{"id":48,"date":"2026-07-02T04:07:59","date_gmt":"2026-07-02T04:07:59","guid":{"rendered":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/chapter\/taking-the-first-step-gathering-baseline-data\/"},"modified":"2026-07-03T23:43:06","modified_gmt":"2026-07-03T23:43:06","slug":"taking-the-first-step-gathering-baseline-data","status":"publish","type":"chapter","link":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/chapter\/taking-the-first-step-gathering-baseline-data\/","title":{"raw":"Taking the First Step","rendered":"Taking the First Step"},"content":{"raw":"
\r\n

Gathering Baseline Data<\/h2>\r\nIn 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 \u201cwithin 60 calendar days of enrollment and [formally assessed] every 6 months thereafter\u201d (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<\/strong><\/em>. Then, as we review each observation, we further consider what the child has the potential to do<\/strong><\/em>. 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.\r\n
\r\n

Examples<\/p>\r\n\r\n<\/header>\r\n

\r\n\r\nAaron is 3.5 years old and this is his first time in preschool. To see whether Aaron can write his name, you would set out writing materials (markers or crayons, paper and possibly stencils), and you would observe Aaron at the writing center. To gather baseline data, you could use an Anecdotal Note to record how Aaron holds the markers\r\n
    \r\n \t
  • Is he using the palmer grasp or the pincher grasp?<\/li>\r\n \t
  • Is he using his right or left hand?<\/li>\r\n<\/ul>\r\nYou would also want to note what Aaron created\r\n
      \r\n \t
    • Did he write his name, draw a picture or scribble?<\/li>\r\n<\/ul>\r\nIf Aaron scribbled, he might not be ready to use lined paper to write his name or to journal a story. Rather than planning an activity that would require Aaron to write between the lines, it may be more beneficial to plan activities that would help him further develop his fine motor skills. Perhaps you would set out activities that would build his pincher grasp like play dough or stringing beads.\r\n\r\nOnce you observe Aaron\u2019s progression and his \u201csigns of readiness\u201d, then you would reintroduce writing between the lines.\r\n\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n

      Understanding the Child<\/h2>\r\nMany of the same tools and techniques you use to gather baseline data, you will continue to use to support the whole child. This includes screening, planning curriculum, and assessing development. Every observation you complete provides valuable information that you can use to be more intentional and more responsive.\r\n
      \r\n

      Key Takeaways<\/p>\r\n\r\n<\/header>\r\n

      \r\n\r\nWhen we observe the children in our care, we can learn about their:\r\n
        \r\n \t
      • Interests, abilities and preferences<\/li>\r\n \t
      • Developmental skill level\r\n
          \r\n \t
        • Cognitive<\/li>\r\n \t
        • Language<\/li>\r\n \t
        • Social<\/li>\r\n \t
        • Emotional<\/li>\r\n \t
        • Physical<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t
        • Dual Language Learners (DLL)<\/li>\r\n \t
        • How they strategize in social situations<\/li>\r\n \t
        • How they approach learning opportunities\r\n
            \r\n \t
          • Taking into consideration differing abilities and skill sets<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t
          • Personality<\/li>\r\n \t
          • Temperament<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\n\r\n
            \r\n\r\n

