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HomeMy WebLinkAboutExhibit 14b6149 6149 RECREATION SPECIALIST, (Cont.) PHYSICAL DEMANDS: (The physical demands dr¢crihed here are representative of th i.;. that must be met by an employee to successfully perform the essential functiont of this job. Reasonable accommoa ions may be made to enable individuals with disabilities to perform the essential functions.) While performing the duties of this job, the employee is frequently required to stand, walk, file, reach above and below shoulders, lift from arm level, and use the telephone. Occasionally an employee is required to run, push, pull, bend, squat, kneel, climb stairs and ladders, lifting from floor, use hand and finger dexterity. Light lifting (up to 15 lbs.) is frequently required. Occasionally, heavy lifting (up to 50 lbs.) is required. WORK ENVIRONMENT: (The work environment characteristics described here are representative of those employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.) Work is performed primarily in an outside environment. The employee will frequently be required to work nights. The employee may be exposed to inclement weather conditions, dust and fumes. The noise level outside is usually medium to loud. 92. RECREATION AIDE I Occupational Code: 9071 Salary Range: 351 Status: Part-time FLSA: non-exempt Established: 2/90 Revised: 9/91 3/00 Assists in planning, organizing and instructing children and adults in various recreational and sports activities. Assists with conducting specialized activities related to recreation centers and playgrounds. May serve as scorekeeper, timekeeper, referee or umpire in various sports activities. Assists in the preparation of activity and attendance reports as needed. Assists with the setup and making of ball fields for games, practices or special events. Assists in the preparation of schedules for recreation activities. Assists in collecting and accounting for monies received from fees and charges. May be required to perform custodial tasks for the recreation facility. Cleans and sets up rooms for recreation activities. May be required to perform light ground maintenance tasks (Le., picking up litter on the playground or around recreation facility, garbage disposal, etc.). Performs related work as required. An employee in this classification will report to the Recreation Specialist or Senior Recreation Specialist in charge of the recreation facility or playground. REQUIREMENTS: Graduation from high school or its equivalent. Some (6 months — 2 years) experience in recreational activities is desirable. 93 CLERICAL WORKER, T Occupational Code: 9201 Salary Range: 03T Status: Temporary FLSA: non-exempt Established: 7/88 Revised: 2/96 7/97 This is general, entry-level clerical work of limited difficulty. Depending on the area of assignment, duties may include answering telephones and directing calls, public contact work, and general office filing. Additional responsibilities may include light typing, use of a computer, and operating various types of office equipment, such as an adding machine or a photocopier. REQUIREMENTS: Graduation from high school or its equivalent or some (6 months — 2 years) clerical experience is preferred. The ability to work with the public, possibly under stressful conditions; a general understanding of office procedures; light typing not requiring proficiency; and some experience in the use of computer, keyboard, and adding machine is desirable, 94 CLERICAL WORKER, T Occupational Code: 9201 Salary Range: 03T Status: Temporary FLSA: non-exempt Established: 7/88 Revised: 2/96 7/97 This is general, entry- level clerical work of limited difficulty. Depending on the area of assignment, duties may include answering telephones and directing calls, public contact work, and general office filing. Additional responsibilities may include light or a typing,use of acomputer, and operating various types of office equipment, such as an adding photocopier. REQUIREMENTS: Graduation from high school or its equivalent or some (6 months — 2 years) clerical experience is preferred. The ability to work with the public, possibly under stressful conditions; a general understanding of office procedures; light typing not requiring proficiency; and some experience in the use of computer, keyboard, and adding machine is desirable. 95 COACH Occupational Code: 9556 Salary Range: 841 Status: Part-time FLSA: non-exempt Established: 3199 Revised: A Coach will be proficient in the'sport(s) for which they were chosen. These sports include, but are not limited to Soccer, Basketball, Tennis, Football and Karate. Each Coach will be responsible for training the park managers in the sport, compiling the training curriculum for the managers, and supervising anyone that will be teaching or playing the sport of activity. A Coach will be responsible for coordinating tournaments, running leagues, designing sports programs, and providing training to current program participants in an effort to wean them into future City park employees. Coaches will conduct clinics and workshops, and plan and coordinate playoffs and championships. Supervision will be received from the. Youth Program Coordinator. REQUIREMENTS; Graduation from a college that is a recognized accredited institution, with a Bachelor's degree in Recreation, or a related field, supplemented by considerable (2 — 4 years) experience with youth coaching, in specified areas of expertise OR An equivalent combination of training and experience beyond a Bachelor's degree. 