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HomeMy WebLinkAboutExhibit 10FINANCIAL REVIEW WORKSHEET I. Other Financial Information: 1. The Agency received an unqualified opinion. (Add 1 point) 2. There is no "Going Concern" comment. (Add 1 point) 3. The Notes to the Financial Stalements indicates no significant areas of concern. (Add 1 point) 4. Management letter indicates no significant areas of concern. (Add 1 point) 5. If there is a Single Audit, are there any material weaknesses? (Deduct 2 points) 6 Prior The Children's Trust administrative monitoring report(s) issued within the previous twelve months disclosed material findings. (Deduct 2 points) 7. The Children's Trust Administrative Internal Control Questionnaire, completed by the Agency, reflects that adequate controls exists. (Add 1 point) Total Points - Other Financial Information II. Financial Ratios: From the Financial Statements, calculate and enter the total dollar amount for each of the following items: Current Assets Total Assets Unrestricted Net Assets Net Assets Points Ratio Formula Current Asselsl Current Ratio Current Liabilities Un►estricted Net Assets as a percentage of Annual Expenses Unrestricted Net Assets / Annual Expenses Current Liabilities as a percentage of Current Liabilities! Annual Expenses Annual Expenses Total Points - Financial Ratios (0) (1 Current Liabilities Total Liabilities Annual Expenses (2) (3) 4 Result Under 80% Between 81 % - 90% Between 91 % - 100% Between 101 °%-149°% Greater than 150% Less than 5% Between 5% to 7.9% Between 8% to 10.9% Between 11% to 14.9% Greater than 15% Greater than 14% Between 12,1 % to 14% Between 10.1 % to 12% Between 8,1 % to 10% Less than 8% Points: Points: OUT -OF -SCHOOL PROGRAMS RFP #2005-06 Page 49 of 78 D) Letter of Intent The Letter of Intent must be submitted on line at htto://www.thechildrenstrustorg/RFPLetterofintentasp OUT -OF -SCHOOL PROGRAMS n rrs a "I ri r n Page 50 of 78 SECTION V: ATTACHMENTS A) About The Children's .Trust The Children's Trust Mission: To improve the lives of children and families in Miami -Dade County by making strategic investments in their futures. Vision: The Children's Trust will become the recognized leader in planning, advocating and funding quality services to improve the lives of children and their families. Guiding Principles and Values: • We respect and strengthen the family, and we seek for all children the opportunity to achieve their fullest potential. • With the fullest integrity, we invest wisely in partnerships, advocacy and systems of care to create change and earn the community's trust. • We promote high -quality, research -based practice that is culturally competent and sensitive. • We will target early intervention and prevention services to our most vulnerable children, families and neighborhoods, while advocating for, and supporting, the increased availability of needed services for all children and their families. • We will be responsive to the community and focus on supporting parents with the best possible, high -quality choices for their children and families. Key Emphases Cutting Across All Funding Areas: • Strengthen the family, advocacy for child issues • Partnerships, system of care • High quality, research -based practice • Culturally competent and sensitive • Early intervention and prevention • Funding the highest possible quality of services and best practices for improving the lives of children and families. When scientific research has demonstrated approaches, programs or curriculums to be effective (termed evidence -based practice), those will be preferential to unsupported alternatives. In cases where the scientific literature has not dearly established a preferable approach to services and activities, it is expected that applicants will propose methods that reflect the current best practices for the field. This may be reflected by the application of recognized national standards, sound theoretical grounding, developmental research implications, and/or professionally -accepted methods of effective service delivery. OUT -OF -SCHOOL PROGRAMS RFP #2005-06 Page 51 of 78 r Improving the system of care through effective partnerships. A strong emphasis on active partnerships that move beyond typical mechanisms of collaboration is critical to improving services and service access for children and families in our community. The Children's Trust encourages creative approaches to coordinating, integrating, and funding services across and within the areas of child development, literacy and education, physical and mental health promotion, and other areas relevant to positive child and family development. All programs selected for funding will be expected to commit to actively collaborate with other programs funded by The Children's Trust, as well as other key organizations in the community, Continued funding will require evidence of significant contributions to improving the system of care through effective partnerships. v Focus on family strengths and cultural competence. The family must be viewed as a central partner in all program activities, including planning, design, implementation, and evaluation. The ability to successfully