PDP SBMCP brochure 042116 FINAL

School Business Management Certificate
Program

Developing CBO Competencies
2016-2017



The Power of Partnerships

The School Business Management Certificate Program (SBMCP) is the focused product of a
collaboration between the USC Rossier School of Education instructional design experts and its program
partners‒the Fiscal Crisis and Management Assistance Team (FCMAT) and School Services of California,
Inc. (SSC). Leaders from these highly-regarded school business management groups serve as invaluable
resources to SBMCP participants as they move through the program. These leaders provide insights into
real-world scenarios and offer strategies that are relevant and applicable to today’s workplace. Our third
partner, the Alliance of Schools for Cooperative Insurance Programs (ASCIP), generously underwrites the
honorariums issued to the program mentors.

Fiscal Crisis and Management Assistance Team (FCMAT)
The mission of the Fiscal Crisis and Management Assistance Team is
to help California’s local educational agencies fulfill their financial
and management responsibilities by providing fiscal advice,
management assistance, training and other related school business
services. To support this mission, FCMAT supports educational
programs, such as the USC Rossier’s School Business Management
Certificate Program, in order to prevent financial mismanagement.
Not only do FCMAT experts present in the program throughout the
year, but FCMAT also makes its workshops available to program
participants at no additional cost.
WEB: fcmat.org

School Services of California, Inc. (SSC)
Whether the engagement is for information services, legislative or
governmental relations, financial and business consulting, executive
search, or innovative workshops and training that are designed to
help in solving problems and improving student performance, SSC
is the recognized expert. Their recognized strength is the quality of
their expert staff who are committed and focused to ensure that all
children in California get a world-class education as they become
the next generation of national and world leaders. Like FCMAT, SSC
provides USC Rossier’s SBMCP students with access to its workshops
on a complimentary basis.
WEB: sscal.com

Alliance of Schools for Cooperative Insurance Programs (ASCIP)
ASCIP generously underwrites the honorariums issued to the mentors
who work with SBMCP participants.
WEB: ascip.org

Image: Sculpted by Roger Noble Burnham, Tommy Trojan is a life-sized bronze Competency-Based
statue located on the campus of the University of Southern California. Program for
Experienced
Professionals

The School Business Management
Certificate Program at the University

of Southern California’s Rossier School of
Education provides a unique opportunity
for educational leaders and school business
professionals to deepen their management

knowledge through a curriculum that
is designed around the professional
standards established by the
Association of School Business
Officials International (ASBO) and
the certification requirements set
by the California Association of
School Business Officials (CASBO).

Individuals who participate in this
program will gain a greater understanding
of the day-to-day challenges facing

today’s school business officials and will
learn problem-solving strategies to meet
those challenges.

Become eligible through this
11-month program to apply for

CASBO CBO Certification.

USC Rossier School of Education
School Business Management Certificate Program

The purpose and focus of Program Overview
this program is to help
USC Rossier’s School Business Management Certificate Program
participants develop (SBMCP) is an 11-month program that simulates a year in the life of a
the competencies K-12 school district business office and provides a laboratory where
participants can gain real-world skills for the workplace.
identified by the ASBO
as essential to leading In a cohort of approximately 40 students, you will be guided by
a business operation in a experienced practitioners through a curriculum developed around
K-12 school district or ASBO standards and CASBO CBO Certification requirements.
charter organization.
You will have the opportunity to apply leadership and management
For a detailed description principles in simulations grounded in the context of today’s K-12
of the ASBO professional public education.
standards, see page 12
The program curriculum recognizes the varied and complex
or visit responsibilities of the school business official and addresses topics
asbointl.org/resources/ across every aspect of education administration.
professional-standards-and-
▪▪ Organization and Administration
code-of-ethics ▪▪ Public Policy and Intergovernmental Relations
▪▪ Legal Issues
For a detailed description of ▪▪ Financial Resource
the CASBO CBO certification ▪▪ Principles of School Finance
▪▪ Budgeting and Financial Planning
requirements, ▪▪ Accounting, Auditing, and Financial Reporting
see page 18 or visit ▪▪ Cash Management, Investments, and Debt Management
www.casbo.org/content/ ▪▪ Technology for School Finance Operations
cbo-certification-program- ▪▪ Personnel and Benefits Administration
requirements-formal-course- ▪▪ Professional Development
▪▪ Human Relations
work. ▪▪ Planning and Construction
▪▪ Maintenance and Operations
▪▪ Purchasing
▪▪ Real Estate Management
▪▪ Strategic Planning
▪▪ Instructional Support Program Evaluation
▪▪ Instructional Program Evaluation
▪▪ Communications
▪▪ Management Information Systems
▪▪ Ancillary Services Risk Management
▪▪ Transportation
▪▪ Food Services

Upon successful completion of this program, individuals will be
eligible to apply for CASBO CBO Certification.

page 5

USC Rossier School of Education
School Business Management Certificate Program

Program Scope and Sequence

The School Business Management Certificate Program (SBMCP) is designed to provide a
comprehensive learning experience for individuals who seek to further their understanding of
school business management and/or for those who are working on a career path that could
culminate with a Chief Business Official position in K-12 public education or charter schools.
Most of the core competencies to which students are exposed in the SBMCP are transferable
between the various sectors of public education and jobs within the business office. The program
lasts 11 months and is delivered in a blended format, using state-of-the-art technology to support
the interactive online learning component that makes up 75% of the time spent.

