit number without counting.
• can use math language to describe equal parts or shares (halves, fourths, quarters).
• can describe shapes using defining attributes?
• can show that the two digits of a two-digit number represent amounts of tens and ones.
• can use manipulatives, drawings, number paths, numbers, and/or words to solve addition and subtraction problems.

Grade 2

• can fluently add all sums within 20 using efficient strategies.
• can read and write numbers to 1000, using base ten numerals, number names and expanded form.
• can fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
• can compare two three-digit numbers using <, >, or =.
• can skip count forwards and backwards by 5s, and starting from any number by 10s and 100s, within 1000.
• can use addition and subtraction within 100 to solve word problems (contexts including measurement lengths and money) with unknowns in all positions.
• can tell 10 or 100 more and 10 or 100 less than a three-digit number without counting.
• can determine the unknown number that makes an equation true to show understanding of the equal sign as “the same as” not “the answer is”.
• can compare shapes based on their attributes such as the number of vertices, sides, angles, and faces.
• can recognize that equal shares of identical wholes (circles and rectangles) need not have the same shape.
• can use concrete models or drawings for addition and subtraction problems up to 1000 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method.
• can determine whether a group of objects has an odd or even number of members.
• can use a number line diagram to represent whole number sums and differences within 100.
• can use an analog clock to read or write time in five-minute intervals.
• can partition a rectangle into rows and columns of same size squares and find the total number of them.
• can partition circles and rectangles into 2, 3, or 4 equal shares.

Grade 3

• can efficiently add and subtract within 1000.
• can fluently multiply single digit numbers be using efficient strategies.
• can multiply single digit numbers by a multiple of ten.
• can show multiplication as repeated addition.
• can prove that multiplication can be represented as equal groups.
• can use the relationship between multiplication and division to solve problems within 100.
• can solve multi step word problems using the four operations and labeling with correct units.
• can show the equivalency of a balanced equation (including fractions).
• can categorize geometric shapes by shared attributes.
• can find the answer to area and perimeter problems using multiplication and/or addition.
• can create a number line to perform multi digit operations.
• can represent and solve multiplication and division problems using the area model.
• can divide length and area into equal parts.
• can represent fractions on a number line diagram.

Grade 4

• can efficiently add and subtract multi digit whole numbers.
• can multiply a whole number of up to four digits by a one-digit whole number and two digits by two-digit whole numbers using strategies based on place value and the properties of operations.
• can divide a four-digit dividend by a one-digit divisor using strategies based on place value and the properties of operations.
• can name, compare, add, and subtract fractions with the same denominator.
• can find multiples and factors of a given whole number and determine whether a number is prime or composite.
• can solve multi step word problems using the four operations, including multiplicative comparison, measurement conversion, and problems in which remainders must be interpreted.
• can solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators.
• can explain the difference between area and perimeter.
• can draw and identify lines and angles and classify shapes by properties of their lines and angles.
• can use the area model to multiply a whole number of up to four digits by a one-digit whole number and two two-digit numbers.
• can use the area model to find quotients and remainders with multi digit dividends and one-digit divisors.
• can use an area model or a number line to add and subtract fractions and mixed numbers with the same denominator.
• can use a visual fraction model to solve problems involving multiplication of a fraction by a whole number.

Grade 5

• can efficiently multiply multi digit whole numbers.
• can divide whole numbers of four digits dividends and two-digit divisors using strategies based on place value.
• can perform operations with decimals to hundredths.
• can read, write, and compare fractions and decimals.
• can add and subtract fractions with unlike denominators.
• can multiply and divide fractions.
• can write and interpret numerical expressions involving variables and using standard order of operations.
• can generate two numerical patterns using two given rules and identify apparent relationships between corresponding terms.
• can relate area, perimeter, volume to multiplication and addition.
• can graph points on the coordinate plane to solve problems.
• can classify two dimensional figures in a hierarchy based on properties.
• can use the area model to solve problems involving multiplication, division, and fractions.
• can use drawings, number lines or concrete models to solve problems involving fractions and decimals.
• can display and analyze data using a variety of models.

Grade 6-8

• can flexibly work with rational numbers to solve problems and make reasonable estimates. 
• can flexibly work with numbers in exponential and scientific form. 
• can flexibly work with irrational numbers to solve problems and make reasonable estimates.
• can represent, interpret, and solve variable expressions, equations, and inequalities. 
• can use properties of operations to generate equivalent algebraic expressions.
• can use ratio concepts and ratio language to describe proportional relationships between two quantities and be able to solve real world problems. 
• can represent and analyze proportional relationships between dependent and independent variables using graphs, tables, and equations. 
• can identify and compare functions as linear or nonlinear by using graphs, tables, and equations. 
• can analyze and solve pairs of simultaneous equations as having 1, 0 or infinite solutions.
• can solve real world multi step problems involving angle relationships, area, surface area, and volume. 
• can construct, classify and compare two- and three-dimensional geometric figures using similarity, congruence, and properties. 
• can understand and apply the Pythagorean Theorem. 
• can apply transformations and use symmetry to analyze mathematical situations using the coordinate plane and other representational systems. 
• can choose, create and use the appropriate model and/or units to represent understanding of a mathematical concept, relationship or quantity. 
• can select, create and use scatter plots, histograms, box plots, line graphs and other models to analyze, reach conclusions, and make inferences using measures of central tendency and variability within a given sample size or population. 
• can investigate chance processes and develop, use and evaluate probability models.
• uses and creates a variety of models to demonstrate understanding, solve problems and determine the reasonableness of my solution. 

Grades 9-12

• can use the properties of rational and irrational numbers to solve problems.
• can work with numbers in exponential and scientific form.
• can perform arithmetic operations with complex numbers.
• can represent, interpret, and solve variable expressions, equations, and inequalities.
• can write expressions in equivalent forms to solve problems.
• can understand the relationship between zeros and factors of polynomials.
• can rewrite rational expressions.
• can understand the concept of a function, use function notation, and interpret functions that arise in applications in terms of the context.
• can understand and apply the Pythagorean Theorem using exact answers.
• can translate between the geometric description and the equation for a conic section.
• can create equations that describe numbers or relationships.
• can construct, analyze, and compare linear, quadratic, and exponential models, using different representations and solve problems.
• can represent data on two quantitative variables on a scatter plot and describe how the variables are related and build a model “
• can use the properties of rational and irrational numbers to solve problems.
• can represent, interpret, and solve variable expressions, equations, and inequalities.
• can write expressions in equivalent forms to solve problems.
• can experiment with transformations in the plane.
• can understand congruence and similarity.
• can prove geometric theorems.
• can make and understand geometric constructions.
• can define trigonometric ratios and solve problems involving right triangles.
• can understand and apply theorems about circles; including finding arc lengths and areas of sectors of circles.
• can explain volume and surface area formulas and use them to solve problems.
• can apply geometric concepts in modeling situations.
• can create equations that describe numbers, dimensions or relationships.

Media Relations

• Active Coverage
  • Coverage secured by the PR team. You may want to create a subset of this KPI specifically focused on top tier publications for your industry and audience.
• Potential Reach
  • Sum of viewership for publications and websites in which your coverage is featured.
• Share of voice
  • Percentage of coverage—for your brand, products, or high-profile executive(s)—compared to competitors. Include several competitors to gauge your place within the industry at large, or benchmark one at a time and drill down into the corresponding media coverage to uncover key differentiators. It’s important to note that share of voice can be tracked by volume or reach. For instance, your competitor may have a higher volume in terms of mentions, but you might be in higher reach publications.
• Sentiment
  • Tone of the articles mentioning your brand or competitors. This metric lets you see if your brand is creating positive or negative associations.
• Media Outreach
  • The number of presses releases and pitches you are sending out and how they are performing. Along with the amount of coverage they generate, you can also measure your progress in building relationships with journalists (a good distribution tool provides metrics on open rates and even internal links clicked).
• Quality of Coverage
  • The placement of your brand mention (headline, body) and its prominence in the article’s content.
• Geographical Presence
  • Volume of coverage based on location. Assess your success at targeting key geographical demographics.
• Key Message Penetration
  • Break your coverage down by key themes and measure how strongly you are associated with each one. You can also measure which ones your competitors are associated with and compare your results.
• Overall Media Presence
  • Combine share of voice and sentiment to get a snapshot of your competitive landscape.
• Earned Traffic
  • The number of visitors that were driven to your website as a result of your earned coverage and link placement.
• Domain Authority
  • A metric created by SEO software company Moz to predict how well a website will rank on search engines, using a logarithmic, 100-point scale. By securing link placement on third party sites, PR can have a big impact on your site’s domain authority and SEO. To learn more, watch our webinar on PR’s SEO superpowers.
• Event Promotion
  • PR’s success in driving event attendance, garnering media coverage of events, and building relationships with speakers and attendees.
• Crisis Communications
  • When trouble hits, you’ll want to measure how quickly PR gets things back to normal. Throughout the crisis, benchmark volume and sentiment to baseline levels from before the crisis started.
• Impressions
  • Impressions get a bad rap—but there’s plenty of potential in this ‘potential’ metric, as long as it’s used in the correct context. As a read on your overall reach, impressions can reveal a ton once you drill down and begin analyzing what role your total potential audience contributes to conversions. It’s certainly not a standalone KPI, but impressions can play a convincing supporting role.
• Media Mentions
  • We can write a whole eBook about the mention itself (coming soon!). Simply put—a mention is the quintessential earned media metric, representing any instance your campaign, brand or key message is discussed in the media, whether it’s online or on TV. Don’t group these with social mentions, which have taken on a life of their own. Media mentions carry more weight, as they occur within highly trusted channels from reputable sources and publications.
• Web Traffic
  • A brand awareness campaign can best be measured by a boost in traffic and new unique visitors to your website. And as long PR and marketing teams are aligned, attributing campaign web traffic to subsequent conversion opportunities will certainly prove your worth.
• Content Quality
  • Quality is key when evaluating your mentions—especially in crisis situations. Two different metrics can inform the quality of a mention:
• Sentiment Analysis
  • establishes the tonality of a mention by evaluating the level of positivity or negativity in surrounding discussions.

