"Our $559,667 sample also included four coaching-related payment requests, totaling $12,530, for training and meeting expenses. We found that three of the four sampled coaching-related payments, totaling $4,135, were not adequately supported. None of these three payment requests contained copies of the bills for which NYCLA requested reimbursement, such as an invoice from the venue in which a meeting was held."
The proposed 2014-2015 Ossining School District budget focuses on educational solvency, safety, and space needs. The $97.5 million budget is a 3.72% increase over last year and remains below the tax levy cap. It aims to maintain current academic, arts, and athletics programs while addressing increasing enrollment through additional staffing. Funds are also allocated for security upgrades and capital projects. The budget process included community input to create a financially responsible spending plan that supports students.
Analysis of Financial Statements of CARE India in 2020GurbaniLuthra
The project reviews the financial reports of CARE India. It includes analysis of the financial position, major incomes and major expenditures of the non-profit organisation.
School finance 101 for new principals acsa leadership conference nov 2013 ...ACSASummit
The ACSA Leadership Conference in November 2013 covered several topics related to school business and budgeting. The roles and responsibilities of the business department and principals in budgeting were discussed. The conference covered the budget process from the state level down to individual site budgets. Other areas of responsibility for business offices like attendance, ASB funds, and fundraising were also covered. Presenters emphasized the importance of principals understanding budgets and keeping accurate financial records at their sites.
Financing education on the institutional levelBennie Olor
The document discusses the economic multiplier effects of operating private educational institutions. It estimates expenses related to students' food, accommodation, transportation, supplies, and more. It also estimates faculty and personnel expenses like salaries, transportation, books, supplies, and attire. The total estimated economic multiplier effect is over 20 billion pesos, providing benefits to the greater economy. The conclusion discusses analyzing competitors and managing financial operations of educational institutions, including concerns like investments, surplus generation, asset utilization, and loan compliance.
4.9.14 Board of Education Budget Recommendationsossiningschools
The superintendent's proposed 2014-15 budget focuses on safety, space, and solvency. It realigns classroom space by moving administrative offices, adds security cameras, and expedites lockdowns. It maintains class sizes, programs, and related services while staying under the 2.48% tax levy cap at 2.38%. The budget prioritizes instructional space, safety, and long-term fiscal stability through expense reductions and sustainable savings.
1) Educational finance involves planning and managing funds for educational programs and institutions. It includes deriving revenues like taxes for establishing and running schools, as well as allocating funds across geographical areas.
2) Key aspects of educational finance include sufficiency of funds, fairness in opportunities, flexibility to adapt to changes, frugality through efficient administration, and cooperation across government and community stakeholders.
3) The scope of education finance encompasses financial concepts, taxation, budgets, analyzing costs, and sources of public and private funding for education programs.
The document summarizes an Undergraduate Economics Society (UES) meeting at UCLA. It introduces the club's structure and committees for internal, external, and writing events. Upcoming events include an economics case competition, economics consulting group for local businesses, and a networking night. The agenda also provides timelines for starting new event proposals and having teams present final plans next quarter. An icebreaker activity helps members introduce themselves.
Training levies: lessons from global experienceOECD CFE
The 2016 Education and Skills Network meeting is jointly organised by the Department of Labour and Employment, Philippines, ADB, OECD and GIZ and the latter’s regional programme RECOTVET (“Regional Cooperation Programme to Improve the Training of TVET Personnel”), which aims at supporting and creating personnel, institutional and thematic preconditions for quality improvement and regional harmonisation of the education and training of training personnel in South East Asia over the next years.
The proposed 2014-2015 Ossining School District budget focuses on educational solvency, safety, and space needs. The $97.5 million budget is a 3.72% increase over last year and remains below the tax levy cap. It aims to maintain current academic, arts, and athletics programs while addressing increasing enrollment through additional staffing. Funds are also allocated for security upgrades and capital projects. The budget process included community input to create a financially responsible spending plan that supports students.
Analysis of Financial Statements of CARE India in 2020GurbaniLuthra
The project reviews the financial reports of CARE India. It includes analysis of the financial position, major incomes and major expenditures of the non-profit organisation.
School finance 101 for new principals acsa leadership conference nov 2013 ...ACSASummit
The ACSA Leadership Conference in November 2013 covered several topics related to school business and budgeting. The roles and responsibilities of the business department and principals in budgeting were discussed. The conference covered the budget process from the state level down to individual site budgets. Other areas of responsibility for business offices like attendance, ASB funds, and fundraising were also covered. Presenters emphasized the importance of principals understanding budgets and keeping accurate financial records at their sites.
Financing education on the institutional levelBennie Olor
The document discusses the economic multiplier effects of operating private educational institutions. It estimates expenses related to students' food, accommodation, transportation, supplies, and more. It also estimates faculty and personnel expenses like salaries, transportation, books, supplies, and attire. The total estimated economic multiplier effect is over 20 billion pesos, providing benefits to the greater economy. The conclusion discusses analyzing competitors and managing financial operations of educational institutions, including concerns like investments, surplus generation, asset utilization, and loan compliance.
4.9.14 Board of Education Budget Recommendationsossiningschools
The superintendent's proposed 2014-15 budget focuses on safety, space, and solvency. It realigns classroom space by moving administrative offices, adds security cameras, and expedites lockdowns. It maintains class sizes, programs, and related services while staying under the 2.48% tax levy cap at 2.38%. The budget prioritizes instructional space, safety, and long-term fiscal stability through expense reductions and sustainable savings.
1) Educational finance involves planning and managing funds for educational programs and institutions. It includes deriving revenues like taxes for establishing and running schools, as well as allocating funds across geographical areas.
2) Key aspects of educational finance include sufficiency of funds, fairness in opportunities, flexibility to adapt to changes, frugality through efficient administration, and cooperation across government and community stakeholders.
3) The scope of education finance encompasses financial concepts, taxation, budgets, analyzing costs, and sources of public and private funding for education programs.
The document summarizes an Undergraduate Economics Society (UES) meeting at UCLA. It introduces the club's structure and committees for internal, external, and writing events. Upcoming events include an economics case competition, economics consulting group for local businesses, and a networking night. The agenda also provides timelines for starting new event proposals and having teams present final plans next quarter. An icebreaker activity helps members introduce themselves.
Training levies: lessons from global experienceOECD CFE
The 2016 Education and Skills Network meeting is jointly organised by the Department of Labour and Employment, Philippines, ADB, OECD and GIZ and the latter’s regional programme RECOTVET (“Regional Cooperation Programme to Improve the Training of TVET Personnel”), which aims at supporting and creating personnel, institutional and thematic preconditions for quality improvement and regional harmonisation of the education and training of training personnel in South East Asia over the next years.
Aiesec sysu finance star leader applicationartemiswu
LC's net assets grew steadily from January to May due to effective financial control and budget implementation. The percentage of accounts receivable decreased from 43.37% to 25.6% over this period. Finance programs like DADP Fund and X+T Fund were developed to encourage leadership experiences and international exchanges. Regular financial training was provided to members, middle management, and operational committees to increase financial awareness. The finance department worked to standardize reimbursement processes, event budgets, and financial reporting to strengthen LC operations and sustainability.
The account code structure for Texas Principalstxprincipalorg
The budget code for purchasing chemicals for the chemistry team that include controlled substances would be:
Fund: 199 General Fund
Function: 11 Instruction
Object: 6339 Testing Materials
Optional Code 1 (Sub-Object): Leave blank unless your district uses sub-objects
Optional Code 2 (Organization): Campus code for the school where the chemistry class is located
Fiscal Year: Appropriate fiscal year code
Program Intent Code: 21 Gifted and Talented or 24 Accelerated Education if this is for an advanced chemistry class. 11 Basic Education if this is for a general chemistry class.
So a sample code would be: 199-11-6339-00-042-2-21
This codes the purchase
Sample budget presentation for stakeholders. Find out how to compile and present data. Register for the Georgia 40-Hour Director's Training Credential workshop.
http://altheapenn.tripod.com/id20.html
Dear Students
We can help you to write total dissertation/project report.
Our 9 step method of project writing:-
Step 1) Helping you in Selection of topic.
Step 2) Group discussion / conference call with in team of professors.
Step 3) Helping you in Preparation of Synopsis/ proposal & sent to project guide
This document provides a sample budget for a school-age care program. It includes definitions and instructions for the budget categories. The budget covers 12 months of operation, including summer and school year programming. The budget summary provides total expenses by category and anticipated revenue. The budget narrative then explains each expense category in detail, providing position titles and salary calculations for personnel, how fringe benefits are calculated, and formulas for determining costs for items like supplies, equipment, travel, and other categories. The narrative aims to justify and provide transparency for all budgeted expenses.
