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This document is a compilation of feedback from various individuals and institutions regarding the draft of the 2024-2025 FAFSA, addressing concerns about specific questions and changes proposed in the form.
Year:
2024-2025
Region / City:
United States
Subject:
FAFSA Draft 2024-2025 Feedback
Document Type:
Public Comment
Organization / Institution:
Department of Education
Author:
Various Respondents
Target Audience:
Education Administrators, Financial Aid Officers
Effective Period:
2024-2025
Approval Date:
Not specified
Date of Changes:
Not specified
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Year:
2024-25
Region / City:
United States
Topic:
Federal student aid, FAFSA process
Document Type:
Overview, Instructional guide
Organization:
U.S. Department of Education
Author:
Not specified
Target Audience:
Students, parents, FAFSA form users
Period of Validity:
2024-2025 FAFSA cycle
Approval Date:
Not specified
Modification Date:
Not specified
Contextual Description:
Detailed guide on the user experience for filling out the FAFSA form, outlining steps for both dependent and independent students in various scenarios.
Year:
2025-2026
Note:
Region / City
Topic:
Homelessness, Student Aid
Document Type:
Verification Letter
Target Audience:
Financial aid administrators, school districts, housing shelters
Period of Validity:
After July 1, 2024
Contextual Description:
Verification letter confirming the independent student status of unaccompanied homeless youth for FAFSA and DCTAG purposes.
Country:
United States
Document Type:
Application Checklist and Instructional Guide
Program:
Federal Student Aid (FAFSA)
Responsible Institution:
U.S. Department of Education
Eligibility Requirements:
U.S. citizenship or eligible noncitizen status; valid Social Security number; Selective Service registration if applicable; high school diploma, GED, or ATB test; enrollment or acceptance at a participating institution; no federal grant refund owed; no default on federal student loans
Application Period:
October 1 – June 30
Required Documents:
Social Security number; driver’s license or state ID; W-2 forms; federal income tax returns; untaxed income records; bank statements; investment and business income records; alien registration number or permanent resident card if applicable
Submission Method:
Online via studentaid.ed.gov
Issuing Outcome:
Student Aid Report (SAR)
Key Financial Term:
Expected Family Contribution (EFC)
Intended Audience:
Prospective and current college students and their parents
Year:
2021
Region / City:
Laos
Theme:
COVID-19 response, business recovery, trade facilitation, private sector support
Document Type:
Environmental and Social Action Plan (ESAP)
Organization:
Ministry of Industry and Commerce (MoIC)
Author:
World Bank
Target Audience:
Government, private sector, stakeholders involved in business development and trade
Period of Implementation:
2021-2023
Approval Date:
April 19, 2021
Date of Revisions:
Ongoing (as required)
Year:
2023
Region / City:
CAISO
Topic:
Interconnection Process, Long Lead-Time Resources, Offshore Wind
Document Type:
Comment Submission
Organization / Institution:
Invenergy
Author:
Invenergy
Target Audience:
Stakeholders in the energy sector, regulatory bodies
Period of Effect:
2023–2027
Approval Date:
N/A
Date of Changes:
N/A
Author:
Laura Bliss
Affiliation:
Department of Law and Criminology, Edge Hill University
Type of document:
Academic journal article
Subject area:
Media law
Focus:
Prosecution of grossly offensive comments on social media
Jurisdiction:
United Kingdom
Relevant legislation:
Malicious Communications Act 1988; Communications Act 2003
Institution discussed:
Crown Prosecution Service
Guidelines discussed:
CPS social media prosecution guidelines
Initial publication of guidelines:
2013
Guidelines revision:
2016
Keywords:
Social media; Grossly offensive comments; CPS guidelines; Online abuse; Freedom of expression
Year:
2021
Region / City:
United States
Topic:
Family level assessment, home visiting programs
Document type:
Memo
Organization:
Administration for Children and Families (ACF)
Author:
Laura Nerenberg, Kelly McKenzie
Target audience:
Stakeholders in home visiting programs, government agencies, program administrators
Period of validity:
January 21, 2021
Approval date:
January 21, 2021
Changes date:
N/A
Author:
Jason Schmelzer
Organization:
California Coalition on Workers’ Compensation
Date:
May 14, 2021
Region:
California
Jurisdiction:
State of California
Subject:
Workers’ compensation medical-legal regulations
Document type:
Public comment letter
Addressee:
Division of Workers’ Compensation
Focus:
Quality, timeliness, education, accountability, and standardization of Qualified Medical Evaluator reports
Stakeholders referenced:
Employers, insurers, claims administrators, injured workers, physicians
Regulatory context:
Draft Medical-Legal Regulations
Position:
Recommendations and objections to proposed regulatory changes
Year:
2025
Region / City:
California
Topic:
Regulatory Comments on Utilization Review Process
Document Type:
Official Rulemaking Comment Document
Organization / Institution:
California Division of Workers’ Compensation
Author:
Various commenters including Earl Moss, Tim Madden, Ben Roberts
Effective Period:
Ongoing rulemaking process
Approval Date:
Pending
Amendment Date:
October 17, 2025
Year:
2025
Note:
Region / City
Topic:
Wireless LAN, IEEE 802.11, data field, editorial comments
Document Type:
Editorial Comments
Organization / Institution:
IEEE
Author:
Chenchen Liu
Target Audience:
Members of IEEE P802.11 working group
Year:
2018
Region / City:
British Columbia
Theme:
Medical Supplies Coverage for Gender Affirmation and Surgery
Document Type:
Guidelines
Organization:
Ministry of Social Development and Poverty Reduction
Author:
Unknown
Target Audience:
Medical practitioners (MDs, NPs)
Effective Date:
August 28, 2018
Approval Date:
August 28, 2018
Revision Date:
None
Year:
2021
Region / City:
Mediterranean Sea
Topic:
Conservation status, migratory species
Document type:
Scientific Council Report
Organization / Institution:
UNEP/CMS
Author:
Scientific Council
Target audience:
Parties to the Convention, conservationists
Period of validity:
Ongoing
Approval date:
Not specified
Date of changes:
Not specified
Note:
Study Summary 1.1 Please provide a brief summary of the study in the table below. A complete description of the study with detailed information should be provided in the body of the protocol. For sections not applicable to the study, mark them as N/A. Study Title Study Design Primary Objective/Purpose Secondary Objective(s)/Purposes Research Intervention(s) ClinicalTrials.gov NCT # Study Population Sample Size Study Duration for individual subjects Study Specific Abbreviations/ Definitions
Background 3.1 Provide the scientific or scholarly background for, rationale for, and significance of the research based on the existing literature and how will it add to existing knowledge. :
this section should be limited to only information directly related to the research questions and objectives. Do not include your full dissertation proposal. 3.2 Describe any relevant preliminary data (e.g. pilot data).
