20 Taking the First Step – Gathering Baseline Data
In order to truly measure the learning, growth, and development of a child over time, there needs to be a point of reference, or a starting point. Baseline data provides a starting point. As recommended by the California Department of Education, in the Desired Results Developmental Profile (DRDP), to establish a baseline, children should be observed “within 60 calendar days of enrollment and [formally assessed] every 6 months thereafter” (DRDP, 2015, p. ii). More specifically, any time a child starts your program, or any time you introduce a new concept, topic or theme, it would be beneficial to gather baseline data. With each observation the goal is to track – What the child can do. Then, as we review each observation, we further consider what the child has the potential to do. Knowing specific details about how the child responds to the activities we have planned, and how the child is interacting with their peers, allows intentional teachers to make informed decisions that are in the best interest of the child. Baseline data allows us to create individualized activities and enriched learning opportunities and set up engaging environments where each child can feel empowered, challenged and well cared for.
Here is an example: