№ lp_1_06440
File format: docx
Character count: 3608
File size: 126 KB
Year:
2024
Region / City:
Arlington, VA
Topic:
Education, High-Leverage Practices, Special Education
Document Type:
Self-Assessment Tool
Organization / Institution:
Council for Exceptional Children, CEEDAR Center
Author:
T. C. Aceves, M. J. Kennedy
Target Audience:
Educators, Educational Professionals
Effective Period:
Ongoing
Approval Date:
February 2024
Date of Changes:
None
Price: 8 / 10 USD
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The product description is provided for reference. Actual content and formatting may differ slightly.
Year:
2021
Region / City:
United States
Topic:
Educational Assessment
Document Type:
Guide
Organization:
George Mason University Training and Technical Assistance Center (GMU TTAC)
Author:
Ratzlaff, J., Sekinger, M., Martin, C.
Target Audience:
Educators, Stakeholders in IEP process
Period of Validity:
Ongoing
Approval Date:
2021
Date of Modifications:
Not specified
Year:
2024
Region / city:
Arlington, VA
Topic:
Education, Special Education
Document type:
Guidelines
Organization / institution:
Council for Exceptional Children, CEEDAR Center
Author:
Aceves, T. C., Kennedy, M. J., McLeskey, J.
Target audience:
Education professionals, families
Period of validity:
N/A
Approval date:
February 2024
Date of changes:
N/A
Contextual description:
A guideline for interpreting and communicating assessment data to support collaboration among educators and families in designing individualized educational programs for students with disabilities.
Year:
2019
Region / City:
United States
Topic:
Educational Assessment
Document Type:
Guide
Organization / Institution:
TTAC Online
Author:
McLeskey, J.
Target Audience:
Educators, Special Education Teachers, IEP Team Members
Period of Effectiveness:
Not specified
Approval Date:
Not specified
Date of Changes:
Not specified
References:
McLeskey, J. (Ed.). (2019). High leverage practices for inclusive classrooms. New York: Routledge
Year:
2026
Region / City:
New Zealand
Topic:
Multidisciplinary team collaboration in health and wellbeing
Document Type:
Assessment Form
Institution:
Careerforce
Author:
Careerforce
Target Audience:
Trainees in health and wellbeing sectors
Period of Validity:
Ongoing
Approval Date:
2026-03-01
Modification Date:
N/A
Year:
2021
Region / City:
United States
Topic:
Educational Assessment
Document Type:
Guide
Organization:
George Mason University Training and Technical Assistance Center (GMU TTAC)
Author:
Ratzlaff, J., Sekinger, M., Martin, C.
Target Audience:
Educators, Stakeholders in IEP process
Period of Validity:
Ongoing
Approval Date:
2021
Date of Modifications:
Not specified
Year:
2024
Region / city:
Arlington, VA
Topic:
Education, Special Education
Document type:
Guidelines
Organization / institution:
Council for Exceptional Children, CEEDAR Center
Author:
Aceves, T. C., Kennedy, M. J., McLeskey, J.
Target audience:
Education professionals, families
Period of validity:
N/A
Approval date:
February 2024
Date of changes:
N/A
Contextual description:
A guideline for interpreting and communicating assessment data to support collaboration among educators and families in designing individualized educational programs for students with disabilities.
Note:
Year
Contextual description:
The document outlines different judicial theories on the interpretation of statutes, focusing on Originalism, Textualism, Literalism, and related approaches in constitutional law.
Year:
2021
Region / City:
Australia
Subject:
Healthcare, Medical Terminology
Document Type:
Learner Guide
Organisation:
QHA
Target Audience:
Students, Healthcare Workers
Approval Date:
2021
Modification Date:
Not specified
Period of Validity:
Not specified
Year:
2017
Region / City:
UK
Subject:
Biology
Document Type:
Tutorial
Institution:
University of East Anglia, OCR
Audience:
A Level students
Period of validity:
Indefinite
Approval date:
April 2017
Revision date:
June 2019
Year:
2019
Region / City:
United States
Topic:
Educational Assessment
Document Type:
Guide
Organization / Institution:
TTAC Online
Author:
McLeskey, J.
