№ lp_2_3_55984
File format: docx
Character count: 15118
File size: 265 KB
Year:
2024
Region / City:
Oklahoma, USA
Subject:
Interpreter certification and performance evaluation
Document type:
Guidelines / Official instructions
Organization:
Oklahoma Department of Rehabilitation Services, Interpreter Certification and Resource Center (ICRC)
Target audience:
Prospective sign language interpreters
Legal reference:
Title 56, Section 199.2 Oklahoma Statute
Fee information:
Written exam $50 (residents), $100 (non-residents); Performance evaluation $125 (residents), $250 (non-residents)
Eligibility requirements:
Minimum 18 years old, 30 college credit hours or 60 CEUs, required GPA 2.0 or higher
Exam components:
Written examination and skill-based performance evaluation
Performance evaluation schedule:
Monthly, except January and February
Evaluation format:
Ethics situational interview, interactive interpreting, transliterating, video-recorded scoring
Price: 8 / 10 USD
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The product description is provided for reference. Actual content and formatting may differ slightly.
Year:
2020
Region / City:
Virginia
Subject:
Interpreter Services, Sign Language, Government Agencies
Document Type:
Manual, Agreement
Organization:
Virginia Department for the Deaf and Hard of Hearing
Target Audience:
Qualified Sign Language Interpreters, State and Local Government Agencies
Effective Date:
January 1, 2020
Date of Approval:
January 1, 2020
Date of Last Update:
January 1, 2020
Year:
2024
Organization:
MCW Office of Research (OOR), CTSI Adult Translational Research Unit
Document Type:
Standard Operating Procedure (SOP)
Authors:
David R. Friedland, MD PhD; Renee N. Dex, RN, BSN; Jennifer Brown, CCRP
Scope:
MCW, Froedtert Hospital, Children’s Wisconsin and CTSI Partner Institutions faculty and staff involved in human research
Purpose:
Recruitment and enrollment of limited or non-English proficient research subjects
Revision Date:
7/2/2024
Origin Date:
4/1/2024
Target Audience:
Investigators and research staff handling human subjects with limited English proficiency
Procedures Included:
Informed consent process, interpreter and translation services, back-translation, documentation requirements
Note:
Year
Region / city:
Lancaster, PA
Theme:
Legal, Disability Accommodation
Document Type:
Request Form
Organization / Institution:
Lancaster County Court of Common Pleas
Target Audience:
Litigants, Attorneys, Individuals with Disabilities
Year:
2025
Region / City:
England, Wales, Scotland
Subject:
Language interpreter and translation services in courts and tribunals
Document type:
Statistical publication
Organization:
Ministry of Justice
Author:
Ministry of Justice
Target audience:
Courts, tribunals, legal professionals, public sector organizations
Period of validity:
31 October 2016 onwards
Date of approval:
31 October 2016
Date of amendments:
27 March 2025
Year:
2026
Institution:
Dana-Farber Cancer Institute (DFCI)
Type of document:
Procedure guideline / checklist
Audience:
Investigators and research staff
Purpose:
Ensuring proper use of interpreter services during informed consent
Protocol reference:
PI and Protocol # fields provided for documentation
Consent type:
Short form and full English consent forms
Language support:
In-person and remote interpreters
Steps included:
Requesting, scheduling, and documenting interpreter use
Note:
Year
Document Type:
Worksheet
Year:
Not specified
Region / City:
Not specified
Topic:
Interpreter preparation in early years and speech therapy sessions
Document Type:
Guidance
Organization / Institution:
Not specified
Author:
Not specified
Target Audience:
Early Years Practitioners, Speech and Language Therapists, Interpreters
Period of validity:
Not specified
Approval Date:
Not specified
Date of Amendments:
Not specified
Agency:
Oregon Health Authority
Division:
Equity and Inclusion Division
Position Title:
Program Analyst 3
Effective Date:
10/1/2021
Position No:
1019452
Work Location:
Portland – Multnomah County/Hybrid
Supervisor Name:
Shelley Das
FLSA:
Exempt
Eligible for Overtime:
No
Year:
2023
Region / City:
New York
Topic:
Education, Sign Language Services
Document Type:
Request for Proposal (RFP)
Organization / Institution:
New York State Education Department
Author:
New York State Education Department
Target Audience:
Potential Bidders
Period of Validity:
Until Submission Deadline
Approval Date:
Not specified
Amendment Date:
Not specified
Year:
2021
Region / City:
Shenyang, Liaoning, China
Organization:
Department of Foreign Affairs and Trade, Australian Consulate-General
Position Number:
SN003
Position Title:
Interpreter, Government Relations and Research Manager
Classification:
LE5
Section:
Policy
Reports to:
Deputy Consul-General (DHOP)
Employment Status:
Non-ongoing, Full-time
Salary:
RMB 138,836 per year
Contract Duration:
12 months with probation period
Target Audience:
Locally engaged staff applicants
Application Deadline:
1 February 2021
Required Languages:
English and Chinese
Job Responsibilities:
Interpretation, translation, government and business liaison, research, report drafting, strategic planning, public diplomacy support
Qualifications:
High-level understanding of Northeast China’s political and economic environment, interpreting and analytical skills, communication in English and Chinese
