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NAF Finance Academy Fast Track Program
NAF Finance Academy Program Proposal FormMaryland State Department of Education
Division of Career Technology and Adult Learning200 West Baltimore Street
Baltimore, Maryland 21201-2595
This agreement is between the Division of Career Technology and Adult Learning (DCTAL), Maryland State Department of Education (MSDE), and the local school system listed below.
LOCAL SCHOOL SYSTEM INFORMATION – Complete the information requested below, including the original signature of the local director of CTE.
Local School System (LSS) and Code:
Name of Local Director of CTE: Phone:
LSS Career Cluster: Business Management and Finance
LSS Program Title: NAF Finance AcademyPathway Options: 1. 2. 3.
Tech Prep: This program meets the criteria as a Tech Prep Program. The academic and technical course sequences for both secondary and postsecondary programs are attached.
Fast Track National Academy Foundation
Proposal: A copy of the agreement signed by the provider is attached.
Program Start Date:
Signature of Local Director of CTE: Date:
TO BE COMPLETED BY MSDE/DCTAL
Date Program Proposal received by CTE Systems Branch:
CTE Control Number: Fiscal Year:
CIP Number: Program: 52.0850 Pathway Option 1:
PathwayOption 2:
PathwayOption 3:
MSDE ClusterTitle:
Approval Starts FY: __________________
Signature, Assistant State Superintendent, Career Technology & Adult Learning DateRevised 11/17/2003
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CTE Secondary Program Proposal Contents
STEP 1A: PROGRAM ADVISORY COMMITTEE MEMBERS AND THEIR AFFILIATIONSComplete the list of the Program Advisory Committee (PAC) members and submit to DCTAL Career Connections Coordinator for review. Submit PAC lists by cluster or program annually with the Local Perkins Application or include with the proposal. Members should include employers, local workforce development representatives, economic development personnel, business, or labor representatives, and the remainder should include secondary and postsecondary, academic and technical educators and other stakeholders. Place a check in the appropriate box to indicate the role each person plays. Include all of the information requested for each entry (copy and paste “X’s” below for ease in checking boxes). Use this form or a locally developed form – either one is acceptable as long as all information is provided.
Indicate whether PAC list is included with program proposal or Local Perkins Application. Included with program proposal Included with Local Perkins Application
Program Advisory Committee List (NAF Partnership Team)Membership: First entry should be the industry representative who is leading the PAC.PAC Leader Name: Representation: Business, Industry, or Labor
Title: Cluster Pathway:
Affiliation:
Address1:
Address2:
City, State, Zip: State: ZipPhone: Fax:
Email:
Area of Expertise:
Role: Work-based Learning Curriculum Development Skills Standards Validation Staff Development
Other (specify):
Name: Representation: Industry Academic
Title: Cluster Pathway:
Affiliation:
Address1:
Address2:
City, State, Zip: State: ZipPhone: Fax:
Email:
Area of Expertise:
Role: Work-based Learning Curriculum Development Skills Standards Validation Staff Development
Other (specify):
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Name: Representation: Industry Academic
Title: Cluster Pathway:
Affiliation:
Address1:
Address2:
City, State, Zip: State: ZipPhone: Fax:
Email:
Area of Expertise:
Role: Work-based Learning Curriculum Development Skills Standards Validation Staff Development
Other (specify):
Name: Representation: Industry Academic
Title: Cluster Pathway:
Affiliation:
Address1:
Address2:
City, State, Zip: State: ZipPhone: Fax:
Email:
Area of Expertise:
Role: Work-based Learning Curriculum Development Skills Standards Validation Staff Development
Other (specify):
Name: Representation: Industry Academic
Title: Cluster Pathway:
Affiliation:
Address1:
Address2:
City, State, Zip: State: ZipPhone: Fax:
Email:
Area of Expertise:
Role: Work-based Learning Curriculum Development Skills Standards Validation Staff Development
Other (specify):
Name: Representation: Industry Academic
Title: Cluster Pathway:
Affiliation:
Address1:
Address2:
City, State, Zip: State: ZipPhone: Fax:
Email:
Page 4
Area of Expertise:
Role: Work-based Learning Curriculum Development Skills Standards Validation Staff Development
Other (specify):
Name: Representation: Industry Academic
Title: Cluster Pathway:
Affiliation:
Address1:
Address2:
City, State, Zip: State: ZipPhone: Fax:
Email:
Area of Expertise:
Role: Work-based Learning Curriculum Development Skills Standards Validation Staff Development
Other (specify):
Name: Representation: Industry Academic
Title: Cluster Pathway:
Affiliation:
Address1:
Address2:
City, State, Zip: State: ZipPhone: Fax:
Email:
Area of Expertise:
Role: Work-based Learning Curriculum Development Skills Standards Validation Staff Development
Other (specify):
Name: Representation: Industry Academic
Title: Cluster Pathway:
Affiliation:
Address1:
Address2:
City, State, Zip: State: ZipPhone: Fax:
Email:
Area of Expertise:
Role: Work-based Learning Curriculum Development Skills Standards Validation Staff Development
Other (specify):
Name: Representation: Industry Academic
Title: Cluster Pathway:
Affiliation:
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Address1:
Address2:
City, State, Zip: State: ZipPhone: Fax:
Email:
Area of Expertise:
Role: Work-based Learning Curriculum Development Skills Standards Validation Staff Development
Other (specify):
Page 6
Name: Representation: Industry Academic
Title: Cluster Pathway:
Affiliation:
Address1:
Address2:
City, State, Zip: State: ZipPhone: Fax:
Email:
Area of Expertise:
Role: Work-based Learning Curriculum Development Skills Standards Validation Staff Development
Other (specify):
Name: Representation: Industry Academic
Title: Cluster Pathway:
Affiliation:
Address1:
Address2:
City, State, Zip: State: ZipPhone: Fax:
Email:
Area of Expertise:
Role: Work-based Learning Curriculum Development Skills Standards Validation Staff Development
Other (specify):
Name: Representation: Industry Academic
Title: Cluster Pathway:
Affiliation:
Address1:
Address2:
City, State, Zip: State: ZipPhone: Fax:
Email:
Area of Expertise:
Role: Work-based Learning Curriculum Development Skills Standards Validation Staff Development
Other (specify):
Name: Representation: Industry Academic
Title: Cluster Pathway:
Affiliation:
Address1:
Address2:
City, State, Zip: State: ZipPhone: Fax:
Email:
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Area of Expertise:
Role: Work-based Learning Curriculum Development Skills Standards Validation Staff Development
Other (specify):
Name: Representation: Industry Academic
Title: Cluster Pathway:
Affiliation:
Address1:
Address2:
City, State, Zip: State: ZipPhone: Fax:
Email:
Area of Expertise:
Role: Work-based Learning Curriculum Development Skills Standards Validation Staff Development
Other (specify):
Name: Representation: Industry Academic
Title: Cluster Pathway:
Affiliation:
Address1:
Address2:
City, State, Zip: State: ZipPhone: Fax:
Email:
Area of Expertise:
Role: Work-based Learning Curriculum Development Skills Standards Validation Staff Development
Other (specify):
Name: Representation: Industry Academic
Title: Cluster Pathway:
Affiliation:
Address1:
Address2:
City, State, Zip: State: ZipPhone: Fax:
Email:
Area of Expertise:
Role: Work-based Learning Curriculum Development Skills Standards Validation Staff Development
Other (specify):
Name: Representation: Industry Academic
Title: Cluster Pathway:
Affiliation:
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Address1:
Address2:
City, State, Zip: State: ZipPhone: Fax:
Email:
Area of Expertise:
Role: Work-based Learning Curriculum Development Skills Standards Validation Staff Development
Other (specify):
Page 9
Name: Representation: Industry Academic
Title: Cluster Pathway:
Affiliation:
Address1:
Address2:
City, State, Zip: State: ZipPhone: Fax:
Email:
Area of Expertise:
Role: Work-based Learning Curriculum Development Skills Standards Validation Staff Development
Other (specify):
Name: Representation: Industry Academic
Title: Cluster Pathway:
Affiliation:
Address1:
Address2:
City, State, Zip: State: ZipPhone: Fax:
Email:
Area of Expertise:
Role: Work-based Learning Curriculum Development Skills Standards Validation Staff Development
Other (specify):
Name: Representation: Industry Academic
Title: Cluster Pathway:
Affiliation:
Address1:
Address2:
City, State, Zip: State: ZipPhone: Fax:
Email:
Area of Expertise:
Role: Work-based Learning Curriculum Development Skills Standards Validation Staff Development
Other (specify):
Name: Representation: Industry Academic
Title: Cluster Pathway:
Affiliation:
Address1:
Address2:
City, State, Zip: State: ZipPhone: Fax:
Email:
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Area of Expertise:
Role: Work-based Learning Curriculum Development Skills Standards Validation Staff Development
Other (specify):
STEP 1B: DOCUMENTED LABOR MARKET DEMAND – Check the appropriate box below.