Miles Ahead Scholars

• # of students benefitting from the program
• % of program participants on track to graduate on time
• % of Students who complete a course plan
• # of Applications for individual colleges
• % of Students who submit one or more college applications
• % of Students admitted to one or more college
• % of Students who intend to attend college after graduation
• % of students enrolled in college
• % of students who completed college degrees
• % of students who completed a college degree within a specified timeframe

Multilingual Programs

• % of students who have multi language programs available to them
• % of students proficient in multiple languages
• % of students Fluent in Multiple Languages
• Working hours used for knowledge resource development and preparation;
• Working hours used for knowledge resource monitoring and supervision;
• Number of knowledge resource learners, especially the ratio of instructors to learners (‘class’ size)
• Remuneration of knowledge resource producers and instructors;
• Method of knowledge resource design, development and delivery (individual vs. teamwork)
• Type of knowledge resource produced (e.g., recorded lecture, best practice, case study, exercise, guidelines, lesson, module, monitoring and evaluation technique, policy brief, portal, promotional material, reference material…)
• Technology used for knowledge resource publication (electronic document, slides, website, audio, video)
• Assessment of knowledge resource and its outcomes (the impact of this factor is measured by a separate category described in detail later)
• Overhead costs (IT infrastructure, telecommunications costs, marketing, public relations, institutional administrative costs).
• Volume of created open knowledge resource content, per PI and subject domain Volume of metadata on BMP, per PI and subject domain
• Number of resource creators, per PI, subject domain and gender
• Number of users (learners), per PI, subject domain and gender
• Number of administrators, per PI and gender
• Number of trained persons for open knowledge resource management, per PI and gender
• Volume of entries in multilingual dictionary: per PI, subject domain and language
• Learner attendance: time spent by learners on open knowledge resource usage, per PI, subject domain and gender
• Learner retention: number of learners that completed the schedule envisaged by the open knowledge resource, per PI, subject domain and gender
• Number of visitors of public open knowledge resource project websites
• Number of references (e.g., conference presentations, journal articles or interviews) related to the open knowledge resource project and disseminated via conferences, TV, radio, web, forums, round tables, etc.
• Number of participants at open knowledge resource project dissemination events, per PI and gender
• Number of best practice references related to the open knowledge resource project
• Number of open knowledge resources evaluated with the highest grades
• User assessment: quality of created open knowledge resources and their easiness of use assessed by user feedback questionnaires
• Assessment of the quality of created open knowledge resources by entrepreneurial partners
• Assessment of the quality of created open knowledge resources by external reviewers

Multimedia

• CPM (cost per thousand)
• CPC (cost per click or interaction)
• Unique Reach
• Site Visits
• Viewable Impressions
• CTR (Click Through Rate)
• Conversion
• CPV (Cost Per View)
• Completion Rate
• Viewability Rates
• Frequency
• Data Source Quality
• Targeting Information Quality

Nutrition Services

• Inventory Turnover Rate     
  • Inventory turnover is a measure of inventory efficiency. Specifically, it is the number of times inventory is utilized in a period. It can be used to determine if an operation is holding too much inventory.
• Meal Equivalent (MEQ) 
  • The MEQ is the conversion of different meal services (i.e., breakfast, supper, and snacks) and non-program food sales to the equivalent of one federally reimbursable student lunch for comparison purposes.
• Average Daily Participation (ADP)   
  • The ADP is the average number of student reimbursable meals served in a school nutrition (SN) program on a daily basis.
• Revenues 
  • School nutrition (SN) program revenues are all monies received by or accruing to the nonprofit food service account, and include, but are not limited to, the following potential sources. Some of these categories differ from state to state. Please check with your state agency for guidance:
  • Federal Sources: Payments received from federal funds for reimbursable meals, after-school snacks, and suppers, as well as the value of United States Department of Agriculture (USDA) foods received, cash received in lieu of USDA Foods, federal grants, and funds for other federal nutrition programs.
  • State Sources: Funds received by the SN program from the state government (i.e., “state matching” funds).
  • Local Sources: Funds received from sources such as local government aid, grants, or contributions. This does not include local funds transferred into an SN program that must be paid back to a school district (i.e., loans to an SN program).
  • Student Meal Sales: Funds identified as revenue received from the sale of reimbursable meals to students. Included are monies received from full-paying and reduced price students.
  • Adult Meal Sales: All revenue received from the sale of meals to adults. Meals sold to school employees, parents, and guests of the school district should be included in this category.
  • Contract Meal Sales: Funds received from the sale of meals prepared/served for an agreed price to an agency, organization, business, or group who have entered into a contractual agreement with the SN program.
  • Non-Program Food Sales: Funds received from food sales such as à la carte, extra meal components (milk), snacks, and special school or catered meals. Some states and districts record adult meal sales in this category.
  • Miscellaneous/Other Revenue: Other revenue not classified or included elsewhere, such as rebates, sale of surplus equipment, lease or rental of equipment, grant funds (i.e., “No Kid Hungry,” Dairy Council breakfast grants, federal equipment grants, etc.), and concession sales.
  • Interest: Money earned on bank deposits, investments, etc.
  • Fund Transfer-In: Funds transferred to the SN program from other Board of Education funds. (This does not include “loans to an SN program” that must be repaid to the district.)
• Expenditures
  • Expenditures are those allowable costs that can be identified specifically with the production and service of meals to school children. Listed below are the typical expenditure categories for a school nutrition (SN) program. Some of these categories differ from state to state. Please check with your state agency for guidance:
  • Major Expenditure Categories
  • Salaries and Wages: Expenses include regular pay, extra time, overtime pay, vacation pay, severance pay, holiday pay, substitute pay, administrative salaries, and other salaries and wages paid from SN program funds.
  • Employee Benefits: Expenses include social security, health/life insurance, workers’ compensation, and unemployment insurance. This item may include employee meals, job-related medical expenses not covered by insurance, and other expenses, such as uniforms.
  • Purchased Food: The amount expended for the purchase of all food sold in the SN program, charges for processing USDA Foods from bulk or raw form to ready-to-use end products, and the cost of USDA food delivery to school districts. (Some states may require USDA Food processing fees under purchased services.)
  • USDA Foods: The value of USDA Foods used, including food purchased with a commodity letter of credit, and cash in lieu of USDA Foods.
  • Paper Goods and Cleaning Supplies: The cost of disposable paper goods and supplies, such as dish machine and other chemicals used for production and service of food at the school site.
  • Other Expenditure Categories
  • General Operating Supplies: The cost of general supplies necessary for the operation of the SN program, including office supplies.
  • Purchased Services: Fees expended for professional and technical services, including accounting, legal advice, and training. Architects, consultants, computer specialists, food service management fees, and other similar services are also included. (Some states may require USDA Foods processing fees under purchased food.)
  • Maintenance: Property service, such as maintenance and upkeep of property. This includes energy costs, payments to other agencies for repairs and maintenance of SN program equipment, and repair or upkeep of cafeteria facilities. (These may be a direct cost or an indirect cost, but cannot be both.)
  • Miscellaneous: Expenditures not classified or included elsewhere.
  • Capital Assets: Costs for acquiring fixed assets, such as initial equipment or replacement of equipment. Expenditures for technology hardware and software and vehicles are also recorded here. Unit cost (capitalization threshold) and useful life may be specified by the business entity.
  • Non-Capitalized Assets: Equipment under the capital threshold, such as small wares
  • Indirect Costs: General school district overhead attributable to the SN program, including SN activities and support services provided by other district departments that are recovered through an approved cost allocation plan.
  • Fund Transfer-Out: Funds transferred to another district fund and/or repayment of loans to the district.
• Revenue per meal equivalent (MEQ)      
  • Revenue Per MEQ is a revenue management tool to help manage and analyze trends and project revenues.
• Cost per meal equivalent (MEQ)
  • Cost per MEQ is the dollar amount utilized by a school nutrition (SN) program to produce one MEQ.
• Cost as a percentage of revenue
  • Cost as a percentage of revenue, often referred to as operating ratios, relates expenses to revenue. When calculating operating ratios, cost is usually analyzed in terms of food cost or labor cost.
• Break-even point (BEP)
  • The BEP is the point at which revenues and expenditures are equal. The BEP is the amount of revenue (sales or income) needed to cover fixed and variable costs. When revenues exceed expenditures, excess revenue or an increase in fund balance occurs. When expenditures exceed revenues, a loss or a decrease in fund balance occurs.
• Meals Per Labor Hour (MPLH)
  • The number of meal equivalents (MEQs) served per labor hour represents the primary measure of productivity and production efficiency for school nutrition (SN) programs.
• Staff Turnover Rate  
  • Staff turnover rate is the rate at which staff members leave employment, either voluntary or involuntary, and are replaced by new employees.
• Absenteeism Rate    
  • Absenteeism rate is the rate at which employees miss work due to personal illness, personal business, or other reasons (excluding paid vacation). These absences may be avoidable or unavoidable. This rate includes paid and unpaid leave. Absenteeism rate is the percentage of hours missed versus hours scheduled over a specific period of time.

Office of Communications and Public Relations

• CPM (cost per thousand)              
• CPC (cost per click or interaction)             
• Unique Reach   
• Site Visits            
• Viewable Impressions    
• CTR (Click-Through Rate)             
• Conversion         
• CPV(Cost Per View)         
• Completion Rate             
• Viewability Rates            
• Frequency          
• Data Source Quality        
• Targeting Information Quality    
• Active Coverage    
  • Coverage secured by the PR team. You may want to create a subset of this KPI specifically focused on top-tier publications for your industry and audience.
• Potential Reach
  • Sum of viewership for publications and websites in which your coverage is featured.
• Share of voice   
  • Percentage of coverage—for your brand, products, or high-profile executive(s)—compared to competitors. Include several competitors to gauge your place within the industry at large, or benchmark one at a time and drill down into the corresponding media coverage to uncover key differentiators. It’s important to note that share of voice can be tracked by volume or reach. For instance, your competitor may have a higher volume in terms of mentions, but you might be in higher-reach publications.
• Sentiment           
  • Tone of the articles mentioning your brand or competitors. This metric lets you see if your brand is creating positive or negative associations.
• Media Outreach              
  • The number of press releases and pitches you are sending out and how they are performing. Along with the amount of coverage they generate, you can also measure your progress in building relationships with journalists (a good distribution tool provides metrics on open rates and even internal links clicked).
• Quality of Coverage       
  • The placement of your brand mention (headline, body) and its prominence in the article’s content.
• Geographical Presence  
  • Volume of coverage based on location. Assess your success at targeting key geographical demographics.
• Key Message Penetration            
  • Break your coverage down by key themes and measure how strongly you are associated with each one. You can also measure which ones your competitors are associated with and compare your results.
• Overall Media Presence
  • Combine share of voice and sentiment to get a snapshot of your competitive landscape.
• Earned Traffic   
  • The number of visitors that were driven to your website as a result of your earned coverage and link placement.
• Domain Authority            
  • A metric created by SEO software company Moz to predict how well a website will rank on search engines, using a logarithmic, 100-point scale. By securing link placement on third-party sites, PR can have a big impact on your site’s domain authority and SEO. To learn more, watch our webinar on PR’s SEO superpowers.
• Event Promotion             
  • PR’s success in driving event attendance, garnering media coverage of events, and building relationships with speakers and attendees.
• Crisis Communications   
  • When trouble hits, you’ll want to measure how quickly PR gets things back to normal. Throughout the crisis, benchmark volume and sentiment to baseline levels from before the crisis started.
• Impressions       
  • Impressions get a bad rap—but there’s plenty of potential in this ‘potential’ metric, as long as it’s used in the correct context. As a read on your overall reach, impressions can reveal a ton once you drill down and begin analyzing what role your total potential audience contributes to conversions. It’s certainly not a standalone KPI, but impressions can play a convincing supporting role.
• Media Mentions              
  • We can write a whole eBook about the mention itself (coming soon!). Simply put—a mention is the quintessential earned media metric, representing any instance your campaign, brand or key message is discussed in the media, whether it’s online or on TV. Don’t group these with social mentions, which have taken on a life of their own. Media mentions carry more weight, as they occur within highly trusted channels from reputable sources and publications.
• Web Traffic       
  • A brand awareness campaign can best be measured by a boost in traffic and new unique visitors to your website. And as long PR and marketing teams are aligned, attributing campaign web traffic to subsequent conversion opportunities will certainly prove your worth.
• Content Quality
  • Quality is key when evaluating your mentions—especially in crisis situations. Two different metrics can inform the quality of a mention:
• Sentiment Analysis         
  • establishes the tonality of a mention by evaluating the level of positivity or negativity in surrounding discussions.