engage families and communities in these activities will impact the success of any initiative. A strength -based, relationship -focused approach to supporting families and facilitating resiliency in children and families is encouraged, and will be used as the framework for ail funded out -of -school programs. Cultural competence is critical to success in this area, as is inclusion of children with disabilities and non- discrimination, as detailed below. v Non-discrimination. Programs receiving funding from The Children's Trust shall not discriminate against an employee, volunteer, or participant on the basis of race, color, gender, pregnancy, marital status, familial status, sexual orientation, religion, ancestry, national origin, immigration status, disability, or age except that programs may target services for specific participant groups as defined in the Request for Proposals (RFP). Additionally, agencies receiving funds shall demonstrate the standards, policies, and practices necessary to render services in a manner that respects the worth of the individual and protects and preserves the dignity of people of diverse cultures, classes, races, religions, sexual orientation, and ethnic backgrounds. To that end the Provider agrees to abide by Chapter 11A of the Code of Miami - Dade County, as amended, which prohibits discrimination in employment, housing and public accommodations; Title VII of the Civil Rights Act of 1968, as amended, which prohibits discrimination in employment and public accommodation; the Age Discrimination Act of 1975, 42 U.S.C., as amended, which prohibits discrimination in employment because of age; Section 504 of the Rehabilitation Act of 1973, 29 U.S.C. § 794, as amended, which prohibits discrimination on the basis of disability; and the Americans with Disabilities Act, 42 U.S.C. § 12103 et seq., which prohibits discrimination in employment and public accommodations because of disability. OUT -OF -SCHOOL. PROGRAMS Paae 52 of 78 B) About the MDCPS School Improvement Zone COMMUNITY RESOURCES AND PARTNERSHIPS NECESSARY FOR SCHOOL IMPROVEMENT A Talking Document for the University and Community Advisory Board Prepared by Irving HaMiamer, Deputy County Public Schools Superintendent School Improvement December 2004 Introduction There is general agreement that schools are not able to educate children without the collaboration and partnership of parents and community. Often, the recognition of the importance of parents and community to the education of children does not translate into action. This is particularly true in urban centers where class, race, and socio-economics create barriers to the collaboration and partnership necessary to the effective education of children. It is common for parents and communities to seek alternatives to public education instead m working Miami-Dade County Pubto improve the lic Schools, ntent and character of schooling in a community. In rams that provide this is evidenced by Charter Schools, 215` Century programs instructional services that schools should be providing, as well as various tutorial services that deliver basic academic prageanot doing} teachingandlea supplementing learning (andn sometimes substituting for what schools school. The assumptions and data thatsupport the or whatloyment should be pool based human and material resources to after school services that services, are not unjustified. Indeed, the lack of curricula focus and coherence in urban schools, combined with the seemingly permanent presence the plethora of programs students shackled by various degrees, of illiteracy, justify intent on "educating children" because the schools are of schooling -in hoolt ga d after schoolf nwhile, the children are recipients of a double dos and appear impervious to both. In lexiconthe of need ore of the same is boring. More importantly, what is missing and what is Goal It is the goal of Miami -Dade County Public Schools oentaro collaborate efor students and and partner with parents and communities to provide supplementary supports schools to advance high achievement. Strategy To achieve this goal, the public schools of Miami -Dade out County wwillsirfor ngthen n Pre deliver a robust program of remediation and Kindergarten through the 12`h grade. Therefore, making it possible for community - based organizations and agencies to deliver a platform of supplementary support services that will advance high achievement among students. OUT -OF -SCHOOL, PROGRAMS Oct) *1nnq-nA Page 53 of 78 What schools must do is deliver knowledge and skills to students deemed essential to sustaining individual development an advancing society. Schools are not good at delivering a large array of supplementary support services important to the development of young people. Here is where partnerships and collaborations are so vital to child development. Proposed Menu of Supplementary Support Services 1. Teacher Appreciation —A teacher recognition program that honors and rewards a teacher(s) in each school in the district every marking period. 2. Family Literacy Program —Every school offers an after school, evening, Saturday, and/or summer program In family literacy. 