A New Professional Development Curriculum for School Business Officials, Administrators and Staff

1. A New Professional Development Curriculum for School Business Officials, Administrators and Staff Opening slide as participants enter the workshop. Speaker prep: The participant workbook stands alone for text support, but GAAFR and the Teal Book were used as primary references. As a “Foundation” course, speaker prep from these references should not be necessary, but are valuable as a review for advanced concepts if the speaker is so inclined. The target audience of the program is diverse and is structured to appeal to business managers, staff accountings, assistants, bookkeepers etc. of any level of experience. Because the discussion component of the course is oriented toward sharing, experienced, trained business manager participants will add to the value of the experience for all – including themselves. Bookkeepers and office staff will leave the course with an understanding of “the big picture.” New business managers will leave the course with valuable advice. Experienced business managers will leave the course with a refresher in theory and a new perspective. The workshop is designed to be conducted in “half-rounds.” This means that the participants are seated in round tables, arranged so they can participate in discussions at their tables at appropriate times, and can also observe the speaker during the presentation phases. As an overview: The course explains fund accounting according to GAAP at a basic level, but is customized to explain the unique Maryland application. The style is to explain GAAP followed by Maryland’s variation as prescribed by the Teal Book, which has not been updated for the requirements of GASB 34. Opening slide as participants enter the workshop. Speaker prep: The participant workbook stands alone for text support, but GAAFR and the Teal Book were used as primary references. As a “Foundation” course, speaker prep from these references should not be necessary, but are valuable as a review for advanced concepts if the speaker is so inclined. The target audience of the program is diverse and is structured to appeal to business managers, staff accountings, assistants, bookkeepers etc. of any level of experience. Because the discussion component of the course is oriented toward sharing, experienced, trained business manager participants will add to the value of the experience for all – including themselves. Bookkeepers and office staff will leave the course with an understanding of “the big picture.” New business managers will leave the course with valuable advice. Experienced business managers will leave the course with a refresher in theory and a new perspective. The workshop is designed to be conducted in “half-rounds.” This means that the participants are seated in round tables, arranged so they can participate in discussions at their tables at appropriate times, and can also observe the speaker during the presentation phases. As an overview: The course explains fund accounting according to GAAP at a basic level, but is customized to explain the unique Maryland application. The style is to explain GAAP followed by Maryland’s variation as prescribed by the Teal Book, which has not been updated for the requirements of GASB 34.

2. “Every dollar we save on the business side is a dollar that can be returned to the classroom for the education of our children.”Rick Gay, CPPO, RSBOPurchasing Manager Baltimore County Public SchoolsASBO MD & DC President 2006-2007 ASBO of Maryland and DC - "Foundations of School Business Management" 2

3. ASBO MD & DC Mission The Association of School Business Officials of Maryland and the District of Columbia is a professional organization which provides programs and services to promote the highest standards of school business practices through professional development, recognition and the effective management of available resources. ASBO MD & DC promotes high-quality, exemplary school business practices, professional development, and communications to school business officials to ensure the effective and efficient delivery quality support services to educational communities which contributes to a measurable improvement in student performance.ASBO serves school business professionals by: promoting educational excellence through improved business practices providing networking opportunities identifying and sharing solutions to everyday problems offering professional expertise in major business areas compiling and sharing research information and best practices ASBO of Maryland and DC - "Foundations of School Business Management" 3

4. Professional Development Professional development for school business officials is at the very core of what we, as the Association of School Business Officials of Maryland and the District of Columbia, do. ASBO is about building leadership and management skills in our current and upcoming public school leaders which is critical to the efficiency of our profession. Now more than ever, with these uncertain economic times school business officials must synchronize the actions of business units and the goals of the educational institution so that our precious educational resources are expended in the classroom. In 2004 the national standards for school administrators were developed by the Council of Chief State School Officers’ Interstate School Leaders. The standards generally focus more on instructional leadership than on business management, but two standards relate specifically to business operations:  A school administrator is an educational leader who promotes the success of all students by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment. A school administrator is an educational leader who promotes the success of all students by acting with integrity, with fairness, and in an ethical manner. ASBO of Maryland and DC - "Foundations of School Business Management" 4