Office of Ethics & Compliance

• Pre-K Enrollment as a Percent of Kindergarten Enrollment            
• Pre-K Enrollment as a Percent of Kindergarten Enrollment for Students   
• Eligible for Free or Reduced Price Lunch Pre-K Enrollment as a Percent of              
• Kindergarten Enrollment for Students with Disabilities    
• Pre-K Enrollment as a Percent of Kindergarten Enrollment for English Language Learners
• Secondary Achievement Indicators          
• Secondary achievement indicators included:       
• Ninth-Grade Course Failures and GPAs, by Subgroup        
• Algebra I/Integrated Math I (or equivalent) by Grade Nine            
• Advanced Placement Course Enrollment
• AP Exam Scores
• Four-Year Graduation Rates       
• Percentage of All [GRADE] Students with B Average GPA or Better in All Grade [GRADE] Courses
• Percentage of Free or Reduced-Price Lunch (FRPL) [GRADE] Students with B Average GPA or Better in All Grade [GRADE] Courses       
• Percentage of [GRADE] Students with Disabilities with a B Average GPA or Better in All Grade [GRADE] Courses             
• Percentage of [GRADE] Grade English Learners with a B Average GPA or Better in All Grade [GRADE] Courses             
• Percentage of All [GRADE] Graders Who Missed School by Total Number of Days Missed over the School year
• Number of Instructional Days Missed Due to Out-of-School Suspensions per 100 students               
• Percentage of Grade [X] Students Below Basic in Math   
• Percentage of Grade [X] Students At or Above Proficient in [SUBJECT]     
• Percentage Point Change in Grade [X] Students At or Above Proficient in [SUBJECT]          
• Compliance rate              
• Average daily attendance            
• Average daily participation percentages 
• Average endowment distribution by student       
• Annual student survey – Two-year comparison in five key areas  
• Attrition rate of online courses  
• Class attendance             
• Distance learning enrollment      
• Number of students per teacher              
• break down of students percentage wise by race              
• break down of student population by gender      
• breakdown of student population by age level    

Outdoor Education Centers

• Average daily attendance
• Average daily participation percentages
• Average endowment distribution by student
• Annual student survey – Two-year comparison in five key areas
• Attrition rate of online courses
• Class attendance
• Distance learning enrollment
• Number of students per teacher
• break down of students percentage wise by race
• break down of student population by gender
• breakdown of student population by age level

Parent Assistance

• Parental Satisfaction in their children’s learning experience at within the district              
• % of parents are satisfied with their child’s learning experience within the district and sign weekly progress reports from their child’s teacher           
• % of parents with complaints about children’s progress within district      
• # of parents who have multiple communication methods available to school        
• % of parents contact information confirmed to be currently correct contact information (I.E., #’s no longer working or old employment information)   
• % of parents who respond to school communications in a timely manner               
• # of parents volunteering within school 
• % of students struggling to complete take home work  

Performance Management

• % of Students who enrolled in a 2 or more year college degree plan         
• % of Students who completed 2 or more year college degree plan            
• % of students who enrolled in 4 year degree program with commitment to a military branch              
• % of students who completed in 4 year degree program with commitment to a military branch  
• % of Students who enlisted in a military branch after high school
• % of students who did not complete high school
• % of students overall on track to high school graduation 
• % of students enrolled in program on track to high school graduation      
• % of students with passing grades           
• % of students projected unable to graduate on time        
• # of students currently failing 5 or more classes 
• # of students with enough credits to graduate    
• # of students without enough credits for graduation on time       
• % of students promoted to next school year        
• % of students with attendance rate below 80%  
• % of high school graduates who took at least one AP exam during their high school career              
• % of students with college ready skills according to ACT test        
• % of high school test passing and completing algebra II  
• % of students taking recommended college and SAT prep courses          

Personalized Learning

• # of learning methods available to students        
• Effectiveness of each learning method      
• Accessibility of different learning methods   

Police

• Crime Rate in the district              
• Resolution Rate
• % change in Code Index violent crimes   
• Number of arrests          
• Number of Vehicular Accidents/Incidents   

Policy Administration

• Workload staff ratio       
• Staff turnover rate
  • This can be measured by % of vacant positions – or more interestingly – % of employees with the organization 1 year or less.
• Staff morale      
• Percent of staff fully trained       
• Percent of satisfied parents and students by function      
• Percent of bilingual staff             
• Worker safety   

Prekindergarten

• Mathematics
  • Number and Quantity
  • Reason, describe, and analyze quantitatively, using units and number systems to solve problems.
  • Performance Indicators
    •  – can count orally by ones and tens to 100.
    •  – can count forward beginning from a given number within the known sequence (instead of having to begin at one).
    •  – can write numbers from 0-20, and represent a number of objects with a written numeral 0-20.
    •  – can count accurately to tell a number of objects to 20.
    •  – can verbally compare two groups of objects using “greater than,”  “less than” or “equal to.”
  • Algebraic Thinking
  • Create, interpret, use, and analyze expressions, equations, and inequalities in a variety of contexts.
  • Performance Indicators
    •  – can recognize and represent numbers to 5 with the numerical symbol and the visual representation without counting.
    •  – can compose and decompose numbers within 5 into pairs more than one way.
  • Geometric Thinking
  • Understand geometric concepts and constructions, prove theorems, and apply appropriate results to solve problems.
  • Performance Indicators
    •  – can identify shapes (squares, circles, triangles, rectangles, hexagons, rhombuses, trapezoids, cubes, cones, cylinders, spheres).
  • Modeling
  • Formulate models to describe mathematical relationships, analyze data, reach and justify conclusions, and make inferences.
  • Performance Indicators
    •  – can use objects, drawings or number paths to demonstrate an understanding that the “teen” numbers are composed of a ten and additional ones.
    •  – can make all combinations of numbers to ten using manipulatives.
    •  – can solve addition and subtraction word problems, and add and subtract within 10 by using objects, drawings or number paths.
• Reading & Language Arts
  • Reading
  • Comprehend, interpret, analyze, and evaluate a wide range and level of complex literary and informational texts.
  • Performance Indicators
    •  – can show I know how books should be read.
    •  – can show I have learned the letters and their sounds.
    •  – can recognize rhymes, segment syllables, and identify and isolate sounds in words.
    •  – can explore/read and understand books. I can use pictures to help me understand the story.
    •  – can answer questions about stories.
    •  – can tell the details in a story using the story elements.
  • Writing
  • Produce clear and coherent writing for a range of tasks, purposes, and audiences.
  • Performance Indicators
    •  – can draw or communicate about a topic showing my opinion.
    •  – can draw or communicate to teach about an informational topic.
    •  – can draw or communicate narrative with details.
    •  – can use correct letter formation and early writing conventions.
  • Speaking
  • Present information, findings, and supporting evidence conveying a clear and distinct perspective.
  • Performance Indicators
    •  – can use relevant details when I tell about people, places, and things to help others understand.
    •  – can speak so others understand my meaning.
    •  – can use the new words I learn to show that I know what they mean.
  • Listening
  • Initiate and participate effectively in a range of discussions, responding thoughtfully to diverse perspectives and expressing ideas clearly
  • Performance Indicators
    •  – can listen attentively to a story.
    •  – can follow multi-step directions when given verbally.
• Sciences
  • Physical Science
  • The physical sciences focus on patterns, processes, and relationships of  non living materials.
  • Performance Indicators
    •  – can describe what happens if you push or pull an object harder. (Forces and Interactions: Pushes and Pulls)
  • Life Science
  • The life sciences focus on patterns, processes, and relationships of living organisms.
  • Performance Indicators
    •  – can describe where animals live and why they live there. (Interdependent Relationships in Ecosystems: Animals, Plants, and Their Environment )
  • Earth and Space Science
  • Earth and space sciences (ESS) investigate processes that operate on Earth and also address the Earth’s  place in the solar system and the galaxy.
  • Performance Indicators
    •  – can describe what the weather is like today and how is it different from yesterday. (Weather and Climate)
  • Engineering Design
  • The applications of scientific knowledge to design solutions to problems.
  • Performance Indicators
    •  – can develop a simple sketch, drawing or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. (Engineering Design)

Printing Services

• Misprint, Defect, and Blank Tracking       
• Downtime          
• Trends
• Order Tracking  
• Costs    
• Meeting Project Deadlines          
• Percentage of defective prints compared to total number of units produced         
• Percentage of on-time deliveries              
• Average administrative costs per order  
• Equipment utilization ratio         
• Value of work in progress (work that’s started but not yet finished)          
• Value of work in process (amount of work being performed at any given time)    
• Percentage of orders outsourced to other vendors           
• Cost of work outsourced to other vendors            
• Average time per order in prepress         
• Average time per order in production     
• Average time per order in finishing          
• Average time per order in shipping          
• Reductions in energy usage        
• Reductions in greenhouse gas emissions
• Reductions in resource usage     
• Reductions in waste generated  
• Internal promotions vs. external hires    
• Employee turnover rate
• Employee satisfaction   
• Number of qualified applicants for open positions            
• Training completion percentage rate      
• Average training hours per employee     
• Total cost of training as percentage of payroll     

Public Information

• CPM (cost per thousand)              
• CPC (cost per click or interaction)             
• Unique Reach   
• Site Visits            
• Viewable Impressions    
• CTR (Click-Through Rate)             
• Conversion         
• CPV(Cost Per View)         
• Completion Rate             
• Viewability Rates            
• Frequency          
• Data Source Quality        
• Targeting Information Quality    
• Active Coverage
  • Coverage secured by the PR team. You may want to create a subset of this KPI specifically focused on top-tier publications for your industry and audience.
• Potential Reach
  • Sum of viewership for publications and websites in which your coverage is featured.
• Share of voice   
  • Percentage of coverage—for your brand, products, or high-profile executive(s)—compared to competitors. Include several competitors to gauge your place within the industry at large, or benchmark one at a time and drill down into the corresponding media coverage to uncover key differentiators. It’s important to note that share of voice can be tracked by volume or reach. For instance, your competitor may have a higher volume in terms of mentions, but you might be in higher-reach publications.
• Sentiment           
  • Tone of the articles mentioning your brand or competitors. This metric lets you see if your brand is creating positive or negative associations.
• Media Outreach              
  • The number of press releases and pitches you are sending out and how they are performing. Along with the amount of coverage they generate, you can also measure your progress in building relationships with journalists (a good distribution tool provides metrics on open rates and even internal links clicked).
• Quality of Coverage       
  • The placement of your brand mention (headline, body) and its prominence in the article’s content.
• Geographical Presence  
  • Volume of coverage based on location. Assess your success at targeting key geographical demographics.
• Key Message Penetration            
  • Break your coverage down by key themes and measure how strongly you are associated with each one. You can also measure which ones your competitors are associated with and compare your results.
• Overall Media Presence
  • Combine share of voice and sentiment to get a snapshot of your competitive landscape.
• Earned Traffic   
  • The number of visitors that were driven to your website as a result of your earned coverage and link placement.
• Domain Authority            
  • A metric created by SEO software company Moz to predict how well a website will rank on search engines, using a logarithmic, 100-point scale. By securing link placement on third-party sites, PR can have a big impact on your site’s domain authority and SEO. To learn more, watch our webinar on PR’s SEO superpowers.
• Event Promotion             
  • PR’s success in driving event attendance, garnering media coverage of events, and building relationships with speakers and attendees.
• Crisis Communications   
  • When trouble hits, you’ll want to measure how quickly PR gets things back to normal. Throughout the crisis, benchmark volume and sentiment to baseline levels from before the crisis started.
• Impressions       
  • Impressions get a bad rap—but there’s plenty of potential in this ‘potential’ metric, as long as it’s used in the correct context. As a read on your overall reach, impressions can reveal a ton once you drill down and begin analyzing what role your total potential audience contributes to conversions. It’s certainly not a standalone KPI, but impressions can play a convincing supporting role.
• Media Mentions              
  • We can write a whole eBook about the mention itself (coming soon!). Simply put—a mention is the quintessential earned media metric, representing any instance your campaign, brand or key message is discussed in the media, whether it’s online or on TV. Don’t group these with social mentions, which have taken on a life of their own. Media mentions carry more weight, as they occur within highly trusted channels from reputable sources and publications.
• Web Traffic       
  • A brand awareness campaign can best be measured by a boost in traffic and new unique visitors to your website. And as long PR and marketing teams are aligned, attributing campaign web traffic to subsequent conversion opportunities will certainly prove your worth.
• Content Quality
  • Quality is key when evaluating your mentions—especially in crisis situations. Two different metrics can inform the quality of a mention:
• Sentiment Analysis         
  • establishes the tonality of a mention by evaluating the level of positivity or negativity in surrounding discussions.