This document outlines guidelines for the direct release of Maintenance and Other Operating Expenses (MOOE) allocations to schools and implementing units by the Department of Budget and Management. It specifies that MOOE allocations will be directly deposited into Modified Disbursement Scheme sub-accounts of schools and units. Schools and units must maintain proper accounting of funds and submit liquidation reports. MOOE funds can be used to support school improvement plans but not for textbooks, furniture or equipment. Non-compliance will result in administrative penalties.
This document is a summer training report submitted by Sakshi Goyal to IILM Institute for Higher Education. It discusses her internship at Evalueserve working on financial spreading and credit analysis. The report provides an overview of Evalueserve, including its business units and CSR initiatives. It then describes Sakshi's role in completing and validating financial spreads using tools like Moody's Risk Analyst and distributing them for further analysis.
Maintenance and other operating expensesCheryl Asia
This document outlines guidelines for mandatory operating expenses incurred by schools and school divisions in the Philippines. It discusses expense categories such as utilities, rent, insurance, supplies, and others. It also outlines requirements for implementing units to manage their own funds, maintain books of accounts, and submit regular reports on fund allocation and usage. Schools are to use funds to support approved school improvement plans, pay expenses like utilities, and procure supplies, within existing budgeting and procurement rules. Non-compliance may result in administrative penalties.
This document discusses financing education at the institutional level by analyzing internal and external competitive forces that affect educational institutions. It examines how external forces like global demand for graduates impact enrollment trends. It also looks at internal forces such as faculty quality, facilities, and research capabilities. Porter's Five Forces model is applied, analyzing rivalry among institutions, potential for new entrants, power of suppliers/employees, and threat of substitutes. Various analyses like external factor analysis and competitive profile matrix are presented to evaluate competitiveness based on these forces both internally and externally. In summary, competitive forces and factors heavily influence the financial operations and viability of educational institutions.
This document discusses fiscal management and budgeting in education. It defines fiscal as relating to financial matters, especially government revenues and expenditures. Fiscal management is the process of keeping an organization running efficiently within its budget. The key areas of fiscal management are procuring funds, allocating funds, monitoring their use, and producing financial reports. The document then outlines the budgeting process, including preparation, authorization, execution, and accountability review. It also discusses the maintenance and other operating expenses (MOOE) budget for Philippine schools and how funds are allocated and used.
The document outlines the legislative priorities of Houston Community College for the 83rd Texas Legislative Session. Key priorities include adequate base funding for operations and growth, adopting an outcomes-based funding model that accounts for challenges faced by community college students, expanding grant-based financial aid for community college students, restoring full funding for employee benefits, and obtaining funding for new facilities and programs to address the nursing shortage.
This document outlines the strategic plan of the Micro-Enterprises Support Programme Trust (MESPT) for 2015-2019. The plan has four strategic goals:
1. Become the leading development organization in Kenya focused on poverty reduction through sustainable micro-enterprise development.
2. Strengthen institutional capacity by improving governance, attracting talent, and investing in systems and training.
3. Increase capital base by attracting more donors and streamlining costs.
4. Build and strengthen strategic alliances with partners.
MESPT will achieve these goals through objectives like aligning with green growth, enhancing products/services, and incorporating value chains. The plan is founded on MESPT's vision,
This document provides an overview of a presentation on financial education management. It includes:
1) Definitions of financial education management and its aims.
2) An outline of the legal requirements and legislation related to financial matters for schools.
3) Guidelines for financial management including fundraising strategies and the importance of budgeting.
4) Details on creating and managing a school budget, including goals, principles, elements, and control.
2019 Annual Report of CDA Dagupan Extension Officejo bitonio
On the year under review, the Cooperative Development Authority Dagupan Extension Office utilized its manpower and resources to contribute to our organization objectives “Growth and Viability of Cooperative Enterprises Improved” with four major programs namely: Cooperative Development Program (CDP); Cooperative Regulatory Program (CRP); Support to Operations (STO); and General Administration Services (GAS).
The TPA works with the plan sponsor to ensure the ongoing accuracy of the plan, minimize the time the plan sponsor has to spend on plan oversight, meet service and compliance deadlines, and coordinate with all parties.
Rapport Coaching in Social Housing empowers new tenants and helps providers address the challenges thrown up by recent and upcoming welfare/benefits changes.
Strategy Implementation for Institutional Services Department of PANELCO IIIJo Balucanag - Bitonio
Institutional Services Department: functions and responsibilities, organizational structure, KRAs, strategy implentation process, long term plan, medium term and short term, programs and projects
Apprenticeship Levy Conference - Coventry (Summer 2016)The Pathway Group
Manager
Barista
Professional
Manager
Making the Levy Work
Our Approach
• Early engagement with key clients
• Understanding their needs and challenges
• Developing solutions to maximise levy
• Strategic partnerships with providers
• Quality programmes aligned to standards
• Supporting clients through the process
• Monitoring impact and outcomes
Making the Levy Work
Questions?
Jo Bradford
National Qualifications Manager
Compass Group UK & Ireland
Making the Levy Work
Lunch
12:00 – 13:00
14th July The Welcome Centre Coventry
Headline Sponsor
The Apprenticeship Levy:
What it means for Training Prov
This document provides definitions and guidelines related to school management and finances. It defines key terms like school, school heads, and non-teaching personnel. It discusses the principle of shared governance in education decision making. It also outlines guidelines from the Commission on Audit on government accounting procedures, the Government Accounting Manual, and fundamental principles governing financial transactions for government agencies.
2014 Workforce Alliance Inc. Annual Report_FINALKat Johnson
The 2014 annual report of the Workforce Alliance of South Central Kansas provides information on its programs and accomplishments that year. It summarizes that the Workforce Alliance opened two new workforce center locations in Wichita and Butler, and transitioned to new workforce development legislation with the passage of the Workforce Innovation and Opportunity Act. The report also provides an overview of the various workforce programs administered and partnerships of the Workforce Alliance, as well as highlights of its services to employers and job seekers in 2014.
- Performance based contracting (PBC) emphasizes measuring outcomes like quality and results rather than process, uses performance standards and incentives/penalties tied to payment.
- PBC aims to encourage innovation, lower costs through competition while improving performance, and share some risk with contractors to incentivize achieving outcomes.
- Georgia is interested in PBC to promote achieving outcomes, identify priority areas, evaluate programs, and document accountability. Private agencies are interested in more flexibility and partnership.
- Challenges include defining reliable outcomes and baseline data, and managing other systemic factors impacting performance.
Accounting 440, Spring, 2019 Class Project Name _____.docxbartholomeocoombs
Accounting 440, Spring, 2019
Class Project
Name: ____________________ Student ID __________________
Overview:
This project will be developed throughout the course of the class and will include different items from
the audit process as time permits. You will accumulate the parts listed below (additional parts will be
added as the class proceeds) and turn in a comprehensive portfolio of work on the last day of class with
this project sheet as the cover page. When the assignments require names and other specific
information use the Organization as the auditee name and Firm 440 as the auditor name. Since the class
is trying to incorporate more information than any one organization needs to consider, different pieces
will be taken from various organizations. Keep in mind that this is a fluid project and precise answers are
not necessarily the point. Demonstration of a general understanding of the audit process and
documentation of an effort to learn will be considered for the grade. The project grading criteria will be
based on the concept of a reasonable effort and appropriate documentation of that effort.
Part 1:
Using the Example Engagement letter on Blackboard (Word document) modify the letter to fit the
situation for University Enterprises Corporation of CSUSB the latest financial statements are online at
http://uec.csusb.edu/documents/UniversityEnterprisesCorpFS.pdf. Be aware there are two audit
reports because there is a single audit (see page 43). The information from both reports will need to be
captured in the engagement letter. We can discuss further in class.
Part 2:
Using the example materiality calculation sheet discussed in class, determine materiality using the
following assumptions.
User tolerance for misstatement is high.
Performance materiality is 60% of overall planning materiality.
Part 3:
Using the example audit program discussed in class (available on blackboard), use the information below
to complete the highlighted steps in the program (print the program and fill it in manually). In the work
paper reference column describe what you did (or would do based on the below analysis). Sign off all
completed steps.
Deletions from CIP consist of office equipment for $53,108 and the first part of a capital improvement
project of $2,000. The remaining asset additions are for a truck purchased for $52,983. The leasehold
improvements consist of three AC units (two for $13,000 and one for $4,338). Considering materiality,
explain your test strategy for each asset addition category. The capitalization policy is to capitalize
additions over $10,000.
UEC Fixed Assets
2017 Additions Deletions 2018
Land 4,640 ‐ ‐ 4,640
CIP 63,262 ‐ 55,108 8,154
Buildings 3.
Aiesec sysu finance star leader applicationartemiswu
LC's net assets grew steadily from January to May due to effective financial control and budget implementation. The percentage of accounts receivable decreased from 43.37% to 25.6% over this period. Finance programs like DADP Fund and X+T Fund were developed to encourage leadership experiences and international exchanges. Regular financial training was provided to members, middle management, and operational committees to increase financial awareness. The finance department worked to standardize reimbursement processes, event budgets, and financial reporting to strengthen LC operations and sustainability.
