APUS Instructional Lesson Plan Guide Typically, a comprehensive lesson will contain the following elements in sequence: I. Initial Planning (Please include brief statements that address the following): · Brief description of classroom context and characteristics of the students including Individual Education Plans (IEPs) and 504 accommodations. If this lesson is not being planned for a real group of students, include a description of a hypothetical class. · Identification of specific learning objective(s) (outcomes) and standards addressed. · Identification of prerequisite knowledge and skills needed by both students and teachers. How will student prior knowledge be assessed? · Identification of resources needed to teach this objective including appropriate technology to use to increase learning. NOTE: If using inquiry or constructivist approaches this lesson plan format may not be the most appropriate format. Please use the Engagement, Exploration, Explanation/Concept Invention/Expansion of Idea and Evaluation lesson format and sequence. II. Lesson Introduction (Each section must be addressed): Focus/Review · If this is completely new learning, this is a brief task or questioning format you use to get students’ attention focused or to help them connect with the lesson. · If this lesson builds on or uses skills or concepts the students enter the lesson already knowing (prerequisites), review any prerequisite knowledge that will lead easily into the new curriculum. Statement of Objective in Student Terms (purpose) What the students will be able to do as a result of the lesson. The purpose of today's lesson, why the students need to learn it, what they will be able to "do", and how they will show learning as a result are made clear by the teacher. How does it relate to students’ lives? III. Lesson Development – What the teacher does to teach the lesson – Teacher Input (Each section must be addressed although sub-headings are not always necessary): The teacher most often breaks down his or her instruction into lesson segments which have 3 recurring parts. This process ensures that students are not lost during a lesson. Deciding when to pause and check for student understanding is equally as important as the examples you choose to model and the questions you choose to ask. This is called task analysis and requires the teacher to put himself in the place of the learner while asking, "What exactly are the steps necessary to complete this skill or understand this concept?” Approaching task analysis from the learner's perspective - say a confused student - will help you analyze the subtle steps that may seem obvious to someone who already understands, but if skipped will spell disaster for the confused student. The task is to illustrate each step, helping to clarify for the student, "Oh, this is what this step looks like". These steps help develop and expand student thinking. Someteachers will teach a skill from start to.

1. APUS Instructional Lesson Plan Guide
Typically, a comprehensive lesson will contain the following
elements in sequence:
I. Initial Planning (Please include brief statements that address
the following):
· Brief description of classroom context and characteristics of
the students including Individual Education Plans (IEPs) and
504 accommodations. If this lesson is not being planned for a
real group of students, include a description of a hypothetical
class.
· Identification of specific learning objective(s) (outcomes) and
standards addressed.
· Identification of prerequisite knowledge and skills needed by
both students and teachers. How will student prior knowledge
be assessed?
· Identification of resources needed to teach this objective
including appropriate technology to use to increase learning.
NOTE: If using inquiry or constructivist approaches this lesson
plan format may not be the most appropriate format. Please use
the Engagement, Exploration, Explanation/Concept
Invention/Expansion of Idea and Evaluation lesson format and
sequence.
II. Lesson Introduction (Each section must be addressed):
Focus/Review
· If this is completely new learning, this is a brief task or
questioning format you use to get students’ attention focused or
to help them connect with the lesson.
· If this lesson builds on or uses skills or concepts the students

2. enter the lesson already knowing (prerequisites), review any
prerequisite knowledge that will lead easily into the new
curriculum.
Statement of Objective in Student Terms (purpose)
What the students will be able to do as a result of the lesson.
The purpose of today's lesson, why the students need to learn it,
what they will be able to "do", and how they will show learning
as a result are made clear by the teacher. How does it relate to
students’ lives?
III. Lesson Development – What the teacher does to teach the
lesson – Teacher Input (Each section must be addressed
although sub-headings are not always necessary):
The teacher most often breaks down his or her instruction into
lesson segments which have 3 recurring parts. This process
ensures that students are not lost during a lesson. Deciding
when to pause and check for student understanding is equally as
important as the examples you choose to model and the
questions you choose to ask. This is called task analysis and
requires the teacher to put himself in the place of the learner
while asking, "What exactly are the steps necessary to complete
this skill or understand this concept?” Approaching task
analysis from the learner's perspective - say a confused student
- will help you analyze the subtle steps that may seem obvious
to someone who already understands, but if skipped will spell
disaster for the confused student. The task is to illustrate each
step, helping to clarify for the student, "Oh, this is what this
step looks like". These steps help develop and expand student
thinking. Someteachers will teach a skill from start to finish
while the students watch and listen. Modeling a "finished
product or activity" is an element of lesson design that is
commonplace in formal instruction, but this does not mean it is