5. Certification is about…… building a knowledge foundation meeting an objective standard (valid/reliable exam + experience) showing serious career intent ongoing learning ASBO of Maryland and DC - "Foundations of School Business Management" 5

6. Why Certification? shows commitment to a profession promotes continuous professional growth and development - lifelong learning universally accepted standard for identifying & recognizing supply management professionals world-wide recognition commitment to yourself, your employer, your customers & suppliers to hold yourself to a professional ethical standard of conduct ASBO of Maryland and DC - "Foundations of School Business Management" 6

7. Certification vs. Certificate Certificate Programs: Continuing education programs that are usually 6 to 24 hours in length, typically self-study, smaller in magnitude and shorter in time than degree programs; designed to instill, expand, or enhance competencies by learning new skills, attitudes, and performance behaviors. Certification Programs: Process by which an association or non-governmental agency acknowledges an individual has met certain predetermined qualifications specified by that organization. It is a credential; a formal acknowledgement granted to an individual to designate to the public that this person has met the requirements in the designated area of certification. ASBO of Maryland and DC - "Foundations of School Business Management" 7

8. The 8th Habit - Covey The 4 Roles of a Leader Modeling for others Pathfinding – articulating a clear and meaningful organizational vision Empowering – empowering those around you to achieve that mission Aligning – creating systems and processes that are aligned with the organization's mission Leaders must seek innovative ways to “Develop their own voice and then help others develop theirs Help people grow by tapping into their full potential something that they are good at and passionate about Allow the organization to get real results When people are the focus, each of us has the ability to become leaders by acting independently, making decisions and effecting change

9. Good to Great - Collins The great companies were brutally honest about the realities they are facing. Strategic decisions always fell within an area defined by; What they were passionate about What they could be the best in the world at What really drives their economic engine The use of technology was a key component for success, but always in the service of their core concepts, not as an end in itself. Their Leaders; Are more interested in the success of the organization than their own Strong will or focus Plow horse not a show horse Good to Great Companies have disciplined people, disciplined thinking, and disciplined action. People take responsibility for their performance, and for the performance of the whole organization; They are focused, Committed, and They follow through.

10. Leadership Development Strategies Mentor or Coach Job-embedded experiences (Chairing Committee, leading professional development, developing a budget, leading a staff meeting, observing supervisor) Goal Setting through the appraisal process Professional Development (course work, workshops) Participation in a cross-department or office work group Joint project or event Job shadowing Internship Leadership Discussion Group ASBO of Maryland and DC - "Foundations of School Business Management" 10

11. Characteristics of Adult Learners Adult Learners: Need to be validated for what they already know and do Experience a dip in their sense of self-efficacy when learning something new Internalize and use strategies that they experience far better than they internalize strategies that they only hear or read about Need to see and hear examples of leadership expectations Expect feedback on work they do ASBO of Maryland and DC - "Foundations of School Business Management" 11

12. Role of the Mentor/Coach As Mentors and Coaches in Professional Development; We need to recognize and build on their experiences We need to provide encouragement and recognition of effort We need to provide job-embedded experiences We need to be sure that they have an ample opportunity to study others who are leading in various roles, serve as positive role models of leadership ourselves We need to provide them appropriate feedback and foster reflective conversations ASBO of Maryland and DC - "Foundations of School Business Management" 12

13. Bloom’s Taxionomy Benjamin Bloom, identified three domains of educational activities: Cognitive: mental skills (Knowledge) Affective: growth in feelings or emotional areas (Attitude) Psychomotor: manual or physical skills (Skills) ASBO of Maryland and DC - "Foundations of School Business Management" 13