Purchasing Services

• Number of Suppliers       
• Compliance Rate             
• Supplier Quality Rating 
• Supplier Availability        
• Supplier Defect Rate      
• Purchase Order Cycle Time         
• Vendor Rejection Rate and Costs             
• Lead Time          
• Emergency Purchase Ratio          
• Purchases in Budget and Time   
• Cost of the Purchase Order         
• Procurement Cost Reduction      
• Procurement Cost Avoidance     
• Spend Under Management         
• Procurement ROI            

Reading & Language Arts

Kindergarten

• can show I know how books should be read.
• can show I have learned the letters and their sounds.
• can recognize rhymes, segment syllables, and identify and isolate sounds in words.
• can explore/read and understand books. I can use pictures to help me understand the story. 
• can answer questions about stories.
• can tell the details in a story using the story elements.
• can draw or communicate about a topic showing my opinion.
• can draw or communicate to teach about an informational topic.
• can draw or communicate narrative with details.
• can use correct letter formation and early writing conventions.
• can use relevant details when I talk about people, places, and things to help others understand.
• can speak so others understand my meaning.
• can use the new words I learn to show that I know what they mean.
• can listen attentively to a story.
• can follow multi-step directions when given verbally.

Grade 1

• can generate rhymes, segment syllables, and identify and isolate sounds in words.
• can read fiction & non-fiction books at my grade level.
• can show comprehension of fiction stories by retelling the important parts of a story, drawing conclusions, and making inferences.
• can show comprehension of non-fiction texts by discussing important facts and ideas.
• can write about a topic showing my opinion including at least one reason and an ending.
• can write to teach about an informational topic including facts and an ending.
• can write an organized narrative with details including an ending.
• can use correct letter formation and early writing conventions such as capital letters, punctuation, and spelling.
• can use relevant details when I talk about people, places, and things to help others understand.
• can use words correctly when I speak.
• can use new vocabulary correctly.
• can listen attentively in order to participate effectively. 
• can follow multi-step directions when given verbally.

Grade 2

• can generate rhymes, segment syllables, and identify and isolate sounds in words.
• can read and comprehend books at grade level.
• can show comprehension of fiction stories by retelling the important parts of a story, drawing conclusions, and making inferences.
• can show comprehension of non-fiction texts by discussing main ideas, details, important facts, and text features.
• can write about a topic showing my opinion using a topic sentence, linking words, 3 supporting details and a conclusion sentence.
• can write to teach about an informational topic using a topic sentence, linking words, 3 supporting details and a conclusion sentence.
• can write a narrative with an organized plot, detailed descriptions, and a clear sequence of events. 
• can listen to others’ ideas to help add details to my writing.
• can use writing conventions such as correct letter formation, capital letters, and punctuation. JC RV LD
• can use details when I talk about people, places, and things to help others understand.
• can use visuals to help others understand when I am sharing.
• can use new words correctly and in different ways, to show I know what they mean. RV
• can listen attentively in order to ask clarifying questions and participate effectively.

Grade 3

• can read and identify a variety of text genres and structures at my grade level with appropriate accuracy and fluency to support understanding.
• can determine the meaning of words and phrases as they are used in a text.
• can explain how an author uses specific reasons and evidence to support particular points.
• can compare and contrast the most important points and key details presented in two texts on the same topic.
• can write arguments to support claims using valid reasoning, as well as relevant and sufficient evidence.
• can write an informative text that introduces and gives a focus for my topic.
• can write a narrative with a point of view, an organized plot, detailed descriptions, and a clear sequence of events.
• can use special formatting, illustrations, or multimedia in my writing to help others understand my topic better.
• can use standard English in my edited writing.
• can present my findings to an audience using visuals to aid understanding.
• can use what I have learned to contribute ideas or build on other’s ideas.
• can use the English conventions and vocabulary I have learned.
• can summarize the main idea or important points of a presentation.
• can ask clarifying questions, summarize someone else’s thoughts, and build on ideas.

Grade 4

• can read and identify a variety of text genres and structures at my grade level with appropriate accuracy and fluency to support understanding.
• can determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes, and general academic and domain-specific words and phrases.
• can refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from any text.
• can compare and contrast the organization of events, ideas, concepts, or information in two or more texts.
• can write to share my opinion on topics or texts and provide reasons and information to support that opinion clearly with related ideas grouped together.
• can write an informative text that introduces and gives a focus for my topic and then groups related information together logically.
• can write narratives with a point of view, organized plot, detailed description, and clear sequence.
• can apply the mechanics of standard English in my edited writing using available resources.
• can present my findings from a short research project to an audience using visuals to aid understanding.
• can use what I have read to contribute ideas or build on other’s ideas during a discussion.
• can use the English conventions and vocabulary I have learned in my discussions and presentations.
• can demonstrate an understanding of the important points of an informational presentation.
• can ask clarifying questions, summarize someone else’s thoughts, or build on ideas related to a text discussion.

Grade 5

• can read a variety of text genres at my grade level with appropriate accuracy and fluency to support my understanding.
• can determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes, and general academic and domain-specific words and phrases by using close reading strategies.
• can quote accurately when summarizing from texts.
• can make logical inferences when summarizing text.
• can compare and contrast similar themes or topics in stories from the same fiction genre.
• can compare and contrast the organization of events, ideas, concepts, or information in two or more texts.
• can write to share my opinion on topics or texts and provide reasons and information to support that opinion clearly with related ideas grouped together.
• can write an informative text that introduces and gives a focus for my topic, and then groups related information together logically.
• can write narratives with a point of view, organized plot, detailed description, and clear sequence.
• can apply standard English grammar, usage, and mechanics in my edited writing using appropriate resources
• can present my findings from a research project to an audience using my resources during a discussion or presentation.
• can use what I have read to contribute ideas or build on other’s ideas during a discussion or presentations.
• can use the English conventions and vocabulary I have learned in my discussions and presentations.
• can summarize the main idea or important points of a presentation or discussion. 
• can ask clarifying questions, summarize someone else’s thoughts, or build on ideas related to a text or discussion.

Grades 6-8

• can cite textual evidence that identifies the key ideas and details of a text and analyze how these are developed over the course of the text.
• can determine the meaning of words and phrases as they are used in a text and analyze the structure of a text.
• can determine an author’s point of view or purpose.
• can select key ideas from a text and explain how they appear in a variety of sources such as other texts, film, performance, and television.
• can write arguments to support and explain a claim with clear reasons and relevant evidence (quotations or paraphrasing) through the selection, organization, and analysis of relevant content.
• can write informative/explanatory texts to examine a topic, convey ideas, and explain concepts and information through the selection, organization, and analysis of relevant content as it pertains to a claim.
• can write narratives to develop real or imagined experiences or events.
• can establish and maintain an appropriate form, tone, conventions, and vocabulary for the intended audience.
• can develop and strengthen my writing as needed by planning, revising, editing, rewriting, etc.
• can produce and/or distribute writing over a variety of mediums, including, but not limited to, the internet.
• can engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade level topics. 
• can present claims and findings, in a clear manner with relevant and appropriate evidence.
• can integrate multimedia and other visuals to create a product to reinforce and strengthen my communication when appropriate or required.
• can acknowledge new information expressed by others, and explain how this information has changed, reinforced, or challenged my thinking.
• can explain the purpose of the information by identifying if it is to inform, evaluate, or persuade.
• can break down a speaker’s argument and specific claims and evaluate the relevance and credibility of the evidence used to create the argument.

Grades 9-12

• can cite strong and thorough textual evidence to support a claim.
• can determine the contextual meaning of words, phrases, and literary devices.
• can analyze an author’s craft and structure.
• can analyze how a particular point of view or cultural experience is reflected in a source.
• can analyze and evaluate multiple interpretations of a source.
• can write an argument to support claims using valid reasoning, as well as relevant and sufficient evidence.
• can use writing to inform my audience and convey complex ideas, concepts, and information.
• can write narratives to develop real or imagined experiences or events using a variety of techniques, details, and well-structured events or sequences.
• can develop and distribute my writing over a variety of mediums, including but not limited to the internet.
• can establish and maintain an appropriate form, tone, conventions, and vocabulary for the intended audience.
• can develop and strengthen my writing through collaborative planning, revising, editing, rewriting, etc.
• can conduct research to answer self-generated questions or solve problems using multiple sources that I have gathered on my own using research standards and methods.
• can engage effectively in a range of speaking tasks (one-on-one, in groups, and teacher-led).
• can formulate and ask questions to enhance a discussion.
• can integrate claims and findings from multiple sources into a discussion.
• can integrate multimedia and other visuals as appropriate or required to engage my audience, strengthen my arguments, and enhance my communication.
• can interpret new information expressed by others and explain how this information has changed, reinforced, or challenged my thinking. 
• can interpret, assess, and evaluate the purpose of the information.
• can analyze a speaker’s argument and specific claims to evaluate the credibility, relevance, and sufficiency of the evidence used to create the argument.

