Falls Far Below definition

Falls Far Below. Standard:  The school is classified as a Priority or Superintendent’s Zone school. About 1b: This measure is used for information only and will be unweighted.
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Falls Far Below. Standard: Aggregated 3-Year Total Margin is less than or equal to -1.5 percent OR the most recent year Total Margin is less than -10 percent. 0 Notes 0 Measure 2b Debt to Asset Ratio: Total Liabilities divided by Total Assets Result Points Possible Points Earned Debt to Asset Ratio Meets Standard: Debt to Asset Ratio is less than 0.9. 50 Does Not Meet: Debt to Asset Ratio is between 0.9. and 1.0 30 Falls Far Below Standard: Debt to Asset Ratio is greater than 1.0 0 Notes 0 Measure 2c Cash Flow: Multi-Year Cash Flow = Year 3 Total Cash - Year 1 Total Cash AND One -Year Cash Flow = Year 2 Total Cash - Year 1 Total Cash Result Points Possible Points Earned Cash Flow Meets Standard: Multi-Year Cumulative Cash Flow is positive and Cash Flow is positive each year OR Multi-Year Cumulative Cash Flow is positive, Cash Flow is positive in one of two years, and Cash Flow in the most recent year is positive. Note: Schools in their fist or second year of operation must have positive cash flow. 50 Does Not Meet: Multi-Year Cumulative Cash Flow is positive, but trend does not "Meet Standard" 30 Falls Far Below Standard: Multi-Year Cumulative Cash Flow is negative. 0 Notes 0 Measure 2d Debt Service Coverage Ratio: (Net Income + Depreciation + Interest Expense)/(Annual Principal, Interest, and Lease Payments) Result Points Possible Points Earned Debt Service Coverage Ratio Meets Standard: Debt Service Coverage Ratio is equal to or exceeds 1.1 50 Does Not Meet: Debt Service Coverage Ratio is less than 1.1 0 Notes 0 Appendix G: Authorizer Policies
Sample 1
Falls Far Below. Standard:  Debt to asset ratio is greater than 1.0. Purpose ‐ The Cash Flow measure compares changes in a school’s end of year cash balances for cash balance growth as a sign of a school’s financial health and well‐being. The “Total Cash” balances include the unrestricted and the restricted cash balances. The measurement reviews most recent year and, where applicable, prior year cash balances. What is the formula? For all most recent years where the information is calculable:
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Examples of Falls Far Below in a sentence

  • Final Ratings The Final Rating is Meets Target, Does Not Meet Target, or Falls Far Below Target.

  • A school that does not at least meet the Established Minimum Proficiency will be evaluated as Falls Far Below Standard for this measure.

  • Final Ratings The Final Rating is either Meets Standard, Does Not Meet Standard or Falls Far Below Standard.

  • Falls Far Below Standard A Falls Far Below rating indicates that upon further review following a preliminary Pending rating, the Commission identifies significant financial risk and has concerns about financial viability such that heightened monitoring and/or intervention are necessary.

  • Falls Far Below Target A Falls Far Below rating indicates that upon further review following a preliminary Pending rating, the Commission identifies significant financial risk and has concerns about financial viability such that heightened monitoring and/or intervention are necessary.

  • Default:Source of Data: Audit and/or Received Directly from School□ Meets Standard□ School is not in default of loan covenant(s) and/or is not delinquent with debt service payments□ Does Not Meet Standard□ School is in default of loan covenant(s), but has worked with lender(s) to restructure debt service payments□ Falls Far Below Standard□ School is in default of loan covenant(s) and/or is delinquent with debt service payments.

  • Schools will be allowed one board-approved revised budget in a fiscal year.Source of Data: Received Directly from School□ Meets Standard□ ADM to Budget Variance greater than or equal to 95 percent in the most recent year□ Does Not Meet Standard□ ADM to Budget Variance is between 85 percent and 95 percent in the most recent year□ Falls Far Below Standard□ ADM to Budget Variance is less than or equal to 85 percent in the most recent year 1(d).

  • Default:Source of Data: Audit and/or Received Directly from Schoolڧ Meets Standardڧ School is not in default of loan covenant(s) and/or is not delinquent with debt service paymentsڧ Does Not Meet Standardڧ School is in default of loan covenant(s), but has worked with lender(s) to restructure debt service paymentsڧ Falls Far Below Standardڧ School is in default of loan covenant(s) and/or is delinquent with debt service payments.

  • Information regarding the nature of the work which it is anticipated will fall within the subject area packages is contained within Part 2 of this Specification document.

  • Does Not Meet: Multi-Year Cumulative Cash Flow is positive, but trend does not "Meet Standard" Falls Far Below Standard: Multi-Year Cumulative Cash Flow is negative.


More Definitions of Falls Far Below

Falls Far Below. Standard: The school's proficiency rate in math is 16 or more percentage points lower than the district average. 0 - 14 30 Notes The district average will be determined using the same grade set as is served by the public charter school. Boise School District will be used for comparison purposes. 90 Measure 2b Do ELA proficiency rates meet or exceed the district average? Result Points Possible Points Earned ELA Proficiency Rate Comparison to District Exceeds Standard: The school's proficiency rate in ELA either exceeds the district average by 16 percentage points or more, or is at least 80%. 50 0 Meets Standard: The school's proficiency rate in ELA is equal to the district average, or exceeds it by 1 - 15 percentage points. 30 - 45 30 Does Not Meet Standard: The school's proficiency rate in ELA is 1 - 15 percentage points lower than the district average. 15 - 29 30 Falls Far Below Standard: The school's proficiency rate in ELA is 16 or more percentage points lower than the district average. 0 - 14 30 Notes The district average will be determined using the same grade set as is served by the public charter school. Boise School District will be used for comparison purposes. 90 ACADEMIC K-8 INDICATOR 3: CRITERION-REFERENCED STUDENT GROWTH (GRADES K-8) Measure 3a Are students making adequate academic growth to achieve math proficiency within 3 years or by 10th grade? Result Points Possible Points Earned Criterion-Referenced Growth Math Exceeds Standard: At least 85% of students are making adequate academic growth in math. 76-100 0 Meets Standard: Between 70% and 84% of students are making adequate academic growth in math. 51-75 0 Does Not Meet Standard: Between 50% and 69% of students are making adequate academic growth in math. 26-50 0 Falls Far Below Standard: Fewer than 50% of students are making adequate academic growth in math. 0-25 0 Notes 0 Measure 3b Are students making adequate academic growth to achieve English Language Arts proficiency within 3 years or by 10th grade? Result Points Possible Points Earned Criterion-Referenced Growth ELA Exceeds Standard: At least 85% of students are making adequate academic growth in ELA. 76-100 0 Meets Standard: Between 70% and 84% of students are making adequate academic growth in ELA. 51-75 0 Does Not Meet Standard: Between 50% and 69% of students are making adequate academic growth in ELA. 26-50 0 Falls Far Below Standard: Fewer than 50% of students are making adequate academic growth in ELA. 0-25 0 Notes 0 OPERATI...
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Falls Far Below. Standard: Less than 46% of all students who have 90% attendance during the school year at Xxxxxxx XxXxxxx Charter High School increase their language skills by at least one grade level equivalent as measured by the “General Assessment of Instructional Needs” standardized test (GAIN).
Sample 1
Falls Far Below. Standard: Less than 46% of all students who have 90% attendance during the school year at Xxxxxxx XxXxxxx Charter High School increase their math skills by at least one grade level equivalent as measured by the “General Assessment of Instructional Needs” standardized test (GAIN).
Sample 1

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