14. Cognitive Domain The cognitive domain involves knowledge and the development of intellectual skills. This includes the recall or recognition of specific facts, procedural patterns, and concepts that serve in the development of intellectual abilities and skills. The first one must be mastered before the next one can take place. ASBO of Maryland and DC - "Foundations of School Business Management" 14

15. ASBO Course Process Levels Knowledge (Recall) Able to recall data or information, remember ideas, material, or phenomena Comprehension Understand the meaning, translation, interpolation, and interpretation of instructions and problems. State a problem in one's own words. Able to grasp a meaning of the material presented in a novel way. Application Use a concept in a new situation or unprompted use of an abstraction. Applies what was learned in the classroom into novel situations in the work place. Understands material to a point where it can be applied to a situation new to him or her. ASBO of Maryland and DC - "Foundations of School Business Management" 15

16. ASBO Course Structure The target audience of the program is diverse and is structured to appeal to aspiring leaders who are school administrators, business managers, staff accountings, assistants, bookkeepers etc. of any level of experience. Because the discussion component of the course is oriented toward sharing, experienced, trained business manager participants will add to the value of the experience for all – including themselves. School Administrators, bookkeepers and office staff will leave the course with an understanding of “the big picture.” New business managers will leave the course with valuable advice. Experienced business managers will leave the course with a refresher in theory and a new perspective. The workshop is designed to be a one day (6 hour) seminar conducted in “half-rounds.” This means that the participants are seated in round tables, arranged so they can participate in discussions at their tables at appropriate times, and can also observe the speaker during the presentation phases. ASBO of Maryland and DC - "Foundations of School Business Management" 16

17. ASBO Course Structure the course provides opportunities to add material if desired. This plays on the strengths of instructors, but additions should always be made in the context of the time available. The intent is to get from the first page of the workbook to the last page of the workbook in the time allotted. The intent is for the participant to follow the presentation page-by-page in the workbook. The workbook pages are keyed to the slides. There are spaces provided in the text for notes at key points in the text. The workbook also has prompts for table discussions, which the speaker should allow as time allows. The discussion part of the course adds more value to the participant than does the lecture component. There are Unit Review tests scattered throughout the workbook. The answers are in the back of the book. The reviews can be used by the instructor at will: do in class; do at the table; answer with the class; save for “take-home.” The text also serves as a reference document for use in the workplace. ASBO of Maryland and DC - "Foundations of School Business Management" 17

18. ASBO Course Curriculum Administrative and Fiscal Programs School Facilities Pupil Transportation Purchasing School Food & Nutrition Services Safety, Security & Risk Management Human Resources Information Technology ASBO of Maryland and DC - "Foundations of School Business Management" 18

19. Governmental Fund Accounting For Maryland Public Schools ASBO of Maryland and DC - "Foundations of School Business Management" 19

20. Administrative and Fiscal Programs  Principals of School Finance (our first course) Follow on courses in; Budgeting and Financial Planning Accounting, Auditing, and Financial Reporting Cash Management, Investments, and Debt Management Technology for School Finance Operations ASBO of Maryland and DC - "Foundations of School Business Management" 20

21. Governmental Fund Accounting For Maryland Public Schools Review Committee John Markowski – Harford County Jim Jewell – Harford County Brad Martin – Carroll County Fay Miller – Kent County Milton Nagel – Caroline County ASBO of Maryland and DC - "Foundations of School Business Management" 21

22. School Facilities & Facility Management for Maryland Public Schools Planning and Construction Maintenance and Operations ASBO of Maryland and DC - "Foundations of School Business Management" 22

23. School Facilities – Facility Management Review Committee Don Krempel – JMT Cornell Brown – Harford County Roger Daughtrey – Somerset County ASBO of Maryland and DC - "Foundations of School Business Management" 23