BOOT CAMP - Wednesday, July 27 through Sunday, July 29, 2016
The program begins with a 4 1/2-day residential Boot Camp that lays down fundamentals of school
business and reinforces communication, problem solving and leadership skills. The Boot Camp
is the foundation for the rest of program where students will build and expand their professional
networks‒beginning with their classmates, extending to the SBMCP’s professional staff, and finally
encompassing an important group of field experts who help support instruction. Campus housing is
provided for the Boot Camp. Staying overnight in the campus housing is not mandatory but is highly
recommended as the after-class assignments can take several hours to complete.
ONLINE SESSIONS: Quarters 1 and 2 (August‒December)
Immediately following the conclusion of the Boot Camp, participants begin the online portion of
the program. Online sessions include live class sessions in our online classroom, group work and
individual assignments. Some of the individual coursework is asynchronous and self-paced.
For group work, an interactive, online meeting space is provided. Live sessions are held on most
Mondays from 6:00 to 7:00 p.m. These interactive sessions feature experts in school business
management. Attendance is recommended but is not required. These live sessions are recorded and
can be viewed at your convenience, 24 hours a day.

Continued on next page

rossier.usc.edu/programs/pd/school-business-management/ page 6

USC Rossier School of Education
School Business Management Certificate Program

MID-YEAR MEETING (Mid-January, 2017)
This 2-day session is held in Sacramento and coincides with the School Services of California,
Inc. (SSC) workshop. The SSC generously provides our cohort with complimentary registration
to its half-day workshop where the governor’s budget is explained to school business leaders
from across the state. After the workshop, participants work with the instructional team to
prepare for their SBMCP capstone projects. These efforts focus on organizing the project timeline;
documenting the project outcomes for written submission; and learning presentation skills that
will be used for the oral presentation of the project summary. A one-night hotel stay (double
occupancy room with an option to upgrade to private) at the Embassy Suites Riverfront Walk,
Sacramento, is included as part of the tuition fee.
ONLINE SESSIONS: Quarters 3 and 4 (January‒June)
Participants continue to move through the competency-based curriculum that loosely maps onto
an actual school business calendar. In addition to building skills through real-world simulations,
participants also begin to work on their capstone projects.
LEADERSHIP CAPSTONE SESSION (late June, 2017)
The SBMCP program concludes with a 2 1/2-day residential session designed for program
participants to showcase their capstone project. Significant time is also dedicated to two
workshops: “How to Put Your Best Foot Forward When Applying for a Position” and “How to Shine
through the Interview Process.” All aspects of the capstone experience are observed, reviewed
and assessed by staff, and constructive feedback is provided by the state’s top school business
leaders. There is an awards reception on Friday evening for participants, their mentors and the
instructional team. The official Culmination Ceremony, where the certificate of completion is
awarded, is held on Saturday morning. Family and friends are welcome to attend the Culmination
Ceremony. A two-night hotel stay at the Ayres Costa Mesa is covered by tuition (double occupancy
room with option to upgrade to private).

page 7

USC Rossier School of Education
School Business Management Certificate Program

Lead Instructional Team

Joel Montero, Faculty Director

Chief Executive Officer, FCMAT

Michael Bishop, Mentor Liaison

Business Services Consultant; Interim CBO, Inglewood and Former
CBO for Santa Ana Unified, Paramount Unified and Compton Unified

Lynn David, Facilitator

Director/Principal, Acton Agua Dulce Unified School District

Tami Ethier, Facilitator

Assistant Superintendent, Business Services: Tuolumne County
Superintendent of Schools

Renee Hendrick, Facilitator

Associate Superintendent, Administrative Services, Orange
County Department of Education

Pearl Iizuka, Facilitator

Business Services Consultant and Former CBO, Palos Verdes
Unified School District

Marcus Wirowek, Facilitator

Senior Director of Human Resources, Riverbank Unified School
District

Small Learning Support Groups

Each student is part of a Small Learning Support Group of 6-8
students and is assigned to one of our program facilitators. During
the program, this facilitator is generally your first point of contact
when requesting assistance.