96 PARKS MAINTENANCE WOE. w' ER T Occupational Code: 9700 Salary Range: 05T Status: Temporary FLSA: non-exempt Established: 6/87 Revised: Duties for this position include the maintenance of parks and recreation grounds and golf courses; artificial turfs; general operation of hand and power tools in the performance of maintenance work. REQUIREMENTS : Requires general experience operating hand and power tools in the performance of maintenance work. 97 9/7/04 CERTIFIED TEACHER (Physical Education) (This is a part-time, grant funded position) Pay Rate: $25.00 per hour This is a part-time position for the City of Miami's After School recreation program. An employee in this position will'be responsible for training and supervising part-time recreation staff at five City program sites. Role will require visiting different parks each day and to assist assigned staff in developing professional coaching skills; May prepare instructional materials and share teaching strategies with part-time staff assigned the responsibility of assisting youth meet the President's Challenge Physical Fitness standards. Incumbents may plan and execute individual and group physical activities. May be required to chart student progress and/or the effectiveness of part-time staff in accordance with departmental or program requirements. Performs related duties as required. NOTE: Part-time work will be 4 hours Monday through Friday. MINIMUM REQUIREMENTS: Must possess a current teacher certification issued or recognized by the Florida Department of Education. Teachers with certification in Physical Education, are preferred. DOCUMENTATION: All applicants must submit a City of Miami Employment Application along with a copy of current State of Florida Department of Education teaching certificate. Note: The required City of Miami Application form can be downloaded from www.ci.miamifl,us or can be picked up from the City of Miami Employment Office located at 444 SW 2nd Avenue, Room 129, Miami, FL 33130 M-F between 8AM— 5 PM. Interested applicants should apply immediately!! City of Miami Employment Office 444 SW 2"d Avenue, Room 129 Miami, FL 33130 ATTENTION: Certified Teacher (PE) Recruitment The City of Miami is an Equal Opportunity Employer 98 6/27/03 CERTIFIED. TEACHER (This is an hourly, part-time position non-exempt under FLSA) Pay Rate; $25.00 per hour This is a seasonal part-time position for the Department of Parks' Summer Program. An employee in this position is responsible for teaching or tutoring elementary and secondary school students; planning curriculum and preparing lessons and other instructional materials. Incumbents may instruct students in reading, and based upon program requirements, may provide instruction in other academic subjects. As needed, instructors may create learning materials geared to each student's ability and use specialized educational strategies to facilitate learning; Plans and executes individual and group activities. May be required to chart student progress in accordance. with program requirements. Performs related duties as required. 9096 MINIMUM REQUIREMENTS: Miami -Dade County Public Schools teachers who possess current certification as a teacher issued orrecognized by the Florida Department of Education. 99 The City of Miami Parks and Recreation Department 444 S.W. 2nd Avenue, 8th Floor Miami, FL 33130 RE: 2005-2006 Out of School Programs Proposal to The Children's Trust To Whom It May Concern: Arts for Learning/Miami (A4L/Miami) is pleased to have the opportunity to continue its after -school arts program with the City of Miami Parks and Recreation Department. Since the summer of 2003, Arts for Learning has provided Miami's children with both visual and performing art classes at park locations throughout the city. For the 2005-2006 school year, Arts for Learning is committed to providing after - school instruction in the visual and performing arts at the following five City of Miami park sites: Shenarfdoah Park, Moore Park, Juan Pablo Duarte Park, African Square Park, and Williams Park. At each of these sites, Arts for Learning will provide two art classes per week for up to 44 weeks. Each A4L teaching artist is professionally trained in teaching their art form to children. A4UMiami will continue to provide training, monitoring, and support to the artists to ensure the delivery of high quality programs. The City of Miami will provide secure storage facilities and one park employee to help facilitate each class. Class sizes will be a maximum of 20 children with the student to teacher ratio being 10:1. The City will organize each class by age and/or grade to help Arts for Learning ensure that the appropriate level of instruction is provided. The cost of these services totals $44,738. Founded in 2000 as a partnership with Miami -Dade County Public Schools, Miami - Dade County Department of Cultural Affairs, and Young Audiences, Inc. (a national leader in arts -in -education programming), Arts for .Learning/Miami is dedicated to improving teaching and learning through the arts. Since inception, A4L has worked collaboratively with over 70 schools on integrating the arts throughout the K-12 curriculum. In 2003, A4L expanded its services to include after -school and summer programs. Presently, Arts for Learning is providing after -school art programs at 41 sites throughout Miami -Dade County. ` Arts for Learning is delighted about the potential to continue this program and extends it appreciation to The Children's Trust for the opportunity. ARTS for ILEAR'.I:v I NG M 1: A.. M, I.; 1900 biscayne blvd., suite 