24. Planning and Construction Develop a long range facility plan that includes demographic data and serve as an integral member of the planning team Develop a working knowledge of funding sources and issues related to school construction including bond ratings, the rating process, and bond election processes Develop appropriate procedures for selecting architects, engineers, construction managers, and other professionals Apply the steps and procedures involved in developing and using educational specifications for selecting school sites Review the legal and administrative responsibilities for advertising, awarding, and managing construction contracts Recognize the impact of energy and environmental factors on the learning process Meet the requirements of federal and state/provincial agencies regarding construction and renovation of school facilities ASBO of Maryland and DC - "Foundations of School Business Management" 24

25. Maintenance and Operations Administer procedures required to keep schools clean, safe, and secure through effective custodial services and preventive maintenance Manage energy consumption and environmental aspects Determine resource allocation for maintenance and operations Develop a crisis management plan Maintain a positive working relationship with staff, contractors, and suppliers ASBO of Maryland and DC - "Foundations of School Business Management" 25

26. Course Design Participant Manual Reference to presentation slides Discussion exercises Unit review exercises Use as a reference document ASBO of Maryland and DC - "Foundations of School Business Management" 26 This slide is a prompt for the speaker to explain course instructional design. The slide numbers are cross-referenced to the page numbers in the text. The intent is for the participant to follow the presentation page-by-page in the workbook. The workbook pages are keyed to the slides. There are spaces provided in the text for notes at key points in the text. The workbook also has prompts for table discussions, which the speaker should allow as time allows. The discussion part of the course adds more value to the participant than does the lecture component. There are Unit Review tests scattered throughout the workbook. The answers are in the back of the book. The reviews can be used by the instructor at will: do in class; do at the table; answer with the class; save for “take-home.” These speaker notes support the slide, which supports the text. They are designed for the speaker to use as the actual presentation progresses. The text also serves as a reference document for use in the workplace. This slide is a prompt for the speaker to explain course instructional design. The slide numbers are cross-referenced to the page numbers in the text. The intent is for the participant to follow the presentation page-by-page in the workbook. The workbook pages are keyed to the slides. There are spaces provided in the text for notes at key points in the text. The workbook also has prompts for table discussions, which the speaker should allow as time allows. The discussion part of the course adds more value to the participant than does the lecture component. There are Unit Review tests scattered throughout the workbook. The answers are in the back of the book. The reviews can be used by the instructor at will: do in class; do at the table; answer with the class; save for “take-home.” These speaker notes support the slide, which supports the text. They are designed for the speaker to use as the actual presentation progresses. The text also serves as a reference document for use in the workplace.

27. Course Goals Apply multiple techniques for identifying expenditures across cost centers and programs Use an internal and external auditor Prepare, analyze, and report financial statements and support documents to the board of education periodically Use information conveyed in the annual audit report to improve financial tracking and reporting and internal controls Apply concepts and standards of accounting, the Governmental Accounting Standards Board (GASB), and generally accepted accounting principals (GAAP), along with other standards applicable to a school district Report the financial status of the district to the appropriate state/provincial agency

28. Course Goals - continued Prepare a cash flow analysis, including a fund balance report, for the board of education Keep current with technology applications and programs Assist in the development and implementation of technology in the business office and the classroom environment Maintain a working knowledge of the technology and software that is available for school and business office use Evaluate and apply various technology tools for use in the school and business office

29. Course Goals - continued Monitor the food service program and make adjustments as needed Ensure the management systems for tracking meals and inventories are in place and identify participant status Manage and control inventories and procurement Ensure cash handling procedures and effective internal controls

30. Introduction “Entity-wide” vs. “Fund” financial statements Primary reference sources: The Blue Book - GAAFR The Teal Book – The Manual ASBO of Maryland and DC - "Foundations of School Business Management" 30 Entity wide and Fund statements are discussed in Part 7. Don’t dwell on it here. Emphasize, however, that the course focuses on Fund Accounting, not Entity Wide reporting. Blue Book and Teal Book – the Blue Book represents current accounting theory; the Teal book is outdated but supports the Maryland reporting documents and is, therefore , applicable. The participants should be on page 2 of the participant workbook.Entity wide and Fund statements are discussed in Part 7. Don’t dwell on it here. Emphasize, however, that the course focuses on Fund Accounting, not Entity Wide reporting. Blue Book and Teal Book – the Blue Book represents current accounting theory; the Teal book is outdated but supports the Maryland reporting documents and is, therefore , applicable. The participants should be on page 2 of the participant workbook.