Year:
2026
Region / City:
Manitoba, Canada
Document Type:
Employment Application Form
Organization / Institution:
Government of Manitoba
Position Title:
Park Interpreter KA3
Advertisement Number:
44872
Applicant Requirements:
Legal entitlement to work in Canada, bilingualism (French/English optional), ability to perform physical duties outdoors
Required Qualifications:
Post-secondary education in biological/natural sciences, natural resources management, education, Indigenous studies, history, recreation/tourism, or equivalent experience
Optional Qualifications:
Supervisory experience, experience developing interpretive programs
Employment Equity Considerations:
Women, Indigenous people, visible minorities, persons with disabilities, veterans
Conditions of Employment:
Weekend, evening, statutory holiday and shift work availability; Class 5F Driver’s License; physical capability for outdoor duties
Submission Requirements:
Completed application form, resume, cover letter, and any other documents specified in job advertisement
Year:
2023
Location:
Virtual via Zoom
Topic:
Sign Language Interpreter Shortage and Proposed Legislative Actions
Document Type:
Meeting Summary
Organization:
Office of the Deaf and Hard of Hearing (ODHH)
Participants:
Berle Ross – SLICR Program Manager, Earnest Covington, III – Executive Director, Kate Faro – SLICR Program Specialist
Audience:
Deaf, DeafBlind, Hard of Hearing, Late Deafened, and Deaf Disabled communities
Next Meeting Date:
January 23, 2024
Legislative Proposal:
Draft bill for interpreter program improvements and study
Universities Involved:
University of Washington, Bellevue College, Central Washington University
Comments Summary:
Attached on Stakeholder Engagement web page
Accessibility Services:
CART requested but not available during this meeting
Year:
2026
Region / City:
Owens Community College, Kent State University
Subject:
American Sign Language/English Interpreting
Document Type:
Course Sequence
Institution:
Owens Community College, Kent State University
Author:
Owens Community College, Kent State University Academic Partnerships
Target Audience:
Students pursuing ASL Interpreter programs
Period of Validity:
Ongoing
Date of Approval:
January 2026
Date of Changes:
January 2026
Year:
2023
Region / City:
San Diego
Theme:
Job Application / Interpreter Services
Document Type:
Application Form
Organization:
San Diego Superior Court
Author:
San Diego Superior Court Human Resources
Target Audience:
Individuals applying for the position of Intermittent Tagalog Interpreter
Period of Validity:
Ongoing
Approval Date:
Not specified
Date of Changes:
Not specified
Year:
2020
Region / City:
Virginia
Subject:
Interpreter Services, Sign Language, Government Agencies
Document Type:
Manual, Agreement
Organization:
Virginia Department for the Deaf and Hard of Hearing
Target Audience:
Qualified Sign Language Interpreters, State and Local Government Agencies
Effective Date:
January 1, 2020
Date of Approval:
January 1, 2020
Date of Last Update:
January 1, 2020
Note:
Year
Region / City:
Burlington
Subject:
Signage Regulations
Document Type:
Application Form
Authority / Institution:
Burlington City Government
Target Audience:
Property owners, contractors, and individuals applying for sign permits
Program name:
Ashland Sign & Façade Program
Document type:
Application form
Grant type:
Reimbursement grant
Administering organization:
Town of Ashland
Administering program:
Ashland Economic Development Incentive Program
Location:
Ashland, Massachusetts
Eligible applicants:
Businesses located in Ashland
Eligible improvements:
Exterior façade and sign improvements
Maximum funding amount:
Up to 50% of project cost or $5,000
Funding source:
Town funding
Approval authority:
Ashland Economic Development Advisory Group; Town Manager; Board of Selectmen
Submission requirements:
Completed application, bids, permits, supporting documents
Contact person:
Economic Development Director
Contact address:
101 Main Street, Ashland, MA 01721
Contact email:
[email protected]
) and join the S1NET. For guides with in depth examinations of performance measure definitions, go to:
https://www.milsuite.mil/book/docs/DOC-129783
Table of Contents (Hyperlinks to Sections):
Developing ‘Significant Duties and Responsibilities’ OER Narratives: Notes, Rules, and Instructions OER Narrative Prohibited Techniques, Inconsistencies, No-Go’s: Negative Comment Rules Referred OERs Narrative Comment Examples Block a. APFT and HT/WT Block b. Overall Performance Block c. Character (to include SHARP comments) Block d. Presence Block e. Intellect Block f. Leads Block g. Develops Block h. Achieves Senior Rater Potential Senior Rater Narrative Examples Senior Rater Narrative Comment Examples (for potential, promotion, school, etc.) Successive Assignments Other SR Comments (explanations of anything unusual about OER) Effective Words for Evaluations JUNIOR OFFICER PLATE (DA FORM 67-10-1) NOTE: 2LTs who have NOT completed BOLC, will not receive an OER until they complete BOLC (AC and ARNG; USAR officers can receive an OER before completing BOLC). The FROM date will be their commissioning date. All time until their BOLC graduation will be NONRATED on their first OER. OER PROFILING: OERs: Rater and Senior Rater Profiles are CONSTRAINED, meaning Officers are only allowed to grant 49% of each rank they rate with either an “EXCELS” (as Rater) or “MOST QUALIFIED” (as Senior Rater). HOWEVER, if you have an immature profile, and have only just begun rating/senior rating Officers of a certain rank, you are allowed a ONE TIME option of giving one of the first two evaluations you make at a particular grade, an “EXCELS” (as Rater) or “MOST QUALIFIED” (as Senior Rater). OER (OER SUPPORT FORM) PART III: Developing ‘Significant Duties and Responsibilities’ (blocks a., b., and c.): Refer to DA PAM 611-21 (https://www.milsuite.mil/book/groups/smartbookdapam611-21