Mentors

Since the program uses fictitious scenarios to immerse students in a
simulated learning experience, each student is also asked to select a
mentor from their real-world workplace who can help them translate
the learning to application. The ideal mentor is a person who is or
has been a chief business officer in a K-12 setting. The mentors will
be contacted several times throughout the year by the program’s
Mentor Liaison who will articulate the workload and big picture
goals. The mentor/mentee relationship is one of mutual contact.
This means the mentee should be able to reach out for support when
needed and the mentor should check in regularly.

rossier.usc.edu/programs/pd/school-business-management/ page 8

USC Rossier School of Education
School Business Management Certificate Program

Special Guest Presenters

Starting with the Boot Camp and continuing throughout each phase of the program, top experts from
California will share their expertise on a host of school business management topics. These experts
include:

Wendy Benkert John Lotze
Associate Superintendent Technical Writer
Orange County Office of Education FCMAT
Ron Bennett
Chief Executive Officer Molly McGee-Hewitt
School Services of California, Inc. Executive Director, Experiential Learning Center
Vincent Christakos CASBO
Chief Business Officer
Hemet Unified School District Bill McGuire
Jayne Christakos Deputy Superintendent
Chief Business Officer Twin Rivers USD
San Bernardino City Unified School District
Debi Deal Madeleine Mejia
Fiscal Intervention Specialist Program Administrator
FCMAT USC Rossier School of Education
Tom DeLapp
Communications Expert Kathleen O’Sullivan
Communication Resources for Schools Auditor
Michael Dodge School Services of California, Inc.
Regional Director
California Financial Services Stefanie Phillips
Phil Fleming Deputy Superintendent of Operations,
Facilities Supervisor Chief Business Officer
Fullerton High School District Santa Ana Unified School District
Brianna Garcia
Director, Management Consulting Services Michelle Plumbtree
School Services of California, Inc. Chief Management Analyst
Gita Govahi FCMAT
Executive Director, Experiential Learning Center
USC Marshall School of Business Scott Sexsmith
John Gray Management Analyst
President FCMAT
School Services of California, Inc.
Jannelle Kubinec Kristen Shultz-Thompson
Director Program Administrator
WestEd USC Rossier School of Education
Caroline Larson
CPA Suzanne Speck
Vice President
School Services of California, Inc.

Nancy Sullivan
Chief Operations Officer
FCMAT

Kenneth Yates
Associate Dean, Professional Development
USC Rossier School of Education

page 9

USC Rossier School of Education
School Business Management Certificate Program

How to Apply

Admission to the School Business Management Certificate Program is done on a rolling basis. You are
encouraged to apply early as the program typically reaches capacity several months before its July start
date.

THE APPLICATION PROCESS
▪▪ Download and complete the application
rossier.usc.edu/files/2014/11/SBMCP_register_form2014.pdf
▪▪ Secure a Letter of Recommendation from a professional contact who can testify to your work ethic
and career commitment.
▪▪ Submit your current resumé along with the completed application and letter of recommendation via
fax or electronically to:
Colleen Dietz at [email protected] 
or FAX 213.740-9191

After your application documents have been received, you will be scheduled for a 45-minute phone
meeting with two members of the program’s instructional team to discuss program expectations in terms
of workload, method of doing assignments, online meeting time, etc., and to ensure that the program is
in alignment with your career goals.
Within 48 hours of the meeting, you will be notified if you are approved to register.

After you are approved to register, you will be sent a hyperlink to the online registration website where
you will set up your account. This website is where you select your payment plan and pay for any extras
you might order throughout the year, such as hotel upgrades.
At this time, you will also be asked to identify someone in your professional life who will serve as your
mentor while you are in the program. The mentor’s role is to help you synthesize the program lessons and
apply them to your daily workplace.
Your mentor will confirm his/her participation by sending an email to Colleen Dietz at [email protected].
Before the program starts, SBMCP’s Mentor Liaison will contact your mentor to review the program
workflow and answer any questions he/she may have.

Tuition

The fee for the program is $6,900. This includes your housing and meals during the residential sessions
as well as access to all online materials. There are opportunities to upgrade housing for the Mid-Year
Meeting and Capstone Session for a nominal charge.
 While financial aid is not available for this program, USC is happy to provide a payment plan. A
nonrefundable deposit of $690 is required at the time of registration. By July 1, 2016, a total of $3,450
must be received (that is 50% of the tuition and includes the $690 deposit). The remaining $3,450 is due
byMarch 1, 2017.

rossier.usc.edu/programs/pd/school-business-management/ page 10

USC Rossier School of Education
School Business Management Certificate Program

Professional Standards
for

School Business Administrators

USC Rossier School of Education
School Business Management Certificate Program

ASBO Professional Standards*

These standards are the basis for the instructional design of the
USC Rossier School Business Management Certificate Program.