Demand exists
The PAC will review labor market information on a local, regional and/or state basis. Check this box if demand exists for the identified occupations. The labor market information does not need to be provided with the proposal as long as there is a demand for employees.
Evidence for labor market demand is attached to the proposal.
Check this box if the data available from the Department of Labor, Licensing and Regulation (DLLR) demonstrate that there is declining demand or no demand for new entrants, or the occupation is new or emerging. Supporting evidence is submitted with the proposal. An acceptable format is a combination of a DACUM and Tech Scan completed with an employer committee and letters from employers documenting employment demand.
STEP 2A: PROGRAM OVERVIEW – After determining the cluster and pathway options, identify the standards used to develop the program. Describe the program to be developed in detail based on what students are expected to know and be able to do as a result of participating in the program.
Indicate the title and source of the skills standards for this program:
National Academy Foundation (NAF) Finance Academy Curriculum
Program Overview:
The National Academy Foundation Finance Program is a CTE instructional program that prepares students for successful careers in finance and accounting and other fields. NAF’s structured curriculum provides students with a broad understanding of financial and economic concepts and provides work-based learning opportunities and career courses. The program consists of ten courses: Introduction to Finance and accounting I and II, Economics and the World of Finance, Banking and Credit, Securities and Insurance, Financial Planning, International Finance, College Accounting I, College Accounting (Accounting II) and Computer Science. Students are expected to:
Demonstrate an understanding of finance and accounting to include, insurance, real estate, accounting, and securities.Demonstrate an understanding of the U.S. market economy.Explain credit functions and operations including credit risk evaluation, loan creation and debt collection.
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STEP 2B: COURSE DESCRIPTIONS AND END OF COURSE ASSESSMENTS – Insert each CTE completer course title. Describe each course based on what students are expected to know and be able to do as a result of their participation. Check the assessment instrument(s) that will be used to document student attainment of the knowledge and skills included in each course and specify additional information as appropriate.
Introduction to Finance and Accounting I and II (Introductory Course - does not count for CTE credit.)This course can be offered either as a one- or two-semester course to be given in either the ninth or the tenth grade as a means of introducing students to the various sectors of the finance and accounting industry. The objective of this course is to help students learn about both the nature of the careers found in a particular sector and the scope of the work that comprises businesses such as insurance, real estate, public finance, accounting, and the securities industry.
End of Course Assessment
Check the assessment instruments that will be used to document student attainment of the program knowledge and skills.
Teacher-designed end-of-program assessment School system-designed end-of-program assessment Vendor-developed exam: (specify) Licensing exam: (specify) Certification or credentialing exam: (specify) Nationally recognized examination: (specify)
Economics and the World of Finance A one-semester course covering macro- and microeconomics that provides an understanding of how our market economy functions in a global setting. It provides students with a survey of economic concepts, including all of the basic principles recommended by the National Council on Economic Education. In addition, a unit on capital markets acquaints the students with the role that various markets and securities play in the U.S. economy.
End of Course Assessment
Check the assessment instruments that will be used to document student attainment of the program knowledge and skills.
Teacher-designed end-of-program assessment School system-designed end-of-program assessment Vendor-developed exam: (specify) Licensing exam: (specify) Certification or credentialing exam: (specify) Nationally recognized examination: (specify)
Banking and Credit This a one-semester course presents a survey of the principles and practices of banking and credit in the United States. The students learn about the major functions of banks and other depository institutions, in-house operations and procedures, central banking through the Federal Reserve System and modern trends in the banking industry. The credit component provides an overview of credit functions and operations including credit risk evaluation, loan creation and debt collection. This course culminates in the Fed Challenge project.
End of Course Assessment
Check the assessment instruments that will be used to document student attainment of the program knowledge and skills.
Teacher-designed end-of-program assessment School system-designed end-of-program assessment Vendor-developed exam: (specify) Licensing exam: (specify) Certification or credentialing exam: (specify) Nationally recognized examination: (specify)
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Securities This is a one-semester course focusing on the roles and functions of a modern securities organization. Through a study of the structure of brokerage firms, the trading process, credit and margin practices, automated processes, and government regulations, students gain an understanding of how a securities firm services its customers and plays an important role in our economy. Students are given the opportunity to relate their knowledge of economics, accounting, and data processing to the operations areas of various sectors of the securities industry. Emphasis is placed on the skills and attitudes necessary for success in business and college. Note: This course may be combined with Insurance, in a course titled "Securities and Insurance."