Records and Information Management

• Pay Back Period
• Return on Investment (ROI)        
• Operating Expense Ratio             
• Loan to Value (LTV) Ratio            
• Average Mortgage Rate
• Equity-to-value ratio      

Research & Accountability

• Research Impact
• Dissemination
• Citations
• Sustainability of Excellent Research
• Beneficiaries
• Research Infrastructure
• Research Active Staff
• Performance of Research Centers / Clusters
• Affiliations / International Collaborative Partnerships
• Investment (Capital and Research Funds)
• Research Quality
• Comparative Grade Point Average (1 – 4)             
• Research Degree Provision
• Research Student
• Studentships
• Completions
• Supervisors
• Time To Prepare Patent Claims  
• Cost Savings Due To R&D             
• Cost Per R&D    
• Laboratory Surface         
• Staff With Ph.D. Degrees             
• New Products Per Researcher & Cost Per Researcher       
• First To Market Products              
• Products / Services Codeveloped In Partnership With Customers
• Product Development Projects Completed           
• Patents Per Million Dollars Of R&D Investment   

Risk Management

• Technical Protocols        
  • The technical aspects of your business and its emergency strategies are highly important when it comes to assessing the manner in which you are dealing with a crisis. Technical protocol metrics involve figures such the number of cybersecurity strategies, the size of your technical team, or the number of devices you are using for implementing your emergency response plans and storing your data.
• Regular Checkups            
  • Conducing regular checkups of all your emergency response plans and strategies is an excellent way of obtaining useful metrics for knowing whether you are successful in your endeavors. Make sure to gather and analyze the figures of all your regular checkup and amend your plans accordingly.
• The Use of an Emergency Mass Notification System         
  • An emergency mass notification system can make the difference between successfully broadcasting messages and alerts in times of a crisis, and having to manually inform the people involved, thus significantly increasing delivery time. Using a modern, fully featured mass notification system will allow you to send messages to a large group of people, have templates in place for a wide range of crisis situations, and analyze real-time feedback.
• Number of Maintenance Procedures       
  • Maintenance is not something reserved strictly to industries in which companies operate heavy machinery or have a lot of equipment engaged in their production process. You can be a company offering nothing but services and still need to conduct maintenance procedures on your premises. The number of maintenance procedures you are executing is an excellent emergency response management metric as it tells you how to further proceed in case of a malfunction.
• Emergency Response Training    
  • The training of all your employees is amongst the most important emergency response metrics as it not only provides you with insights into how prepared you are to respond with efficiency to a crisis, but it also offers your personnel assurance. Knowing that they have all the proper knowledge and the information related to all persons and teams responsible of emergencies will create a better working environment.
• Incident Templates and Scenarios            
  • The number of templates and scenarios you consider for your emergency response is a valuable figure. This allows your company to quickly respond to a wide range of situations without having to waste time on coming up with a message for broadcasting. Whether we are talking about regular messages related to maintenance or short alerts in times of need, having a set of templates at hand and being aware of their performance will significantly reduce downtime.
• First Responders Time   
  • It is not sufficient to provide your team of first responders with drafted plans and crisis communication strategies to implement in the event of an emergency, you will also need to monitor their time. Using first responders time as an emergency response metric will help you further improve your crisis communication plans and emergency strategies. This will therefore contribute to the overall success of your business.
• Emergency Response Messages and Alerts           
  • The number of emergency response messages and alerts you are sending, either from a template or the ones you are drafting in real-time should be analyzed so that you have a better understanding of how your crisis communication solutions operate. If you have a precise situation of these messages, you can recheck them and see if some of the messages and alerts you are sending in real-time might be transformed into templates in order to save time.
• The Number of Employees or Teams Engaged with Emergency Response
  • Regardless of the size or sector of your business, you will need to delegate emergency response attributes to either a number of employees or an entire team. Knowing the exact situation and how many employees you have in service of emergency response contributes to the security of your emergency plans and strategies.

ROSES

• % of Students who enrolled in a 2 or more-year college degree plan         
• % of Students who completed 2 or more-year college degree plan            
• % of students who enrolled in 4-year degree program with commitment to a military branch              
• % of students who completed in 4-year degree program with commitment to a military branch  
• % of Students who enlisted in a military branch after high school              
• % of students who did not complete high school

Science

Kindergarten

• can describe what happens if you push or pull an object harder.
• can describe where animals live and why they live there.
• can describe what the weather is like today and how it is different from yesterday
• can develop a simple sketch, drawing or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem

Grade 1

• can describe what happens when materials vibrate
• can describe light sources and why light is important
• can explain how animals and their offspring are similar and different. 
• can observe, describe, and predict some patterns of the movement of objects in the sky
• can develop a simple sketch, drawing or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.     

Grade 2

• can explain how materials are similar and different from one another.
• can explain how properties of the materials relate to their use.
• can describe what plants need to grow.
• can identify how many types of living things live in a place.
• can explain how land changes and what are some things that cause it to change.
• can describe different kinds of land and bodies of water.
• can develop a sketch, drawing or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.
• can ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
• can analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.

Grade 3

• can explain how equal and unequal forces on an object affect the object.
• can explain how magnets can be used.
• can explain how organisms vary in their traits.
• can explain how and why organisms’ traits vary.
• can explain what happens to organisms when their environment changes.
• can explain how plants, animals, and environments of the past are similar to or different from current plants, animals, and environments.
• can describe typical weather in different parts of the world and during different times of the year.
• can explain how the impact of weather-related hazards can be reduced
• can define a simple design problem that specifies criteria for success and considers constraints.
• can generate and compare multiple possible solutions based on meeting the criteria and constraints of the problem.
• can plan and carry out fair tests to improve a model or prototype by controlling variables and considering failure points.

Grade 4

• can describe waves and some things they can do
• can explain the relationship of energy and motion
• can identify how internal and external structures support the survival, growth, behavior, and reproduction of plants and animals
• can explain how water, ice, wind, and vegetation change the land.
• can describe how the Earth’s features can be determined with the use of maps.
• can define a simple design problem that specifies criteria for success and considers constraints.
• can generate and compare multiple possible solutions based on meeting the criteria and constraints of the problem.
• can plan and carry out fair tests to improve a model or prototype by controlling variables and considering failure points 

Grade 5

• can describe the relationship between changes in matter and changes in weight.  
• can explain if new substances can be created by combining other substances
• can explain how matter cycles through ecosystems
• can describe where the energy in food comes from and what it is used for.
• can explain how much water can be found in different places on Earth.   
• can explain how lengths and directions of shadows or relative lengths of day and night change from day to day.
• can explain how the appearance of some stars change in different seasons
• can define a simple design problem that specifies criteria for success and considers constraints.
• can generate and compare multiple possible solutions based on meeting the criteria and constraints of the problem.
• can plan and carry out fair tests to improve a model or prototype by controlling variables and considering failure points.

Grades 6-8

• can explain how particles combine to produce a substance with different properties and how thermal energy affects particles
• can demonstrate what happens when new materials are formed; what stays the same and what changes
• can describe physical interactions between objects and within system of objects
• can explain how energy can be transferred from one object or system to another
• can explain the characteristic properties of waves and how they can be used
• can explain how the structure of organisms contribute to life’s functions
• can outline how organisms grow, develop, and reproduce
• can describe how organisms obtain and use matter and energy and how matter and energy move through an ecosystem  
• can demonstrate how organisms interact with other organisms in the physical environment to obtain matter and energy
• can describe how genetic variation among organisms in a species affect survival and reproduction and explain how the environment influences genetic traits in populations over multiple generations
• can describe the Earth’s place in the Universe
• can identify what makes up our solar system and show how the motion of the Earth explains seasons and eclipses.
• can explain how people figure out that the Earth and life on Earth have changed over time
• can demonstrate how the movement of tectonic plates impacts the surface of the Earth
• can show how the materials in and on Earth’s crust change over time  
• can demonstrate how water influences weather, circulates in the oceans and shapes Earth’s surface
• can identify the factors that interact and influence weather and climate
• can show how natural hazards can be predicted
• can demonstrate how human activities affect Earth systems
• can determine whether or not the design is successful
• can evaluate different proposed ideas and use a process to determine which ones are most promising
• can test the best design, analyze the results, modify the design, and re-test/modify again

Grades 9-12

• can explain the structure and properties of matter.
• can explain how substances combine or change (react) to make new substances
• can characterize and explain these reactions and make predictions about them
• can explain and predict interactions between objects and within systems of objects.
• can explain how energy is transferred and conserved.
• can explain how waves transfer energy and are used to send and store information.
• can explain how the structures of organisms enable life’s functions.
• can explain how the characteristics from one generation are related to the previous generation.
• can explain how organisms obtain and use energy they need to live and grow. 
• can explain how matter and energy move through ecosystems.
• can explain how organisms interact with the living and non-living environment to obtain matter and energy.
• can explain how there are so many similarities among organisms yet so many different plants, animals, and microorganisms.  I can explain how biodiversity affects humans.
• can explain what the universe is, and what goes on in star. I can explain the predictable patterns caused by Earth’s movement in the solar system.
• can explain how people reconstruct and date events in Earth’s planetary history and why the continents move.
• can explain how the major Earth systems interact and how the properties and movements of water shape Earth’s surface and affect its systems.
• can explain what regulates weather and climate.
• can explain how humans depend on Earth’s resources. and how people model and predict the effects of human activities on Earth’s climate
• can define problems using both qualitative and quantitative analysis
• can develop possible solutions by breaking them down into smaller problems that can be tackled with engineering methods.
• can improve designs using sophisticated methods, such as computer simulations to model proposed solutions.

Special Education

• What percent of students with IEPs are:
  • Learning in school buildings?
  • Learning remotely?
  • Learning in a hybrid model?
• What is the attendance rate for students with IEPs?
  • For in-person instruction?
  •  For hybrid instruction?
  •  For virtual instruction?
• To what degree is there a digital divide in the district?
  • What percentage of students with IEPs do not have access to laptop/tablet?
  • What percentage of students do not have internet access at home?
  • What percentage of students do not have access to assistive technology at home for remote or blended learning?
  • What is the districtwide rate of compliant IEPs?
  • What percentage of IEPs are compliant with state timelines?
  • What is the “backlog” rate of initial evaluations?
  • What is the “backlog” rate of reevaluations?
• What is the rate of students being referred to CSTs?
  • What percentage of students are being referred for special education services because they are regressing?
  • What percentage of students are subsequently being classified because they are regressing?
  • What percentage of students are receiving intervention prior to referral?
  • What are the overall rates for students engaged in Tier II or Tier III interventions?
• At what rate are students receiving related services (OT, PT, Speech, Counseling)?
  • What is the overall prescribed versus delivered rate for each related service category?
  • What is the rate of related services occurring in person?
• Using tele practice?
  • What is the rate of families withdrawing their children for related services?
• At what rate are services being logged for SEMI?
  • Approximately 90% of special education Medicaid eligible students statewide are attending a SEMI-participating district in FY20.
• What is the rate of compliance for special education staffing as required per code?          
• What is the academic progress of students with IEPs in comparison to peers without IEPs?
• Based on benchmark assessments or universal screeners, how are students with IEPs recovering from the COVID-19 slide in relation to their general education peers in:
  • ELA?
  • Math?
  • Social-Emotional Learning?
• At what rates are families presently being engaged in their child’s education?
  • What have the response rates been of parents of children with IEPs during the COVID-19 emergency?
  • How many trainings targeted to parents of students with disabilities are being provided each month/quarter during the COVID-19 emergency?