201 rnfiorida 33132 t. 305.576,1212 f,305.576,1 193 www.artsAlearnina.ora Proposed Budget for City of Miami Out of School Prograrns Proposal to The Children's Trust 2005-2006 xpe�t�e* Teaching Artists Materials, Supplies Financial/Contract management. Program Manager Program Director Benefits Cell phone Travel Background checks Artist Stipends Training supplies General liability Adminstration TOTAL Submitted by: Arts for LearninglMiami, Inc. $17,600 $2,750 $2,250 $11,220 $2,250 $3,144 $135 $73 $235 $250 $50 $786 $3,996 $44,738 ri. titi 'r "atr $40/class" 2classeslweek/site*44weeks* 5 sites (August -May with programming over breaks (no holidays/teacher planning days) $5501site*5 managing artist contracts, bookkeeping & expense reporting 5% FTE Hiring, training and managing artists; program monitoiring; facilitating planning between parks staff and artists in the design of a mutually supportive program. overseeing program manager, contract, billing,and artist training 20% of salary $151month 10mites/site visit`.291mile*5visits/sites*5sites $47 per artist $50/artist'5' 1 training s/year 7.5°A° of general liability 10% of total includes adrnin & office overhead 101 FEB-Z8-2005 09,43AM FROM-MIAMI MUSEUM OF SCIENCE MEMORANDUM OF AGREEMENT This Memorandum of Agreement, by and between the Miami Museum of Science & Planetarium (MMOS&P) and the City of Miami is being made for the mutual benefit of all parties for the purpose of The Children's Trust "Youth Experiencing g Rec reation. T rough Out -of -School Programs and / YES" grant proposal of the Department of Parks 1. TERMS AND AGREEMENT: The Ciry of Miami, Department of Parks and Recreation, will act as lead agency in project; provide direct outreach to children and families; provide park facilities for activities; provide supervision of youth, and act as project manager. MMOS&P will 1) build the capacity of City Parks Division staff science;to deliver 2 integrated ar after -school programming in the areas of reading, mathematics and)develop cadre of youth and college mentors to provide technical support, assist in program delivery, and serve as role models at the after school delivery sites; 3) deliver wildlife outreach demonstrations at each delivery site, providing opportunities for children to interact with a variety of live animals; and involve participants and their families in enrichment experiences through an ongoing series of Family Days hosted at the Museum. 2. TERMINATION: either This agreement will remain in effect for the term of the grant, unless terminated by party within thirty (30) days. This memorandum does not constitute an actual contract. If funded by The Children's Trust, MMOS&P will provide a separate contract to the City of Miami for execution. Endorsed and agreed to by: Robert Ruano Grants Administrator City of Miami go..„_vp Miami Museum of Science & Planetarium 102 err /17.3 I. Il1.,lf Wrl Or c+I Cr' Jrlrr(uJU:JJ4 lr 4,1}alalr L. Ull outreach demonstrations at each delivery site, providing opportunities for children to interact with a variety of live animals; and involve participants and their families in enrichment experiences through an ongoing series of Family Days hosted at the Museum. 2. TERMINATION: This agreement will remain in effect for the term of the grant, unless terminated by either party within thirty (30) days. This memorandum does not constitute an actual contract. If funded by The Children's Trust, MMOS&P will provide a separate contract to the City of Miami for execution. Endorsed and agreed to by: Robert Ruano Grants Administrator. City of Miami got-7 Miami Museum of Science & Planetarium 103 11. l▪ ofert " rdellrllSrto 11 Si ZI▪ . t/ 1r City of Miami CITY OF MIAMI PARKS & RECREATION Playground Safety Checklist Satisfactory = S Unsatisfactory = U General 1. Equipment srablc. No deterioraoon in footings and joints. 2. Equipment complete, no missing parts. 3. Free from pinch or crush points. 4. Free from sharp pours and corners. 5. Concrete footing appropriately buried. 6. Painted surfaces free from chipping and peeling. Head/Finger Entrapment 1. No openings benween 3/8" to 1". 2. No openings berween 3" to 9". 3. No angles greater than 33 degrees. Hardware 1, Hardware complete, Securely attached and wirhour deterioration. 2. Fasteners :end connecting devices Require tools to loosen:'remove. S l , Ladders 1. Slide ladders are fully enclosed and don'r 1 trap surfacing material. 3. Ladders have slope of 50• 5 degrees. 3. Steps are at lei r 15" wide. 4. Steps are evenly spaced benyeen 9" and 11" apart. 5. Sritinv:iys and ladders u.zrh steps h,n•et:onrinuo.us handrails on borh sides. G. Step tinrsh is slip resistant. Slides 1. 'There is an S-ft. obstruction fret zone in front of the exit area and a 5-ft zone on all sides. 2. Slope support frames are straight, and don't have finger entrapment areas. 3. Slide is of one piece construction or connections are of lap -joint construction rather than burt•joint construction. 4. There is a clear line -of -sight from cop ro bottom of the slide. 5. If the slide is stainless steel, is it oriented to prevent the sun from hearing the slide surface. S u S«inKs 1, Swing crossbeam height is 9 ft, or less,• 2. Swings are hung 1.5 inches apart. l 3, tieing seats :ire free from eNposed metal Iparrs or Sharp hardt. re. 4, S locks and other connectors are full} enclosed and secure. J Spinning Equipment/hlern•-Go Round 1, Platform is level :end stars level when unevenly loaded. _, Distance between the bottom of the whirl :end around is less than 3 inches. .i. F.41.tirmcnt is free of open framework I •i .uid gaps in the central support post. Sand Boxes 1. Sand is t.zrhin f rairiework and free of foreign matter. 