            How to Get Started<\/h2>\r\nWhether you are doing a planned observation, or you decide to do a spontaneous observation, you will need some essentials. An intentional teacher is a prepared teacher, and here are a few things you will need:\r\n
              \r\n \t
            • Something to<\/em><\/strong> write<\/em><\/strong> on<\/em><\/strong>\r\n
                \r\n \t
              • Paper<\/li>\r\n \t
              • Sticky notes<\/li>\r\n \t
              • Color coded index cards<\/li>\r\n \t
              • Clipboard<\/li>\r\n \t
              • Notebook<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t
              • Something<\/em><\/strong> to<\/em><\/strong> write<\/em><\/strong> with<\/em><\/strong>\r\n
                  \r\n \t
                • Colored ink pens<\/li>\r\n \t
                • Pencil<\/li>\r\n \t
                • Sharpie markers<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t
                • Something<\/em><\/strong> to<\/em><\/strong> record<\/em><\/strong> with<\/em><\/strong>\r\n
                    \r\n \t
                  • Photo camera<\/li>\r\n \t
                  • Video camera<\/li>\r\n \t
                  • Tape recorder<\/li>\r\n \t
                  • Printer<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t
                  • Something<\/em><\/strong> to<\/em><\/strong> store<\/em><\/strong> your<\/em><\/strong> documentation<\/em><\/strong> in<\/em><\/strong>\r\n
                      \r\n \t
                    • A filing cabinet,<\/li>\r\n \t
                    • Accordion file folder<\/li>\r\n \t
                    • Portfolio<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t
                    • Blank<\/em><\/strong> observation<\/em><\/strong> tool<\/em><\/strong> templates<\/em><\/strong>\r\n
                        \r\n \t
                      • Checklists<\/li>\r\n \t
                      • Frequency counts<\/li>\r\n \t
                      • ABC<\/li>\r\n \t
                      • Snecdotal notes<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t
                      • Some<\/em><\/strong> extras<\/em><\/strong>\r\n
                          \r\n \t
                        • Tape<\/li>\r\n \t
                        • Stickers<\/li>\r\n \t
                        • Paper clips<\/li>\r\n \t
                        • Stapler<\/li>\r\n \t
                        • Batteries<\/li>\r\n \t
                        • Dictionary<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>","rendered":"
                          \n

                          Gathering Baseline Data<\/h2>\n

                          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 \u201cwithin 60 calendar days of enrollment and [formally assessed] every 6 months thereafter\u201d (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<\/strong><\/em>. Then, as we review each observation, we further consider what the child has the potential to do<\/strong><\/em>. 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.<\/p>\n

                          \n
                          \n

                          Examples<\/p>\n<\/header>\n

                          \n

                          Aaron is 3.5 years old and this is his first time in preschool. To see whether Aaron can write his name, you would set out writing materials (markers or crayons, paper and possibly stencils), and you would observe Aaron at the writing center. To gather baseline data, you could use an Anecdotal Note to record how Aaron holds the markers<\/p>\n

                            \n
                          • Is he using the palmer grasp or the pincher grasp?<\/li>\n
                          • Is he using his right or left hand?<\/li>\n<\/ul>\n

                            You would also want to note what Aaron created<\/p>\n

                              \n
                            • Did he write his name, draw a picture or scribble?<\/li>\n<\/ul>\n

                              If Aaron scribbled, he might not be ready to use lined paper to write his name or to journal a story. Rather than planning an activity that would require Aaron to write between the lines, it may be more beneficial to plan activities that would help him further develop his fine motor skills. Perhaps you would set out activities that would build his pincher grasp like play dough or stringing beads.<\/p>\n

                              Once you observe Aaron\u2019s progression and his \u201csigns of readiness\u201d, then you would reintroduce writing between the lines.<\/p>\n<\/div>\n<\/div>\n<\/div>\n

                              Understanding the Child<\/h2>\n

                              Many of the same tools and techniques you use to gather baseline data, you will continue to use to support the whole child. This includes screening, planning curriculum, and assessing development. Every observation you complete provides valuable information that you can use to be more intentional and more responsive.<\/p>\n