The ASBO Professional Standards listed below can be found at ▪ Analyze the political and legislative process as it relates to local
http://asbointl.org/resources/professional-standards-and-code-of- board elections, municipal governments, state/provincial
ethics legislatures, and other governmental jurisdictions.
The public is giving more attention to the relationship between
a school’s sound business practices and the quality education of ▪ Use the skills necessary to interpret and evaluate local school
students. Legislative mandates, such as the “No Child Left Behind board policies and administrative procedures to ensure
Act” in the United States, from all levels of government have drawn consistent application in the daily operation of the school
more scrutiny to the utilization of resources in schools. School district.
business officials have been recognized as being central to the
successful operation of the educational enterprise. School business Legal Issues
practices permeate the entire school district. The local education The school business official understands and demonstrates the ability
enterprise often maintains the largest budget in the community. to
Therefore, due to the public’s increased demand for accountability,
transparency, and independence; the challenge to do more with less; ▪ Identify the local and national constitutional rights that apply to
and the needed expertise to manage the financial resources of the individuals within the public and private education system.
school, the school business official must endorse certain standards in
organization and administration, public policy and intergovernmental ▪ Review and analyze appropriate statutory and constitutional
relations, and the legal framework of our public school districts authority regarding the administration of public and private
Organization and Administration schools.
The school business official understands and demonstrates the ability
to ▪ Review and analyze significant statutory and case law relative to
financial resource management, human resource management,
▪ Identify and apply various organizational leadership models. facility management, property management acquisition,
▪ Identify techniques for motivating others, delegating authority, information management including freedom of information and
protection of privacy, and management of ancillary services.
decision making, information processing, planning, and
allocating resources. ▪ Apply the highest values and ethical standards as they relate to
▪ Examine methods of assigning personnel and resources to the entire profession of school business administration.
accomplish specific goals and objectives and to utilize
scheduling techniques for the coordination of tasks to maximize ▪ Protect all stakeholders’ interests with respect to responsibility
personnel and resource utilization. and financial integrity.
▪ Identify problems, secure relevant information, and recognize
possible causes of conflict. Financial Resource Management
▪ Utilize questioning techniques, fact-finding, categorizing
information, and retention of relevant data. School business officials must be able to demonstrate, understand,
▪ Apply concepts of change, group dynamics, interpersonal and comprehend the principles associated with school finance,
relationships, and effective problem solving. budgeting, financial planning, accounting, auditing, financial
▪ Delegate and assign responsibilities to staff; collect, analyze, reporting, cash management, investments, debt management, and
and evaluate information to generate contingency plans; and technology for school business operations.
apply basic concepts of organizational development. Principles of School Finance
▪ Maintain a positive working relationship with all staff. The school business official understands and demonstrates the ability
Public Policy and Intergovernmental Relations to
The school business official understands and demonstrates the ability
to ▪ Apply economic and financial markets/theories.
▪ Develop and apply the policies and roles of all relevant ▪ Recognize and forecast the major sources of revenue available
education authorities and local and national governments.
▪ Identify the role of special interest groups (public and private) to the school district from local and national governments and
within a school district and their ability to influence those who other sources.
approve district policy. ▪ Interpret the relevant governmental funding model.
▪ Analyze the impact of shifts in local and national funding and the
effect on local spending plans.
▪ Apply multiple techniques for identifying expenditures across
cost centers and programs.
▪ Explore alternative and innovative revenue sources.
▪ Recognize and analyze significant social, demographic, and eco-
nomic changes that may impact the financial plan of the district.

* http://asbointl.org/resources/professional-standards-and-code-of-ethics page 12

USC Rossier School of Education
School Business Management Certificate Program

ASBO Professional Standards* cont.

Budgeting and Financial Planning rating agencies, financial advisors, and underwriters.
The school business official understands and demonstrates the ability ▪ Use lease purchasing and partner with other jurisdictions such
to
as municipalities, counties, and other school districts.
▪ Prepare a budget calendar to meet the time constraints of ▪ Develop/recommend investment policies for the governing
budget preparation.
board to include investment objectives such as maximizing
▪ Use multiple approaches to determine reliable enrollment and investment income and preserving the investment principal.
personnel projections. ▪ Develop specifications for the selection of banking and other
financial services.
▪ Forecast anticipated expenditures by program. ▪ Apply the concept of compensating balances.
▪ Identify various methods of budget analysis and management. ▪ Comprehend procedures and legal constraints for cash
▪ Apply statistical process control techniques for budgetary collection and disbursement.
▪ Calculate the yields and understand the risks of various
analysis. investment options legally available to a school district.
▪ Apply the legal requirements for budget adoption. ▪ Apply various methods of cash forecasting.
▪ Prepare revenue projections and estimates of expenditures for ▪ Apply appropriate types of short-term debt financing
instruments available to school districts.
school sites and district-wide budgets. ▪ Analyze monthly internal transfers and loans.
▪ Recognize and explain internal and external influences on the ▪ Analyze the legal constraints and methods of issuing long-term
general obligation bonds, including the bond rating process and
budget. the role of the bonding attorney and rating services.
▪ Maximize state/provincial/national aids for the district. ▪ Analyze the implication of arbitrage rules that may apply to the
▪ Communicate the relationship between programs, revenues, issuance of long-term general obligation bonds; provide for
arbitrage payable when appropriate.
and appropriations of the school district to the stakeholders. ▪ Prepare a cash flow analysis, including a fund balance report,
▪ Develop multi-year budgets that serve as a communications tool for the board of education.
▪ Review accrued receivables and understand permitted
for the stakeholders. collection processes.
▪ Develop a financial model to monitor a school district’s financial Technology for School Finance Operations
The school business official understands and demonstrates the ability
health. to
▪ Analyze comparable data of other school districts. ▪ Keep current with technology applications and programs.
Accounting, Auditing, and Financial Reporting ▪ Assess the district’s needs related to available budget dollars for
The school business official understands and demonstrates the ability technology.
to ▪ Ensure that the district technology plan is designed to meet the
▪ Obtain the services of an internal and external auditor. district’s goals.
▪ Establish and verify compliance with finance-related legal and ▪ Develop an operational plan to meet the district’s financial goals
and objectives.
contractual provisions.
▪ Communicate the relationship between programs, revenues, Human Resource Management

and appropriations of the school district to the stakeholders. In the education sector, the critical importance of human resource
▪ Prepare, analyze, and report financial statements and management is the administration and monitoring of personnel,
benefits, professional development, labor relations, employment
supporting discussion documents to the board of education agreements, and the fostering of human relations.
throughout the fiscal year. Human resource management, while involving many day-to-day
▪ Prepare a corrective action plan from the information conveyed practical considerations, also requires an understanding of both
in the annual audit report to improve financial tracking and theory and practice, recognizing that theory often determines
reporting and internal controls and guide the implementation of practice. School business officials cannot fulfill their human resource
the plan. management role efficiently and effectively without being aware of
▪ Apply concepts and standards of accounting relevant to the relevant management concepts and theories as well as local and
district’s location. national rules and regulations.
▪ Adhere to the accounting standards-setting governing body and
prepare financial statements in accordance with the most
current standards as issued by such body.
▪ Report the financial status of the district to the appropriate
state/provincial agency in the appropriate regulatory format,
which may be on a generally accepted accounting basis or on a
customized/regulated basis of reporting.
Cash Management, Investments, and Debt Management
The school business official understands and demonstrates the ability
to:
▪ Select professional advisors/contractors such as bond counsel,

* http://asbointl.org/resources/professional-standards-and-code-of-ethics page 13

USC Rossier School of Education
School Business Management Certificate Program

ASBO Professional Standards* cont.

Personnel and Benefits Administration ▪ Identify and monitor compliance with the grievance procedures
The school business official understands and demonstrates the ability as set out in employment agreements and local and national
to law.

▪ Coordinate the development and management of an appropriate ▪ Review local and national laws and regulations with respect to
personnel database to provide seamless integration with payroll impasse procedures such as mediation, voluntary arbitration,
and other school district functions. and binding arbitration.

▪ Manage and continually evaluate the effectiveness of the school Human Relations
district’s payroll operations. The school business official understands and demonstrates the ability
to
▪ Administer employment agreements including interpreting
contract language, considering the concepts of “past practice,” ▪ Diagnose, maintain, and when necessary, improve
“just cause” provisions, and grievance procedures. organizational health/morale, including increasing focus on
employee wellness programs.
▪ Assist with the processes related to the recruitment, selection,
orientation, assignment, evaluation, and termination of school ▪ Develop policies and procedures for the management of school
district personnel. district personnel.

▪ Ensure the selection and hiring of the most qualified individuals ▪ Develop employee assistance programs and evaluate their
for positions, adhering to all local and national rules and impact on the school district’s staff morale.
regulations.
▪ Frequently monitor performance through constructive
▪ Research and explain various compensation arrangements evaluations, including a comparison of standards and goal-
including salaries and wages, employee health care benefit setting to ensure accountability.
programs, and retirement options.
▪ Identify and implement procedures for conflict resolution and
▪ Coordinate the procedures for termination of employment team building to enhance morale and productivity.
including the concept of “due process” and an awareness of the
procedures, usually governed by collective bargaining ▪ Help create a high performance work system by fostering open
agreements, with respect to reduction in work force. communication and feedback throughout all levels of the
district.
Professional Development
The school business official understands and demonstrates the ability ▪ Recognize and promote compliance with standards of ethical
to behavior and standards for professional conduct applicable to
all school district staff.
▪ Conduct needs assessments to identify areas and content for
training and development. ▪ Stay current with management theory and leadership styles
including concepts of behavioral science, organizational
▪ Build a professional development system, based primarily on structure theory, developing and maintaining organizational
adult motivation research, to improve the performance of staff culture, and managing organizational change.
members and to assist staff in meeting the educational
objectives of the school district. Facility Management

▪ Ensure all staff meet training and continued education Research on learning has validated the effect of environmental stimuli
requirements to comply with local and national rules and on the learner. Factors such as sound, light, temperature, and the de-
regulations. sign of space affect the ability of individuals to learn and work. Hence,
effective and efficient facility management contributes to the educa-
▪ Identify appropriate procedures for the management and tional process by providing the environment in which instructional pro-
evaluation of professional development programs. grams are delivered. Expertise in areas such as physical plant planning,
accountability for capital resources, and administration of the substan-
▪ Involve all school district staff in determining their professional tial public investment in schools are basic performance competencies
development needs that can significantly enhance the for school business officials.
effectiveness of employee training and development programs. Planning and Construction
The school business official understands and demonstrates the ability
Labor Relations and Employment Agreements to
The school business official understands and demonstrates the ability
to ▪ Develop a long-range facility plan that includes demographic
data and serve as an integral member of the planning team.
▪ Analyze jurisdictional and governmental laws and regulations
with respect to employment agreements. ▪ Develop a working knowledge of funding sources and issues
related to school construction, including bond ratings, the
▪ Continually conduct and analyze benchmark surveys to assess rating process, and bond election processes.
the cost of current salary and employee benefit packages and
proposals. ▪ Develop appropriate procedures for selecting architects,
engineers, construction managers, and other professionals.
▪ Analyze current employment contracts and/or collective
bargaining agreements and develop comparative reports with
local and national agreements.

* http://asbointl.org/resources/professional-standards-and-code-of-ethics page 14

USC Rossier School of Education
School Business Management Certificate Program

ASBO Professional Standards* cont.

▪ Apply the steps and procedures involved in developing and ▪ Develop and implement a bid procurement system that
using education specifications for selecting school sites. complies with all government regulations.

▪ Review the legal and administrative responsibilities for ▪ Analyze and, if feasible, implement an e-procurement system
advertising, awarding, and managing construction contracts. that complies with all government regulations.

▪ Recognize the impact of energy and environmental factors on ▪ Obtain good value for each procurement.
the learning process. ▪ Properly and effectively apply the rules, regulations, and

▪ Meet the requirements of local and national agencies regarding statutes that govern school procurement.
construction and renovation of school facilities. ▪ Determine and produce the most appropriate method of source

▪ Communicate financial implications of unanticipated issues selection for each procurement.
during the construction process to appropriate personnel in ▪ Formulate competitive procurement solicitations that are fair
order to guarantee project solvency.
and reasonable and that promote open competition.
▪ Involve appropriate existing district/agency personnel who have ▪ Conduct all procurement without conflict of interest,
experience with local energy demands, materials choices, and
contractor regulations to share their concerns during impropriety, or any attempt to obtain personal gain.
construction job progress meetings. Supply and Fixed Asset Management
The school business official understands and demonstrates the ability
Maintenance and Operations to
The school business official understands and demonstrates the ability
to ▪ Develop and implement a system to manage and track supply
inventories and distribution.
▪ Administer procedures required to keep schools clean, safe, and
secure through effective custodial services and preventive ▪ Develop and implement a program for the effective current and
maintenance. long-range acquisition, maintenance, and repair of equipment.

▪ Manage energy consumption and environmental aspects. ▪ Develop a system to reallocate and/or dispose of surplus, scrap,
▪ Determine resource allocation for maintenance and operations. and obsolete materials and equipment.
▪ Develop a crisis management plan.
▪ Maintain a positive working relationship with staff, contractors, ▪ Develop and implement a system for the proper valuation,
classification, and depreciation of fixed assets.
and suppliers
▪ Be knowledgeable of sources of alternative revenue (other than ▪ Develop and implement a system to adequately control and
account for capital assets.
debt or tax levies) such as grant revenue to meet facility needs.
▪ Be able to effectively form partnerships with the private sector Real Estate Management
The school business official understands and demonstrates the ability
to enhance resources available to the district in regard to to
facilities and equipment.
▪ Utilize technology to improve facilities through data ▪ Coordinate with other government agencies regarding zoning,
management. land use, and other real estate issues.