2. Box is in a shady place. h•raintenancc/Employee Safety 1. Maintenance is regul.irlr scheduled and :accomplished, 2. )1;untcnan.e personnel understand appropriate Safi n• standards, 1 1.yuirinci3r iB kept in ::ife tyiirkin}; ouldirrnit. L 104 City of Miami Karel O. Salazar Physical Fitness Coordinator Task & Activities Set Induction - Introduce your -self and the working area. Explain the day's lesson. Explain safety procedures. - Check for understanding by giving a peace sign. Skin Fold Students will be assessed on the triceps and calf skinfolds. The triceps skin fold is measured on the back of the arm over the triceps muscle of the right arm midway between the elbow and the acromion process of the scapula. ( The skin fold sight should be vertical ) The calf skin fold is measure on the insight of the right leg at the level of the maximal calf girth. Sit & Reach - Students will sit reach out as far as they can. Closing Procedure - Review the importance of being healthy and flexible. Teacher Cues Stay silent during testing. Stay silent while the teacher is talking. Raise hand for questions. - Stay relax at all times. -Legs straight as an arrow. - Push metal using both hands. - Raise hand for questions. -Silent when the teacher is talking. 105 City of Miami Karel O. Salazar Physical Fitness Coordinator Task & Activities Set Induction - Introduce your -self and the working area. Explain the day's lesson. Explain safety procedures. Check for understanding by giving a peace sing. Trunk Lift - The student being tested lies face down on the mat with hands under the thighs. - The student lifts the upper body off the floor, in a very slow and controlled manner, to a maximum of 12 inches. - The position is held long enough to allow tester to place the ruler on the floor in front of the student and determine the distance of the student's chin from the floor. - Allow two trials recording the highest score. Aerobic capacity - Students should be able to run or walk a mile. - The one mile walk/run is scored in minutes and seconds. Closing Procedure - Review the importance of being healthy and being in good condition. Teacher Cues - Stay silent during testing. Stay silent during teacher's instructions. Raise hand for questions. - Fly like superman. - Do not run too fast. - Pace yourself. - Do not talk to another student while running. - Raise hand for questions. -Silent when the teacher is talking. 106 City of Miami Karel O. Salazar Physical Fitness Coordinator Task & Activities Set Induction - Introduce your -self and the working area. Explain the day's lesson. Explain safety procedures. Check for understanding by giving a peace sign. Push-ups Place hands shoulder apart. Body straight. Bring body as close to the ground as possible without touching it. Sit-ups - The student being tested lies in a supine position on the mat, knees bent at an angle of approximately 140 degrees, feet flat on the floor, legs slightly apart, arms stretched out in front of the student with hands resting on the quadriceps. On command students must run hands up and over knees; this counts as one rep. Closing Procedure - Review the importance of being healthy and good conditioning. Teacher Cues Stay silent during testing. Stay silent during teacher's instructions. Raise hand for questions. If tired, rest and keep going. See how many repetitions you can accomplish in one minute. - If tired, rest and keep going. - See how many repetitions you can accomplish in one minute - Raise hand for questions. -Silent when the teadher is talking. 107 City of Miami Karel O. Salazar Physical Fitness Coordinator Task & Activities Set Induction - Introduce your -self and the working area. Explain the day's lesson. - Explain safety procedures. Check for understanding by giving a peace sign. Make -ups - Students who were absent on the day of the test will be assessed. Closing Procedure - Review the importance of being healthy and in good condition. Teacher Cues Stay silent during testing. Stay silent during teacher's instructions. Raise hand for questions. - Try your best at all times. - Raise hand for questions. -Silent when the teacher is talking. 108 City of Miami Karel O. Salazar Physical Education Coordinator Name Pate Of Birth.. ;-Aei-obic. Capacity` •Skm=F ld Sit & Reach :Trunk Lift Sit-ups Push-ups T eChildren'sTrust The ChiIdren's Trust Child Satisfaction Survey We want to know what you think about this program. Please tell us what you think about each statement listed below. Also, tell us a little bit about yourself by filling out the top part of the survey. .I am years old. I am a o Boy ❑ Girl. What is your race? o Black o White ❑ Asian o Other What is your ethnicity? o Hispanic 13 Haitian o Other Circle the face that describes your thoughts about the statements. 1. Adults here are fair. Definitely not Not much Usually I Definitely -i Not much Usually > Definitely 2. The adults here make the program exciting. Definitely not 3. If I have a problem, an adult here will help me. Definitely not Nol much Usually Definitely 4. I feel safe here. 5. There are enough things here for everyone to use. Definitely pot Definilery not Nol muds Nd mud' 6. 1 get along with the kids here. Definitely not Usually Definitely if Usually Definitely Nat much Usually Definitely 7. I like coming here. Definitely not Nol much Usually . Definitely 8. This program will help me do better in school. ' Definitely not Not much 9. I would tell my friends to come here. Definitely not Not much Usually Usually Definitely Definitely 10. What do you like best about the program? 