End of Course Assessment
Check the assessment instruments that will be used to document student attainment of the program knowledge and skills.
Teacher-designed end-of-program assessment School system-designed end-of-program assessment Vendor-developed exam: (specify) Licensing exam: (specify) Certification or credentialing exam: (specify) Nationally recognized examination: (specify)
Financial Planning A one-semester course that introduces students to the financial planning process and the components of a comprehensive financial plan. Students will learn how to prepare a financial plan that includes saving, investing, borrowing, risk management (insurance), and retirement and estate planning.
End of Course Assessment
Check the assessment instruments that will be used to document student attainment of the program knowledge and skills.
Teacher-designed end-of-program assessment School system-designed end-of-program assessment Vendor-developed exam: (specify) Licensing exam: (specify) Certification or credentialing exam: (specify) Nationally recognized examination: (specify)
International Finance A one-semester course exploring major components of the international financial system. It includes the study of foreign trade, the international monetary system, foreign exchange rates, foreign exchange markets, international financial markets, international banking and the multinational corporation.
End of Course Assessment
Check the assessment instruments that will be used to document student attainment of the program knowledge and skills.
Teacher-designed end-of-program assessment School system-designed end-of-program assessment Vendor-developed exam: (specify) Licensing exam: (specify) Certification or credentialing exam: (specify) Nationally recognized examination: (specify)
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Insurance This is a one-semester course that introduces students to various elements of the insurance industry, including insurance needs and products for businesses and individuals. Students learn about insurance sales, rate-setting, insurance and financial planning, insurance regulations, and careers in the industry. Note: This course may be combined with Insurance, in a course titled "Securities and Insurance."
End of Course Assessment
Check the assessment instruments that will be used to document student attainment of the program knowledge and skills.
Teacher-designed end-of-program assessment School system-designed end-of-program assessment Vendor-developed exam: (specify) Licensing exam: (specify) Certification or credentialing exam: (specify) Nationally recognized examination: (specify)
STEP 2C: END-OF-PROGRAM ASSESSMENT - Check the assessment instruments that will be used to document student attainment of the program knowledge and skills.
Teacher-designed end-of-program assessment and project panel review School system-designed end-of-program assessment Vendor-developed exam: (specify) Licensing exam: (specify) Certification or credentialing exam: (specify) Nationally recognized examination: (specify)
STEP 2D: Program Sequence matrix (Include High School, Associate’s Degree, and Bachelor’s Degree)Identify the pathway options. Complete the program matrix for the 9-12 program plus, for Tech Prep programs include the matrix for the two- or four-year college program of study. Indicate which courses receive CTE credit by placing the number of credits in parentheses after each CTE course title. Place an asterisk (*) next to the course identified as the concentrator course.
The program matrix defines a planned, sequential program of study that consists of a minimum of four credits in CTE with some exceptions, such as Marketing Education (five credits). Programs usually include at least three credits in school and one or more work-based learning credits. Work-based learning experiences must be included in the sequence to obtain program approval. The program matrix includes the recommended academic and CTE courses identified for the pathway and postsecondary linkages (i.e., dual enrollment, Tech Prep and articulated credit).
CTE programs typically begin after ninth grade and do not include career exploration courses. Courses such as computer applications and keyboarding are not included in the completer sequence because they are required of all students. Academic courses are counted only if they are tailored to serve mainly CTE students and have been revised to reflect industry skill standards. Technology Education or Advanced Technology Education courses are not acceptable for credit in career and technology education.
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The LSS program title should be the same one that appears on the cover page. If more than one pathway option is offered in the program, complete a matrix for each program option (MSDE will insert the CIP number). Example: An Academy of Information Technology program may include options in web design & programming.