31. Governance The concept of “generally accepted accounting principles” – GAAP Jurisdiction of Maryland State Department of Education and “non-GAAP” accounting ASBO of Maryland and DC - "Foundations of School Business Management" 31 Governance is not emphasized. The “hierarchy” of accounting principles and their development is an advanced concept and is not really a concern of general audiences. The should, however be an explanation of GAAP and why everyone in the room should care about it. This also explains why schools must prepare and present financial statements in two different ways – GAAP for the public and Teal Book format for MSDE. Another design note: the course provides opportunities to add material if desired. For example, if the instructor wants to add an anecdote about governance, there is a note space in the workbook at the bottom of Page 3. This plays on the strengths of instructors, but additions should always be made in the context of the time available. The intent is to get from the first page of the workbook to the last page of the workbook in the time allotted.Governance is not emphasized. The “hierarchy” of accounting principles and their development is an advanced concept and is not really a concern of general audiences. The should, however be an explanation of GAAP and why everyone in the room should care about it. This also explains why schools must prepare and present financial statements in two different ways – GAAP for the public and Teal Book format for MSDE. Another design note: the course provides opportunities to add material if desired. For example, if the instructor wants to add an anecdote about governance, there is a note space in the workbook at the bottom of Page 3. This plays on the strengths of instructors, but additions should always be made in the context of the time available. The intent is to get from the first page of the workbook to the last page of the workbook in the time allotted.

32. GASB 34 Intent – to make governmental (and school) accounting easily understood Restates fund accounting statements to be “corporate like…” Comprehensive Annual Financial Reports – “caffers” ASBO of Maryland and DC - "Foundations of School Business Management" 32 This is not a workshop on GASB 34. Its inclusion here is only to emphasize – again – that the focus of the course is on Fund Accounting. There is a space at Figure 1.3 on page 5 to allow notes on implementation timelines of GASB pronouncements if the speaker is so inclined to work at this higher level. It’s not a part of the prescribed curriculum.This is not a workshop on GASB 34. Its inclusion here is only to emphasize – again – that the focus of the course is on Fund Accounting. There is a space at Figure 1.3 on page 5 to allow notes on implementation timelines of GASB pronouncements if the speaker is so inclined to work at this higher level. It’s not a part of the prescribed curriculum.

33. “Twelve Principles”Other Principles Other principles address capital asset accounting, debt accounting, basis of accounting, and classification; they will be addressed, along with fund accounting principles, in subsequent parts of this workshop. ASBO of Maryland and DC - "Foundations of School Business Management" 33 Before moving on to Part 2 – Note that there is a review of major concepts on page 8 in Figure 1.5. Take time to do this first review in some fashion so the participants know the reviews are in the text and how they work. The answers are in the back of the workbook. Before moving on to Part 2 – Note that there is a review of major concepts on page 8 in Figure 1.5. Take time to do this first review in some fashion so the participants know the reviews are in the text and how they work. The answers are in the back of the workbook.

34. Major Fund Categories Governmental Fund – functions directly associated with mission Proprietary – “business-type” activities with indirect association Fiduciary – Assets held in trust or agency capacity for others ASBO of Maryland and DC - "Foundations of School Business Management" 34 Following the speakers summary of the text material on page 10, the participants should be looking at Figure 2.1 and the speaker should quickly review the characteristics of the three major fund families.Following the speakers summary of the text material on page 10, the participants should be looking at Figure 2.1 and the speaker should quickly review the characteristics of the three major fund families.