Strategy & Innovation

• Engagement
  • Engagement with your innovation program is the root of every project you’re going to move through the funnel. It’s essential, therefore, that you track this metric independently of other outcomes.
• Actionable Ideas             
  • You need ideas to start the innovation process moving. You need those ideas to pass through your sorting system into a project management framework so they can be mobilized for execution.
• Projected profitability    
  • Every functional idea that comes out of your innovation funnel will need to be assessed for its potential profitability. Otherwise, your decision makers will have a hard time deciding what’s valuable to the company. The projected profitability of your innovation program is the sum total of each of these individual project projections.
• Actual profitability          
  • If you have innovation projects that have already gone live, you can come up with an actual profitability figure with a sum of their gross income calculations. Be aware that some more intangible project benefits, like efficiency building or collaboration, can have very real effects on your bottom line whilst being difficult to quantify. You can isolate the contribution of your innovation projects by removing projected growth figures in other departments from the total growth metric.
• Costs    
  • For a true value analysis, you’ll need to remove the costs of your innovation program from your profitability metrics. Don’t forget that there are two cost metrics involved here; the cost of getting the project live and the costs of running the innovation program.
• Cultural Impact 
  • This is perhaps the most difficult metric to capture on paper. However, an innovation program can be the catalyst for broader working changes across your entire organization. To measure these sorts of changes, consider a long-term approach to KPIs. You can look at improvements to overall team performance, business-market interactions, employee satisfaction and retention.
• How much is being invested in employee education to study more innovative methods? 
• Number of employees involved in the ideation process       
• Tracking employee idea contributions     
• Employee Motivation for innovative ideas           
• % of employees collaborating and communicating with one another    

Student Attendance

• % of Absences Excused  
• % of Absences Unexcused           
• % of Students Failing due to Absences   
• % of Students in danger of disciplinary action due to absences    

Student Discipline

• % of students experiencing one or more disciplinary actions (e.g., number of students suspended or expelled divided by the total number of students); or         
• # of disciplinary incidents (e.g., the total number of suspensions or expulsions in the school). This measure is also often reported as the number of suspensions or expulsions per 100 students.            
• % of K–12 students who experienced one or more in-school suspensions, out-of-school suspensions, expulsions, and removals to alternative settings.     
• Number of school days missed by students who received out-of-school suspensions.        
• % of preschool students who experienced out-of-school suspensions.     
• is data available to schools on a schedule that is useful for making school improvement decisions or for monitoring progress?     
• Is data reported in a format that school teams can use to make decisions?            
• Is data collected using common definitions and procedures across staff members?            
• Is safeguards in place to ensure that data entry is accurate?         
• Will districts or schools find the indicators helpful in monitoring progress and identifying changes in the desired school discipline outcomes?         
• Do the data provide information on school discipline outcomes that are meaningful and relevant to stakeholders (for example, administrators, teachers, parents, students)?         
• Can the data be used to analyze racial/ethnic disproportionality in desired outcomes?     
• Do the indicators help focus attention on important and actionable concerns?    
• Does the data provide information about specific student groups or school discipline problems that may require targeted interventions and support (for example, racial/ ethnic groups, grade levels, types of reported misbehavior, and locations and times that are associated with the most suspensions)? 
• Does the data provide information on the implementation fidelity—the degree to which an intervention is delivered as intended—of selected interventions?              
• Does the school discipline system provide all necessary data for monitoring fidelity of implementation, tracking progress, and informing improvement decisions? Can the data collection requirements be simplified without losing important information for monitoring progress and informing improvement decisions?              
• Are schools required to report data that are essential for informing improvement decisions or meeting current federal and state reporting requirements?     
• Do the data reporting tools provide information that is essential for tracking the fidelity of implementation and program effectiveness?       
• Does the school discipline reporting system limit data collection and reporting to only those data necessary for monitoring progress and informing improvement decisions?  

Student Records

• Production Activity         
  • What are the tasks that you and your administrators complete each day? How long does each one take you? Which months are your busiest ones? This breakdown of the registrar office’s main functions will help you understand workloads and identify if there’s an imbalance to correct in the upcoming year.
• Administration Account Usage  
  • These analytics paint a realistic picture of the services your admins have access to, as well as which ones they actively use. That way, you’ll have a clearer idea of admin performance and can delete unused or unhelpful accounts.
• Student Record Transactions      
  • Student record processing is a hefty portion of registrar responsibilities, which means it gets a lot of attention on the annual report. These analytics include order transaction statistics, such as the total number of each credential ordered and the percentage of paper versus electronic requests. Other metrics to track include the percentage of people placing the orders, such as students, third parties or admins. It also helps to understand the reasons for credential requests, as well as who fulfilled the orders.
• Enrollment Numbers      
  • Measure your enrollment services by reporting on registration adds and drops processed throughout the year. You can also differentiate between enrollment methods, such as online registration or manual verifications completed by registrar admins.
• Course Proposals            
  • Your year-end report should also detail the course maintenance and assessment conducted by your team, such as the total number of approvals and cancelations. You can also include statistics surrounding the number of courses offered in the academic year, class updates and student petition requests.
• Major Projects  
  • One of the final sections in your report details the major projects your team focused on during the academic year. Bonus points when you list out projected initiatives for upcoming semesters.
• Student satisfaction       
  • Gathering insights into student satisfaction with registrar services can be a time-consuming task, but the information can dictate departmental improvements and process changes. For instance, overall rankings of service experiences and reasons for the response gives you a window into the student perspective.

Student Support Services

• Client satisfaction on all measures at 80% or higher.        
• Favorable outcomes identified and reported for all services and programs.           
• Accreditation of Health Service achieved every three years.         
• Number of complaints (-ve indicator) or compliments (+ve indicator)       
• Student awareness of services (agree or strongly agree that they know what SSV offers) is 60% or higher    
• Student awareness of specific services (agree or strongly agree that they know what SSV offers) is 60% or higher
• Staff awareness of services (agree or strongly agree that they know what SSV offers) is 60% or higher.           
• Employer awareness of services and programs offered by the CES Student (agree or strongly agree that they know what CES offers) is 80% or higher  
• Client and stakeholder satisfaction with range, scope, and quality on-line resources 80% or higher  
• Client satisfaction from students with disabilities with on-line resolution 20 % of programs delivered in-Program or for specific cohorts        
• Client satisfaction on all measures at 80% or higher.        
• At or above national average for ratings on ISB  
• At or above national performance for Indigenous student support.          
• Representation in SSV staffing profile of staff from diverse backgrounds, equals or exceeds the profile for the School/District Wait time for scheduled face to face services on each campus within agreed standards.             
• Numbers of:
  • Interns
  • Student Mentors
  • Student Partners
• SSV staff attend minimum of eight meetings of School Committees or Group level meetings each year.          
• SSV staff represented on minimum of ten relevant committees and working parties each year.     
• Semester Report and Issues Papers submitted to senior officers each semester 5% increase in managed employer contacts each year             
• Increase in scale or quality of educational partnerships activities each year                       
• Inclusion of contribution to University’s responses on sector wide issues
• At least three executive memberships on peak bodies annually.  
• Staff satisfaction on measures relating to workload and quality of working environment higher than Griffith average.      
• % of staff satisfaction rating on majority of 9 indicators on SSV Climate Survey
• Staff satisfaction on measures relating to workload and quality of working environment higher than Griffith average.      
• Four secondment/HDA opportunities each year (internal and external to SSV)     
• 1% of SSV Budget allocated to professional development for staff            
• Uptake by all SSV staff of training related to diversity and cross-cultural competencies at least biennially.               
• Staff leave balances are maintained below required levels.           
• Monthly monitoring of timesheets for all staff, including managers (90% compliance with exception reports)          
• SSV performance in green audit every three years equals or betters benchmark average on all criteria       

Student Transfer

• Retention:
  • % of First Time Students That Retain from Fall-to-Fall
  • % of First Time Full-Time Students That Retain from Fall-to-Fall
  • % of First Time Part-Time Students That Retain from Fall-to-Fall
• Persistence:
  • % of First Time Students that retain from fall to spring
  • % of First Time Full-Time Students that retain from fall to spring
  • % of first time Part-Time Students that retain from fall to spring
• Credit Momentum:
  • % of all students that completion 6 or more college level credits in their first term
  • % of all students that complete 12 or more college level credits in their first year
  • % of all students that complete 15 or more college level credits in their first year
  • % of all students that complete 12 or more career and technical credits in their first year
  • % of all students that complete 24 or more college level credits in their first year
• Graduation:
  • % of Transfer Students that Graduate on time
  • % of Students That do not graduate on time
• Transfer:
  • % of students that transfer out
  • % of graduates that enroll in four-year colleges and universities
  • % of graduates that enroll in four-year colleges and universities within 1 year
  • % of graduates that Enroll in four-year colleges and universities within two years
• Graduate Outcomes:
  • % of students that successfully pass licensure and certification exams
  • % of students employed following completion of an award or upon exit from the program
  • % of graduates that graduated from four-year colleges and universities

Supplier Diversity

• Diverse Spend   
  • How much money your company is spending with diverse suppliers.
• Diverse Count   
  • The number of diverse suppliers that your company contracts with.
• Economic Impact            
  • How doing business impacts the economy, specifically the local economy where your suppliers are located and do business. Choose from a variety of metrics to measure your economic impact. For example, you can track the number of jobs created by your supplier diversity program, as well as tax revenue generated by doing business in local communities.
• Cost Savings      
  • The ratio of organizational spending to revenue over time.
• Market Share    
  • Your program’s impact on revenue earned and projected.
• # of actions with diverse suppliers (contract awards and modifications)   
• This metric tracks the diversity efforts of your direct (Tier 1) diverse and non-diverse suppliers in terms of their diverse spend and diverse count. To report on these numbers, you’ll need to collect data from your Tier 1 suppliers on a routine basis.
• # of bids to which diverse suppliers have been invited     
• Subcontracting (second tier) spend with diverse suppliers             
• Effectiveness of the supplier onboarding process for new diverse suppliers       

Technology & Information Systems

• IT spend vs. plan              
• IT support employees per end users        
• Mean time between failures (MTBF)       
• Mean time to repair / recovery (MTTR)  
• Recovery point objective (RPO)  
• Recovery time objective (RTO)   
• Server downtime and uptime     
• Account create success 
• Account termination success      
• Active directory performance index         
• Alert-to-ticket ratio        
• Average data center availability 
• Call center PBX availability          
• Campus PBX availability
• Customer connection effectiveness         
• Data center capacity consumed 
• Email client availability  
• Exchange server availability        
• Incidents from change   
• Internet proxy performance        
• Network availability – High availability sites          
• Network availability – Standard sites       
• Network manageability index     
• No problem found/duplicate tickets        
• Percentage of branch office backup success        
• Percentage of circuits exceeding target utilization            
• Percentage of IT managed servers patched at deadline   
• Percentage of production servers meeting software configuration standards        
• Percentage of security update restarts within maintenance window         
• Percentage successful remote access server (RAS) connections   
• Phone answer service level         
• Priority 1 and priority 2 network incidents meeting SLA  
• Product adoption status and compliance              
• Restore success rate      
• Server growth rate         
• Server manageability index         
• Service desk client satisfaction – Percentage dissatisfied  
• Service desk tier 1 resolution rate            
• Service desk time to escalate     
• Service desk time to resolve       
• Storage utility service availability             
• Storage utility utilization              
• Virtual machine provisioning interval      
• Virtual server utility availability  
• Web server availability  

Title IX

• breakdown of students percentagewise by race              
• breakdown of student population by gender      
• breakdown of student population by age level    