The account code structure for Texas Principalstxprincipalorg
The budget code for purchasing chemicals for the chemistry team that include controlled substances would be:
Fund: 199 General Fund
Function: 11 Instruction
Object: 6339 Testing Materials
Optional Code 1 (Sub-Object): Leave blank unless your district uses sub-objects
Optional Code 2 (Organization): Campus code for the school where the chemistry class is located
Fiscal Year: Appropriate fiscal year code
Program Intent Code: 21 Gifted and Talented or 24 Accelerated Education if this is for an advanced chemistry class. 11 Basic Education if this is for a general chemistry class.
So a sample code would be: 199-11-6339-00-042-2-21
This codes the purchase
Sample budget presentation for stakeholders. Find out how to compile and present data. Register for the Georgia 40-Hour Director's Training Credential workshop.
http://altheapenn.tripod.com/id20.html
Dear Students
We can help you to write total dissertation/project report.
Our 9 step method of project writing:-
Step 1) Helping you in Selection of topic.
Step 2) Group discussion / conference call with in team of professors.
Step 3) Helping you in Preparation of Synopsis/ proposal & sent to project guide
This document provides a sample budget for a school-age care program. It includes definitions and instructions for the budget categories. The budget covers 12 months of operation, including summer and school year programming. The budget summary provides total expenses by category and anticipated revenue. The budget narrative then explains each expense category in detail, providing position titles and salary calculations for personnel, how fringe benefits are calculated, and formulas for determining costs for items like supplies, equipment, travel, and other categories. The narrative aims to justify and provide transparency for all budgeted expenses.
This document outlines guidelines for the direct release of Maintenance and Other Operating Expenses (MOOE) allocations to schools and implementing units by the Department of Budget and Management. It specifies that MOOE allocations will be directly deposited into Modified Disbursement Scheme sub-accounts of schools and units. Schools and units must maintain proper accounting of funds and submit liquidation reports. MOOE funds can be used to support school improvement plans but not for textbooks, furniture or equipment. Non-compliance will result in administrative penalties.
This document is a summer training report submitted by Sakshi Goyal to IILM Institute for Higher Education. It discusses her internship at Evalueserve working on financial spreading and credit analysis. The report provides an overview of Evalueserve, including its business units and CSR initiatives. It then describes Sakshi's role in completing and validating financial spreads using tools like Moody's Risk Analyst and distributing them for further analysis.
Maintenance and other operating expensesCheryl Asia
This document outlines guidelines for mandatory operating expenses incurred by schools and school divisions in the Philippines. It discusses expense categories such as utilities, rent, insurance, supplies, and others. It also outlines requirements for implementing units to manage their own funds, maintain books of accounts, and submit regular reports on fund allocation and usage. Schools are to use funds to support approved school improvement plans, pay expenses like utilities, and procure supplies, within existing budgeting and procurement rules. Non-compliance may result in administrative penalties.
This document discusses financing education at the institutional level by analyzing internal and external competitive forces that affect educational institutions. It examines how external forces like global demand for graduates impact enrollment trends. It also looks at internal forces such as faculty quality, facilities, and research capabilities. Porter's Five Forces model is applied, analyzing rivalry among institutions, potential for new entrants, power of suppliers/employees, and threat of substitutes. Various analyses like external factor analysis and competitive profile matrix are presented to evaluate competitiveness based on these forces both internally and externally. In summary, competitive forces and factors heavily influence the financial operations and viability of educational institutions.
This document discusses fiscal management and budgeting in education. It defines fiscal as relating to financial matters, especially government revenues and expenditures. Fiscal management is the process of keeping an organization running efficiently within its budget. The key areas of fiscal management are procuring funds, allocating funds, monitoring their use, and producing financial reports. The document then outlines the budgeting process, including preparation, authorization, execution, and accountability review. It also discusses the maintenance and other operating expenses (MOOE) budget for Philippine schools and how funds are allocated and used.
The document outlines the legislative priorities of Houston Community College for the 83rd Texas Legislative Session. Key priorities include adequate base funding for operations and growth, adopting an outcomes-based funding model that accounts for challenges faced by community college students, expanding grant-based financial aid for community college students, restoring full funding for employee benefits, and obtaining funding for new facilities and programs to address the nursing shortage.
This document outlines the strategic plan of the Micro-Enterprises Support Programme Trust (MESPT) for 2015-2019. The plan has four strategic goals:
1. Become the leading development organization in Kenya focused on poverty reduction through sustainable micro-enterprise development.
2. Strengthen institutional capacity by improving governance, attracting talent, and investing in systems and training.
3. Increase capital base by attracting more donors and streamlining costs.
4. Build and strengthen strategic alliances with partners.
MESPT will achieve these goals through objectives like aligning with green growth, enhancing products/services, and incorporating value chains. The plan is founded on MESPT's vision,
This document provides an overview of a presentation on financial education management. It includes:
1) Definitions of financial education management and its aims.
2) An outline of the legal requirements and legislation related to financial matters for schools.
3) Guidelines for financial management including fundraising strategies and the importance of budgeting.
4) Details on creating and managing a school budget, including goals, principles, elements, and control.
2019 Annual Report of CDA Dagupan Extension Officejo bitonio
On the year under review, the Cooperative Development Authority Dagupan Extension Office utilized its manpower and resources to contribute to our organization objectives “Growth and Viability of Cooperative Enterprises Improved” with four major programs namely: Cooperative Development Program (CDP); Cooperative Regulatory Program (CRP); Support to Operations (STO); and General Administration Services (GAS).
The TPA works with the plan sponsor to ensure the ongoing accuracy of the plan, minimize the time the plan sponsor has to spend on plan oversight, meet service and compliance deadlines, and coordinate with all parties.
Rapport Coaching in Social Housing empowers new tenants and helps providers address the challenges thrown up by recent and upcoming welfare/benefits changes.
Strategy Implementation for Institutional Services Department of PANELCO IIIJo Balucanag - Bitonio
Institutional Services Department: functions and responsibilities, organizational structure, KRAs, strategy implentation process, long term plan, medium term and short term, programs and projects
Apprenticeship Levy Conference - Coventry (Summer 2016)The Pathway Group
Manager
Barista
Professional
Manager
Making the Levy Work
Our Approach
• Early engagement with key clients
• Understanding their needs and challenges
• Developing solutions to maximise levy
• Strategic partnerships with providers
• Quality programmes aligned to standards
• Supporting clients through the process
• Monitoring impact and outcomes
Making the Levy Work
Questions?
Jo Bradford
National Qualifications Manager
Compass Group UK & Ireland
Making the Levy Work
Lunch
12:00 – 13:00
14th July The Welcome Centre Coventry
Headline Sponsor
The Apprenticeship Levy:
What it means for Training Prov
This document provides definitions and guidelines related to school management and finances. It defines key terms like school, school heads, and non-teaching personnel. It discusses the principle of shared governance in education decision making. It also outlines guidelines from the Commission on Audit on government accounting procedures, the Government Accounting Manual, and fundamental principles governing financial transactions for government agencies.
2014 Workforce Alliance Inc. Annual Report_FINALKat Johnson
The 2014 annual report of the Workforce Alliance of South Central Kansas provides information on its programs and accomplishments that year. It summarizes that the Workforce Alliance opened two new workforce center locations in Wichita and Butler, and transitioned to new workforce development legislation with the passage of the Workforce Innovation and Opportunity Act. The report also provides an overview of the various workforce programs administered and partnerships of the Workforce Alliance, as well as highlights of its services to employers and job seekers in 2014.
- Performance based contracting (PBC) emphasizes measuring outcomes like quality and results rather than process, uses performance standards and incentives/penalties tied to payment.
- PBC aims to encourage innovation, lower costs through competition while improving performance, and share some risk with contractors to incentivize achieving outcomes.
- Georgia is interested in PBC to promote achieving outcomes, identify priority areas, evaluate programs, and document accountability. Private agencies are interested in more flexibility and partnership.
- Challenges include defining reliable outcomes and baseline data, and managing other systemic factors impacting performance.
Accounting 440, Spring, 2019 Class Project Name _____.docxbartholomeocoombs
Accounting 440, Spring, 2019
Class Project
Name: ____________________ Student ID __________________
Overview:
This project will be developed throughout the course of the class and will include different items from
the audit process as time permits. You will accumulate the parts listed below (additional parts will be
added as the class proceeds) and turn in a comprehensive portfolio of work on the last day of class with
this project sheet as the cover page. When the assignments require names and other specific
information use the Organization as the auditee name and Firm 440 as the auditor name. Since the class
is trying to incorporate more information than any one organization needs to consider, different pieces
will be taken from various organizations. Keep in mind that this is a fluid project and precise answers are
not necessarily the point. Demonstration of a general understanding of the audit process and
documentation of an effort to learn will be considered for the grade. The project grading criteria will be
based on the concept of a reasonable effort and appropriate documentation of that effort.