3. Preparation for the World of Work (Suit them Up) —A program for 11`h and 12`h graders that provides internships, coaching on work place etiquette, interviewing skills, resume development, networking, and managing human and material resources. 4. Enrichment in Art and Science —Providing every elementary and middle school student with 50 hours of hands on, project -based exposure and experience in an environment dedicated, to the appreciation and advancement of art and science. 5. Stay in School Programs—ASro ham that longerdes to theemotional, thescope and and economic support for student sequence for high school completion. 6. College Preparation Service —A supplementary service for indigent families challenged by immigration status; admission and financial aid applications; PSAT, SAT, and ACT testing requirements and opportunities; early college enrollment; college selection; scholarship programs;. recommendation letters; essays; remedial courses; and transition. 7. Safe Schools Program —A community-based dd initiative end sec ure ex e hatence iy school has a safety plan that assures every s n school and during their home -school travels. 8. Violence Reduction —An in school and after lives school ofchlpd childrenm bywhose goal identifying is and to eliminate and reduce violence In the les promulgating alternatives to violence, hosting a gang mediation summit; and developing a "Strong Men Don't Bully" campaign. 9. Suspension Prevention —An advocacy program for children and families intent on reducing the number of out of school suspensions. 10.School Pride Development —A community -based initiate focused on promoting the strengths and assets of selected schools so that the pride and affinity for the school would be motivational to students, teachers (and potential teachers), and parents -an antidote to the heavy diet of criticism and derision. 11.Leadership Training —A program that identifies and selects middle and high school students for structured leadership experiences that include, but are not limited to law enforcement, housing development, business, social services, cultural arts, health services, sanitation, civic participation, community development, politics, mass media, and education. OUT -OF -SCHOOL PROGRAMS Page 54 of 78 12.Health and Wellness --A community -based service that provides nutritious meals for hungry youth (youth cafes) and assists in -school youth to navigate access to health services and preventive health information and services, e.g.; obesity clinics, dermatology workshops, sex education seminars. 13.Homework Help Centers and Hotlines —Such a service would support students and families whose language proficiency and previous education is limited, as well as assist parents who are unfamiliar with content and methods of teacher -assigned work. 14.Young Entrepreneurs —A program that provides students with the opportunity to develop micro -business by training them in business planning, managing human and material resources, inventory control, product development, marketing, budgeting, customer service, and bookkeeping. Every middle and senior high school should have a micro-business {N Nobles,TheGapnTowerand Reco ds,hed by a Staples, partner company, e.g., Barnes and , Wal-Marts. 15.Community Technology Centers —Sites where students and their families would register for access to electronic mail communication, Internet access, multi -media tools, local and wide area networks, chat rooms, bulletin boards, on line courses, and training experiences on using technology tools and applications. 16.Youth Build —A training and development program for young adults who do not have a high school diploma and have an and jobest in the splace'on rnentades. The program would include internships, apprenticeships, 17.Center for Experiential Education Through managemeAtdVepertoireD and gloat ng character, teamwork, self-esteem, behavior setting skills by engaging children and their families the ropes courses, climbing towers, and human development activities of Project Adventure. 18.Beacons—Extended use of school facilities by community -based organizations and/or agencies that provide social services to children and families, deliver recreational programs teach literacy skills to adults, and provide cultural arts programs to students and their families. Beacon programs might provide access to services and programs through hool-10 PM in 5aturday� and summer workshops where e evening. 19.Writers Workshops —Afters , students can assess guidance and support on their written work. The workshops would also provide support to aspiring student writers. 20.Respect and Civility Campaigns —Community -based effort to improverespect quality of life for students in schools and the co Wmi Unity by promoting showcasing and civility programs and activities, e.g., g projects, exemplars, producing and distributing respect and civility collateral, award and recognition programs, community and school -based seminars and workshops on respect and civility. OUT -OF -SCHOOL PROGRAMS I?PD ft,nnc-O6 Page 55 of 78 21.Streetworker Corp —Deployment of a trained cadre of men and women dedicated to location and engaging out of school youth for the purpose of returning them to school or placing them in appropriate programs. The agency - based program would improve attendance, reduce the number of idle youth, reduce youth crime, and improve school completion rates. 