11. What do you wish you could change about the program? (Source: www.smiling-faces.com) For Staff Use Only (MUST BE COMPLETED) Please use this survey for children in elementary school. ORGANIZATION: SITE LOCATION: DATE CONDUCTED: HOW CONDUCTED?: ❑ Self n Read -Items ❑ In -person 110 The Children's Trust Youth Satisfaction Survey The ChildrensTrust We are Interested in your thoughts about how this program is doing. Please tell us how mu — with each statement listed below. Also, please complete the top portion of the survey to tel yourself. I am years old. I am a ❑ Boy o Girl. Race: a Black o White ❑ Asian ❑ Other Ethnicity: ❑ Hispanic o Haitian o Other 1. Adults here are fair.._.. Circle describe Strongly Disagree the Diaag 2. The adults here make the program exciting. StronglyDisagree Disag 3. If I have a problem, an adult here will help me. strongly Disag 4. I feel safe here. Strongly Disagree Disag 5. There are enough things here for everyone to use. ay e8Disagos b. I get along with the students here. p ron ea Disag 7. I enjoy corning here. S Strongly e . Diaag 8. This program will help me do better in school. Strongly Disagree Disag 9. I would tell my friends to come here. Strongly sangly Disag 10. What do you like best about the program? 11. What do I wish I could change about the program is? 12. What would you be doing if you didn't attend this out -of -school program? o Watching TV ❑ Doing Homework/Studying o Doing Nothing ❑ Playing o Hanging Out o Other For Staff Use Only (MUST BE COMPLETED) Please use this survey for children in middle and high school. ORGANIZATION: SITE LOCATION: DATE CONDUCTED: HOW CONDUCTED?: ❑ Self n Read -Items The Children's Trust Parent Satisfaction Survey The Chiidren'sTrust We are interested in your thoughts about how this program is doing. Please tell us how much you agree or disagree with each statement listed below. Also, please complete the top portion of the survey to tell us a little bit about you. and your family. I am: ❑ MALE 0 FEMALE RACE: 0 Black 0 White o Asian ❑ Other ETHNICITY: ❑ Hispanic 0 Haitian o Other HOW MANY OF YOUR CHILDREN ATTEND THIS PROGRAM? AGES) OF CHILDREN) rrcc — descr' 1. The staff treat my child fairly. Strongly Disagree 2. The staff get children excited about program activities. Strongly Disagree 3. The staff respond to my child's own culture, language, or special needs. Strongly Disagree 4. The staff keep me informed about program activities. Strongly Disagree 5. The staff keep me informed about my child's progress. Strongiy Disagree 6. 1 feel welcome by staff. Strongly Disagree 7. The staff give me a chance to share my ideas. . Strongly Disagree 8. My child is safe while attending the program. Strongly Disagree 4. This program will helpmy child do better in school. p g strongly Disagree _ 10. My child likes coming to the program. Strongly Disagree 11. I would recommend this program to others. Strongly Disagree 12. What do you like best about the program? 13. What do you wish you could change about the program? statement that best es what you think. Disagree Agree Disagree Agree For Staff Use Only (MUST BE COMPLETED) ORGANIZATION: SITE LOCATION: DATE CONDUCTED: HOW CONDUCTED?: o Self o Read Items o In -person Strongly Agree ._ — Strongly Agree Disagree i Agree Strongly Agree DisagreejAgree Strongly Agree DisaDisagree Agree Strongly g Agree Disagree Agree --Strongly Agree Disagree ; Agree I Strongly Agree Strongly Disagree Agree Agree Disagree Agree Strongly Agree Disagree Agree L Strongly Disa g g Agree Disagree Agree Strongly _Agree 112 M3. Survey for Prosocial Behaviors of Children (For Elementary school children, grades 1-6) Child's Name: Date: Instructor's Name : Signature: (print) This assessment measures a teacher's perceptions of his/her students' prosocial skills. It includes ratings of both adaptive behaviors and interpersonal social competence. Teachers are asked to indicate how often a student exhibits certain behaviors. Never Rarely Sometimes Often Frequently 1. Other children seek the child out to involve him/her in 1 2 3 4 5 activities. 2. The child uses free time appropriately.' 1 2 3 4 5 3. The child shares laughter with peers. 1 2 3 4 5 4. The child has good work habits (e.g. is organized, 1 2 3 4 5 makes efficient use of class time.). 5. The child compromises with peers when a situation 1 2 3 4 5 calls for it. 6. The child responds to teasing or name calling by 1 2 3 4 5 ignoring, changing the subject, or some other constructive means. 7. The child accepts constructive criticism from peers 1 2 3 4 5 without becoming angry. 8. The child plays or talks with peers for extended periods 1 2 3 4 5 • of time. 9. The child initiates conversation with peers in informal 1 2 3 4 5 situations. 10. The child listens carefully to teacher instructions and 1 2 3 4 5 directions for assignments. 11. The child displays independent study skills (e.g. can 1 2 3 4 5 work adequately with minimum teacher support.). 113 MI. Social Competence (Grades 1-6) Child's Name: Date: Instructor's Name : Signature: (print) This assessment measures teachers' perceptions of a child's social competence. Teachers are asked whether a child engages in certain prosocial behaviors and how well a child controls his or her emotions. Not at A little Moderately Very all Well Well Well 1. Can accept things not going his/her way. 1 2 3 4 5 2. Copes well with failure 1 2 3 4 5 3. Accepts legitimate imposed limits. 