Part 1:
Using the Example Engagement letter on Blackboard (Word document) modify the letter to fit the
situation for University Enterprises Corporation of CSUSB the latest financial statements are online at
http://uec.csusb.edu/documents/UniversityEnterprisesCorpFS.pdf. Be aware there are two audit
reports because there is a single audit (see page 43). The information from both reports will need to be
captured in the engagement letter. We can discuss further in class.
Part 2:
Using the example materiality calculation sheet discussed in class, determine materiality using the
following assumptions.
User tolerance for misstatement is high.
Performance materiality is 60% of overall planning materiality.
Part 3:
Using the example audit program discussed in class (available on blackboard), use the information below
to complete the highlighted steps in the program (print the program and fill it in manually). In the work
paper reference column describe what you did (or would do based on the below analysis). Sign off all
completed steps.
Deletions from CIP consist of office equipment for $53,108 and the first part of a capital improvement
project of $2,000. The remaining asset additions are for a truck purchased for $52,983. The leasehold
improvements consist of three AC units (two for $13,000 and one for $4,338). Considering materiality,
explain your test strategy for each asset addition category. The capitalization policy is to capitalize
additions over $10,000.
UEC Fixed Assets
2017 Additions Deletions 2018
Land 4,640 ‐ ‐ 4,640
CIP 63,262 ‐ 55,108 8,154
Buildings 3.
Government Auditing Standards for Deficiencies in Internal Control - 7.19 states “…When auditors detect deficiencies in internal control that are not significant to the objectives of the audit but warrant the attention of those charged with governance, they should include those deficiencies either in the report or communicate those deficiencies in writing to audited entity officials. Auditors should refer to that written communication in the audit report if the written communication is separate from the audit report. When auditors detect deficiencies that do warrant the attention of those charged with governance, the determination of whether and how to communicate such deficiencies to audited entity officials is a matter of professional judgment.”
The document discusses the DepEd Financial Management Objective and Framework. It outlines the DepEd's financial management structure from the central office down to schools. It establishes the FMOM as the implementation guide for financial systems and procedures to ensure sound control mechanisms and promote transparency and accountability. It also discusses the legal basis for DepEd orders related to the direct release and use of Maintenance and Other Operating Expenses allocations for schools, including guidelines for senior high schools. The organizational structure is based on relevant laws and aims to operationalize decentralization while defining roles and responsibilities for resource deployment.
The document discusses the DepEd Financial Management Objective and Framework. It outlines the DepEd's financial management structure from the central office down to schools. It establishes the FMOM as the implementation guide for financial systems and procedures to ensure sound control mechanisms and promote transparency and accountability. It also discusses the legal basis for DepEd orders related to the direct release and use of Maintenance and Other Operating Expenses allocations for schools, including guidelines for senior high schools. The organizational structure is based on relevant laws and aims to operationalize decentralization while defining roles and responsibilities for effective use of education resources.
This document is a research project report submitted by Kabethi Lucy Wanjiku in partial fulfillment of the requirements for a Master's degree in Business Administration at the University of Nairobi in 2013. The report examines the effect of working capital management practices on the financial performance of small and medium enterprises in Kenya. It includes declarations, acknowledgements, abstract, table of contents, and literature review chapters that provide background on key concepts such as working capital management, financial performance, their relationship, and prior empirical studies. The report aims to analyze whether SMEs in Kenya carry out working capital management and the impact of these practices on firm performance.
- The document summarizes the internship experience of Eric Jimmy Busiisa at the Civil Society Budget Advocacy Group in Uganda from June to July 2015.
- During the 8-week internship, Eric assisted with database entry, report writing, data analysis, and event planning. He gained skills in technical writing, data management, planning, and communication.
- While the internship was largely positive, Eric faced some challenges including limited computer access, space, and high transportation costs, and recommends providing interns with more support and fieldwork opportunities going forward.
The focus groups provided feedback from six locations on opportunities to improve the Boots to Business program. Key issues identified included: needing more case studies and real-life examples in the curriculum; incorporating tools to help participants decide if business ownership is right for them; and adding more material on franchises and developing financial projections. Participants wanted a more interactive class with practical exercises. Instructors noted multiple presenters kept participants engaged. Updating videos and following a clear roadmap for starting a business were also suggested. Addressing these curriculum and engagement issues could help strengthen the program.
Priority Based Budgeting - How to respond to Downturn and AusterityMalcolm Anthony
Priority Based Budgeting [PBB] is a robust, participative process that enables organisations to achieve a balanced financial plan, even in the most challenging environments.
PBB has been helping organisations achieve challenging financial and operational goals for over thirty years. Unsurprisingly it has seen a significant resurgence in interest and uptake since 2008 as organisations, around the world, have sought to manage the implications of downturn and fiscal austerity.
PBB teaches managers, at all levels in an organisation, to manage their own destiny and deliver change that they and their teams truly believe in. Change which also, collectively, results in the achievement of the organisations wider goals.
The document discusses the DepEd Financial Management Objective and Framework. It provides context on the DepEd Financial Management Operations Manual (FMOM) and its purpose to serve as a reference for officials, employees, and other stakeholders. The FMOM aims to support effective and efficient financial processes, promote good governance through proper fiscal discipline, and ensure transparency and accountability in the use of public funds. It also outlines DepEd's organizational structure based on relevant laws and executive orders, and describes the financial management structure from the central office down to schools. Key points on the simplified accounting manual and legal basis for policies on school-based funding are also summarized.
The document discusses planning and budgeting processes for schools. It begins by outlining objectives of the lesson, which include explaining concepts like school budgets, budgeting principles and processes, and the roles of managers. It then defines key terms like budgets and discusses the major steps in budgeting processes. The document outlines important plans for budget preparation, including educational, expenditure and financing plans. It also discusses principles of budgeting, factors to consider, and types of budgets like line-item and performance budgets. In the end, it covers budget administration and implementation stages.
The Finance Board proposed budget allocates student fees to various CU programs and services. It approved the base budgets of most programs at 100% plus mandatory increases, while accepting some targeted cuts. Notable allocations included fully funding a capital request from the UMC and increases to Recreation Services and CUSG staff pay. The Board aimed to maximize benefits for students while limiting fee increases in light of construction costs and other constraints.
“The prosperity the United States enjoys today is due in no small part to investments the nation has made in research and development at universities, corporations, and national laboratories over the last 50 years.”
This audit report summarizes the findings of a follow-up audit to evaluate whether the New York City Department of Education (DOE) implemented recommendations from a prior 2014 audit related to inventory controls over computer hardware. The follow-up audit found that DOE did not improve its inventory controls and that its decentralized inventory records remained inaccurate and incomplete. Specifically, DOE could not account for 4,993 out of 14,329 pieces of computer hardware inspected at 9 sampled sites. The audit makes 19 recommendations for DOE to implement a centralized inventory system, conduct regular monitoring of site inventory records, determine locations of unaccounted hardware, and provide sites with training and resources to improve controls. In its response, DOE did not acknowledge the
"From 2014 through fiscal 2017, for the first time on
record, New York City’s pension contributions exceeded
actual and projected (mostly bond-financed) capital
expenditures. In other words, the city has been spending
more to meet its pension obligations than to build
and renovate bridges, parks, schools, and other public
assets. In fiscal 2018, roughly 57% of contributions will
be needed simply to continue paying down what the
city still owes its pension systems, in order to continue
paying benefits promised to retirees. The rest will
cover the “normal” cost of added benefits earned by
city employees. In other words, if the pension systems
had been fully funded in the past, the city would have
saved more than $5 billion."
American Competitiveness Initiative:Leading the World in Innovation aci06-b...Luis Taveras EMBA, MS
The document summarizes the American Competitiveness Initiative announced by President George W. Bush in 2006. The initiative commits $5.9 billion in 2007 and $137 billion over 10 years to strengthen the United States' position as a global leader in science and technology through increased investment in research and development, education reforms, and workforce training programs. Specifically, it aims to double funding for physical science and engineering research at agencies like the National Science Foundation and Department of Energy, improve K-12 math and science education, and provide training for 800,000 workers annually. The goal is to sustain American innovation, productivity, and economic competitiveness in the face of increasing challenges from abroad.
"Council Speaker Melissa Mark-Viverito, a Manhattan Democrat, and Council woman Julissa Ferreras-Copeland, a Queens Democrat who is chairwoman of the council’s Committee on Finance, praised the administration’s efforts to find cost-saving measures but said they remain concerned about rising shelter and pension costs."