3. “good” teaching. If the finished product is the only model for
reference, some students may become very confused during
independent work and the teacher must re-teach the lesson
individually during guided or independent practice.
Just as segmenting the lesson is very important; the teacher
must also plan for higher order thinking. This includes asking a
wide range of questions. What higher order thinking skills can
you address through questioning?
Input – The content (vocabulary, skills, and concepts) the
teacher will impart to the students - the "stuff" the lesson is
about. What methods, strategies and examples that will be used
to present the concept, content or skill (say, do, model, show,
etc?) How will the lesson be structured and sequenced? How
will the lesson provide differentiation to address the diverse
needs of the class?
Modeling (show) – The teacher shows in graphic form or
demonstrates what the finished product looks like - a picture
worth a thousand words. How will it be demonstrated to the
students what they will do?
Checking For Understanding (CFU) – The teacher uses a variety
of strategies to determine "Got it yet?" and to pace the lesson -
move forward?/back up? Clear up any misunderstandings of
objective. Try another method. Checking for understanding
(CFU) is one of the most critical elements of any directed
lesson. Ifthe goal of a lesson is to ensure students can perform a
skill or understand a concept once taught, then CFU (checking
for understanding) should be based on performance or "doing".
NOTE: The above three parts recur with each “segment” of the
lesson.
Plans for Individual Differences (Should be noted throughout
lesson development section and can be noted with the
abbreviation PID)
· Differentiation can be difficult to plan for if the teacher does

4. not know the individual students well enough to plan for their
learning needs. (Think about pre-teaching a skill to build in
success for a student rather than re-teaching after the student
fails.)
· Rates of completion will vary - always plan for those students
who finish independent practice early, and be certain to tell
them at the end of the guided practice prior to releasing them to
independent work.
· Address modalities. Be sure to plan for the visual, auditory,
and kinesthetic (tactile) learners need throughout the lesson.
· How will you address multiple intelligences, Individual
Education Plans, 504 plans?
IV. Lesson Implementation – What the students do to practice
the new learning (Each section must be addressed although sub-
headings are not always necessary):
Guided Practice (follow me) – The teacher leads the students
through the steps necessary to perform the skill using the tri-
modal approach - hear/see/do. What will the students do
individually, as groups, pairs or as a whole class with teacher
assistance? What activity will give students an opportunity to
practice, with teacher assistance, application of the concept,
content or skill? Is practice is scaffolded with the gradual
removal of support? (e.g. teacher prompting; materials
adaptation; graphic organizers)
Independent Practice – The teacher releases students to practice
on their own based on input and checking for understanding.
What activity will give the students an opportunity to apply the
concept, content or skill on their own (or in a group)? What
will students do “on their own” while the teacher circulates and
monitors.
Closure

5. · A review or wrap-up of the lesson - "Tell me/show me what
you have learned today." The NEW curriculum that the students
exit the lesson knowing (objective of the lesson).
· Review and stress again all of the most important points of the
core lesson.
· How will the lesson end so that students receive a verbal
summary of the objective and content of the lesson?
· How will students share their efforts, insights, progress or
products.
· How will the “summarizing” part of the lesson be handled?
V. Lesson Evaluation:
Evaluation (When to do this part depends on the way the lesson
is segmented. Some objectives require more than one lesson
before the teacher is ready to assess mastery.) – How do you
plan for students demonstrate mastery of the objective(s)?
What measures (written, oral, observed, etc.) do you plan to
implement to tell you, the teacher, if each student
learned/understood the content that was taught? What key
components do you plan to look for in student work? Do you
plan to use a rubric? How will you know if the lesson was
successful?
VI. Lesson Reflection(To be completed only when a lesson is
actually implemented with a
group of students.):
Reflection – Taking time to think about your lesson and its
successes and needs for improvement. Would you use it again?
What changes would you make? Were students successful?
Were they engaged? Were the provisions for differentiation on
target? How effective were your questions? Did they hit all

6. levels of thinking?
VII. Student Writing and Conventions:
Mechanics – Teachers are expected to model correct use of
mechanics in all writing that is turned in for a grade. This
includes spelling, capitalization and punctuation.
Grammar/Usage – Grammar and usage must also be correct
which means that syntactic structure and language system
follow usual and customary standards.
School of Education - Instructional Lesson Plan Rubric
Elements
Developing (Level 1)
Acceptable (Level 2)
Exemplary (Level 3)
I. Initial Planning
1. Brief description of classroom context and student(s)
characteristics, including ESL, IEP and 504 accommodations.
INTASC 2,7,8
No description given for one or more of the following:
classroom and available resources, characteristics of class and
accommodations necessary for special needs.
Basic information about the classroom, resources,
characteristics of the class and accommodations provided.
Candidate provides complete description of classroom including
resources available for use during instruction, characteristics of
the class and description of accommodations necessary for any
special needs student(s).
2. Identification of specific learning objective(s) (outcomes)
and standards addressed.
INTASC 1,2,7

7. More than one of the elements is missing, unclear or
inappropriate. Stated as activities rather than learning
outcomes.
Objective(s) clearly stated and provides purpose. Standards
alignment is correct. One of the elements may be missing,
unclear or inappropriate.
Candidate develops objectives based upon student data (Present
Level of Performance). Objectives are measurable with precise
outcomes at a mastery level which matches the developmental
stage of student(s). Aligned with required standards (NC-
SCOS), scope and sequence of curriculum and accommodations.
3. Identification of what the students must know prior to this
lesson (prerequisites) that you will build upon.
INTASC 1,2,3,7,8
Prerequisite skills and concepts not clearly identified and/or
incorrect for lesson objective.
Most prerequisite skills and concepts are clearly articulated but
some important skills may have been missed.
Prerequisite skills and concepts are clearly articulated, complete
and are correct for the stated lesson objective(s).
4. Identification of resources needed to teach this objective
including appropriate technology to use.
INTASC 4,6,7
Listing of resources incomplete and not clearly thought out.
Technology either missing or inappropriate for objective.
Listing of necessary resources given. Technology used within
the lesson.
Resources used are integrated into the lesson and make a
significant contribution to student learning. Technology well
integrated into lesson or a strong rationale given for not using
technology.
II. Lesson Introduction

8. 5. Focus or review
INTASC 1,2,7
States pre-skills rather than using questions to gauge readiness.
Misses opportunity to motivate students and help them make
connections.
Individual students checked for pre-skills. Limited questions
used to gauge readiness for lesson. Focusing activity somewhat
sets stage for attending to the lesson, but important connections
missed.
Background knowledge and skills key to student success in this
lesson checked to gauge readiness for the lesson. Clear
connections made to prior learning or knowledge. If completely
new instruction, focus has the potential to stimulate interest and
motivate student to pay attention.
6. Statement of objective in student terms
INTASC 1,2,7
Objective is unclear with no specific performance set for what
students will know how to do. Students not given an idea of
what candidate will look for in his or her performance.
Objective is briefly stated and provides clear purpose. Limited
performance expectations given. What candidate expect
students to do as a part of the lesson may or may not be given.
Connections made between earlier learning and present lesson.
New skill, concept or purpose is clearly stated for the student in
behavioral terms and is specific to performance. Relevance is
established for the student and informally tells what you expect
to observe students doing as a result of your lesson.
III. Lesson Development (Input, Modeling, Checking for
Understanding) What the teacher does to teach the lesson.
7. Content development

9. INTASC 1,2,6,7,8
Content and skills lack sequential presentation. No planned
examples. Lesson focuses more on an activity than on
development of content or skills.
Content and skills sequential but lack basis on assessment data.
Some attention to examples and vocabulary planned for use
during the lesson.
Content and skills are selected, based on assessment data
(“present level of performance”) and are presented in a
sequential manner which facilitates student learning. A broad
range of examples and non-example are planned as necessary.
Vocabulary is appropriate to the learner(s).
8. Methods, strategies, and resources used
INTASC 2,4,6,7
Methods and strategies to be used in this lesson are unclear or
inappropriate for the content or stated student needs. Resources
and technology are either ineffective or inappropriate for the
objective and lesson fails to include modeling.
Most methods and strategies are appropriate and marginally
match student needs. Resources and technology are appropriate.
Limited use of modeling.
Methods and strategies are appropriate for the instructional
objective, are research-based and there is a good instructional
match to the students and the skills being taught. Resources
and technology included in the plan are essential and make a
significant contribution to student understanding. Modeling of
new learning and application of the learning is a key part of the
instructional presentation.
9. Structure and sequence of the lesson

10. INTASC 3,4,5
Lesson focuses on how to complete an activity rather than
developing student understanding of content and skills.
Lesson sequence is clear and time is allowed for student
questions and practice, but segments may be missing from the
lesson.
Sequence and organization of lesson is effective, logical and
structured to increase student understanding. Lesson sequence
allows for student questions, practice and success during each
important segment.
10. Instructional decision-making
INTASC 3,4,5
Plans do not indicate when and how student understanding will
be checked.
Lesson segmented to allow for student understanding to be
checked. No options included for lesson modification if
needed.
Frequent checks of student understanding are planned to guide
instruction. Teaching options indicated in plans as to how the
lesson might be modified based upon student performance.
11. Differentiation
INTASC 3,4,5,7
Strategy for student support is unrealistic to classroom context
or no differentiation present in the lesson.
One to two strategies that allow for additional support or early
acquisition of the skills are planned to address student needs.
Lesson may or may not present a plan for building upon student
successes or accommodations.
Candidate plans for at 3 levels of diverse student needs and
indicates how student needs will be accommodated (varying

11. levels of instructional intensity, scaffolding, rate of completion,
peer support, output, grouping patterns, time allocation, and/or
skill level). Accommodations are indicated in the plans for all
students who have IEPs, 504 plans or speak English as a Second
Language. Lesson builds in success for students who have more
difficult time learning.
IV. Lesson Implementation – What the students do to practice
the new learning.
12. Guided Practice
INTASC 3,4,5
Candidate does not present a plan for leading students through
the steps necessary to perform the skill. No practice is
provided.
Candidate presents a plan for leading students through the steps
necessary to perform the skill, but some steps may be missing
or insufficient number of tasks prepared. Scaffolding may be
limited or not indicated. Plan for student response missing.
Candidate plans how to lead the students through the steps
necessary to perform the skill using the tri-modal approach -
hear/see/do and to allow all students to respond and receive
feedback on success with learning objective throughout the
lesson. Practice is scaffolded with the gradual removal of
support. Sufficient number of tasks necessary for extended
practice are present. Plans to model application and how to
allow all students the opportunity to respond.
13. Independent Practice
INTASC 4,5
Plan does not indicate instructions students will be given.
Product or activity does not relate to stated objective(s).
Instructions present but may lack clarity. Product or activity

12. may not be at the level of the objective but do relate to the
stated objective(s).
Instructions are clear. Tasks ensure that individual students are
knowledgeable or have the skills needed for independent
success at objective level for this lesson. Candidate anticipates
student questions.
14. Closure
INTASC 4,5
Does not relate to key points of the lesson.
Some key points indicated for summary/ review but not all
critical attributes key to understanding are included.
Provisions are made for key points/critical attributes of the
lesson to be summarized and reviewed using student responses,
if appropriate.
V. Lesson Evaluation
15. Evaluation
INTASC 7,8
Evaluation strategy does not relate to the objective.
Strategy gauges group learning of the objective(s) but may not
give individual levels of mastery or directly match conditions or
behaviors of the objective(s).
Candidate effectively proposes strategy for determining
individual levels of mastery of lesson objective(s). Task
matches the conditions set in the objective. Results can be
compared to the criterion(a) set for lesson objective(s).
VI. Lesson Reflection

13. 16. Reflection – To be completed only when lesson is actually
implemented with a group of students
INTASC 9
Fails to identify important factors related to success or failure
of lesson and/or student outcomes. Recommendations for future
lessons missing or vague.
Partially identifies key factors related to success or failure of
the lesson and/or student outcomes. Recommendations for
future lessons not clearly related to outcomes.
Success of lesson judged on student outcomes. Explores
multiple hypotheses for why some children did not meet the
objective(s). Key factors which lead to the success or lack of
success are identified. Ideas are provided for redesigning
objectives, instruction and evaluation as well as how changes
would improve student learning.
VI. Student Writing and Conventions
17. Mechanics
INTASC 6
5 or more mechanics errors found in the lesson plan. Word
processor not used.
No more than 4 mechanics errors found. Word processor used.
No mechanics errors found in the lesson plan. Word Processor
used.
18. Grammar/Usage
INTASC 6
3 or more grammar or usage errors found in lesson plan.
No more than 2 grammar or usage errors found in lesson plan.
Phrases used as needed.
No grammar or usage errors found in the lesson plan. Complete
sentences used as appropriate but phrases acceptable and used