35. This is the second part of the Fund hierarchy according to GAAP. The Teal Book is not here, but explanations of the difference follows. This slide is important to understanding public financial statements and the options LEAs have. Don’t spend time here explaining the specific characteristics of each fund; they are detailed in the text that follows. This is a “frame-of-reference slide.This is the second part of the Fund hierarchy according to GAAP. The Teal Book is not here, but explanations of the difference follows. This slide is important to understanding public financial statements and the options LEAs have. Don’t spend time here explaining the specific characteristics of each fund; they are detailed in the text that follows. This is a “frame-of-reference slide.

36. Table Discussions ASBO of Maryland and DC - "Foundations of School Business Management" 36 The table discussions are a very important part of this instructional design. The participants should be directed to discuss the questions posed here at their round tables. As the day progresses, there may be time issue that preclude doing all table exercises. But do this one for sure. Not only is it of interest to all, but it create a tone of collegiality important for the rest of the day. The instructor or instructor team should flow from table-to-table and participate. Allow ten minutes. The instructor should share observations about what he/she heard at the tables to illustrate the diversity in usage. There are review questions on page 14, which can be used at the instructor’s discretion. It’s not too early to start thinking about the timing of the course; where are you in the time budget.The table discussions are a very important part of this instructional design. The participants should be directed to discuss the questions posed here at their round tables. As the day progresses, there may be time issue that preclude doing all table exercises. But do this one for sure. Not only is it of interest to all, but it create a tone of collegiality important for the rest of the day. The instructor or instructor team should flow from table-to-table and participate. Allow ten minutes. The instructor should share observations about what he/she heard at the tables to illustrate the diversity in usage. There are review questions on page 14, which can be used at the instructor’s discretion. It’s not too early to start thinking about the timing of the course; where are you in the time budget.

37. Example that supports the material presented on Pages 16 and 17.Example that supports the material presented on Pages 16 and 17.

38. Fiduciary Fund CategoryAgency Funds Manages as an agent on behalf of others Example – Student Activities Fund No Fund Balance: Assets with offsetting liabilities ASBO of Maryland and DC - "Foundations of School Business Management" 38 This is the second type of fiduciary fund. Student activities funds are the classic example of an agency fund.This is the second type of fiduciary fund. Student activities funds are the classic example of an agency fund.

39. Table Discussions ASBO of Maryland and DC - "Foundations of School Business Management" 39 There are many different interpretations of fund accounting treatment in the areas just covered. This another table discussion that should be worked in if time allows. Same procedure as before, but keep an eye on time.There are many different interpretations of fund accounting treatment in the areas just covered. This another table discussion that should be worked in if time allows. Same procedure as before, but keep an eye on time.

40. Capital Assets “…tangible and intangible assets acquired for use in operations that will benefit more than a single fiscal period” Examples: buildings, building improvements, vehicles, machinery, equipment ASBO of Maryland and DC - "Foundations of School Business Management" 40 This notion is intuitive for experienced officials, but may be new to others. The treatments are discussed later, This slide is to introduce the concept that expenditures for capital equipment are “special.” There might be some quirky situation on ownership worthy of comment as described on page 29 with note-space provided for on page 30 but, for the most part, the concept of ownership is also intuitive.This notion is intuitive for experienced officials, but may be new to others. The treatments are discussed later, This slide is to introduce the concept that expenditures for capital equipment are “special.” There might be some quirky situation on ownership worthy of comment as described on page 29 with note-space provided for on page 30 but, for the most part, the concept of ownership is also intuitive.

41. Table Discussions ASBO of Maryland and DC - "Foundations of School Business Management" 41 Time will probably not allow for a table discussion here – but at least poll the class for different treatments. If time allows, a quick table discussion would be ideal.Time will probably not allow for a table discussion here – but at least poll the class for different treatments. If time allows, a quick table discussion would be ideal.