22.Miami-Dade Mathz A six -week summer institute in mathematics for identified sixth graders in cohorts of 500 students for five years (through the 11th grade) housed on a college/university campus. 23,Roberson Marquez Toussaint Society —A membership society of pre - collegiate scholars who enjoy the benefits of recognition, preferred access to events and activities, community boosters, semester abroad, sponsorships for higher education, executive internships, lectures, annual retreats, and participation in selected conferences and workshops. Summary The proposed menu of supplementary support services is intended to identify options for providers of in -or -after school programs. Such services would augment the academic achievement focus of public schools in the district. The menu is derived from those conditions that compromise students and communities attempting to achieve in school, but are plagued by circumstances that are not treatable by schools, their pedagogical or clinical staff. Indeed, the menu identifies those services that would support schools, students, and their families. It is envisioned that funding agencies would include such services among those eligible for financial support. Though the school system recognizes the need for such services, it has no' internal capacity to design or deliver them. The proposed menu of supplementary support services represents areas of opportunity for the school system and its external partners to collaborate. OUT -OF -SCHOOL PROGRAMS RFP #2005-06 Page 56 of 78 to Monitoring i uui :y Name: am Name: dame: address: Nation Served: Served: ract Manager. i Monitor: The Children's Trust YES Out of School Site Monitorin Tool Chicken with Disabilities ❑ Ai -risk d General Population ❑ years old to . years old Fiscal Year. Contract # Date of Visit: Begin Time: End Time: Program Administrator on site? Name of administrator or alternate contact: Child Development Service (CDS) Provider. Licensed Provider: 20 -20 - Yes ❑ No d Yes-❑ No d Yes ❑ No ❑ ance Conference Attendees (Nameftitle) ! Conference Attendees (Name/Title) - Section is Documentation tractions: For each of the following components, place a check in the appropriate box and write in the additional information requested. Check 'Verified" if you saw complete documentation of Page 57 of 78 .JT-OF-SCHOOL PROGRAMS idancelsign-in log for students (examine togs for one week, must indude at least: date, authorized signature at sign -out) 1 number of students in attendance on the day of the visit(see row: Iber of general education students: tber of disabled/handicapped students: 0 m ao U d c 0 Z ❑ ❑ 15. Sign -in log for staff (examine logs for one week, must include at least: date and times al sign -in and sign -out) 16. Total number of staff in attendance on the day of the visit (see sign -in log): Number of teachers/counselors working with students: Number of adult volunteers working with students: lent files in compliance (Based on review of participant files on page 4) ❑ ❑ 17. Personnel tiles in compliance (Based on review of employee files on page 4) of individuals authorized for pick-up available with sign -in sheet iedule of activities for each group/class (obtain a copy or todayschedule) dent lists available by group/class a entry of student demographics is up-to-date: CSC # students a entry of attendance is up-to-date: CSC last date: 3lcuation routes/maps in each room (rate 'Not in Place' if not located in each visited activity irst aid kit complete and easily accessible leafth inspection certificate current :ire inspection certificate current )uarterly self -evaluations of indoor/outdoor facilities completed ;urrent CPR certification documented for at least one staff member in 'dance ❑ ❑ ❑ ❑ ❑ ❑ ❑ ❑ ❑ ❑ ❑ ❑ ❑ ❑ ❑ ❑ 18. Written policy for staff regarding wearing identification(e.g., badges, t- shirts, hats). 19. Written policy for working with students with recurring behavior problems 20. Written procedures/policies regarding late pick-up 21. Written emergency safety procedures 22. Written policies for completing accident/injury reports 23. Acctdentfincident reports on file (completed forms or blank if no incidents to date). TRANSPORTATION PROCEDURES, IF APPLICABLE if not applicable, check here ❑ and continue on to next page- 24. All employees on staff who transport students have valid chauifeur's licenses ❑ ❑ 25. All vehicle inspections and registrations are current ❑ ❑ ❑ ❑ 26. First aid kit in vehicle is complete and easily accessible 27. Sub -contracts for provision of transportation are in order JT-OF-SCHOOL PROGRAMS Page 58 of 78 Section 1: Documentation, Continued Data Collection tions: Verily compliance with data collection requirements, as specified in Contract Attachment B, Program Evaluation. Examine the program's data collection records and/or student files. 1. Under "Scheduled Administration,* place a check (4 in the box corresponding to each scheduled administration that has been completed/ 2. Under Transmitted," check if data has been transmitted to the Research and Evaluation Office of The Children's Trust. 