"As consumers, Latinos wield more than $1.3 trillion in buying power, and the number of affluent Hispanic households is growing much faster than for the overall population: In 2015, there were approximately 370,000 US Latino households with incomes over $200,000, an increase of 187 percent since 2005."
" The Success Academy Board of Trustees failed to adequately monitor aspects of the finance affairs of SA and did not consistently follow the procedures for operation required by its bylaws"
This document provides information about a school advisory service firm called Optimization with an Impact (OpIm). It offers three levels of financial advisory services to help schools optimize their budgets and purchasing. The basic service focuses on budget management and purchasing optimization for $25,000. Additional services include budget management optimization for $20,000 and purchasing optimization for $15,000. The goal is to improve instruction, the school environment, and local community through efficient use of school financial resources.
"In 2013, the Non-Profit Revitalization Act was signed into law, and requires the adoption by non-profit corporations of robust financial oversight requirements, conflict-of-interest policies, and whistleblower policies. Although the Non-Profit Revitalization Act improved the accountability of New York’s non-profit corporations, including the CUNY college foundations, the New York Not-for-Profit Corporation Law (which the Act amended) does not provide specific guidance regarding how non-profit foundations use their assets."
“OpIm relieves instructional leaders of non-instructional tasks so they can focus on student achievement and professional development of the teaching staff.”
New York State depends on Wall Street tax revenues even more than New York City, because the State relies more heavily on
personal and business taxes and does not levy a property tax as the City does.
This document lists 8 references used in another work. The references are books published between 2012 and 2015 that discuss topics such as the relationship between the public and private sectors, the impact of technology on jobs, issues with the sharing economy and capitalism, tax policy, corruption, and national security.
"You would be surprised that in some schools, the restriction appears to be implicitly understood, since they neither have a line for temporarily restricted funds on their balance sheet nor the statement below in their respective financial statement notes".
The Educational Impact of Broadband Sudsidies for Schools Under ERateLuis Taveras EMBA, MS
"The “universal service fund” pays for E-Rate with a 17.9 percent tax on long distance telecommunications. The term may sound odd; “long distance” is an artifact of the past for most Americans. However, international calls over plain old telephone network are still made, mostly by Latin American migrants living in the U.S. The telecommunications levy hits them particularly hard. More affluent households, on the other hand, use Facetime, Skype and other apps that avoid the tax."
http://www.politico.com/agenda/story/2016/08/stop-spending-money-connecting-schools-to-the-internet-000191
A San Francisco tech worker wrote an open letter complaining about the city's homeless population. He referred to them as "riff-raff" and said their "pain, struggle and despair" made commuting unpleasant for "wealthy" residents. The letter sparked backlash for its lack of sympathy. Homeless individuals interviewed expressed frustration with wealthy tech workers who do not care about others and want to "grab anything they can get." While the tech worker apologized for his word choice, he faced criticism for failing to acknowledge the daily challenges of homelessness.
a) Maintaining approximate compensation parity among employees within the same employment categories (for example, among junior software engineers);
b. Maintaining certain compensation relationships among employees across different employment categories (for example, among junior software engineers relative to senior software engineers)
Even among tech companies, Apple's rates are low. And while the company has remade industries, ignited economic growth and delighted customers, it has also devised corporate strategies that take advantage of gaps in the tax code, according to former executives who helped create those strategies.
Gleevec, a drug that treats a rare form of leukemia, was approved in 2001 with a list price of $26,400 per year. Since then, its price has steadily increased, reaching over $120,000 per year currently. While the drug has competition now, its price increases were incremental at first and accelerated even before competitors entered the market. The price hikes have helped make Gleevec a top revenue drug for its manufacturer, Novartis, even though it was initially not expected to be a major moneymaker due to the small patient population. However, critics argue there is a lack of meaningful competition in the drug market that would normally drive prices down.
"Nationwide, charter schools reported an average graduation rate of 70 percent. Hawaii, Arizona, Indiana, Ohio and California have the highest percentages of low-graduation-rate charter high schools."
Combined Illegal, Unregulated and Unreported (IUU) Vessel List.Christina Parmionova
The best available, up-to-date information on all fishing and related vessels that appear on the illegal, unregulated, and unreported (IUU) fishing vessel lists published by Regional Fisheries Management Organisations (RFMOs) and related organisations. The aim of the site is to improve the effectiveness of the original IUU lists as a tool for a wide variety of stakeholders to better understand and combat illegal fishing and broader fisheries crime.
To date, the following regional organisations maintain or share lists of vessels that have been found to carry out or support IUU fishing within their own or adjacent convention areas and/or species of competence:
Commission for the Conservation of Antarctic Marine Living Resources (CCAMLR)
Commission for the Conservation of Southern Bluefin Tuna (CCSBT)
General Fisheries Commission for the Mediterranean (GFCM)
Inter-American Tropical Tuna Commission (IATTC)
International Commission for the Conservation of Atlantic Tunas (ICCAT)
Indian Ocean Tuna Commission (IOTC)
Northwest Atlantic Fisheries Organisation (NAFO)
North East Atlantic Fisheries Commission (NEAFC)
North Pacific Fisheries Commission (NPFC)
South East Atlantic Fisheries Organisation (SEAFO)
South Pacific Regional Fisheries Management Organisation (SPRFMO)
Southern Indian Ocean Fisheries Agreement (SIOFA)
Western and Central Pacific Fisheries Commission (WCPFC)
The Combined IUU Fishing Vessel List merges all these sources into one list that provides a single reference point to identify whether a vessel is currently IUU listed. Vessels that have been IUU listed in the past and subsequently delisted (for example because of a change in ownership, or because the vessel is no longer in service) are also retained on the site, so that the site contains a full historic record of IUU listed fishing vessels.
Unlike the IUU lists published on individual RFMO websites, which may update vessel details infrequently or not at all, the Combined IUU Fishing Vessel List is kept up to date with the best available information regarding changes to vessel identity, flag state, ownership, location, and operations.
Jennifer Schaus and Associates hosts a complimentary webinar series on The FAR in 2024. Join the webinars on Wednesdays and Fridays at noon, eastern.
Recordings are on YouTube and the company website.
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DI SEGUITO SONO PUBBLICATI, AI SENSI DELL'ART. 11 DELLA LEGGE N. 3/2019, GLI IMPORTI RICEVUTI DALL'ENTRATA IN VIGORE DELLA SUDDETTA NORMA (31/01/2019) E FINO AL MESE SOLARE ANTECEDENTE QUELLO DELLA PUBBLICAZIONE SUL PRESENTE SITO
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Jennifer Schaus and Associates hosts a complimentary webinar series on The FAR in 2024. Join the webinars on Wednesdays and Fridays at noon, eastern.
Recordings are on YouTube and the company website.
https://www.youtube.com/@jenniferschaus/videos
1. City of New York
OFFICE OF THE COMPTROLLER
Scott M. Stringer
COMPTROLLER
MANAGEMENT AUDIT
Marjorie Landa
Deputy Comptroller for Audit
Audit Report on the Department of
Education’s Monitoring of Its Leadership
Development Services Contract with the
New York City Leadership Academy
MH17-076A
July 25, 2017
http://comptroller.nyc.gov
2.
3. TABLE OF CONTENTS
EXECUTIVE SUMMARY ............................................................................1
Audit Findings and Conclusions .................................................................................. 2
Audit Recommendations.............................................................................................. 2
Agency Response........................................................................................................ 3
AUDIT REPORT.........................................................................................4
Background ................................................................................................................. 4
Objectives.................................................................................................................... 4
Scope and Methodology Statement............................................................................. 5
Discussion of Audit Results with DOE ......................................................................... 5
FINDINGS AND RECOMMENDATIONS....................................................6
DOE Payments Made without Adequate Support........................................................ 6
Recommendations ................................................................................................... 8
DOE Did Not Monitor NYCLA’s Compliance with Contract Terms............................... 9
DOE Did Not Require that NYCLA Submit Quarterly Progress Reports .................. 9
DOE Did Not Conduct Monthly Meetings Required in the Contract ....................... 10
Recommendations ................................................................................................. 10
Other Issues .............................................................................................................. 11
Lack of Evidence of Amendment to Modify Unit Pricing, as Required in the
Contract.................................................................................................................. 11
Recommendation................................................................................................... 11
DETAILED SCOPE AND METHODOLOGY.............................................12
ADDENDUM
4. THE CITY OF NEW YORK
OFFICE OF THE COMPTROLLER
MANAGEMENT AUDIT
Audit Report on the Department of Education’s
Monitoring of Its Leadership Development Services
Contract with the New York City Leadership Academy
MH17-076A
EXECUTIVE SUMMARY
The New York City Leadership Academy (NYCLA) is a tax-exempt nonprofit organization that
prepares and supports educators to lead schools. In collaboration with NYCLA, the New York
City (the City) Department of Education (DOE or the Department) launched the Aspiring Principals
Program (APP) to address an anticipated need for more principals in New York City schools.
