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Guadalupe Centers High School 

The Data Analysis Cycle for Interims 


 
Purpose: ​The purpose of this document it to outline a plan for interim analysis at Guadalupe Centers High School.
The document will include three components. First a visual overview of the interim analysis cycle. Second, an
overview of the agenda for each type of meeting that will need to occur in the interim analysis cycle. Finally, an
appendix of resources for each of the meetings.

Overview: Visual Representation

 
Interim Meeting Purpose and Agendas 
The below serves as a brief overview of the purpose of each of the meeting in the interim cycle above. Resources
for each meeting will be listed in Appendices A, B, and C.
Meeting Purpose Agenda
PLC Interim One week after the interim the PLC 1. Identify low standards for analysis (2 previously
Meetings will identify key standards to focus taught, 1 Upcoming)
(Appendix A) on, specific questions that were 2. List question types that were missed for each low
missed, and plan reteaches. standard.
Teacher will record finding in the 3. Identify Misconceptions
Interim Analysis Worksheet. 4. Create 6 week reteach plan (In semester at a glance)
5. Assign dates to each action item.
Individual One week after PLC meetings, 1. Break down key standards
Interim Leaders will meet one on one with 2. Discuss misconceptions on each standard and come
Meetings teacher to review their Interim to consensus.
(Appendix B) Analysis Worksheet, with emphasis 3. Generalize any misconceptions across standards.
on their reteach plan. 4. Review actions steps (Tier 1 - 3)
5. Norm on 6 week plan for re-teaching.
Interim After 6 weeks of re-teaching, the 1. Identify standards on the upcoming interim that have
Prediction teacher and leader will create a 3 been taught.
Meetings week reteach plan based on 2. List actions taken to teach these
(Appendix C) previous data, and the content on 3. Identify related questions on upcoming interims and
the upcoming interim. predict success.
4. I.D. question that student will struggle with
5. Create a 3 week reteach plan that will cover any
questions that students may struggle with.

 
 
Appendix A - PLC Interim Meetings 
Purpose:​ The purpose of PLC Interim meeting is to produce a product that will reflect a 6 week reteach plan of the
primary standards that students struggled on in their previous interim. Using standard breakdowns, and data the
reflects student achievement on each question, teachers develop a plan for reteaching that they will later review with
their instructional coach or building principal. 
 
PLC Interim Analysis Worksheet 
Standards/ Question Types they Misconceptions Reteach Action Plan Expected Date
Strands Missed (Name the Gap) of Execution
(Code) -Type the Question - Identify the distractor(s) -Plan the specific - Set an
Stem and the thinking that concept to be retaught expected date
-Type key Vocabulary in caused students to and how it will be of execution
the Answers choose this answer. retaught (model, guided and a
- Analyze what student discourse, direct proficiency goal
need to know and do to instruction, ____ activity)
succeed on this - “Previously I/we taught
question. this by…, and now we
will…”
Standard 1
(Taught)

Standard 2
(Taught)

Standard 3
(Upcoming)
 
Grouping Student Names Gaps Reteach Actions
Bubble All Names Name the Gap (Standard E.g. Targeted practice with
(Proficient - / Basic +) Code) USA Test Prep during
tutoring.

Below Basic Name the Gap (Standard


Code)

Additional Rows as
Needed
 
Model PLC Interim Analysis Worksheet 
For One Standard Only
 

PLC 6 Week Reteach Plan 


Purpose: ​After completing the PLC Interim Analysis Worksheet teachers should create a 6 week reteach plan. See
the blank template below, and the model reteach plan.
 
