№ lp_1_2_45947
File format: docx
Character count: 122937
File size: 3529 KB
Year:
2016
Region / City:
Massachusetts
Theme:
English Language Arts, Education
Document Type:
Curriculum Unit
Agency / Institution:
Massachusetts Department of Elementary and Secondary Education
Author:
Mitchell D. Chester, Ed.D., Commissioner
Target Audience:
English Language Learners, Educators
Period of Validity:
Ongoing
Approval Date:
Not specified
Modification Date:
Not specified
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Document type:
Educational assignment
Subject area:
English as a Second Language
Educational level:
Teacher training / TESOL
Focus:
Language learning software and mobile applications
Topics covered:
ESL software review, mobile learning apps, language centers, TOEFL preparation, TOEIC preparation
Intended audience:
ESL teachers and teacher trainees
Required outputs:
Software reviews, app reviews, screenshots, written reactions
Assessment components:
Written analysis, recommendations, reflective responses
Referenced materials:
ESL software programs, mobile applications, TOEFL iBT preparation book
Format requirements:
Portfolio document, PDF or Word format
Temporal context:
Contemporary language teaching practices
Pedagogical context:
Language center instruction and classroom integration
Note:
Grade Level Band
Year:
2026
Region / City:
Massachusetts
Topic:
English as a Second Language (ESL) Instruction
Document Type:
Educational Guideline
Organization / Institution:
Massachusetts Department of Elementary and Secondary Education
Author:
Massachusetts Department of Elementary and Secondary Education
Target Audience:
Educators, ESL teachers, school administrators
Effective Period:
Ongoing
Approval Date:
2026
Date of Changes:
None
Year:
Not specified
Region / City:
Massachusetts
Topic:
ESL Education
Document Type:
Template
Organization / Institution:
Not specified
Author:
Not specified
Target Audience:
Educators
Period of Validity:
Not specified
Approval Date:
Not specified
Date of Changes:
Not specified
Year:
Not specified
Region / City:
Not specified
Topic:
Sociocultural aspects in ESL curriculum design
Document Type:
Educational resource
Institution:
NGESL Curriculum Project
Author:
Not specified
Target Audience:
Educators, ESL curriculum developers
Period of Validity:
Not specified
Approval Date:
Not specified
Date of Amendments:
Not specified
Year:
2020
Region / City:
Massachusetts
Subject:
ESL Curriculum Development
Document Type:
Educational Framework
Institution:
NGESL Project Team
Author:
NGESL Project Team
Target Audience:
ESL educators, content teachers, bilingual educators, curriculum developers
Effective Date:
Not specified
Date of Revision:
Not specified
Note:
Year
Topic:
Writing mistakes, grammar
Document Type:
Educational material
Organization / Institution:
Englishcurrent.com
Author:
Matthew Barton
Target Audience:
ESL students, English learners
Year:
2016
Region / City:
Worcester, MA
Topic:
ESL Classes Schedule
Document Type:
Schedule
Organization:
Literacy Academy
Author:
Not specified
Target Audience:
ESL Learners
Period of Validity:
September 19 - December 16, 2016
Approval Date:
Not specified
Change Date:
Not specified
Year:
2023-2024
Region / City:
New Jersey
Topic:
Teaching English as a Second Language
Document Type:
Program Guide
Organization / Institution:
Rowan University
Author:
Catherine Michener
Target Audience:
Students in teacher education programs, individuals seeking ESL certification, and those interested in teaching English abroad or in US-based adult/community programs
Period of Validity:
Academic year 2023-2024
Approval Date:
Not specified
Revision Date:
Not specified
Grade:
4-5
Subject:
ESL Language Arts
Author:
Matt Lorenzo
Target audience:
ESL students in grades 4-5
Date of creation:
Not specified
Proficiency levels:
5th grade (B) – Proficiency level 3, 4th grade (I) – Proficiency level 4
Identification of vocabulary:
10-20 vocabulary words, including cognates in L1 (Spanish)
Vocabulary instruction:
Phonology, morphology, syntax, pragmatics, semantics, idioms, cognates, collocations
Materials:
Reach books, PSSA Coach books, Fluency rubrics, Whiteboards, Graphic organizers
Date of approval:
Not specified
Date of modifications:
Not specified
Instruction method:
Teacher modeling, peer support, online resources
Contextual description:
Lesson plan for ESL students focusing on academic vocabulary and fictional elements, with methods tailored to different proficiency levels.