Translation Services

• % of translations right the first time        
  • How much of an initial translation did your company approve without needing edits? How does this compare to the LSP’s average and/or the average for projects that you’ve completed together? The error rate should be as low as possible, and decrease even more with subsequent edits.
• Translation cost per word            
  • Tools like Machine Translation can reduce the cost of translation by reducing the burden placed on human linguists, while also providing essential security measures that will reduce the chance of a costly data breach.
• On-Time Delivery            
  • Measure how much of the translation adhered to the timeline. Was the project completed on time or ahead of schedule? Compare the initial and actual timelines to show the speed and efficiency of the process, and find the causes of any slowdowns.
• Overall Student Family Satisfaction         
  • What is the percentage of repeat clients? If clients are asked to complete reviews or feedback surveys, what are the quantitative and qualitative results from those?
• Turnaround time             
  • The amount of time taken to complete a process or fulfill a request.
• Throughput rate              
  • Measures the rate at which translations are processed from start to finish
• Reviews required             
  • How often are translators needing their work checked for accuracy?
• % Translation error rate–linguistic and technical
  • Method used by Machine Translation specialists to determine the amount of Post-Editing required for machine translation jobs. The automatic metric measures the number of actions required to edit a translated segment inline with one of the reference translations. It’s quick to use, language independent and corresponds with post-editing effort
• % Translation milestones met or on-time deliveries          
  • How often are milestones being met and completed on time
• % Content recycled or prior assets used 
  • How often is prior material being used with students?
• Employee satisfaction   
  • How satisfied are employees in their job, is there high turnaround for employment?
• Capacity Utilization Rate              
  • Measures the percentage of an organization’s potential output that is actually being realized
• Latency time     
  • A measure of delays in translation services being provided
• Uptime rate       
  • The amount of time that a service is available and operational

Transportation

• Planned vs actual performance  
• Miles driven       
• Drop sequence  
• Number of stops made  
• Time at each stop           
• Arrival and Departure times        
• DOT reportable safety incidents 
• Speeding incidents          
• Harsh acceleration or braking incidents  
• DOT violations  
• Available hours of service (HOS)
• HOS violations  
• Unassigned mileage by vehicle   
• Cost metrics      
• Cost-per-mile    
• Cost per unit/case/pallet/cube (NOTE: most companies settle on one unit of measure so it can be applied uniformly across transportation and warehouse metrics) 
• Miles-per-gallon              
• Engine idle time              
• Assets inactive for over two days (NOTE: this suggests whether there is room to downsize the fleet without impacting service)        
• Parts/Tires/Fuel cost per mile    
• Preventative maintenance (PM) compliance        
• PM time as a percent of all maintenance time    
• Productivity (mainly planned vs actual)  
• Recordable safety incidents over time    
• On-time delivery over time         
• CO2 emissions over time          

TSL Incentive Program

• Average time-to-enrollment        
  • This incentive program KPI is an important measure of whether or not your program marketing is effective and whether or not you are presenting an attractive value proposition. Offering limited-time promotions or using Gamification are two tactics you can use to reduce your time-to-enrollment.
• Incentive Program Enrollment    
  • How many members of your target participants are enrolled in your incentive program? If you don’t have the level of participation you’re looking for, it may be time to consider making a change to your program. Do you have the right rewards that will appeal to your participants? Are you using a delivery method or redemption site that is difficult for them to use? Would adding some excitement through sweepstakes or instant win games improve things?
• Employee Motivation and Retention       
  • Training new employees is expensive, so most companies prioritize employee retention. It’s also important to make sure that the employees you have are motivated to do their best. A good incentive program, particularly a long-term one can help with both of these issues.
• Reward Points Earned   
  • In a points-based reward system, seeing the number of points earned is a good KPI as it helps track participants’ behavior. A high number of points being earned means that participants are being motivated to perform the desired behaviors of the incentive program.
• Reward Points Redeemed            
  • It’s not just important to see points earned, but also redeemed. If participants aren’t spending their points it is important to understand why. Are they saving up their points for higher value items or are they uninterested in the offerings available in your reward marketplace?

UIL Academics

• # of Students enrolled in Academic Competition Programs
• % of Student population enrolled in Academic Competition programs

Virtual Learning Options

• Accuracy
  • The degree to which criteria matches a model without errors (the learning objectives of the e-learning program are measurable; the e-learning program improves computer skills of learners).
• Class
  • The comparative superiority of criteria (the e-learning program improves our core competencies; learners are satisfied with the eLearning program).
• Novelty
  • The degree of innovation represented (the e-learning program promotes interactive learning and student career development; it accommodates multiple styles of learning).
• Rate
  • A productivity measure per unit time (the eLearning program increases usable knowledge and new skill transfer to the job; it improves learning efficiency).
• Timeliness
  • A measure of performance against schedule (the e-learning program improves job performance immediately; it enables new skills to be immediately demonstrable).
• Volume
  • A measure of bulk or unit production (the e-learning program improves job capability and includes a sufficiently wide variety of topics).
• Labor
  • Employee time (the e-learning program reduces learning cost, and it is easy to access).
• Material
  • Cost of all material production resources (the e-learning program content is up to date and includes detailed content outlines)
• Management
  • Includes the cost of all managerial resources (the e-learning program improves manager coursework planning, organizational performance, communications)
• Ease of Service Accessibility
  • Access Time
  • Number of clicks/links
• Quality of Service Accessibility
  • User Friendly Interface
  • Web 2.0 Technology
• Use of Secure Protocols
  • Cross-platform capability
  • Use of Multimedia Services:
  • Use of Audio and Video Plug-ins
  • Use of Video Conferencing
  • Use of Blog or Forum Sharing and Comparing
• Quality of Education:
  • Drop-out Rate
  • Student Academic Grades
  • Improves Speed of Acquiring New Knowledge and Skills
  • Improved learning efficiency
  • Student/Teacher Ration
  • Number of Requests for Additional Courses
  • Course Content Currency (Courses Up to Date)
  • Learning Tracks Clearly Defined
  • Presence of detailed syllabus and prerequisites for all courses
  • Availability of Quality Electronic Reference Library
• Teacher Efficiency:
  • Promotes Student Learning
  • Uses Rigorous Instructional Strategies (e.g., Modeling, Demonstrating, Think-Aloud, etc.)
  • Level Of Technical Competence
• Student Efficiency:
  • Level of Student Satisfaction
  • How Many Students in Total Have Taken Advantage of the E-Learning Offer?
  • Courses Keep Learners Attention
  • Level Interactivity and Feedback
  • Level Collaboration and Motivation to Study
  • Level of Technical Competence
• Technology Infrastructure Efficiency:
  • Ease of Course Navigation
  • Ease of Course Accessibility
  • Ease of Course Availability

Volunteers in Public Schools (VIPS)

• Number of volunteers recruited
  • Total number of volunteers for the school
• Hours worked per volunteer       
  • Average number of hours worked per volunteer
• Estimated dollar value of hours donated
  • Average Estimated dollar value of hours donated and services delivered (e.g., planted ‘x’ number of trees).
• The opportunity costs of every volunteer hour   
  • Average cost of volunteer i.e., training
• Gifts Secured     
  • Starting with the basics, this metric simply measures how many gifts your nonprofit received within any given time frame (1 month, 1 year, 3 years).
• Donor & Donation Growth          
  • Growth refers to the increase in the size of something over a period of time. With donor growth and donation growth metrics, we look at the increase in the size of donation revenue year-over-year or the increase in the size of the number of donors month-over-month. Both are measures of growth with a simple change of variables (donor or donation and time period).
• Donor Retention Rate   
  • Donor retention rate is the percentage of donors who have given more than once. Recurring donors are incredibly valuable to nonprofits. Not only do most donations trickle in from existing donors, but gaining new relationships is always more costly than cultivating existing ones. Moreover, it’s important to note that an organization with 5,000 donors last year and 5,100 donors this year can appear to have a great donor retention rate. However, if the organization lost 2,500 donors this year but gained 2,600 first-time donors, then the acquisition numbers look great, but there’s clearly a retention problem.
• Fundraising ROI
  • ROI or “Return on Investment” is essential, especially to nonprofits who often operate on a limited budget. This KPI is simply an evaluation of the number of dollars coming in per dollars spent on fundraising. This fundraising KPI matters because it can help your nonprofit evaluate the fundraising efforts and adjust the course accordingly.
• Donation Conversions by Channel            
  • This KPI tells you how many donors took an action when prompted by your organization and where they took the action. It’s very helpful to look at donation conversions by channel (organic, social, email, referral, ad, etc.)
• Website Page Views       
  • Page views refer to the number of times users viewed a page on your website. This includes repeat viewings, so if someone visits the same page multiple times, the number of page views will be greater than the number of individual people who visited the page.
• Email Open and Click-Through Rates       
  • The email open rate metric shows you the percentage of recipients who opened an email from your nonprofit. Even if your content is great, it won’t matter unless your audience opens your emails. If your open rate is low, you should experiment with subject lines. The email click-through metric (CTR) shows what percentage of recipients clicked on links included in your email. This is an excellent way of determining how many supporters took the next step by visiting your website, your online donation page, or another important link.
• Landing Page Conversion Rate   
  • This metric measures how many visitors to your donation page completed the donation process. Using a tracking tool, such as Google Analytics, you can determine how many visitors reached a specific page, how they arrived there, and how many completed the action on that pace.
• Amplification, Applause, and Conversation Rates              
  • These three metrics refer to social media, an inevitable part of marketing for nonprofits these days. Likes and tweets are usually referred to as the ‘applause’. This means that individuals passively interact with your content. Amplification rate refers to shares, retweets, reposts, reblogs … anything “re”. The more your content gets shared, the greater your reach. The more people you reach, the better your chances of attracting new donors. Conversation rate refers to comments and replies to your content.
• Number of Beneficiaries Served and Program Attendance             
  • The number of beneficiaries served is exactly what it says it is – the number of targeted beneficiaries you served through your programs and activities over a specific period of time. Program attendance refers to the number of targeted beneficiaries that attend any given program that your nonprofit organizes with the intention of furthering your mission.
• Beneficiary Satisfaction Rate      
  • Measures the satisfaction of the districts/schools’ beneficiaries.
• Pre and Post Scores        
  • Pre and Post Scores refer to the changes in knowledge, skills, abilities, and/or behaviors amongst your beneficiaries. These changes are often referred to as ‘outcomes’ within the social impact measurement frameworks. Read more about them and measuring social impact here.
• Employee Retention Rate            
  • Employee retention rate measures the rate at which employees leave the organization in a given time period (e.g., month, quarter, year). This metric is usually indicative of the employee satisfaction rate (see below).
• Employee Satisfaction Rate        
  • Employee satisfaction rate can be somewhat gauged through some of the other metrics (e.g., employee turnover, percent of performance goals met, absenteeism). However, there are other things you can do to measure the employee satisfaction rate on its own. A) One of them is the NPS (Net Promoter Score). NPS is used when measuring the satisfaction of customers, employees, volunteers in various organizations, for-profit and nonprofit.  This is a metric that asks, “On a scale of 1-10, how likely would you be to refer a friend or family member to do business with us?” To switch this to measuring employee satisfaction, all you have to do is ask: “On a scale of 1-10, how likely would you be to refer someone to work for us?” Make sure to make the survey anonymous. 9-10 scores are considered Promoters (very satisfied), 7 or 8 are Passives (somewhat satisfied), and 1 to 6 are Detractors (not satisfied).
• Percent of Performance Goals Met          
  • Check what: percentage of critical performance did your employees meet? percent of tasks did they complete? percentage of goals did they abandon/found unattainable?
• Absenteeism Rate          
  • Absenteeism refers to employees missing part or whole days of work due to personal illness, personal business, or other reasons (excluding paid vacation). These absences may be avoidable or unavoidable. This KPI is used as an indicator of employee motivation or engagement because, in management terms, a high absence rate resembles a low motivated individual. Studies and reviews have shown that low motivated employees are more likely to call in sick or skip days of work, rather than highly motivated employees.
• Year-Over-Year Growth 
  • Year-over-year growth is the percent you increased your revenue or budget in one year when compared to the year before.
• Operating Surplus/Deficit             
  • This financial KPI will help you understand if your financial resources are sufficient and flexible enough to support your mission by comparing expendable net assets to total expenses.
• Liquid Unrestricted Net Assets (LUNA)    
  • LUNA is the portion of unrestricted net assets that could be converted to cash relatively easily (may or may not include board-designated funds, based on accessibility). It also refers to the funds available for purposes such as supplying working capital, guarding against downturns, and pursuing new opportunities.
• Program Efficiency         
  • Measure this KPI by comparing the program expenses against total expenses. This will help you identify how efficient your nonprofit is in fulfilling your mission. This indicator is also helpful because you can then tell your donors how much you’re spending on the mission rather than administrative costs.