Week 1  Week 2  Week 3 
Standard of Focus:  Standard of Focus:  Standard of Focus: 
 

Type of Reteach - Skill     


Type of Reteach - Skill 
Type of Reteach - Skill 

Week 4  Week 5  Week 6 


Standard of Focus:  Standard of Focus:  Standard of Focus: 
 

     

 
 
 
 
 
 
Model 6 Week Reteach Plan (Math) 
 
 
Appendix B - Individual Interim Meetings 
Purpose​: ​The purpose of the below document is to frame a leader/teacher meeting about the teacher’s reteach plan that they
constructed in their PLC Interim Meeting. Leaders will ensure that appropriate gaps have been identified, and that the reteach plan
consistently examines all of the high leverage standards identified during interim analysis for the entirety of 6 weeks.
Individual Interim Meetings Preparation

Before Leader: Teacher


Assessments PD - ​Lead teachers to review model of deep analysis and 3 Weeks Prior to Interim​ - Execute 3 week reteach plan
Tasks complete a 6 week action plan. See models of effective and based on interim prediction made in the Interim Reteach
ineffective analysis plans. This can occur in whole group PD Meeting (See Appendix C)
or in PLC time.

Post Leader: Teacher


Assessment Meeting Preparation​: Leader analyzes each teacher's 1 Week After the Interim - ​Teacher completes Interim
Tasks results and six week action plan. Analysis Worksheet (see Appendix A) and writes a 6 week
- Determine 1-2 standards requiring deeper analysis. reteach plan based on gap identified in specific standards
- Gather past evidence from lead/lag relevant to on specific questions. This is completed over 3 PLC
students struggles. meetings.
- Script questions to lead teacher to deeper analysis
and/or actions steps for 1-2 core standards.
Content Expertise​: If the leader lacks content knowledge, ID
expert within/outs of school to guide deep analysis.

Deep Analysis Deep Analysis

Start from the End - Generate and Exemplar Response


- Read the language of the standard aligned to certain questions. What should students know / do to master this
standard? What are the precursor standards they need to know to master this one?
- Write an exemplar student response to open ended questions:
- What should and exemplar response include?
- For open-end or multiple choice: What are all the steps that a student needs to do to answer this question
correctly?

ID the Gap in Student Work


- Look at each Question
- Multiple choice questions: What misunderstanding(s) is/are revealed in the wrong answer choice?
- Open-ended questions: What are the most common student errors as a whole class? What is the gap
between the exemplar response for high, middle and low students?
- Look for Pattern Across Questions
- What are the common errors across questions?
- Were students better on some questions than other questions for the same standard? If do the differences
in the questions suggest about misunderstandings?
ID the Gap in Instruction
- What is the gap between previous instruction and what students need to be able to do to answer this question
correctly?
Name the Action Step(s)
- Use content resources (SAG, DESE Item Specifications, Curriculum Resources, etc.) to plan precise “What” /
“How” actions steps for each critical mass of error.

Action Plan Review 6 Week Action Plan

Determine the Work for Whole Groups and Subgroups


- What standards need to be re-taught in whole group, small group, or individually (tutoring)?
Make Explicit Teaching Actions for Each Standard
- Explicit Instruction:
- What needs to be taught to overcome these misunderstandings?
- How will teaching be different than last time?
- Which prompts should be used to push their thinking?
- Assignments/Activities​:
- What activities/assignments will students need to practice this new skill to the point of mastery?
- Assessments/Checks for Understanding​;
- Where will the teacher build in assessment/check for understanding during lessons over the next seek
weeks?

Action Plan Repeat the Process for​ STRUGGLING​ SPEED & ELL Students:
(SPED/ELL) Analysis
- Sort data by students’ scores - are there questions that only these students are getting wrong? Are there struggling
students who have misunderstanding different than the rest of the class?
- What are the steps the students need to answer these questions correctly? Which of these steps need to be mroe
explicit?

Action Steps
- What sort of practice do the students need to master this content - review of computational skills? Following a
multi-step process?
- What are the standards that will be reviewed/re-taught to the whole class?
- What additional support/steps will the struggling students need when these standards are being reviewed?

Appendix C - Interim Prediction Meetings 


Purpose​: ​The purpose of the below document is to frame a leader/teacher meeting about the execution of their 6 week re-teach
plan. It only differs slightly in preparation and execution from the Individual Interim Analysis Meeting in Appendix B. Important changes
in the script have been underlined.