                              \n
                              \n

                              Key Takeaways<\/p>\n<\/header>\n

                              \n

                              When we observe the children in our care, we can learn about their:<\/p>\n

                                \n
                              • Interests, abilities and preferences<\/li>\n
                              • Developmental skill level\n
                                  \n
                                • Cognitive<\/li>\n
                                • Language<\/li>\n
                                • Social<\/li>\n
                                • Emotional<\/li>\n
                                • Physical<\/li>\n<\/ul>\n<\/li>\n
                                • Dual Language Learners (DLL)<\/li>\n
                                • How they strategize in social situations<\/li>\n
                                • How they approach learning opportunities\n
                                    \n
                                  • Taking into consideration differing abilities and skill sets<\/li>\n<\/ul>\n<\/li>\n
                                  • Personality<\/li>\n
                                  • Temperament<\/li>\n<\/ul>\n<\/div>\n<\/div>\n
                                    \n

                                    How to Get Started<\/h2>\n

                                    Whether you are doing a planned observation, or you decide to do a spontaneous observation, you will need some essentials. An intentional teacher is a prepared teacher, and here are a few things you will need:<\/p>\n

                                      \n
                                    • Something to<\/em><\/strong> write<\/em><\/strong> on<\/em><\/strong>\n
                                        \n
                                      • Paper<\/li>\n
                                      • Sticky notes<\/li>\n
                                      • Color coded index cards<\/li>\n
                                      • Clipboard<\/li>\n
                                      • Notebook<\/li>\n<\/ul>\n<\/li>\n
                                      • Something<\/em><\/strong> to<\/em><\/strong> write<\/em><\/strong> with<\/em><\/strong>\n
                                          \n
                                        • Colored ink pens<\/li>\n
                                        • Pencil<\/li>\n
                                        • Sharpie markers<\/li>\n<\/ul>\n<\/li>\n
                                        • Something<\/em><\/strong> to<\/em><\/strong> record<\/em><\/strong> with<\/em><\/strong>\n
                                            \n
                                          • Photo camera<\/li>\n
                                          • Video camera<\/li>\n
                                          • Tape recorder<\/li>\n
                                          • Printer<\/li>\n<\/ul>\n<\/li>\n
                                          • Something<\/em><\/strong> to<\/em><\/strong> store<\/em><\/strong> your<\/em><\/strong> documentation<\/em><\/strong> in<\/em><\/strong>\n
                                              \n
                                            • A filing cabinet,<\/li>\n
                                            • Accordion file folder<\/li>\n
                                            • Portfolio<\/li>\n<\/ul>\n<\/li>\n
                                            • Blank<\/em><\/strong> observation<\/em><\/strong> tool<\/em><\/strong> templates<\/em><\/strong>\n
                                                \n
                                              • Checklists<\/li>\n
                                              • Frequency counts<\/li>\n
                                              • ABC<\/li>\n
                                              • Snecdotal notes<\/li>\n<\/ul>\n<\/li>\n
                                              • Some<\/em><\/strong> extras<\/em><\/strong>\n
                                                  \n
                                                • Tape<\/li>\n
                                                • Stickers<\/li>\n
                                                • Paper clips<\/li>\n
                                                • Stapler<\/li>\n
                                                • Batteries<\/li>\n
                                                • Dictionary<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n","protected":false},"author":17,"menu_order":1,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":"cc-by-nc-sa"},"chapter-type":[50],"contributor":[],"license":[58],"class_list":["post-48","chapter","type-chapter","status-publish","hentry","chapter-type-numberless","license-cc-by-nc-sa"],"part":117,"_links":{"self":[{"href":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-json\/pressbooks\/v2\/chapters\/48","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-json\/wp\/v2\/users\/17"}],"version-history":[{"count":5,"href":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-json\/pressbooks\/v2\/chapters\/48\/revisions"}],"predecessor-version":[{"id":220,"href":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-json\/pressbooks\/v2\/chapters\/48\/revisions\/220"}],"part":[{"href":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-json\/pressbooks\/v2\/parts\/117"}],"metadata":[{"href":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-json\/pressbooks\/v2\/chapters\/48\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-json\/wp\/v2\/media?parent=48"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-json\/pressbooks\/v2\/chapter-type?post=48"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-json\/wp\/v2\/contributor?post=48"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-json\/wp\/v2\/license?post=48"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}