Year:
2016
Course:
ESL 33B
Author:
Tu, Shih Hua (Alice)
Institution:
College
Document Type:
Language learning reflection
Topics:
Vocabulary development, grammar improvement, verb tenses, sentence structure
Activities:
Vocabulary log, error log, online exercises
Target Audience:
ESL students
Submission Date:
September 2016
Reference Materials:
College by Anzia Yezierska, Intercultural Communication Stumbling Blocks by LaRay M. Barna
Year:
2018
Region / City:
Massachusetts
Topic:
ESL Instruction
Document Type:
Report
Organization:
Massachusetts Department of Elementary and Secondary Education
Author:
Not specified
Target Audience:
Educators, English Language Learners (ELs), Educational Administrators
Period of Validity:
Not specified
Approval Date:
Not specified
Modification Date:
Not specified
Document Code:
SW06
Title:
Job Interview
Institution:
LLC ESL Tutoring
Program:
Upper Level SDLA
Subject:
Job interview skills and preparation
Type of Document:
Educational worksheet and assessment activity
Target Audience:
Upper level ESL students
Sections:
Introduction; Helpful Interview Tips; Interview Example; Student Self-Assessment; Practice with a Tutor; Grading Rubric
Referenced Organization:
Costco
Referenced Position:
Manager position
Learning Objectives:
Interview preparation; Research skills; Oral communication; Self-assessment
Assessment Criteria:
Content; Speaking skill; Oral fluency
Maximum Score:
15 points
Requirement to Advance:
Minimum 10 points
Adapted Source:
Interview thank you notes (2014)
Website Reference:
LLC ESL Tutoring Website (www.mtsac.edu/llc/passportrewards/llctutoring
Note:
)
Year:
2024
Term:
Spring, Session I
Course Title:
ESL 553 Assessing English Language Learners
Credit Hours:
3
Course Format:
Online
Instructor:
Michelle Johnston
Instructor Email:
[email protected]
Instructor Phone:
484-201-9615
Office Hours:
Virtual by Appointment
Textbook:
Gottlieb, M. (2024). Assessing multilingual learners: Bridges to empowerment (3rd ed.). Corwin Press, Inc.
Target Audience:
Graduate-level students
Course Website:
https://myapps.classlink.com/home
Fieldwork Hours:
20
Assessment Focus:
Formative and summative assessments for English Language Learners
Standards Referenced:
WIDA ACCESS, Pennsylvania English Language Proficiency Standards, PA Academic Achievement Standards
Instructional Goals:
Planning ESL instruction, differentiating instruction, analyzing student data, communicating assessment results to parents
Year:
2022
Region / City:
Iowa, USA
Subject:
English as a Second Language Education
Document Type:
Application Form
Institution:
University of Iowa, College of Education
Author:
Office of Student Services
Target Audience:
Licensed teachers or teacher education program applicants
Program Code:
104
Required Qualifications:
Minimum TOEFL speaking score 26 for non-native speakers; completion of specified language coursework or ACTFL proficiency
Submission Method:
PDF via email to [email protected]
Contact Information:
Office of Student Services, N201 Lindquist Center, Iowa City, IA 52242, 319-335-5359, FAX: 319-335-5364, [email protected]
Website:
https://education.uiowa.edu/
Revision Date:
3/1/2022
Version:
BJ 4.2.2
Year:
2024
Region / City:
Seattle
Topic:
Service dogs, ableism, disability justice
Document Type:
Research Article
Organization / Institution:
Seattle Pacific University, Department of Physics
Author:
Amy D. Robertson
Target Audience:
Researchers, disability advocates, public policy experts
Period of Action:
Not specified
Approval Date:
Not specified
Date of Changes:
Not specified
) 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:
2023
Region / City:
Global
Topic:
Investment Reporting and Project Progress
Document Type:
Report
Organization:
Gates Foundation
Author:
Not specified
Target Audience:
Grantees, Program Officers
Effective Period:
Not specified
Approval Date:
Not specified
Date of Amendments:
Not specified
Note:
Contextual Description
Year:
2026
Region / City:
United States
Theme:
Transitional Housing, Domestic Violence Support
Document Type:
Application Guide
Organization:
Office on Violence Against Women (OVW)
Author:
OVW
Target Audience:
Applicants for OVW Transitional Housing Assistance Grant Program
Period of Effect:
Not specified
Approval Date:
Not specified
Amendment Date:
Not specified
Year:
MM/DD/YYYY
Region / City:
Not specified
Subject:
Environmental Impact Assessment
Document Type:
Environmental Review Checklist
Agency / Organization:
Not specified
Author:
Not specified
Target Audience:
Project Managers, Environmental Consultants
Period of Validity:
Not specified
Approval Date:
Not specified
Date of Changes:
Not specified