14. as needed.
School of Education - Instructional Lesson Plan Rubric -
Scoring Sheet
Candidate Name ____________________________________
ID# ___________________ Course _____________ Instructor
___________________
Program _________________________________ Intended
Area(s) of Licensure
_____________________________________________________
__
Title of Lesson Plan
_____________________________________________________
_________ Grade level ________ Semester _______________
Please have candidate complete the information at the top of
this form before scoring work sample. Evaluate the lesson plan
submitted using the School of Education: Instructional Lesson
Plan Rubric. Circle rubric level as applicable. Instructor
determines if elements are weighted. Distribute as noted at the
bottom of this sheet.
Comments
Rubric Elements
Rubric Level
Weight Assigned
Total Score
Initial Planning
1. Classroom context and student(s) characteristics,
1 2 3

15. 2. Specific learning objective & standards
1 2 3
3. Identification of prior knowledge
1 2 3
4. Identification of resources needed
1 2 3
Lesson Introduction
5. Focus or Review
1 2 3
6. Statement of objective
1 2 3
Lesson Development
7. Content development
1 2 3

16. 8. Methods, strategies and resources
1 2 3
9. Structure and sequence
1 2 3
10. Instructional decision making
1 2 3
11. Differentiation
1 2 3
Lesson Implementation
12. Guided practice
1 2 3
13. Independent practice
1 2 3

17. 14. Closure
1 2 3
15. Evaluation
1 2 3
16. Reflection
1 2 3
Writing Conventions
17. Mechanics
1 2 3
18. Grammar/Usage
1 2 3
Grand Total Score: __________
Scoring Guide: _____pts. = Exemplary ____pts =
Acceptable Less than ___pts = Developing

18. Adapted from UNC Charlotte Lesson Plan Template and Rubric
http://education.uncc.edu/easteph2/CCAS_Forms.htm
SAMIR PATEL
SUMMARY:
· Finance and Accounting Professional
· Highly detailed and accurate Accountant and CPA candidate
with over 10 years of experience in the finance industry with
strong knowledge of General Ledgers, Reconciliations, Process
Improvements, Researching Variances, Payroll, and Audit
Support.
· Thrives in data and deadline intensive environments by
completing tasks accurately and ahead of schedule.
· Reconciled up to $50M in monthly revenue, including GL
accounts, Cash, AR, AP, & other Asset and Liability Accounts.
· Performed collections exceeding $5 billion in revenue with a
60% recovery rate.
SKILLS:
· General Accounting Operations
· Monthly & Quarterly Sales Tax
· Tax Return Analysis
· Knowledge of Auditing Procedures
· Financial Reporting Preparation
· Employee Benefit Audits
· Data Analysis & Review
· Variance Analysis
· Fraud Prevention
· Bank Reconciliations
· Payroll Accounting
· Customer Resolution
· Technical Skills: QuickBooks, Great Plains, Yardi, Access,
PeopleSoft, SQL, ITI, ACT, ADP 3.00, CounterPoint, Comerica,

19. Hyperion, MAS 90, and Advanced MS Excel, including
Formulas, Macros, Lookup, Pivot Tables, VBA, Graphs, ACL,
AutoAudit, SAP, SAGE/MIP/ABILA
EDUCATION:
· University of California, Irvine 2004 Bachelor of Science in
Mathematics
Relevant Coursework: Financial Accounting | Managerial
Accounting (completed)
· Foothill College Continuing Education Los Altos Hills 2009 –
2015
· Certificate in Financial Accounting (Spring 2014) | Certificate
in Payroll Accounting (Fall 2013) | CPA Examination
Preparation Certificate of Achievement (Fall 2015)
EXPERIENCE
GOODWILL OF SILICON VALLEY, San Jose, CA
2/2016 to 10/2016
Finance Department (Agency-Expandability)
· Reconciled 17 stores daily using Vantiv and Excel.
· Assisted with the annual audit by finding audit sampling
documents and by auditing stores to ensure accurate credit card
transactions.
· Audited store procedures to ensure accurate policies were
followed. Audited daily transactions where there was a cash
discrepancy greater than $20.
· Audited 6 petty cash funds on a monthly basis. Provided on
the job training to two coworkers related to using pivot tables,
understanding reconciliation processes, journal entries, and
store sales audit policies and procedures.
· Performed 10-20 collections and chargeback calls a day
resulting in __ revenue a month.
· Investigated fraudulent accounts retrieving $2-3K in revenue
for 19 stores.
· Provided on the job training to two coworkers teaching pivot
tables, understanding of reconciliation processes, journal