In July 2008, DOE entered into a requirements contract with NYCLA for leadership development
services.1
The total cost of this contract was not to exceed $53,828,873. DOE extended the
contract for a year for $6.6 million and then renewed it in July 2014 for a five-year term, ending
on June 30, 2019, at a cost not to exceed $40,919,927. Pursuant to the original contract and the
renewal, NYCLA agreed to provide leadership development services to “teacher leaders” (senior
teachers) and aspiring principals through APP. APP offered preparation services for assistant
principals desiring to become principals, coaching for new principals (those in the position for one
year or less), coaching for experienced principals, and an apprenticeship program for teachers
desiring to take on school leadership roles.
On August 5, 2016, DOE exercised its right to partially terminate its contract with NYLCA in
connection with the Department’s decision to provide in-house training for aspiring principals.
Pursuant to the partial termination letter, the obligations that remained under the contract would
expire on June 30, 2017. However, on September 14, 2016, DOE amended its original
termination letter, and added the provision that NYCLA shall continue through the end of June
2019 to provide experienced principal coaching services to schools that request such services,
depending on the availability of funding.
1
DOE defines a “requirements contract” as an agreement between the Department of Education and vendors to provide materials
and services to any operating unit within the New York City school system. These contracts are established for a specified period
of time, during which orders may be placed against them. Such contracts specify unit of measure, price per unit, specifications,
an estimate of quantities to be ordered, etc.
Office of New York City Comptroller Scott M. Stringer MH17-076A 1
5. Audit Findings and Conclusions
The audit found that DOE did not ensure that its payments to NYCLA were adequately supported.
Specifically, we found that sampled payment requests were missing detailed records of the hours
the coaches worked each day, as is required by the contract. Although DOE has comprehensive
policies and procedures to ensure that transactions are accurately recorded and supported, it did
not consistently follow them and, in particular, did not require NYCLA to adhere to its requirements
that the specific hours worked each day be documented in order to receive payment. In addition,
we found that DOE failed to require NYCLA to submit copies of the bills for which it requested
reimbursement for expenses. As a result, we found that out of the $559,667 sampled DOE
payments made to NYCLA, $394,007 were for coaching services, including some coaching-
related services, $385,612 (98 percent) of which we found to be inadequately supported.
The audit also found that DOE did not adequately monitor NYCLA’s compliance with key
provisions of its contract. Specifically, DOE did not require NYCLA to provide any of the progress
reports to which DOE is entitled, to enable it to assess NYCLA’s performance. Additionally, DOE
did not provide adequate evidence that it conducted all of the monthly meetings with NYCLA as
required by the contract.
Finally, the audit found that the unit price for tuition costs for 13 APP program participants was
reduced without a written amendment to the contract. We further were not provided with any
documentation that explained the basis for the price reduction. As a result, we were unable to
determine whether it reflects a reduction in services to be provided by NYCLA.
Audit Recommendations
Based on our findings, we made seven recommendations to DOE:
• DOE should ensure that NYCLA maintains contemporaneous time records as required by
the contract, and submit them along with all other required supporting documents to
support requests for payments.
• Where reimbursement is sought for training and/or meeting expenses, DOE should ensure
that adequate proof of the meeting is submitted, such as a sign-in sheet from the attendees
and an agenda.
• DOE should not make payments for expenses that are not adequately supported in
accordance with the terms of its contract with NYCLA.
• DOE should follow up and determine whether sufficient supporting documentation exists
for the $385,612 in inadequately supported payments identified in this report. DOE should
recoup any payments for which it is unable to verify that the goods were delivered or
services were rendered.
• DOE should request that NYCLA provide progress reports to aid in DOE’s monitoring of
its contractor’s performance, as prescribed in the contract.
• DOE should meet with contractors on a monthly basis, as called for in the contract.
• DOE should ensure that any modifications to the contract are formally documented in
writing, as required by the contract.
Office of New York City Comptroller Scott M. Stringer MH17-076A 2
6. Agency Response
DOE stated that it agreed with five of the audit’s seven recommendations, but as to three of
those recommendations, it qualified its agreement stating that it agreed “inasmuch as” the
recommendations reflected current practices. In addition, DOE disagreed with the
recommendations that DOE request that NYCLA provide progress reports to aid DOE’s
monitoring of NCYLA’s performance, as permitted by the contract, and it disagreed with the
recommendation that DOE meet with NYCLA officials on a monthly basis, as called for in the
contract.
Office of New York City Comptroller Scott M. Stringer MH17-076A 3
7. AUDIT REPORT
Background
NYCLA is a tax-exempt nonprofit organization located in Long Island City. It was founded in 2003
with the mission of preparing and supporting aspiring school principals and assistant principals to
meet the projected increased demand for both positions in City public schools. At the time, there
were 1,257 schools in the City and it was predicted that 600 of them would need new principals
in the upcoming years. NYCLA launched the APP to meet this need, through a collaboration with
DOE’s Office of Leadership, under the Division of Teaching and Learning.
In July 2008, the DOE entered into a requirements contract with NYCLA covering Fiscal Years
(FYs) 2009-2013 (July 1, 2008, through June 30, 2013). Under this agreement, NYCLA agreed
to provide leadership development services to “teacher leaders” (senior teachers) and aspiring
principals through APP. The program offered preparation services for assistant principals who
desired to become principals, coaching for new principals (those in the position for one year or
less), coaching for experienced principals and an apprenticeship program for teachers desiring to
take on school leadership roles.2
The total cost of this contract was not to exceed $53,828,873.
Under the terms of the contract, DOE had the option to extend the contract for two additional one-
year periods for FY 2014 (July 1, 2013, through June 30, 2014) and FY 2015 (July 1, 2014,
through June 30, 2015). DOE exercised its option to extend the agreement for one additional
year (FY 2014) at a cost not to exceed $6,600,000.
In July 2014, DOE and NYCLA entered into a new requirements contract for services. Under this
new agreement, NYCLA was to continue to provide services to current teacher leaders and
aspiring principals through APP. This contract commenced in FY 2015 and was to end in FY 2019
(July 1, 2014, through June 30, 2019) at a cost not to exceed $40,919,927.
On August 5, 2016, DOE exercised its right to partially terminate the NYCLA contract in
connection with the Department’s decision to provide in-house training for aspiring principals. The
APP services that remained in effect after the partial termination were: (1) the completion of
training for the current APP cohort; (2) coaching the 12 recent APP principal graduates; (3)
coaching first year principals that NYCLA began coaching during the second half of FY 2016; and
(4) performing consulting services under the apprenticeship program. These were all due to
expire on June 30, 2017. On September 14, 2016, DOE amended its original termination letter,
and added the provision that NYCLA would continue to provide experienced principal coaching
services to schools that request such services, depending on the availability of funding.
Objectives
The objectives of this audit were to determine: (1) whether DOE ensures that its payments to
NYCLA are adequately supported; and (2) whether DOE adequately monitors NYCLA’s
compliance with the key requirements of its leadership development services contract.
2
The apprenticeship program, called the Leaders in Education Apprenticeship Program (LEAP), is a one-year on-the-job-program that
focused on developing school-based pedagogues for assistant principal or principal roles. The program also included an internship
in a school setting that focused on implementing innovative projects and honing leadership skills, guided by a mentor principal. LEAP
was not reviewed as part of this audit.
Office of New York City Comptroller Scott M. Stringer MH17-076A 4
8. Scope and Methodology Statement
We conducted this performance audit in accordance with generally accepted government auditing
standards. Those standards require that we plan and perform the audit to obtain sufficient,
appropriate evidence to provide a reasonable basis for our findings and conclusions based on our
audit objectives. We believe that the evidence obtained provides a reasonable basis for our
findings and conclusions based on our audit objectives. This audit was conducted in accordance
with the audit responsibilities of the City Comptroller as set forth in Chapter 5, §93, of the New
York City Charter.
The scope of this audit covered the first six-months of FY 2017 (from July 1, 2016, to December
2, 2016). Please refer to the Detailed Scope and Methodology at the end of this report for the
specific procedures and tests that were conducted.
Discussion of Audit Results with DOE
The matters covered in this report were discussed with DOE officials during and at the conclusion
of this audit. A preliminary draft report was sent to DOE and discussed at an exit conference held
on May 23, 2017. On June 5, 2017, we submitted a draft report to DOE with a request for
comments. We received a written response from DOE on June 19, 2017.
DOE stated that it agreed with five of the audit’s seven recommendations, but as to three of
those recommendations, it qualified its agreement stating that it agreed “inasmuch as” the
recommendations reflected current practices. In addition, DOE disagreed with the
recommendations that DOE request that NYCLA provide progress reports to aid DOE’s
monitoring of NCYLA’s performance, as permitted by the contract, and it disagreed with the
recommendation that DOE meet with NYCLA officials on a monthly basis, as called for in the
contract.