1 2 3 4 5 4. Expresses needs and feelings appropriately. 1 2 3 4 5 5. Thinks before acting. 1 2 3 4 '5 6. Resolves peer problems on his/her own. 1 2 3 4 5 7. Can calm down when excited or all wound up. 1 2 3 4 5 8. Can wait in line patiently when necessary. 1 2 3 4, 5 9. Is very good at understanding other people's feelings. 1 2 3 4 5 10. Is aware of the effect of his/her behavior on others. 1 2 3 4 5 11. Works well in a group. 1 2 3 • 4 5 12. Plays by the rules of the game. 1 2 3 4 5 13. Controls temper when there is a disagreement. 1 2 3 4 5 14. Shares materials with others. 1 2 3 4 . 5 15. Cooperates with peers without prompting. 1 2 3 .4 5- 16. Is helpful to others. 1 2 3 4 5 17. Listens to others' points of view. 1 2 3 4 5 18. Can give suggestions and opinions without being bossy. 1 2 3 4 5 19. Acts friendly towards others. 1 2 3 4 5 Scoring and Analysis TOTAL SCORE Point values are assigned as indicated above. Two subscales are used: Prosocial Behavior (items 4, 6, 9-11, 14- 19 — numbers are underlined) and Emotion Regulation (items 1-3, 5, 7, 8, 12, 13). Items for each subscale are averaged. Higher scores indicate higher prosocial behavior or emotion regulation. Prosocial Behavior Score: Emotion Regulation Score: Average of two: 114 Date: 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 City of Miami Parks and Recreation Department Conflict Resolution Sign -In Sheet Park: 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 115 Student Name: City of Miami Parks and Recreation Department Date: Nutrition Assessment Please underline the correct answer. 1. What are the food groups in the Food Pyramid? A) Fruits and Vegetables B)• Milk, yogurt and cheese C) Meat, poultry, fish, dry beans, eggs and nuts D) Fats, oils and sweets E) Cereal, pasta and rice F) All of the above 2. Which food group is at the bottom? A) Fruits and Vegetables B) Milk, yogurt and cheese C) Meat, poultry, fish, dry beans, eggs and nuts D) Fats, oils and sweets E) Cereal, pasta and rice F) All of the above 3. Which food group is on the next level going up? A) Fruits and Vegetables B) Milk, yogurt and cheese C) Meat, poultry, fish, dry beans, eggs and nuts D) Fats, oils and sweets E) Cereal, pasta and rice F) All of the above 4. Which food group is at the top of the pyramid? A) Fruits and Vegetables B) Milk, yogurt and cheese C) Meat, poultry, fish, dry beans, eggs and nuts D) Fats, oils and sweets E) Cereal, pasta and rice F) All of the above 5. Why is it important to eat right? A) Grow to be strong and healthy B) Build Healthy Bones and Muscle C) Build a strong immune system D) Live longer E) All of the above 6. Why is it important to get plenty of exercise each day? A) Grow to be strong and healthy B) Build strong bones and muscles C) Build a healthy immune system D) Live longer E). All of the above 1 of2 116 City of Miami Parks and Recreation Department Student Name: Date: Nutrition Assessment, continued Answer the questions below by circling Yes or No. 7. Is it good to eat fast foods everyday? 8. Does eating a lot of food make you healthier? 9. Does exercise make you stronger? 10. Are all fried foods healthy? Yes No Yes No Yes No Yes No 2 of 2 117 City of Miami AFTER SCHOOL / CAMP REGISTRATION Department of Parks and Recreation PARTICIPANT INFORMATION C,5 41.1 CC w G W PARTICIPATION/MEDICAL RELEASE Name: Date of Birth: Address: Telephone: Father's Name: Mother's Name: School Attended: Name: Name: Name: Medical Allergies: ❑ YES lJ NO If yes, list allergies. Should physical activity be limited: ❑ YES 0 NO If yes, please explain' Doctor's Name: Office Telephone: Hospital Preference: Insurance Carrier: Work Telephone: Work Telephone: Grade Level (Last Completed) Relationship: Relationship: Relationship: Currently under Medication: 0 YES 0 NO If yes, list Medication' Telephone: Telephone: Telephone: Policy No.: Emergency: Expiration Date: I hereby authorize my child {Print Name of Participant) (Prins Name of Parent or Legal Guardian) to participate in any and all programs sponsored by the City of Miami, Department of Parks and Recreation, and hereby waive, release, absolve, indemnify and agree to hold harmless the City of Miami, and its employees thereof; participants, persons transporting the participants to and from activities, and any other individual, group, organization or corporation under contract with the City of Miami, for any claim arising out of an injury to the participant. 1 Signature of Parent or Legal Guardian Dale OPTIONAL: My child has parental approval (consent) to leave the park area at the end of the day at PM, without parental nor custodial supervision. Print Child's Name Signature of Parent or Legal Guardian 118 1. 2. 3. 4. 5. 6, 7. 8. City of Miami DEPARTMENT OF PARKS AND RECREATION PARENTAL PICK-UP AUTHORIZATION FORM , hereby authorize the below listed individuals ( Parent orLegal Guardian ) to pick-up my child After scheduled activities and in the (Childs Name) evens of any emergency or illness/injury to my child. It is understood that any person Not Listed may not pick-up my child without written authorization. In addition, 1 hereby authorize the City of Miami Fire -Rescue tci treat and transport my child to the appropriate medical facility upon the event of any serious illness or injury which, in the judgment of Fire -Rescue, cannot wait for a parent/guardian or authorized designee; to arrive at the park. (Print Name of Parent/Legal Guardian ) ( Signature of Parent/Legat Guardian) Dale Print Name Optional: Relationship I Telephone My child has parental approval (consent) to leave