Property Acquisition and Management ▪ Develop and implement procedures for the acquisition and
disposal of land and buildings.
Effective acquisition of property, materials, equipment, and services
requires a systematic purchasing system, operated by established ▪ Develop and implement a use of facility system that complies
procedures, and managed by competent professionals. Acquiring the with all government regulations.
products and services needed for the educational enterprise is an
integral part of the instructional program. Accountability in education Information Management
begins with the procurement of school property and materials.
Effective, efficient, and proper procurement of property, materials, In a technological environment where information flows to and from
equipment, and services supports accountability in education. school organizations in gigabytes per second, the prerequisite compe-
School business officials coordinate the efficiency and cost- tencies to direct, protect, analyze, and update this information has be-
effectiveness of property acquisition and management according to come a primary focus for school business officials. Ultimately, informa-
appropriate laws and ethical practices. tion management is more than simply overseeing technical data; it also
Purchasing involves the presentation and articulate communication of information to
The school business official understands and demonstrates the ability key decision-making individuals and groups in the school environment.
to Strategic Planning
The school business official understands and demonstrates the ability
▪ Develop and implement an integrated purchasing process that to
complies with all government regulations.
▪ Participate in administrative and employee teams in the
▪ Adhere to a strict code of purchasing and procurement ethics. identification of short- and long-term goals in all aspects of
school district activities.
* http://asbointl.org/resources/professional-standards-and-code-of-ethics
page 15

USC Rossier School of Education
School Business Management Certificate Program

ASBO Professional Standards* cont.

▪ Assist with the development and communication of a vision of ▪ Identify the primary components of public information
the preferred future of the school district, drawing from current management and public relations.
research and best practice.
▪ Develop a clear understanding of the major constituencies
▪ Assist in the development of a strategic plan that will move the within the school district.
district toward the achievement of its mission and goals.
▪ Present financial data to various school and community groups
▪ Assist in providing the data required to facilitate the strategic in written, oral, and multi-media formats.
planning process.
▪ Assist in the development of a plan for a positive school
▪ Assist in the implementation, monitoring, evaluation, community relations program for the business office and the
reporting, and revision of a strategic plan. school district.

Instructional Support Program Evaluation ▪ Assist in the development of procedures for the management of
The school business official understands and demonstrates the ability public information programs and departments that relate to
to school/community relations.

▪ Apply a practical and research-based knowledge of the Management Information Systems
components and skills to evaluate programs and business The school business official understands and demonstrates the ability
services. to

▪ Identify various economic and cost factors inherent in program ▪ Direct or develop management information systems.
operation and evaluation. ▪ Apply the most current technology to the storage, analysis, and

▪ Develop and apply procedures for the systematic evaluation of communication of data (fax, electronic mail, administrative and
instructional support programs. educational computer systems, and more).
▪ Evaluate the cost benefits and organizational value of producing
▪ Analyze, develop, and apply various methods of measuring information.
instructional goals and program effectiveness. ▪ Develop, maintain, and validate a records management system
using appropriate technology that complies with all legal
▪ Effectively manage a change process when evaluation requirements.
determines that instructional support programs must be ▪ Develop and maintain an accurate database to facilitate
improved. management decisions using current information management
techniques.
Instructional Program Evaluation ▪ Administrate a computerized management information system.
The school business official understands and demonstrates the ability to ▪ Ensure that appropriate data security and privacy of records are
maintained.
▪ Support the components of the instructional programs within the ▪ Assist in the integration and gathering of information for public
school district. relations purposes.
▪ Assist in and coordinate the gathering and reporting of
▪ Participate in the planning and implementation of instructional information for government reports.
program improvement. ▪ Maintain and protect the historical records archive of the school
district.
▪ Analyze the various economic factors associated with the delivery ▪ Assist in the development and implementation of technology in
and evaluation of instructional programs. the business office and the classroom environment.
▪ Maintain a working knowledge of the technology and software
▪ Develop procedures for the evaluation and reporting of the cost available for school and business office use.
effectiveness of instructional programs. ▪ Direct or develop specific plans for secure student and employee
access to the Internet.
▪ Utilize evaluation data toward the development of instructional ▪ Evaluate the cost of Internet access options for the school district.
program changes. ▪ Evaluate and apply various technology tools for use in the school
and business office.
▪ Effectively participate in the change process when instructional ▪ Assist in the development of long-range technology planning for
programs must be improved. the school district.
▪ Promote and assist in the development of technology training for
▪ Assist in directing and facilitating the allocation of resources within all staff.
the school district toward the improvement of instructional ▪ Allocate appropriate resources toward the purchase and
programs. installation of technology and technology infrastructures in the
business office, the school office, and the classroom.
▪ Assist in directing and promoting the allocation of resources for ▪ Develop appropriate specifications for purchasing technology
professional development leading to improved instructional and contracting for technology infrastructure for the school
programs. district.

Communications
The school business official understands and demonstrates the ability
to

▪ Comprehend effective communication strategies and techniques
related to mass and interactive communications.

* http://asbointl.org/resources/professional-standards-and-code-of-ethics page 16

USC Rossier School of Education
School Business Management Certificate Program

ASBO Professional Standards* cont.