The full text of DOE’s response is included as an addendum to this report.
Office of New York City Comptroller Scott M. Stringer MH17-076A 5
9. FINDINGS AND RECOMMENDATIONS
DOE does not ensure that its payments to NYCLA are adequately supported. Although DOE has
comprehensive policies and procedures to ensure that transactions are accurately recorded and
supported, it does not follow these policies and procedures in a consistent manner. Our review
found that out of $559,667 sampled DOE payments to NYCLA, $394,007 were for coaching
services, including some for coaching-related services, $385,612 (98 percent) of which we found
to be inadequately supported.
The audit also found that DOE does not adequately monitor NYCLA’s compliance with key
provisions of its contract. Specifically, the Department has not required that NYCLA provide any
of the progress reports to which the Department is entitled, in order to assess NYCLA’s
performance. Additionally, DOE did not provide adequate evidence documenting its efforts to
conduct monthly meetings with NYCLA.
Finally, the audit found that the unit price for tuition costs for 13 APP program participants was
reduced without a written amendment to the contract. We further were not provided with any
documentation that explained the basis for the price reduction. As a result, we were unable to
determine whether it reflects a reduction in services to be provided by NYCLA.
These matters are discussed in greater detail in the following sections of this report.
DOE Payments Made without Adequate Support
We found that DOE did not have adequate documentation in the files to support $385,612 (69
percent) of the $559,667 sampled DOE payments made to NYCLA.3
All of the inadequately
supported payments we sampled were for coaching services, including coaching-related services.
As a result, inadequately supported coaching service payments made up 98 percent of the
$394,007 total coaching service and coaching-related payments in our sample. The balance of
our sampled payments, $165,660, were made for miscellaneous expenses, including stipends
and participant/student tuition costs. We found that those miscellaneous payments were
generally adequately supported.
Payments Made for Coaching Services
Pursuant to its contract, NYCLA is required to “support each invoice with appropriate
documentation” such as “contemporaneously kept time records, attendance sheets, invoices of
third parties, pay vouchers and other supporting documents.” According to DOE officials, before
it can be reimbursed, NYCLA must submit a payment request along with a Project Time Detailed
Report or Client Time Detailed Report (Time Detailed Report). These Time Detailed Reports
include: (1) the service type (e.g., new principal coaching); (2) the date range covered;
(3) participants’ names along with the code of the school in which they are currently employed;
(4) the total hours that participants received the services; and (5) the name of the coach who
provided the coaching service (this is noted only in the Project Time Detailed Reports).
In addition, DOE’s Procurement Policy and Procedures (PPP) manual requires that in order to
process payments for vendors and contractors DOE staff should match invoices to applicable
3
We reviewed 33 payments for $559,667 made by DOE to NYCLA during the period July 1, 2016, through December 2, 2016. The
sample was selected from a total of 180 payments DOE made to NYCLA during that period for $1,094,597.
Office of New York City Comptroller Scott M. Stringer MH17-076A 6
10. documentation and review purchase orders and other documents to ensure that the terms of the
contract are met.
The coaching service payment requests we reviewed were almost all missing required
“appropriate documentation” that detailed the hours the coaches worked on a daily basis, such
as sign-in sheets. Instead, only the total numbers of hours billed for were generally found in the
records. For example, in one package, NYCLA submitted a $107,513 payment request for
coaching services, but provided only the invoice, purchase order and Time Detailed Reports for
the transactions. None of these documents indicated the specific dates and times the services
were provided.
NYCLA’s omission of statements of the number of hours worked by each service provider each
day is critical, since NYCLA was paid for coaching services based on the number of hours worked
by its coaches. The absence of contemporaneous detailed time records hinders DOE’s ability to
establish the exact days and hours worked by the coaches and to confirm that requested payment
amounts were appropriate.
DOE officials stated that they primarily relied on the Time Detailed Reports to verify that services
were provided. However, the Time Detailed Reports are not contemporaneous time records as
required by the contract. Rather, they are summary documents, prepared sometime after the
services are delivered that merely list the participants served, the date range in which services
were provided, and the total number of hours of coaching provided during that period. They do
not identify the specific dates and times of the coaching sessions.
In addition, while a DOE contract manager claimed that the accuracy of the time detailed reports
are certified by either the coaches’ immediate supervisor, or by a NYCLA official, we found little
evidence of this. Only 3 of the 33 payment packages we reviewed contained any reports that had
signatures or certification statements. Moreover, even if all of the Time Detailed Reports were
certified, they are not a suitable substitute for the contemporaneous time records (e.g. daily time
records or sign-in sheets) that NYCLA is required to maintain.
DOE Response: “The invoices sampled by the auditors had sufficient information to
confirm the services rendered. Furthermore, the New York Leadership Academy (NYCLA)
maintained detailed time records, which in several instances were submitted with its
invoices.”
Auditor Comment: We found that the invoices we sampled did not have sufficient
information to confirm that the services paid for were in fact for services rendered. As
noted in our finding, the payment packages that we reviewed contained only summary
documents that did not provide the specifics of when the services were delivered.
Contemporaneous time records that would support the summary line-items were missing,
preventing us from evaluating whether the payments made by DOE were appropriate or
accurate.
Payments Made for Coaching-Related Expenses
Our $559,667 sample also included four coaching-related payment requests, totaling $12,530, for
training and meeting expenses. We found that three of the four sampled coaching-related
payments, totaling $4,135, were not adequately supported. None of these three payment
requests contained copies of the bills for which NYCLA requested reimbursement, such as an
invoice from the venue in which a meeting was held. Further, although each of the four requests
Office of New York City Comptroller Scott M. Stringer MH17-076A 7
11. were for meetings, only one NYCLA payment package included an agenda to indicate that an
event in question was contract-related.
Recommendations
1. DOE should ensure that NYCLA maintains contemporaneous time records as
required by the contract and submits them along with all other required supporting
documents to support requests for payments.
DOE Response: See response to Recommendation 3 below.
2. Where reimbursement is sought for training and/or meeting expenses, DOE
should ensure that adequate proof of the meeting is submitted, such as a sign-in
sheet from the attendees and an agenda.
DOE Response: “The DOE agrees with the recommendation inasmuch as it
reflects current practice. As applicable, sign-in sheets and agenda are submitted
by NYCLA as support of its invoices.”
Auditor Comment: We found that DOE’s current practices are not adequate. As
we state in the report, three of the four coaching-related expenses sampled were
not supported with signed attendance sheets and agendas as required.
Consequently, we urge DOE to reinforce with its staff the importance of ensuring
that all required documents are submitted by NYCLA before payments are
approved.
3. DOE should not make payments for expenses that are not adequately supported
in accordance with the terms of its contract with NYCLA.
DOE Response to Recommendations 1 and 3: “The DOE agrees with these
recommendations, inasmuch as the DOE has procedures in place to approve
payments for purchases supported with appropriate documentation.
The invoices sampled by the auditors had sufficient information to confirm the
services rendered. Furthermore, the New York Leadership Academy (NYCLA)
maintained detailed time records, which in several instances were submitted with
its invoices. We will reinforce with our staff that all necessary records must be
collected and reviewed before payments are approved.”
Auditor Comment: As we state earlier, we found that the sampled invoices did
not have sufficient information to support payment. We urge DOE to require
NYCLA to submit contemporaneous time records and attendance sheets with all
of its payment packages and to reinforce with DOE staff the necessity of reviewing
contemporaneously-prepared time records before rendering payment.
4. DOE should follow up and determine whether sufficient supporting documentation
exists for the $385,612 in questionable payments identified in this report. DOE
should recoup any payments for which it is unable to verify that the goods were
delivered or services were rendered.
Office of New York City Comptroller Scott M. Stringer MH17-076A 8
12. DOE Response: “The DOE agrees with this recommendation and will make a
determination regarding the payments and take appropriate actions where
necessary.”
DOE Did Not Monitor NYCLA’s Compliance with Contract
Terms
DOE Did Not Require that NYCLA Submit Quarterly Progress
Reports
We found that DOE did not request or obtain any progress reports from NYCLA, notwithstanding
contract provisions that require NYCLA to provide such information to enable DOE to assess
NYCLA’s contract performance. Furthermore, DOE officials acknowledged that they do not have
any formal process for evaluating NYCLA’s performance on a regular basis.
Pursuant to its contract with NYCLA, DOE is entitled to review fiscal or programmatic reports that
might help it assess NYCLA’s performance. The contract specifically provides that NYCLA
shall comply fully with all [DOE] requests for fiscal, programmatic, progress, and
any and all other types of reports. Progress reports shall include, but shall not be
limited to, the names and number of participants served, the types of Services
provided, the dates of Services, attendance and, where applicable, analyses of
achievement and other school-level data reflecting participants tenure at their
respective schools provided that [DOE] supplies all necessary data not in the
Contractor’s possession.
