Notes for Balsz Learning Observation Instrument - Pre-Conference Phase
Task Analysis for Content Rubric (BT4S:
Communicating Standards and Objectives)
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Planned/Taught lesson objective(s), sub-objective(s), & materials are aligned to content standards; segmented for learning; reflect prior learning, and
are logically organized/sequenced in relation to the lesson.
Lesson Objective: The identified learning that is to result from instruction.
Sub-Objective: Directly related objectives that need to be taught and mastered by students in order for students to master the lesson objective.
Task Analysis: A process of breaking an objective into the essential and subordinate sub-objectives.
Planned/Taught lesson objective(s), sub-objective(s), & materials anticipate possible student misconceptions and are logically organized/sequenced in
relation to the lesson and unit.
Student Misconceptions: Student ideas that may be naïve, incomplete, inaccurate, or inconsistent.
Planned/Taught lesson objective(s), sub-objective(s), & materials are logically organized/sequenced in relation to the lesson, unit and year-long plan.
Content Accessibility for Content Rubric (BT4S:
Instructional Scaffolding)
Discusses plan for making content accessible for all students at the sub-objective level by identifying and sharing materials/strategies for verbal &
instructional scaffolding (e.g. building background; paraphrasing; adapting materials; modifying tasks, problems, complexity of text; and/or
vocabulary.) Provides evidence that appropriate data was used in planning for content accessibility, including IEP’s, ILLP’s, and relevant assessment
data (e.g., formative assessments).
Content Accessibility: Organizing the instruction and activities in order to make the content understandable for students to learn. Adjusting materials, language or
activities to ensure comprehension.
Scaffolding: Careful and intentional structuring of instruction, questioning, or tasks to support the learner in mastering new concepts or skills.
Discusses plan for making content accessible for all students at the sub-group level by identifying and sharing materials/strategies for verbal &
instructional scaffolding (e.g. building background; paraphrasing; adapting materials; modifying tasks, problems, complexity of text; and/or vocabulary.
Provides evidence that appropriate data was used in planning for content accessibility, including IEPs, ILLPs, and relevant assessment data (e.g.,
formative assessments).
Sub-group: A subset of students drawn from a larger group for the purposes of assessing or differentiating instruction .
WestEd Teacher Notes for Balsz LOI - Pre-Conference Phase, 7/12
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Content Accessibility for Content Rubric Continued
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Discusses plan for making content accessible for all students by identifying and sharing materials/strategies for verbal & instructional scaffolding (e.g.
building background; paraphrasing; adapting materials; modifying tasks, problems, complexity of text; and/or vocabulary. Provides evidence that
multiple sources of data were used in planning for content accessibility, including relevant literacy performance data for each student, IEP’s, ILLP’s,
and relevant assessment data (e.g., formative assessments).
Real-Time Assessment for Formative Assessment Rubric (BT4S:
Formative Assessment)
Plans appropriate during and end-of-lesson assessment(s) (e.g., student recording, artifacts, monitoring notes, verbal response) aligned to the lesson
objective that are designed to elicit the information necessary to adjust instruction at the sub-objective level.
Formative Assessment: Any form of on-going assessment used by a teacher to evaluate student understanding during instructional activities and provide information to
plan and guide instruction.
Plans appropriate during and end-of-lesson assessment(s) that are designed to elicit the information necessary throughout the lesson in order to
adjust instruction at the sub-group level.
Plans appropriate during and end-of-lesson assessment(s) that are designed to elicit the information necessary throughout the lesson in order to adjust
instruction at the individual student level.
Correct Level of Difficulty for Formative Assessment Rubric
5
(BT4S: Communicating Standards and Objectives and Formative Assessment and Instructional Scaffolding)
Produces evidence that real-time assessments are at the correct level of difficulty for more than half of the students, as evidenced by pre/prior
assessment(s) and student work.
Correct Level of Difficulty: A term used to identify the difficulty of the material, objective, sub-objective, or assessment.
Produces evidence that real-time assessments are at the correct level of difficulty at the sub-group level.
Produces evidence that real-time assessments are at the correct level of difficulty for the individual level.
WestEd Teacher Notes for Balsz LOI - Pre-Conference Phase, 7/12
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