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
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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:
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City of Miami
Parks and Recreation Department
Conflict Resolution Sign -In Sheet
Park:
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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
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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
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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
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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•
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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
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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
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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.)
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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
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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.
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