3. Under In Compliance," check "Yes" if data collection is complete to date, or No if it is incomplete. Mark "N/A"if the program's contract does not require that measure. For any items marked "No", provide a detailed explanation and plan for corrective action. Scheduled Administration 'ement instrument Pretest Enrollment Midpoint Dec. 2004 Posttest Completion Transmitted' In Compliance? Yes Yes No N/A Explanation dent Satisfaction Survey (outcome Al) nla ❑ ent Satisfaction Survey (outcome A2) nla ❑ 0 ;ial Skills Measure (outcomeA3) nla ❑ CI 0 uessive!Receptive Language Measure income A4, only tor programs serving children with sabildies) ading Measure (outcomes Cr/C2) nla ysical Fitness Measure (outcome C4) nla Na le/Gross Motor Skills Measure (outcome cs, my for programs serving children with disabilities) igniiive Skills Measure (outcome 06. only tor cograms serving children with disabilities) :If -Help Skills Measure (outcome C7 only tor vograms serving children with disabilities) ❑ nla nla nla 0 ❑ CI 0 CI Descrbe how reading activities are based on the pretest results. \Describe how fitness activities are based on the pretest results. -OF-SCHOOL PROGRAMS Page 59of78 Student File Verification tons: Randomly select ten (10) students from today's sign -in log. Write their name under the number in the first row, and examine the corresponding student files. Place a check in the ate cell to verify that each student's file contains at feast the following: •ation form signed by legal guardian security number f birth lency contact name and telephone number A needs/conditions (i.e., allergies, dietary requirements, seizures, daily log tor medications, etc.) graphic data, as required by Contract Attachment E lency medical authorization ?ual Education Plan (1EP) for disabledlhandicapped students (Enter NIA if not 7Iel rrization for photography/video fission for contact 1 2 3 Employee File Verification ctions: Randomly select five (5) employees from today's sign -in log. Write their name under the number in the first row, and examine the corresponding employee files. Place a check in the xiate cell or circle a letter to verify that each employee's file contains at !East the following: 4 5 6 7 s 9 10 ication y of diplomafdegree/credentials description, signed and dated by employee )f of knowledge of program's policies and procedures fiication of drug screening, if required as a condition of employment: Check here Glilrequired )f of criminal background screening (Circles for SrateA-ocal; F for Federal or B for both screenings) 1 2 3 S F B S F B S F B 4 S F B 5 S F B 1T-OF-SCHOOL_ PROGRAMS Page 60 of 78 ions: Verify that program components are being carried out as specified in Contract Attachment A, Section 1118. ugh discussions with the program director, ascertain the frequency, intensity, and duration of each activity for a participant, as follows: Frequency - how often a student participates in an activity (e.g., two tinhe(s) per week; one time(s) per dAy, etc.) Intensity- how tong the activity lasts each time a student participates (e.g., 30 minutes, etc.) Duration - total time frame within which participants are involved in the activity (e.g., all school yearlsummer, 6 weeks, etc.) 'fain a copy of today's schedule and verify that the written schedules comply with the specifications. over the course of the visit, verify that observed activities correspond to those on the schedule. .ivities and Specifications (Frequency, Intensity, and Duration) ;ses ding /Academics 'sical Fitness :ial Skills ler, specify [rition importation rime(s) per for minutes. over a course of time(s) per far minutes. overa r3rxse of time(s) per for minutes, over a course of time(s) per �� for minutes, over a course of Speccry nutritional services provided: day time(s) per day Meals: , _ time(s) per Speedy the number of children who take the following transportation services toliram the program: Provided by program Sub -contracted Sell-transpotied ;view with program staff the way in which the program's goats, as ribed on page 2 of Contract Attachment B, apply to the population ad. Reviewed Note any concerns or questions. Schedule Observation Comments Page 61 of 78 IT -OF -SCHOOL PROGRAMS alth, Safety, and Facilities ogram employees and volunteers wear a form of identification that clearly dies them as program staff (e.g., ID badges, t-shirts, hats). document when children arrive and leave. rooms are available, clean, and well stocked. take steps to ensure that children dean their hands before eating. program offers healthy snacks/meals (i.e., varied, well-balanced choices over curse of a week). for space is sufficient for all program activities (even in inclement weather). lents' work and/or information of interest to them is displayed in the facility ire is adequate storage space for equipment, materials, and personal ,sessions of the children and stall. at, A/C, ventilation, noise level, and tight in the indoor space are comfortable. are are no apparent health hazards in the indoor or outdoor spaces (e.g., )osed toxic/hazardous