Pathway/Program: Business Management and Finance/Finance and Accounting
CIP Number (For MSDE Use)
52.0850
Graduation Requirements
Grade 9 Grade 10 Grade 11 Grade 12
English - 4 English 9 English 10 English 11 English 12
Social Studies - 3 US Government World History US History Government and Economics
Mathematics - 3 Algebra 1 Geometry Algebra 2 Trigonometry or Pre-Calculus
Science - 3 Physical Science Biology Chemistry Physics
Physical Education -.5Health Education - .5
.5 PE .5 Health
Fine Arts - 1 .5 Fine Arts .5 Fine Arts
Technology Education - 1
Principles of Engineering
CTE Completer Program – 4 *concentrator course
NOTE: Select two courses under Finance Foundations (Grade 10) and two under Finance Foundations (Grade 11) that will become a part of the required CTE program sequence.
Introduction to Finance and Accounting I and II
Elective – not for CTE credit
Principles of Accounting (1)
Finance Foundations (1)
Economics and the World of Finance (.5) Banking and Credit (.5) Securities (.5) Financial Planning (.5) International Finance (.5) Insurance (.5)
*Finance Foundations (1)
Economics and the World of Finance (.5) Banking and Credit (.5) Securities (.5) Financial Planning (.5) International Finance (.5) Insurance (.5)
Programming/Computer Science (1)
Professional Internship in industry (1)
Foreign Language - 2 and/orAdvanced Tech Ed - 2
LanguageSpanish I
LanguageSpanish II
LanguageAP Spanish
Advanced Technology Education
Provide a list of examples of careers students are preparing to enter and postsecondary options:
Customer Service Representative, Bank teller, Accounting/Finance Technician (Provides a finance background for students who plan to pursue an advanced degree in finance and accounting.)
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STEP 2E: VALUE-ADDED OPTIONS – Fill in the name of the partnering college, vendor, or agency. Specify the credential that students will earn. Under value-added, indicate the number of credits or hours granted. This information is required before a program can be designated as Tech Prep.
Option Partner Credential Value added for CTE completers
Example:Dual Enrollment Cooper College
AS in Engineering Technology
12 Credit Hours Earned for CTE Completers
Dual Enrollment
Transcripted Credit
Articulated Credit
Credit by Exam
Advanced Placement
Apprenticeship Approved by MATC*Certification(s)
License
Degree
Other (specify)
*MD Apprenticeship and Training Council
OPTIONAL - Two Year College Program Sequence – Program Overview
Many local school systems provide postsecondary matrices in their program of study guides to inform students, parents, and counselors of the opportunities available to those enrolled in the program. While completing the matrix is optional, Section 2E must be completed before a program is identified as Tech Prep.
Describe the program to be developed in detail based on what students are expected to know and be able to do as a result of participating in the program.
Recommended Sequence – Complete the program matrix for the postsecondary sequence for the Tech Prep program of study. Indicate which courses receive articulated or transcripted credit by placing the number of credits in parentheses after each course title. Semester 1 Semester 2
Semester 3 Semester 4
Provide a list of examples of careers students are preparing to enter:
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OPTIONAL - Four Year College Program Sequence – Program Overview
Many local school systems provide postsecondary matrices in their program of study guides to inform students, parents, and counselors of the opportunities available to those enrolled in the program. While completing the matrix is optional, Section 2E must be completed before a program is identified as Tech Prep.
Describe the program to be developed in detail based on what students are expected to know and be able to do as a result of participating in the program.
Recommended Sequence – Complete the program matrix for the postsecondary sequence for the Tech Prep program of study. Indicate which courses receive articulated or transcripted credit by placing the number of credits in parentheses after each course title. Semester 1 Semester 2
Semester 3 Semester 4
Provide a list of examples of careers students are preparing to enter:
STEP 2F: WORK-BASED LEARNING OPPORTUNITIES PROVIDED – Check each box that applies.
PAC members and other industry partners provide supervised work-based learning experiences for all students who demonstrate performance of the competencies necessary to enter into this phase of the program. Supervised work-based learning experiences are required for all students demonstrating readiness to participate. For the few who do not participate, alternative capstone experiences should be provided (i.e., in school work experiences, a culminating project, or another experience comparable in rigor). Each type of work-based learning is defined in the glossary. Job shadowing is not acceptable for credit in a CTE program.
1. Integrated 2. Capstone 3. Registered Apprenticeship 4. Internship 5. Industry-Mentored Project
STEP 2G: STUDENT ORGANIZATIONS PROVIDED TO STUDENTS IN THE PROGRAM – Check each box that applies or specify if “Other” is selected.