Interim Prediction Meeting Script


Interim Prediction Meetings

Leader: Teacher
1 Week Prior to the Predictions Meeting 6 Week Prior to The Meeting​- Execute the 6 week
- Review the teacher 6 week reteach plan. reteach plan from PLC and Individual Interim Analysis
Before
- Review the Lead/Lag Tracker, observe for trends and meetings with fidelity. Analyze gaps in weekly data
Preparation
gaps that have been identified in the standards that meeting and plan for further reteaches.
were selected in the reteach plan.
- Review the Lead/Lag Tracker, observe for any
standards in the reteach plan that have not been
analyzed.

Deep Analysis Deep Analysis

Start from the End - Generate and Exemplar Response


- Read the language of the standard that have been taught​. What should students know / do to master this
standard? What are the precursor standards they need to know to master this one?
- Review​ the exemplar student response to open ended questions:
- What should and exemplar response include?
- For open-end or multiple choice: What are all the steps that a student needs to do to answer this question
correctly?

ID the Gap in Student Work


- Look at each Reteach (See Lead/Lag Tracker)
- Multiple choice questions: ​ What actions did you take to reteach these standards/questions​? What
misunderstanding(s) is/are ​STILL​ revealed​ in student gaps​?
- Open-ended questions: ​What actions did you take to reteach these standards/questions​? What are most
common student errors ​that are STILL being made​ as a whole class? What is the gap between the
exemplar response for high, middle and low students?
- Identify Questions on the Upcoming Interim and Predict Success
- What questions will students succeed on based on previous instruction?
- What questions will students continue to struggle on based on continuing misconceptions?
ID the Gap in Instruction
- What is the gap between previous instruction and what students need to be able to do to answer this question
correctly ​before the interim that happens in 3 weeks?
Name the Action Step(s)
- Use content resources (SAG, DESE Item Specifications, Curriculum Resources, etc.) to plan precise “What” /
“How” actions steps for each critical mass of error.

Action Plan Create Action Plan for 3 Weeks Preceding the Interim

Determine the Work for Whole Groups and Subgroups


- What standards need to be re-taught in whole group, small group, or individually (tutoring)?
Make Explicit Teaching Actions for Each Standard
- Explicit Instruction:
- What needs to be taught to overcome these misunderstandings?
- How will teaching be different than last time?
- Which prompts should be used to push their thinking?
- Assignments/Activities​:
- What activities/assignments will students need to practice this new skill to the point of mastery?
- Assessments/Checks for Understanding​;
- Where will the teacher build in assessment/check for understanding during lessons over the next seek
weeks?

Action Plan Repeat the Process for​ STRUGGLING​ SPEED & ELL Students:
(SPED/ELL) Analysis
- Sort data by students’ scores - are there questions that only these students are getting wrong? Are there struggling
students who have misunderstanding different than the rest of the class?
- What are the steps the students need to answer these questions correctly? Which of these steps need to be mroe
explicit?

Action Steps
- What sort of practice do the students need to master this content - review of computational skills? Following a
multi-step process?
- What are the standards that will be reviewed/re-taught to the whole class?
- What additional support/steps will the struggling students need when these standards are being reviewed?

 
3 Week Reteach Plan Template 
Purpose: ​During the Interim Prediction Meeting the teacher/leader should create a 3 week reteach plan. See the
blank template below, and the model reteach plan from Appendix A

Week 1  Week 2  Week 3 


Standard of Focus:  Standard of Focus:  Standard of Focus: 
 

Type of Reteach - Skill     


Type of Reteach - Skill 
Type of Reteach - Skill 

Interim Analysis Predictions - Meeting Notes


Date Meeting Type
Upcoming Interim Analysis
Standards of Instruction

Know/Do for Mastery


Instructional Actions

ID the Gap in Instruction


Standard Code What (Gap) How

Gaps in Standards Taught

Standards Not Taught

3 Week Re-Teach Plan


Whole Group Small Group Tutoring
Week 1

Week 2

Week 3

 
   
Appendix D - Math Interim Materials 
Materials: 
❏ Paper Copy of Full Interim Test 
❏ Paper Copy of Questions Organized by Expectation (not standard) 
❏ Digital Copy of Interim Analysis 
Time: ​90 Minutes