Baselines are helpful when I am gauging a student’s understanding of general language skills, seeing how they compare with grade level material, and when writing new goals for an IEP. To collect baselines, I use either my Curriculum-Based Language Assessments or my Screening Toolkits. Rather, I am looking across a broad spectrum of language skills that students should be learning and mastering at their current grade level. When I measure baselines, I am not just assessing their progress on their current goals. When I say “baselines,” I am referring to measuring a student’s current abilities across multiple areas of language. In general, I take baselines 3 times per year. In general, there are two types of data collecting I perform during the year. Instead, it’s going to tell you to take LESS data, focus more on TEACHING, and effectively USE the data you have. So here’s the thing, this post isn’t going to tell you how to take more data. We should be giving to our students more than taking from our students. ![]() We TAKE.ĭata collecting is TAKING, teaching is GIVING. ![]() We measure, probe, ask, write, sigh, and then measure again. I would dare to say the vast majority of us actually do the opposite: Take TOO MUCH data. You might stumble across one of these SLPs yourself and it makes itself pretty apparent real quick. We all know that data is HUGE in our field, and we’re taught that from the very first lesson in our undergraduate course.īut here’s the thing: OCCASIONALLY, I come across an SLP who doesn’t take enough data. If you would like to be included, you can sign up HERE. ![]() *Please note, this post I also write about in my monthly “The Minimalist SLP” newsletter.
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