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--- | --- |\n|  |  |  |\n|  |  |  |\n|  |  |  |\n\nTarget 1  \n\n|  | Number of Students Below Proficiency | Number of Students at Proficiency | Number of Students Above Proficiency |\n| --- | --- | --- | --- |\n| Teacher 1 |  |  |  |\n| Teacher 2 |  |  |  |\n| Teacher 3 |  |  |  |\n| Teacher 4 |  |  |  |\n\nTarget 2  \n\n|  | Number of Students Below Proficiency | Number of Students at Proficiency | Number of Students Above Proficiency |\n| --- | --- | --- | --- |\n| Teacher 1 |  |  |  |\n| Teacher 2 |  |  |  |\n| Teacher 3 |  |  |  |\n| Teacher 4 |  |  |  |\n\npage 1 of 3  \nCommon Formative Assessment © 2012 by Solution Tree Press • [solution-tree.com](solution-tree.com)[ ](solution-tree.com)[Visit](Visit go.solution-tree.com/assessment)[ go.solution-tree.com/assessment](Visit go.solution-tree.com/assessment) to download this page.  \nREPR O D U C IB L E | 113  \nTarget 3  \n\n|  | Number of Students Below Proficiency | Number of Students at Proficiency | Number of Students Above Proficiency |\n| --- | --- | --- | --- |\n| Teacher 1 |  |  |  |\n| Teacher 2 |  |  |  |\n| Teacher 3 |  |  |  |\n| Teacher 4 |  |  |  |\n\nWhich students need more time and support?  \nTarget 1  \n\n|  | Students Identified for Intervention, Practice, or Enrichment | Planned Instructional Strategy |\n| --- | --- | --- |\n| Additional time and support |  |  |\n| Additional practice |  |  |\n| Enrichment |  |  |\n\nTarget 2  \n\n|  | Students Identified for Intervention, Practice, or Enrichment | Planned Instructional Strategy |\n| --- | --- | --- |\n| Additional time and support |  |  |\n| Additional practice |  |  |\n| Enrichment |  |  |\n\npage 2 of 3  \nCommon Formative Assessment © 2012 by Solution Tree Press • [solution-tree.com](solution-tree.com)[ ](solution-tree.com)[Visit](Visit go.solution-tree.com/assessment)[ go.solution-tree.com/assessment](Visit go.solution-tree.com/assessment) to download this page.  \n114 | REPR O DUC IB L E  \nTarget 3  \n\n|  | Students Identified for Intervention, Practice, or Enrichment | Planned Instructional Strategy |\n| --- | --- | --- |\n| Additional time and support |  |  |\n| Additional practice |  |  |\n| Enrichment |  |  |\n\nWhich questions need to be reviewed?  \n\n| Question Number | Concern |\n| --- | --- |\n|  |  |\n|  |  |\n|  |  |\n|  |  |\n\nWhich teaching strategies or pacing issues need to be discussed?  \n\n| Strategy or Topic | Issue of Concern |\n| --- | --- |\n|  |  |\n|  |  |\n|  |  |\n|  |  |\n\npage 3 of 3  \nCommon Formative Assessment © 2012 by Solution Tree Press • [solution-tree.com](solution-tree.com)[ ](solution-tree.com)[Visit](Visit go.solution-tree.com/assessment)[ go.solution-tree.com/assessment](Visit go.solution-tree.com/assessment) to download this page.","cbCaieG1zyjWqHTB","https://ap.wps.com/l/cbCaieG1zyjWqHTB","pdf",100175,"English","# Assessment Description\n## Targets Assessed\n## Student Proficiency Results\n# Student Supports and Strategies\n## Intervention, Practice, and Enrichment\n## Question Review\n## Teaching Strategies and Pacing Issues","[{\"question\":\"How does the template organize proficiency results for each target?\",\"answer\":\"For each target, it uses a table to record the number of students below proficiency, at proficiency, and above proficiency for multiple teachers.\"},{\"question\":\"How are students who need additional support identified?\",\"answer\":\"It includes prompts to list students for intervention, practice, or enrichment and to specify planned instructional strategies such as additional time, additional practice, or enrichment.\"},{\"question\":\"What collaboration topics does the template include after reviewing targets?\",\"answer\":\"It asks which questions need to be reviewed and which teaching strategies or pacing issues need discussion, supported by dedicated tables.\"}]","Data Team Meeting Template - Assessment Planning | PDF",1789259497]