Warehouse Operations

• Inventory accuracy         
  • Inventory accuracy refers to the match between the amount of inventory that has been tracked and the amount that is physically present in a warehouse. Inventory tracking is typically done automatically using a warehouse management system or inventory management system, but this number doesn’t always match the quantity of inventory that is actually physically present in the warehouse. This could be because of theft, damage, miscalculations, shortages on the supplier’s side, etc. The inventory accuracy KPI will show if there is a difference between the two values, by dividing the stock tracked by the system by the stock physically remaining in the warehouse. The closer the number is to 1, the more accurate your inventory tracking is.
• Shrinkage           
  • Shrinkage is one kind of mismatch in your inventory accuracy. It’s defined as excess inventory that is recorded in accounting but is no longer physically available, for reasons like theft, damage, or miscalculations. This KPI will show you the value of inventory that is missing from your warehouse due to those factors.
• Carrying cost of inventory            
  • Carrying cost of inventory is the total amount of money a business spends on owning, storing and holding inventory. It represents how long your business can continue storing its inventory before you begin to lose money and need to find a new solution for slow-moving inventory and dead stock. Carrying costs can be calculated by dividing your total carrying costs by your average inventory costs.
• Inventory turnover         
  • Inventory turnover is the frequency at which your inventory is being sold. A higher value indicates stronger sales, and a lower value indicates weaker sales. Inventory turnover can be calculated in two ways: by dividing the number of sales made by your average inventory, or by dividing the cost of goods sold by your average inventory.
• Inventory to sales ratio 
  • The inventory to sales KPI gives you the ratio of your remaining inventory at the end of the month to the sales you made during the same month.
• Receiving efficiency        
  • Receiving efficiency calculates the productivity of the work being done by your employees in the receiving area of your warehouse. This will help you decide whether to implement new training sessions or better processes.
• Cost of receiving per line             
  • The cost of receiving per line refers to the total amount spent on receiving a line of products that have been sent to your warehouse from your vendors. This also includes the processes that take place while receiving, such as handling and accounting for each item. This cost should drop over time, indicating increasingly efficient work.
• Receiving cycle time       
  • Receiving cycle time measures the average time taken to process received stock, which includes accounting for it, sorting it according to category, and then storing it.
• Total order cycle time    
  • Total order cycle time refers to the average time it takes an order to be shipped, starting from the moment the customer places the order. This includes all the processes that take place in between: accepting the order, picking the necessary items, packing them, and getting them ready to be shipped. The shorter this time, the better the chance of you retaining your customers.
• Order lead time
  • Order lead time is the average time it takes an order to reach a customer after they’ve placed it. The order lead time is basically your order cycle time plus shipping time. As with total order cycle time, it’s better for your business if your order lead times are short.
• Backorder Rate 
  • Backorder rates compare the number of backorders you have placed to your total orders. A high backorder rate indicates that you need to work on your forecasting, planning, and inventory tracking.
• Fulfillment accuracy rate             
  • This KPI calculates the number of orders that have been successfully fulfilled from start to finish, out of the total number of customer orders received. This includes orders that have been correctly delivered on time and consisting of the right products. If this rate is low, then your order management process needs to be examined and revised.
• On-time shipping rate   
  • This indicator tells you how efficient your shipping processes are. It’s important to maintain a high on-time shipping rate in order to prevent customer dissatisfaction.
• Cost per Order  
  • This KPI tells you how much it costs to fulfill one of your customer orders, from the moment the order is placed to the time it reaches the customer. Cost per order can be derived by dividing your total expenses spent on order fulfillment, by the total number of customer orders you’ve received.
• Rate of returns  
  • The rate of returns tells you the percentage of customers that have returned their items, whether because of factors you can fix (like damaged products, incorrect item sent, or late delivery) or factors out of your control (such as fraud or problems with the product after delivery). To find this rate, divide the number of items returned by the total number of items sold and convert to a percentage.
• Accidents per year
  • This KPI tracks how many notable accidents have cost time and money during a year. The number should ideally be zero, but if it’s not, it can help you see the scale of the problem.
• Time since last accident
  • This indicator shows you how much time it’s been since the last accident. You want to maintain a high number here, showing that accidents are few and far between.
• Storage Productivity    
  • Volume of inventory stored per square foot.
• Space Utilization 
  • Percentage of space occupied by inventory out of the total space available for storage.
• Inventory Turnover        
  • The number of times the entire inventory passes through during a period of time.

Web Services

• Availability         
  • Was the server up? Did requests complete? If no, why not? Was the data valid?
• Speed
  • How long did actions take? Is this longer than normal?
• Timeframe
  • When did the issue start? Did the recent code or infrastructure break something?
• Impact
  • Who is affected? Is it limited to customer X or location Y?
• Uptime
  • Set your required uptime percentage and your danger threshold percentage.
• Page Load time 
  • The performance standard agreed on.
• Operator Response Time             
  • This is how long an error can go unintended. An Operator logs into Uptrends and confirms that they are aware and working on the problem
• Resolve Time     
  • Resolving a domain name to an IP address is the first step in forming a TCP/IP connection. A slow resolve time could be an indication that:
    • The URL is redirected requiring additional DNS lookups, The primary DNS is overwhelmed, or The TTL (time to live) for the address is set too short, causing the browser to do additional lookups.
• TCP Connect      
  • includes the time it takes to form the initial IP connection to a server and includes the TCP connect and HTTPS handshake. Optimizing performance for the TCP connect is complex. If you would like to learn more, O’Reilly offers a good TCP performance optimization overview
• Wait Time          
  • Once the browser sends a request, the browser waits for a response. The wait time is the time from the send until the response. Network latency and server processing/response times affect the wait time.
• Send Time          
  • Once the client and server form a connection, the client (the browser) can request (GET) the content. The “send time” is the time it takes for the client to package and input the request to the server. The send time is typically less than a microsecond. We would include a graphic, but it is merely a flat line at zero seconds, so there isn’t much fun in showing that.
• Receive Time     
  • The time from the first byte of data until the last byte of data reaches the browser is the receive time. The receive time is frequently under a single microsecond, but for larger files such as images, the receive time may become significant.
• Time To First Byte (TTFB)             
  • When a user requests a resource, the time from their request until the browser receives the first byte of data is the time to first byte. A long time to first byte is a signal that either the server’s response is slow, or network latency is a problem for the user’s location and connection type.
• Page ready time              
  • The page ready time is the total time it takes to render the page completely with all elements interactive.
• Redirect performance    
  • If your site redirects user requests from one URL to another, you add time to the connection. Redirects may not have a substantial hit to your page performance, but when redirects become chained (a redirect to a page that also has a redirect), you can add serious delays. Watching the redirect duration can keep you informed when/if redirects become a problem.
• DNS Performance           
  • As discussed before, the DNS resolve is the time it takes to get the IP address based on a domain name. Most pages have content coming from multiple unique URLs, and each unique URL requires its own resolve. The DNS duration is the combined time it takes to resolve the pages URLs.
• Connect Performance    
  • Connect duration is the time it takes to complete a connection between the client and the server. The connect duration includes the HTTPS handshake and the TCP connect.
• Backend Performance   
• The backend duration includes the times for sending and receiving information, but not the time to process and load the contents. In the example below, we have the backend durations based on the users’ locations. The country entries below with a magnifying glass drill down to state/province level data.
  • Send Performance          
  • The send duration is the time that it takes to package and send data from the client to the server. Of course, the more data that needs sending by the client means a longer send duration. The slowest connection between the client and a server determines the total time to send the data.
• Receive Performance     
  • The receive duration is the time needed to send data from the server to the client. The receive time is directly proportional to the amount of data sent and the connection speed. The slowest connection results in the total time for the receive duration.
• Frontend Performance  
  • The frontend duration is the combined time for parsing and loading the DOM (Document Object Model) with the time to render the content for the page.
• DOM Performance          
  • Each request results in added content, and the browser upon receipt processes that content. The browser uses the combined responses to construct the DOM (Document Object Model). Once the browser constructs the DOM, rendering can begin. The DOM duration is the amount of time it takes the browser to process the HTML (including scripts and CSS files) into a DOM.
• Render Performance      
  • The render duration is the time it takes the browser to take the DOM content and display it on the screen. The render duration is a direct measurement of the browsers processing speed.
• Download Performance
  • The total time it takes to request, receive, process, and render the content. The download time ends when the browser indicates that the DOM has fully loaded for the page.
• Bounce Rate      
  • represents the percentage of visitors who enter the site and then leave (“bounce”) rather than continuing to view other pages within the same site.
• Average Session Duration            
  • the metric that measures the average length of sessions on a website
• Dwell Time         
  • the length of time a person spends looking at a webpage after they’ve clicked a link on a SERP page, but before clicking back to the SERP results.
• Pages Per Session and Scroll Depth          
  • the average page depth is the measurement of the number of pages on your Web site that a visitor views during a single browser session.

Workers’ Compensation

• Cost per FTE      
  • This metric will allow you to tell a meaningful story in a snapshot.
• Lag Time to Report         
  • This report tells you how quickly, on average, employees report their injuries. This number can range between 1 – 15 days or greater.
• Return-To-Work Ratio   
  • the ratio of employees that return to work following an injury within 0-4 days. The goal for your program should be > than 90% of your employees return to work in 0-4 days. Best-in-class programs will have at return-to-work ratios > 95%.
• Number of Employees out of Work Right Now    
  • How many employees are out of work at your organization right now? If you do not know how many employees are out of work, how are you going to get them back to work?
• Frequency of Reports Made        
  • Keeping track of the total number of incidents on a quarterly, monthly or annual basis will allow you to measure progress as well as compare your results to similar firms. You should also consider tracking the type of claim(s) and cost per claim, as this will provide further insight into the performance of your risk management efforts and areas to improve.
• Average Closure Rate    
  • Tracking the amount of time, it takes for claims to close out is extremely important to the overall cost of a workers’ compensation program. Expectations should be discussed with your carrier or third-party administrator at the beginning of each program year.
• Total Cost of Risk            
  • a measurable and manageable number that can be identified and controlled. TCOR is the total cost of your insurance program which includes, but is not limited to premium, retained losses, loss control cost, outside vendor cost, indirect cost, administrative cost and collateral.