Ancillary Services analysis of what transportation requirements are and the basic
features of a system to provide pupil transportation, and where
Risk Management appropriate, arrangements for screening, training, re-training
All schools risk suffering loss or damage to their property, personnel, and retaining bus drivers, paraprofessionals, and other essential
and reputation, which may affect their ability to deliver services. Risk transportation personnel.
management and contingency planning can be used to anticipate and ▪ Develop and maintain open and clear lines of communication
limit those risks that may affect the activities of the school. with parents, staff, administration, state/provincial legislatures,
Risk management also plays a role in developing standards of and the public for the purpose of conveying the responsibilities,
benchmarking, best practices, and performance measurement. needs, and expectations of all stakeholders.
Financial standards such as claim statistics and cost-of-risk analysis Food Service
are important measures of efficiency but are not true measures of risk International studies confirm that children who eat nutritious meals
management effectiveness when used alone. Other areas that need perform better academically, show improved behavior, and are
to be measured include strategies to contain costs of workers’ physically healthier. Culturally, school districts use different
compensation, litigation management, employee relations, loss approaches to ensure children are receiving nutritious meals/snacks.
control, and cost containment. Breakfast programs, lunch programs, and afterschool meals/snacks
The school business official understands and demonstrates the ability are provided through contracted or provision of services. Funding of
to food services is nationally peculiar to the country and local
governmental unit.
▪ Ensure that a comprehensive risk management program is in The school business official understands and demonstrates the ability
place. to
▪ Establish procedures for the implementation and operation of
▪ Ensure the risk management program addresses safety and the food service program.
security. ▪ Adhere to the legal requirements, including local and national
government guidelines of the food service program.
▪ Assess risk management programs and recommend changes ▪ Monitor the food service program and make adjustments as
consistent with district needs. needed.
▪ Ensure the management systems for tracking meals and
▪ Identify and apply models for the evaluation of potential risk inventories are in place and identify participant status.
management programs. ▪ Manage and control inventories and procurement.
▪ Ensure compliance with required nutritional value is in place.
▪ Identify and evaluate alternative methods of funding and ▪ Analyze the methods available for providing food service and
managing risk. identify and recommend the most beneficial methods for a given
situation.
▪ Communicate the risk management program to all stakeholders. ▪ Interface with nutrition and regulatory agencies relative to
▪ Direct the process of selecting/employing an insurance planning, conduct, and reporting of catering service programs
within the school.
consultant or risk manager. ▪ Ensure effective cash handling procedures and internal controls.
▪ Adhere to legal requirements for insurance coverage.

Transportation
The transportation of children is a major logistical task for all school
districts. In addition to getting the students to and from school,
educational visits are an additional responsibility. In the United
States, it is one of the largest public mass transportation systems.
With the volume of vehicles, passengers, and miles traveled,
problems are inevitable.
The school business official understands and demonstrates the ability
to

▪ Support and maintain a student transportation program that
adheres to all legal requirements.

▪ Ensure (where appropriate) that the school bus maintenance
and replacement program is established and maintained.

▪ Monitor the student transportation program for its safety,
security, and efficiency and make adjustments as needed.

▪ Analyze alternative methods available for providing
transportation.

▪ Ensure (where appropriate) an efficient and comprehensive
routing system is developed and maintained.

▪ Ensure a comprehensive plan is in place that includes an

* http://asbointl.org/resources/professional-standards-and-code-of-ethics page 17

USC Rossier School of Education
School Business Management Certificate Program

CASBO CBO Certification Requirements*

Students must complete hours at an accredited college or university program in the following areas:

Accounting................................................ 30 hours
Information and Technology Services............ 30 hours
Human Resources/Management................... 30 hours
Attendance Accounting................................. 5 hours
Auditing...................................................... 5 hours
Budget Development and Control .................. 5 hours
Business Service Overview............................. 5 hours
Collective Bargaining...................................10 hours
Creative Financing and
Entrepreneurship......................................... 5 hours
Facility Planning and Construction................. 5 hours
Food Services and Child Nutrition.................. 5 hours
History of California Finance.......................... 5 hours
Institution of Education................................ 5 hours
Leadership and Strategic Planning.................10 hours
Maintenance and Operation........................... 5 hours
Pupil Transportation..................................... 5 hours
Purchasing and Warehousing......................... 5 hours
Risk Management......................................... 5 hours
School Finance...........................................10 hours
School Law.................................................. 5 hours
Practicum................................................. 40 hours

* www.casbo.org/content/cbo-certification-program- page 18
requirements-formal-course-work

For more information and application materials, visit our website:
rossier.usc.edu/programs/pd/school-business-management/

QUESTIONS
Colleen Dietz
EMAIL: [email protected]
PHONE: 213.740.7775