) and DA PAM 600-3 (Commissioned Officer Professional Development and Career Management), to assist in the development of PART III, block d. As a minimum, the duty description will include pr:
- Number of personnel supervised, - Amount of resources under the rated officer’s control, - Scope of responsibilities. 3) Descriptions must be clear and concise with emphasis on specific functions required. 4) Note conditions unique to the assignment; e.g. RA officers assigned to FT support duties with RC units or USAR officers assigned to RA units OER NARRATIVES: Notes, Rules, and Instructions Rater and Senior Rater Narratives: - Requires candor and courage; frank and accurate assessment. - Quantify officer’s value relative to peers and do so in concert with rater/senior rater box check. - Are short; tell a simple story about the quality of officer being evaluated. - Are interesting and compelling. - Are looked at by selection board members when they are looking for in-depth information about a rated officer’s performance and potential. - Numbers; 1-10, write them out (e.g. one, two, ten). 11 or higher, write the number; e.g. 11, 15, 105. Exception, when a 1-10 is WITH an 11 or higher; e.g. “5 tool kits with 20 tools each.” - Fashion the narrative to the officer; double check use of “he/his” vs. “she/hers.” - Awards: Awards and/or special recognition received during the rating period may be cited in evaluation comments (for example, “received the Humanitarian Service Medal” or “named the Instructor of the Year”). - Raters and SR CAN use the officer’s name in the narrative; e.g. “1LT Joe was ….” Rater and Rater Narratives: - Focus on PERFORMANCE; explaining what the rated officer did and how well he/she did it. - Focus on specifics to quantify and qualify performance. - Raters should advocate the rated officer to the SR. - When there is no SR (due to lack of qualifications), rater’s narrative provides the input on both performance and potential. Senior Rater (SR) and SR Narrative (see SR Rater Narrative section for examples): - Focus on POTENTIAL, 3-5 years out (promotions, command, school, & assignments). - Can amplify box checks by using the narrative to clearly send the appropriate message to selection boards. - CANNOT mention Box Check. - Additional information for when SR is also Rater can be found in DA PAM 623-3, pg. 26, “DA Form 67–10–1, part VI: block c—Senior Rater Narrative.” OER Narrative Prohibited Techniques, Inconsistencies, No-Go’s: - School/Course Comments: Bullets about how a Soldier did in a school or course are ONLY allowed if that school did not produce an AER/DA Form 1059. - Narratives are not a laundry list of superlatives – more is not necessarily better. - Brief, unqualified superlatives or phrases, particularly if they may be considered trite. - Excessive use of technical acronyms, or phrases not commonly recognized. - Techniques aimed at making specific words, phrases, or sentences stand out from the rest of the narrative; e.g. excessive use of capital letters; unnecessary quotation marks; repeated use of exclamation points; wide spacing between selected words, phrases, or sentences to include double spacing within a paragraph or between paragraphs. - Inappropriate references to box checks; e.g “Would be TOP BLOCK if profile allowed” or “absolutely far exceeded the standard”. - Trying to quantify (e.g. “top 2% of my captains”) with a small population. - Stay in your lane/level; avoid comments like “Best 1LT in the Army” unless you’re the Army CoS. - Stating “the best ever”; having 10 in the population, 50 in the profile. - Using overused phrases and clichés that are counterproductive or overused; e.g. stellar, historic, “delivered a dazzling performance,” “hit the ground running,” consummate professional, and unlimited potential. - Using specific selection board-type language. Examples of this include, “definitely a 6+ Soldier”. - Don’t exaggerate; “If I could prove it, CPT X is an LTC disguised as a CPT.” - Be mindful of what IS NOT said; it can have the same impact as what is said; e.g. NOT having numbers, or quantifiable points. - Don’t say the sa
Note:
en
Topic:
Officer Evaluation, Narrative Guidelines
Document Type:
Guide
Target Audience:
Raters, Senior Raters
Year:
2019
Region / City:
Indiana
Subject:
World Languages
Document Type:
Academic Standards
Institution:
Indiana Department of Education
Author:
Indiana Department of Education
Target Audience:
Teachers, School Administrators, Curriculum Planners
Period of Application:
Kindergarten to Grade 12
Approval Date:
Not specified
Date of Revisions:
2019