materials, construction, etc:). case of an emergency, staff have the ability to communicate with each other file the program is in session (e.g., phones, 2-way radios, proximity). le equipment/facilities are appropriate for the ages and abilities of the students. le active play equipment is safe (e.g., no sharp edges, in good repair). le outdoor area is clean and well maintained (e.g., free from litter, graffiti; lawn ,owed; landscape tended; hard court in good repair, etc.). he outdoor space is suitable for a wide variety of activities. he program lakes steps to prevent overexposure to heat, by providing access to sinking water, shaded areas, etc. A. Health, Safety, and Facilities ons: Place a check (V) in the circle corresponding to your rating for each of the following statements using the Afs Strongly Dthe $� �'af data you used to determine yougrating by ly Agree. ct Not Applicable" (9) if you were not able to make a determination or the statement does not apply program. h corresponding letter: direct observation (0), or interviews (!). In the Comments area, write in observed strengths as well as any deficiencies requiring corrective action. �g the Ao 9 Source of m m co Data w T m T D CO a a Comments O 4 G iT_nc-_cr'Hffi PROGRAMS Page 62 of 78 B. Human Relations Among Staff, Children, and Families :lions: Place a check (✓) in the circle corresponding to your rating for each of the following statements using the scale: Strongly Disagree=1; Disagree= 2; Agree= 3; and Strongly Agree= ect "Not Applicable' (9) if you were not able to make a determination or the statement does not apply to this program. Also indicate the source of data you used to determine your rating by Pwrite in observed strengths as well as any deficiencies requiring corrective action. the corresponding letter: direct observation (0), or interviews (!). In the Comments area,�u� lumen Relations Among Staff, Children, and Families of Data43 aff welcome students into activities, including and/or inviting all to participate. :aff provide positive reinforcement for desired behaviors. tail ask children questions that promote independent thought and decision caking (e.g., open-ended questions, offering choices, etc.). .taff encourage students to share their ideas and listen to them. Aaft set limits for students. O 1 O 1 O 1 O 1 ;taft are responsive to the students' own culture, language, and/or special needs. Special assistance is given to students who seem to struggle_ 3ehavior problems are dealt with fairly and consistently. 0 1 ®1 © 0 Staff generate excitement about the program activities. O 02 0 ® 0 O l O 1 m , 03 m m c3, e c ¢ :n Students treat staff with respect. Students comply with the program's rules and requirements. Students interact with one another in positive ways. O I O 1 O 1 Staff interact effectively with parents/guardians at drop-off and pick-up times. Staff model appropriate social skills and behaviors in their interactions with students, parents, and fellow staff.. O 1 0 0 ]UT -OF -SCHOOL_ PROGRAMS Page 63 of 78 C. Program Components ree= rns: Place a check (✓) in the circle corresponding to your rating for each of the following not statements to this rogram. Also Strongly ou source of data you used �o determine 3; and tyou�r ratingy by "Nat Applicable" (9) if you were not able to make a determination or the statementapply e corresponding letter: direct observation (0), or interviews (1). In the Comments area, write in observed strengths as well as any deficiencies requiring corrective action. Source ograrn Componentsof Data rities generally follow the daily schedule, allowing for flexibility. O 1 }, m m as • m ` Q Q u Z Comments - -25 a 000®0 lents move smoothly from one activity to another. Ales are flexible enough to meet varied styles, abilities, and interests of the lents. demic components) are tailored to appropriate age/grade and reading/ elopmental levels for the participants. students appear to be enjoying time spent in (select rra if na pan orprosram) (a) active, physical play (b) creative arts and dramatic play O 1 Oi © OO (c) reading/academic work of O O O 00 01 O®OO ®® e activities reflect the languages and cultures of the students served. 0 1 O Q 0 ® O9 ere are sufficient materials and supplies for all students to participate. 3terials (e.g., games, art supplies, sports equipment) are complete and in good 0 1 0 © © ® OO O 1 O 1 Ql 0 0 O 1 ® © 008 o 1 O Q 0 pair. aterials are accessible to the students, as appropriate. igh interest reading materials (e.g., books and magazines) are available that are 0 1 OO 0 © ® © Dpropriate for the students' age(s) and reading level(s). tstruction is connected to a disabled/handicapped student's IEP. (Mark rtlalfno sable(' students are enrolled.! 'hysical activities address strength (luting or pushing), flexibility (stretching), and ;ndurance (cardiovascular, sustained activity). Page 64 of 78 IT-nr-SCHOOL. PROGRAMS :lions: Provide a descriptive summary of the overall findings from the site visit. Monitor's Name (print): Site Administrator's Name (print): Monitor's Signature: Site Administrator's Title (print): Site Administrator's Signature: Date: -OF-SCHOOL PROGRAMS Page 65 of 78 -tinnr n