the park area at the end of the day at _ parental nor custodian supervision. ( Signature of Parent or Legal Guardian) Dale n I PP/PA 919 Rev 4/97 r Distribution: White - Park office Canary - Recreation Division Office 119 City of Miami DEPARTMENT OF PARKS AND RECREATION PROGRAM SIGN -IN SHEET Facility: PRINT NAME Program Date SIGNATURE AGE TIME/IN TIME/OUT Verified By• 120 City of Miami ,40 Parks and Recreation Department Name: Address: Home Phone: DOB: Student # SS# Parents/Legal Guardian Name: Referred to: Reason for Referral: Date initial referral sent: Follow-upDate: Referral sent by: • • ' Distribution: original to Student File pink to Parent yellow to Agency goldenrod to Main office 121 City of Miami Parks and Recreation Department Referral Log Referred To Date Name Address Telepone CFS M-DCPS Other Comment NAA Observation of Indoor and Outdoor Environments Rating Tool Agency Name: Program Name: Monitor: Program Address: Title: Date: Scoring: 1`-Unsatisfacto 2 Satisfactory 3= Ex /A=Not Observation of Indoor Environment t:�, cellent 'N Applicable `. Score � � Initial Is there enough space for all program activities. Is the space arranged well for a range of activities? (physical games/sports, creative arts, dramatic play, quiet games, enrichment offerings, eating and socializing) Can various activities go on simultaneously without disruption? Does the space allow children to take initiative and explore their interests? Is there adequate and convenient storage space for equipment, materials, and personal possessions of children and staff? Do children have easy access to materials? Can children arrange materials and equipment to suit their activities? Is there space available to display the work and reflect the interests of the children? Comments on Section: Observation of Outdoor Environment Scaring :1.-:'Unsatisfactory. 2=Sat`_isfactory 3 Excellent• NIA .Not Applicable .: Do children have the opportunity to play outdoors for at least 30 minutes out of every three-hour block of time at the program (check schedule, compare to observation)? May children use a variety of outdoor equipment and gamesforboth active and quiet play? Is permanent playground equipment, if available, suitable for the sizes and abilities of children? Is the outdoor space, if available, suitable for a wide variety of activities? . Score• Initial :: Does the area and equipment allow children to be independent and creative? Is there a procedure in place for regularly checking the safety and maintenance of the outdoor play space? Does staff directly supervise outdoor play? Comments on Section: City of Miami Parks and Recreation Department SAMPLE Out -Of -School -Time Schedule For all Ages: Children are placed into groups and participate in activities by using the group rotation method. The first day of the program children are pre -assessed in reading math and PE. They are then put into groups based on their deficiencies in reading and math. Should a child be deficient in both. subjects, the reading skills building tutorial will be prioritized and the math skills building tutorial will be implemented at a minimum of once a week. Number of groups will be determined by number of registered participants at each park. Out -Of -School -Time Schedule for Elementary Age Students MoLc: a : 3:00-3:45 Elementary school students arrive and homework 3;45-4:05 Snacks and put into groups of twenty 4:05-5:05 Group I - completes PE / Organized Sports; Group II completes Reading/Math Tutorials 5:05-6:05 Group I completes Reading/Math Tutorials; Group II completes PE / Organized sports 6:05-6:30 Group I and Group II completes General Recreation component i.e. board games, sports activities and playground use 6:30 Students leave to go home Wednesday: 2:00-3:00 Elementary school students arrive and homework 3:00-3:45 Snacks and put into groups of twenty 3:45-4:05 Group I - completes PE / Organized Sports; Group II completes Reading/Math Tutorials 4:05-5:05 Group i completes Reading/Math Tutorials; Group II completes PE / Organized sports 5:05-6:30 Group I and Group II completes General Recreation component i.e. board games, sports activities and playground use 6:30 Students leave to go home Tuesday and Thursday: 3:00-3:45 Elementary school students arrive and complete homework 3:45-4:05 Snacks and put into groups of twenty 4:05-5:05 Group I - completes Visual/Performing Arts Program; Group II completes Reading/Math Tutorials 5:05-6:05 Group I completes Reading/Math Tutorials; Group II completes Visual/Performing Arts Prograri 6:05-6:30 Group I and Group II completes General Recreation component i.e. board games, sports activities and playground use 6:30 Students leave to go home Friday: 3:00-3:45 Elementary school students arrive and homework 3:45-4:05 Snacks and put into groups of twenty 4:05-5:05 Group I — completes Science Module Program; Group II completes Reading/Math Tutorials 5:05-6:05 Group I completes Reading/Math Tutorials; Group II completes Science Module Program 1 of 4 124 City of Miami Parks and Recreation Department Friday: continued Group I and Group II completes General Recreation component i.e. board games, sports activities and playground use Students leave to go home (Saturdays are specifically for targeting Learn to Swim, Building Social Skills, and Family Involvement components.) Students and Family Member(s) arrive and are put into groups. Group I leaves for Pool for Learn to Swim Group II Students and Parents complete PE activities i.e. running, jogging, jumping rope, relay races, etc. Group III Students read