Target Audience:
Educators, Special Education Teachers, IEP Team Members
Period of Effectiveness:
Not specified
Approval Date:
Not specified
Date of Changes:
Not specified
References:
McLeskey, J. (Ed.). (2019). High leverage practices for inclusive classrooms. New York: Routledge
Year:
2012
Region / City:
Unknown
Subject:
Science
Document Type:
Educational material
Organization / Institution:
School
Author:
Unknown
Target Audience:
Students, Educators
Period of Action:
2012
Approval Date:
November 2012
Modification Date:
Unknown
Year:
2026
Type of document:
Educational guide
Subject:
Photography analysis
Intended audience:
Students and photography enthusiasts
Format:
Text guide
Focus area:
Visual literacy and image critique
Authoring organization:
Unspecified
Usage context:
Classroom and self-study
Year:
2026
Field:
Genomics, Cancer Research
Document type:
Research Article
Institution:
ENCODE Consortium
Author:
Not specified
Target audience:
Researchers in cancer genomics
Data sources:
ENCODE functional genomics, TCGA tumor profiles
Methods:
Integration of functional genomics with tumor molecular profiles, hierarchical regulatory network analysis, mutation prioritization
Key findings:
Identification of non-coding mutations, regulatory network rewiring, functional validation in cancer cell lines
Cancer types studied:
Blood, liver, lung, breast, cervix
Experimental validation:
siRNA knockdown, luciferase assays
Scope:
Human genome non-coding regions
Integration date:
2026
Year:
2021
Region / City:
United States
Topic:
Educational Assessment
Document Type:
Guide
Organization:
George Mason University Training and Technical Assistance Center (GMU TTAC)
Author:
Ratzlaff, J., Sekinger, M., Martin, C.
Target Audience:
Educators, Stakeholders in IEP process
Period of Validity:
Ongoing
Approval Date:
2021
Date of Modifications:
Not specified
Year:
2024
Region / city:
Arlington, VA
Topic:
Education, Special Education
Document type:
Guidelines
Organization / institution:
Council for Exceptional Children, CEEDAR Center
Author:
Aceves, T. C., Kennedy, M. J., McLeskey, J.
Target audience:
Education professionals, families
Period of validity:
N/A
Approval date:
February 2024
Date of changes:
N/A
Contextual description:
A guideline for interpreting and communicating assessment data to support collaboration among educators and families in designing individualized educational programs for students with disabilities.
Level:
2
Credits:
3
Purpose:
People credited with this unit standard are able to communicate in a team or group which has an objective.
Classification:
Communication Skills > Interpersonal Communications
Available grade:
Achieved
Note:
Guidance Information
This unit standard is one of a sequence about working as part of a team or group:
Unit 3503, Communicate in a team or group to complete a routine task (Level 1) Unit 9677, Communicate in a team or group which has an objective (Level 2) Unit 9681, Contribute within a team or group which has an objective (Level 3) Unit 11101, Collaborate within a team or group which has an objective (Level 4).
Range:
communication includes - information, ideas and/or opinions.
Replacement information:
This unit standard replaced unit standard 1300.
Planned review date:
31 December 2026
Consent and Moderation Requirements (CMR) reference:
0113
This CMR can be accessed at http:
//www.nzqa.govt.nz/framework/search/index.do
Comments on this unit standard:
Please contact NZQA National Qualifications Services [email protected]
Year:
2026
Region / City:
Michigan, Wayne County, Detroit
Theme:
Respect, Anti-bullying, Anti-racism, Anti-suicide, Distracted Driving
Document Type:
Event Announcement
Organization:
EMIY
Author:
Dr. Calvin T. Mann
Target Audience:
Students, Educators, Community Leaders
Effective Date:
April 6, 2026
Date of Approval:
Not specified
Modification Date:
Not specified
Context:
Event announcement for EMIY National RESPECT Day, aimed at raising awareness and encouraging positive behavior among youth.
Year:
2019
Region / City:
United States
Topic:
Educational Assessment
Document Type:
Guide
Organization / Institution:
TTAC Online
Author:
McLeskey, J.
Target Audience:
Educators, Special Education Teachers, IEP Team Members
Period of Effectiveness:
Not specified
Approval Date:
Not specified
Date of Changes:
Not specified
References:
McLeskey, J. (Ed.). (2019). High leverage practices for inclusive classrooms. New York: Routledge
Qualification:
Achievement Standard 92041AS 1.2
Subject:
Te Reo Māori Kūki ‘Āirani
Context:
Te ‘Ākono ‘anga/Peu Māori Kūki ‘Āirani — Cook Islands cultural context
Assessment Activity:
1.2b
Assessment Type:
Internal assessment schedule
Achievement Levels:
Achievement; Achievement with Merit; Achievement with Excellence
Assessment Criteria:
Communication in relation to a cultural context using spoken and written language
Judgement Basis:
Holistic examination of evidence against the Achievement Standard criteria
Evidence Requirements:
Expression of information, ideas, and opinions; reference to present, past, and future events; coherence and consistency of language use
Year:
2026
Region / City:
USA
Subject:
Mathematics
Document Type:
Lesson Plan
Organization / Institution:
Educational Institution
Author:
Unknown
Target Audience:
Students
Period of Action:
Weekly
Approval Date:
2026-03-01
Date of Changes:
None