Further, the contract directs that NYCLA “shall provide all reports quarterly in the format mutually
agreed by Contractor and [DOE].”
DOE officials stated that although they do not have a formal process for evaluating NYCLA’s
performance on a regular basis, their Office of Leadership staff monitors the contract performance
by staying in close contact with NYCLA officials. They stated that they keep abreast of NYCLA’s
activities through regular phone check-ins with NYCLA’s CEO and NYCLA’s APP Director and
regular email communication between NYCLA staff and key members of DOE’s Office of
Leadership team. However, DOE could not provide any documents to verify such monitoring
efforts. Instead, they provided us with documents showing DOE staff’s participation in decision-
making discussions pertaining to the APP program. None of these documents, however, provided
an assessment of NYCLA’s performance, or reflected day-to-day communication between DOE
and NYCLA, or contained any notations of visits by Office of Leadership staff to NYCLA offices to
review program records.
As stated in DOE’s PPP manual, a key element of effective contract administration is monitoring
and evaluating contractor performance. One of the best ways to accomplish this is by requiring
a contractor to submit progress reports on its performance. In the absence of such reports, DOE’s
ability to identify areas needing correction and monitor NYCLA’s efforts to take corrective action
is hindered.
Office of New York City Comptroller Scott M. Stringer MH17-076A 9
13. DOE Did Not Conduct Monthly Meetings Required in the Contract
According to the terms of the contract, “the Contractor and the Division of Teaching and Learning
agree to meet no less than on a monthly basis at the [DOE] offices to discuss matters relating to
the successful operation and progress of the Services provided by the Contractor . . . unless
otherwise agreed to by the parties in writing.”
However, DOE failed to provide evidence that such monthly meetings took place. Neither did it
provide evidence of an agreement between DOE and NYCLA to forgo the monthly meeting
requirement. Instead, DOE provided us with an excel spreadsheet listing the dates and times of
11 events (check-ins, phone calls and budgetary meetings) that it stated occurred during the two-
year period of March 5, 2014, through July 7, 2016. DOE had no memoranda or minutes detailing
the matters discussed during those events, so we were unable to identify what, if any, issues were
raised in those meetings and calls, whether any required further attention, and if any of those
were ever followed up on.
In lieu of these monthly meetings, DOE officials claimed that their Office of Leadership staff stayed
in close contact with NYCLA officials. However, formal monthly meetings provide a forum where
significant issues impacting the contract can be discussed. The Department’s failure to conduct
such meetings increases the risk that these matters may not be identified and addressed in a
timely matter, if at all.
Recommendations
5. DOE should request that NYCLA provide progress reports to aid in DOE’s
monitoring of its contractor’s performance, as prescribed in the contract.
6. DOE should meet with contractors on a monthly basis, as called for in the contract.
DOE Response to Recommendations 5 and 6: “The DOE disagrees with these
recommendations.
Progress reports and monthly meetings are not required by the contract.
Furthermore, because the DOE and NYCLA had been in constant communication
via phone and email throughout the length of the agreements, the staff involved
with the program saw no need to exercise their right to request monthly meetings
or quarterly reports.”
Auditor Comment: As stated above, DOE acknowledged that it does not have a
formal process for evaluating NYCLA’s performance on a regular basis.
Moreover, DOE’s assertion that monthly meetings are not required by the contract
is inconsistent with the contract, which clearly states that the parties “agree to
meet no less than on a monthly basis.” Monthly meetings with the contractor—
particularly with written meeting agendas and post-meeting summaries—could
benefit DOE by providing the agency with an opportunity to address significant
issues impacting the contract as they arise and to document those discussions
for future reference should disagreements arise.
Furthermore, although the contract does not explicitly require that NYCLA submit
progress reports to DOE, the terms of the contract provide DOE the option to
request progress reports to help it assess NYCLA’s performance and identify
areas needing correction. Therefore, we urge DOE to reconsider its response
and implement these two recommendations.
Office of New York City Comptroller Scott M. Stringer MH17-076A 10
14. Other Issues
Lack of Evidence of Amendment to Modify Unit Pricing, as
Required in the Contract
According to the contract, “at any time throughout the Term, the parties may agree in writing to
any modifications to Program design or scope that do not change the unit costs. (Changes in
services that require a change to unit costs shall require a formal contract amendment.)”
During our review of the 33 sampled payments, we identified one invoice for tuition for 13 APP
program participants. According to the Appendix Pricing Form associated with the contract, the
monthly cost of tuition was $2,322 per participant.4
However, in the invoice billed to DOE, NYCLA
submitted a request for payment in the amount of $1,916.66 per participant. This amounted to a
total of $5,269.42 less than the authorized contract amount (or $405.34 less per person).
We found no formal amendment approving this reduction, nor did we find any documentation
explaining why it was made. In response to our request for such evidence, a DOE official stated
simply that “lowering the cost was not accomplished through a formal amendment.”
Since DOE has no documentation supporting the basis for the price reduction, we are unable to
determine whether it reflects a similar reduction in services to be provided by NYCLA. Moreover,
the absence of a formalized document noting the price change hinders DOE’s ability to identify
the services for which NYCLA is being paid, and to ensure that DOE is paying agreed-upon fees.
Were a dispute to arise between the two parties over payments, DOE’s ability to successfully
argue that there was an agreement in place to lower the cost of services would be weakened.
Recommendation
7. DOE should ensure that any modifications to the contract are formally
documented in writing, as required by the contract.
DOE Response: “The DOE agrees with the recommendation.”
4
The Pricing Form is contained in an appendix attached to a contract or agreement. It lists the agreed-upon cost for all services
identified in the contract.
Office of New York City Comptroller Scott M. Stringer MH17-076A 11
15. DETAILED SCOPE AND METHODOLOGY
We conducted this performance audit in accordance with generally accepted government auditing
standards. Those standards require that we plan and perform the audit to obtain sufficient,
appropriate evidence to provide a reasonable basis for our findings and conclusions based on our
audit objectives. We believe that the evidence obtained provides a reasonable basis for our
findings and conclusions based on our audit objectives. This audit was conducted in accordance
with the audit responsibilities of the City Comptroller as set forth in Chapter 5, §93, of the New
York City Charter.
The scope of this audit covered the first six months of FY 2017 (from July 1, 2016, to December
2, 2016).
To achieve our audit objectives and gain an understanding of the internal controls governing
DOE’s review of payments to its vendors, we reviewed the 2014 contract agreement between
DOE and NYCLA; DOE’s PPP manual, amended as of February 24, 2016; copies of its Notice of
Partial Termination Letters dated August 5, 2016 and September 14, 2016; and regulation C-30
of the Regulations of the Chancellor (Chancellor’s Regulations).
To gain an understanding of DOE’s monitoring and oversight responsibilities, we interviewed the
Executive Director of Principal Pipeline Strategy, the Senior Executive Director of the Office of
Leadership, the Operation Manager of the Office of Leadership, a Supervisor for DOE’s school-
based payments within Accounts Payable, and a Clerical Associate for DOE’s Central Business
Office within Accounts Payable.
We requested and received a list of all payment transactions posted to DOE’s Financial
Accounting Management Information System (FAMIS) made to NYCLA for FY 2015, 2016 and
2017. The list represented 782 payment transactions made from August 6, 2014 through
November 28 2016. Since we were provided with Termination Letters showing that the contract
was partially terminated, our review focused on the first six months of DOE’s payments to NYCLA
in FY 2017 (July 1, 2016, to December 2, 2016).
To determine whether the payment transactions from FAMIS were complete and accurate, we
independently obtained a listing of transactions from the City’s Financial Management System
(FMS) of all payments made to NYCLA for the same period, and compared the transactions from
the list of FAMIS payments to the transactions recorded in FMS.
To ascertain whether payments made by DOE to NYCLA were adequately supported, we selected
a sample of 33 payments totaling $559,667 made during the first six-months of FY 2017. During
that period, DOE made 180 payments totaling $1,094,597 to NYCLA. The sample consisted of
(1) the three largest payments (totaling $454,890.80) during that period, and (2) 30 randomly
selected payments totaling $104,776.10. We retrieved the payment packages associated with
each of the payments to determine whether there was sufficient evidence to support each
payment transaction. We also requested copies of the purchase orders and determined whether
the payments were for previously authorized services.
To ascertain whether DOE monitored NYCLA’s compliance with the key terms of the contract, we
requested that DOE provide us with evidence of its monitoring efforts, including the review of
progress reports obtained from NYCLA and the holding of monthly status meetings.
Office of New York City Comptroller Scott M. Stringer MH17-076A 12
16. The results of these tests, while not projectable to the population of payments made to NYCLA
during the period reviewed, provided a reasonable basis for us to evaluate DOE’s controls to
ensure that payments to NYCLA are adequately supported.
Office of New York City Comptroller Scott M. Stringer MH17-076A 13