20. entries, and store sales audit policies and procedures leading to
greater efficiency and completing projects well under deadline.
· Posted month-end and daily closing journal entries into Great
Plains for sales of 17 stores accounting for over $3 million a
month.
· Observed inventory counts procedures on a monthly basis
utilizing Microsoft Excel tools including v-look ups, if
statements, and formulas to improve accuracy.
Healthsouk.com, Mountain View, CA
8/2013 – 7/2014
Financial Analyst
· As a critical member of the team, improved Healthsouk’s fund
balance 120% through reconciling and then projecting
previously unaccounted funds.
· Analyzed financial data to build financial forecasts used for
headcount, procurement, and expansion purposes.
· Managed general ledger activities for A/P, bank transactions,
payroll, billing, and accruals.
· Prepared financial reports and forecasts used by senior
executives to secure additional funding.
· Conducted financial closings by preparing journal entries,
account reconciliations, and financial analysis.
PERALTA COMMUNITY COLLEGE, Oakland, CA
7/2012 to 1/2013
District Accounting Technician
· Matched, batch, and coded 40 invoices per week into
PeopleSoft. Performed check runs for up to 100 invoices a
week. Worked with internal auditors on process flow activity to
prepare for annual college budget. Prepared and analyzed
monthly reconciliations and researched joining values for
District Office reporting.
· Applied extensive use of data analysis skills in evaluating
Office of Management Funds to ensure $14M was distributed to
colleges throughout the East Bay (Laney, Berkeley City,

21. Merritt, and College of Alameda).
· Demonstrated initiative and keen attention to detail in
analyzing and sorting 6 funds and $17M in monthly
transactions.
GREATER OPPORTUNITIES, Santa Clara, CA
1/2011 to 5/2011
Accounting Assistant (Temporary)
· Reconciled payments consisting of dental payments, day
program, and activities. Researched variances related to profit
and loss by examining journal entries and financial statements
exceeding $2M.
· Results:
· Performed collections calls that exceeded $800K in monthly
revenue methodically and thoroughly, resulting in an 80%
recovery rate.
· Detected $2M in variances by thoroughly investigating books
and subsequently organizing them with precision and accuracy.
· Completed bank reconciliations 3x faster by automating
processes using pivot tables.
· Demonstrated team player attitude by serving as a backup for
accounts receivable.
· Delegated work load among team members based on their
strengths and weaknesses to break down projects piece by piece
to ensure deadline expectations were met and exceeded.
· Resolved customer questions, disputes, and complaints by
phone ensuring customer satisfaction.
ATMAS CONSULTING, Palo Alto, CA
6/2007 -3/ 2009
Accounting Analyst
· Prepared audit schedules for management and external
auditors. Researched variances for external auditors and
management to assess comparison of actual vs. budgeted
expenses.
· Reconciled $20M in monthly revenue, which included GL

22. accounts, Cash, AR, AP, and other Asset and Liability
Accounts.
· Tracked incoming payments for $5M in outstanding
receivables.
· Distributed W-2’s for 1,000+ employees annually and
maintained payroll files for 6,000+ employees.
· Reconciled bank statements three times faster than previous
employees while adapting to changing priorities during annual
audit.
WEST LA MUSIC, Santa Monica, CA
1/2007-3/2007
Staff Accountant (Independent Contractor)
· Supported three external auditors by finding audit sampling
documents. Resolved discrepancies between Counterpoint,
Comerica, and MAS 90 for management.
· Independently deduced pattern to reconcile cash bank
statements and completed task three times faster than past
employees.
· Prepared bank account reconciliation for $10M in monthly
revenue.
· Improved accuracy by breaking down projects into smaller
segments.
Alliance Bank, Culver City, CA
10/2006-11/2006
Staff Accountant (temporary position)
· Posted daily closing and month-end journal entries to GL of
entries exceeding $50M in daily revenue.
Marketwire, El Segundo, CA
3/2006-5/2006
Junior Staff Accountant (temporary positon)
· Reconciled bank statements of $30M in weekly revenue.
· Maintained neat and orderly files for 300 vendors and 150
invoices per week using Great Plains. Performed coding on 100

23. accounts payable invoices a week using ITI.
· Maintained and updated bank’s financial statements.
· Performed collection calls involving $150M in receivables and
successfully recovered 70% via payment plans or collection in
full.
· Improved inventory process by switching to online retailer
saving 20-25% in weekly delivery costs while saving company
time.
Aramark, Mountain View, CA
5/ 2005-11/2005
Accounting Assistant
· Made collection calls of $100K in store revenue to vendors
with a 90% success rate