to families and families read to students or group plays round-robin culture exchange 10:15 Group I leaves pool to return to park and Group II leaves for Learn to Swim 10:30-11:30 Group III Students and Parents complete PE activities i.e. running, jogging, jumping rope, etc. Group I Students read to families and families read to students or group plays round-robin culture exchange 11:15 Group II leaves pool and returns to park. Group III leaves for Learn to Swim. 11:30-12:30 Group I Students and Parents complete PE activities i.e. running, jogging, jumping rope, etc. Group II Students read to families and families read to students or group plays round-robin culture exchange. k 6:05-6:30 6:30 Saturday: 9:00-9:15 9:15 9:15-10:15 12:15 12:30-1:30 1:30 2:00-5:00 5:00 5:30-6:00 6:00 Group III leaves pool to return to par . All Groups eat lunch All Groups leave for Shake -A -Leg or Museum of Science. All Groups at Shake -A -Leg or Museum of Science All Groups return to park. Staff and Families serve snacks to students. Staff and All groups share experiences of the day. (Families and students are encouraged to share their thoughts regarding family involvement.) Saturday Program Ends. Out -Of -School -Time Schedule for Middle School Age Students Monday and Wednesday: 4:00-4:30 All Students arrive, snacks and homework 4:30-5:30 Group I completes Science Module and Reading/Math Tutorials. Group II completes PE/Organized Sports. 5:30-6:30 Group II completes Science Module and Reading/Math Tutorials. Group I completes PE/Organized Sports. 6:30-7:00 Group I and Group II Recreation, 7:00-9:30 For those who choose to participate, Organized Sports are offered, i.e. stretching exercises, calisthenics, team practice, and league play. (If participating in league play, students will leave at pre -determined time to arrive at off site location in time for league play warm-up.) 2 af 4 125 Students arrive, snacks and homework Group I completes Science Module. Group II completes ReadinglMath Tutorials. Group II completes Science Module. Group I completes Reading/Math Tutorials 6:30-7:00 Group I and Group II general recreation 7:00-9:30 For those who' choose to participate, complete PE/Organized Sports i.e. stretching exercises, calisthenics, team practice, and league play. (If participating in league play, students will leave at predetermined time to arrive at off site location in time for league play warm-up.) (Saturdays are specifically for targeting Learn to Swim, Building Social Skills, and Family Involvement components.) Students and Family Member(s) arrive and are put into groups. Group I leaves for Pool for Learn to Swim Group II Students and Parents complete PE activities i.e. running, jogging, jumping rope, relay races, etc. Group III Students .read to families and families read to students or group plays round-robin culture exchange 10:15 Group I leaves pool to return to park and Group II leaves for Learn to Swim 10:30-11:30 Group III Students and Parents complete PE activities i.e. running, jogging, jumping rope, etc. Group I Students read to families and families read to students or group plays round-robin culture exchange 11:15 Group II leaves pool and returns to park. Group III leaves for Learn to Swim. 11:30-12:30 Group I Students and Parents complete PE activities i.e. running, jogging, jumping rope, etc. Group II Students read to families and families read to students or group plays round-robin culture exchange. Group III leaves pool to return to park. All Groups eat lunch A]1 Groups leave for Shake -A -Leg or Museum of Science. City of Miami Parks and Recreation Department Out -Of -School -Time Schedule for Middle School Aae Students, continued Tuesday and Thursday: 4:00-4:30 All Students arrive, snacks and homework 4:30-5:30 Group I completes Visual and/or Performing Arts. Group II completes Reading/Math Tutorials. 5:30-6:30 Group II completes Science Module. Group I completes Reading/Math Tutorials 6:30-7:00 Group I and Group II general recreation 7:00-9:30 For those who choose to participate, complete PE/Organized Sports i.e. stretching exercises, calisthenics, team practice, and league play. (If participating in league play, students will leave at predetermined time to arrive at off site location in time for league play warm-up.) Frida : 4:00-4:30 4:30-5:30 5:50-6:30 Saturday: 9:00-9:15 9:15 9:15-10:15 12:15 12:30-1:30 1:30 3 of 4 126 City of Miami Parks and Recreation Department 2:00-5:00 All Groups at Shake -A -Leg or Museum of Science Saturday: (Saturdays are specifically for targeting Learn to Swim, Building Social Skills, and Family Involvement components.) continued 5:00 All Groups return to park. 5:30-6:00 Staff and Families serve snacks to students. Staff and Alt groups share experiences of the day. (Families and students are encouraged to share their thoughts regarding family involvement.) 6:00 Saturday Program Ends. *Note: During December Holiday Break and Spring Break, all students will participate in all day activities from Sam through 6: 30pm. There will be one all -day field trip during the Holiday Break and Spring Break. On teacher planning days students will participate in an all -day field trip, Lunches will be served between 12..00-2:00 and snacks will be served 4:00-4:30 each day. Middle school students may continue the regular 6:30-9:30 scheduled activities. On Saturdays parents or attending family member(s) will bring bagged lunch and will participate in organized community events, scheduled field trips and/or volunteer their time to assist at the parks. 4 of 4 127