Students will develop and apply technical and academic skills, as well as Skills for Success, through participation in:
DECA FFA SkillsUSA FBLA HOSA OTHER (specify)
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STEP 3: INSTRUCTIONAL PROGRAM DATA SHEET – Using the example provided as a model, complete the Program Data Sheet.
Local School System (LSS) and Code:
Name of Local Director of CTE: Phone:
LSS Program Title: NAF Finance Academy CIP Code:
INSTRUCTIONAL PROGRAM TIME BY GRADE(S)
9 10 11 12 TOTALA. Clock hours per week of occupational
contentB. Total weeks per year
C. Total clock hours of occupational content per year (AxB=C)
Total number of hours for program completion:
EXAMPLE
To calculate “Instructional Program Time by Grade(s)” the following assumptions are made:1. One Carnegie unit (1 credit) = 135 hours of instruction2. CTE Completer programs usually contain a minimum of 4 credits equaling 540 hours3. 50-60 minute periods are considered 1 hour and 1 credit in length4. 85-90 minute periods are considered 1.5 hours and 1.5 credits in length
9 10 11 12 TOTALD. Clock hours per week of occupational
content5 7.5 15 ----------
E. Total weeks per year36 18 18 ----------
F. Total clock hours of occupational content per year (AxB=C)
180 135 270 585
Total number of hours for program completion: 585 This program would be 4 credits in length.
CAREER AND TECHNOLOGY EDUCATION PROGRAM SITES
School Name(s) Sites School Number
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ASSURANCES
By receiving funds under this grant award, we hereby agree, as grantee, to comply with the following terms and conditions:
1. Programs and projects funded in total or in part through this grant will operate in compliance with State and federal laws and regulations, including but not limited to the Department of Labor, 1964 Civil Rights Act and amendments, Title IX of the Education Amendments of 1972, the Code of Federal Regulations (CFR) 34, the Elementary and Secondary Education Act, Education Department General Administrative Regulations (EDGAR), the General Education Provisions Act (GEPA), the Maryland Education That Is Multicultural Regulation, Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act.
2. The Maryland State Department of Education (MSDE) may, as it deems necessary, supervise, evaluate, and provide guidance and direction to grantee in the conduct of activities performed under this grant. However, failure of MSDE to supervise, evaluate, or provide guidance and direction shall not relieve grantee of any liability for failure to comply with the terms of the grant award.
3. Grantee shall establish and maintain fiscal control and fund accounting procedures as set forth in 34 CFR Parts 76 & 80 and in applicable State law and regulation. (For Career Connections grants, 29 CFR Part 97.)
4. Grantee shall adhere to the Maryland State Department of Education (MSDE) reporting requirements, including the submission of progress reports. (For Career Connections grants, OMB Circular A-102)
5. Entities receiving $300,000 or more of federal funds need to have an annual financial and compliance audit in accordance with OMB Circular A-133.
6. Grantee shall retain all records of its financial transactions and accounts relating to the grant for a period of three years, or longer if required by federal regulation, after termination of the grant agreement. Such records shall be made available for inspection and audit by authorized representatives of MSDE.
7. Grantee must receive prior written approval from the MSDE Program Monitor before implementing any programmatic changes with respect to the purposes for which the grant was awarded.
8. Grantee must receive prior written approval from the MSDE Program Monitor for any budgetary realignment of $1,000 or 15% of total object, program or category expenditure, whichever is greater. Grantee must support the request with reasons for change. Budget alignments must be submitted at least 45 days prior to the end of the grant period.
9. Requests for grant extensions, when allowed, must be submitted at least 45 days prior to the end of the grant period.
10. Grantee shall repay any funds which have been finally determined through federal or state audit resolution process to have been misspent, misapplied, or otherwise not properly accounted for, and further agrees to pay any collection fees that may subsequently be imposed by the federal and/or state government.
11. If the grantee fails to fulfill its obligations under the grant agreement properly and on time, or otherwise violates any provision of the grant, MSDE may suspend or terminate the grant by written notice to the grantee. The notice shall specify those acts or omissions relied upon as cause for suspension or termination. Grantee shall repay MSDE for any funds that have been determined through audit to have been misspent, unspent, misapplied, or otherwise not properly accounted for. The repayment may be made by an offset to funds that are otherwise due grantee.
I further certify that all of the facts, figures, and representations made with respect to the grant application and grant award, including exhibits and attachments, are true and correct to the best of my knowledge, information, and belief.
Superintendent of Schools/Head of Grantee Agency Date
Revised 10/21/03 (DCTAL)
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