Procedures Involved 5.1 Describe and explain the study design. 5.2 Please select the methods that will be employed in this study (select all that apply):
☐ Audio/Video Recording ☐ Psychophysiological Recording ☐ Behavioral Interventions ☐ Record Review - Educational ☐ Behavioral Observations and Experimentations ☐ Record Review - Employee ☐ Deception ☐ Record Review- Medical ☐ Focus Groups ☐ Record Review - Other ☐ Interviews ☐ Specimen Collection or Analysis ☐ Investigational Medical Device – (e.g. Medical Mobile Applications) ☐ Surveys and/or Questionnaires ☐Psychometric Testing ☐ Other Social-Behavioral Procedures Provide a description of all research procedures being performed and when they are performed. (Upload any surveys, questionnaires, interview scripts, focus group scripts, debriefing scripts, psychometric tests, stimulus materials, intervention manuals, and data collection forms on the Local Site Documents page in the IRB application.) 5.3 Describe the procedures or interventions that are going to be conducted as part of the research project, but that would have been conducted anyway, even if the research was not occurring (i.e. standard of care procedures, activities that would occur in a classroom). 5.4 Describe the procedures performed to lessen the probability or magnitude of risks of items selected in 5.2.5. 5 If accessing or collecting existing data, describe: The data that will be collected during the study (e.g. demographics, medical history, etc.). Attach the data capture sheet(s) on the Local Site Documents page in the IRB application. How the data will be obtained, including how you have the authority to access the data. The source or location of the data (e.g. USF Epic, TGH Epic, Hillsborough County School records, CANVAS records, publicly available databases, etc.). 5.6 If collecting and/or analyzing biological specimens, describe: How the biological specimens will be or have been collected. How the biological specimens will be stored. How long the biological specimens will be stored. How the biological specimens will be used. The laboratories that will be used. Whether the collected biological specimens will undergo genetic testing. If so, indicate if this study is part of a Genome Wide Association Study (GWAS) and whether the data will be forwarded to the NIH dbGaP. 5.7 If there are plans for long-term follow-up (once all research related procedures are complete), what data will be collected during this period.
Data and Specimen Storage for Future Research 6.1 If data or specimens will be banked for future research studies, describe where the data or specimens will be stored, how long it/they will b:
the process to request a release, approvals required for release, who can obtain data or specimens, and the data to be provided with specimens.
) 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
Note:
Date
Author:
Kurt Krause
Context:
A letter addressing the proposed amendments by the Ontario Energy Board regarding the use of AI systems in regulatory filings.
Service:
Adult Community Learning (ACL) Essex
Controlled by:
ACL Senior Management Team
Applies to:
Whole Service
Audience:
All learners, staff, stakeholders, volunteers, service users, and the public
Date of acceptance:
July 2014
Last review date:
January 2023
Next review date:
January 2024
Responsibility group:
Senior Leadership Team
Type of document:
Policy
Topics:
Compliments, Comments, Complaints, Feedback Management, Customer Service
Associated documents:
Harassment and Bullying Policy; Qualification Appeals Policy; Exams Policy; Essex County Council Complaints, Comments, Compliments Policy; Confidentiality Statement; Apprentice Handbook; Employer Toolkit; Positive Behaviours Policy; Fitness to Learn Policy; ACL Learner Charter; Apprenticeship Complaints Compliments and Comments Policy
Year:
2024
Topic:
Instructional feedback and high-leverage practices in education
Document type:
Educational guidance material
Practice framework:
High-Leverage Practices (HLP)
Practice number:
HLP 22
Related practices:
HLP 8, HLP 16
Educational level:
K–12 education
Focus area:
Teaching and learning processes
Intended audience:
Teachers and educators
Publisher:
Council for Exceptional Children and CEEDAR Center
Associated organizations:
TTAC Region 4, CEEDAR Center
Referenced disciplines:
Special education, inclusive education
Content includes:
Definitions, examples and non-examples, usage guidance, references
Year:
2026
Region / City:
Ontario, Canada
Subject:
Stakeholder Feedback
Document Type:
Feedback Form
Organization:
Independent Electricity System Operator (IESO)
Author:
Independent Electricity System Operator (IESO)
Target Audience:
Stakeholders involved in the Long-Lead Time RFP
Effective Period:
Feedback due by February 11, 2026
Approval Date:
January 28, 2026
Modification Date:
N/A
Context:
A feedback form for stakeholders regarding the Long-Lead Time RFP, seeking responses on various policy considerations, project eligibility, and additional feedback on proposed updates.