42. Common Problems Federal revenue and expense accounting State aid entitlements Encumbrances (unfilled P.O.s) Unrecorded liabilities Inventory (consumption vs. purchase) ASBO of Maryland and DC - "Foundations of School Business Management" 42 Special problems common to all LEAs for good “cut-off.” The supporting text is at pages 38 and 39.Special problems common to all LEAs for good “cut-off.” The supporting text is at pages 38 and 39.

43. Table Discussions ASBO of Maryland and DC - "Foundations of School Business Management" 43 This is a good table discussion to have. Try to work it into the time budget.This is a good table discussion to have. Try to work it into the time budget.

44. This is the essence of the MSDE system, which follows a certain degree of logic in its construction. This slides that follow illustrate that logic and follow the participant manual closely.This is the essence of the MSDE system, which follows a certain degree of logic in its construction. This slides that follow illustrate that logic and follow the participant manual closely.

45. Balance Sheet Example

46. Revenue Accounts Adds a 4th dimension : Category/Program/Activity Required # of digits varies with type of revenue for category See bottom of page 44 ASBO of Maryland and DC - "Foundations of School Business Management" 46

47. Local Revenue Example

48. State Revenue Example

49. Expenditure Accounts Uses a different set of category dimension descriptions – Figure 6.10 Uses a unique matrix of Program and Activity dimension descriptions – Figure 6.11 Adds the concept of “object” and “sub-object” – unique to expenditures ASBO of Maryland and DC - "Foundations of School Business Management" 49

50. Expenditure Example

51. Table Discussions ASBO of Maryland and DC - "Foundations of School Business Management" 51 This is a good table discussion topic, but is hard to pull off because of (1) time constraints, which at the this point in the course is usually severe and (2) disparate knowledge of participants. It is likely that many participants don’t know or won’t be able to remember the details of their charts. An alternative approach would be for the instructor to share his own solutions, skip the table talk, and move on. If time is beginning an issue and there is only time in the program for one more able discussion, there are more meaningful discussions in Part 7. This is a good table discussion topic, but is hard to pull off because of (1) time constraints, which at the this point in the course is usually severe and (2) disparate knowledge of participants. It is likely that many participants don’t know or won’t be able to remember the details of their charts. An alternative approach would be for the instructor to share his own solutions, skip the table talk, and move on. If time is beginning an issue and there is only time in the program for one more able discussion, there are more meaningful discussions in Part 7.

52. Internal Statements Again, time constraints dictate the amount of discussion allocable to this unit. There are two discussions assigned. It’s probably not possible to do both. Try to do at least one. Of the two assigned to Part 7, this is probably the most meanigful.Again, time constraints dictate the amount of discussion allocable to this unit. There are two discussions assigned. It’s probably not possible to do both. Try to do at least one. Of the two assigned to Part 7, this is probably the most meanigful.

53. External Reporting AFR (MSDE) and CAFR (GAAP) Three CAFR Components (Fig. 7.2) Introductory Financial Statistical GWFS and Fund – See Fig 7.3 ASBO of Maryland and DC - "Foundations of School Business Management" 53 There are important figures here, but it is not necessary to go over the graphics in detail. These are the kind of graphics one simply needs to know are there for future reference. It is easy to get involved in tedious, boring presentation on this topic. Avoid this.There are important figures here, but it is not necessary to go over the graphics in detail. These are the kind of graphics one simply needs to know are there for future reference. It is easy to get involved in tedious, boring presentation on this topic. Avoid this.

54. Audit Engagements Financial Audits Single Audits Program Specific Audits Performance Audits MSDE Audits ASBO of Maryland and DC - "Foundations of School Business Management" 54 The presenter The presenter

55. Governmental Fund Accounting For Maryland Public Schools