How to Write a Baseline That Actually Works

A strong baseline is the foundation of every good IEP goal. When it’s written clearly—with real data, a measurement tool, and a date—you not only set the student up for success, but you also protect yourself and your school.

The truth is simple: if the baseline is weak, the goal is weak. And when goals are weak, it becomes nearly impossible to show real progress later.

In this post, you’ll learn exactly how to write baselines that hold up in real classrooms and in real legal reviews.

Why Baselines Matter So Much

A baseline isn’t just a sentence in an IEP. It answers three questions that determine the entire year:

What can the student do right now?
How was this measured?
When was it measured?

If any one of these pieces is missing, the progress monitoring system falls apart. You cannot show growth if you don’t know the starting point.

This is also why baselines are one of the first places parents and lawyers look. They know that if the baseline is vague, the district will struggle to prove progress.

What a Good Baseline Actually Looks Like

Weak Baseline (Common But Unusable)

“John struggles with reading fluency.”

This tells you nothing about what John can actually do.

There’s no number.
No tool.
No date.
No starting point.

Strong Baseline (Measurable and Defensible)

“John reads 42 correct words per minute on a grade-level passage, measured on September 15 using a one-minute oral reading fluency probe.”

This baseline works because:

42 CWPM = measurable
grade-level passage = defined
one-minute ORF probe = tool
September 15 = date

Anyone who reads this—another teacher, an admin, a parent, or an attorney—knows exactly where John started.

Simple Checklist for Strong Baselines

Use this every time you write one:

✔ Use numbers, not descriptions
✔ List the tool you used (CBM, rubric, work sample, probe, frequency count, etc.)
✔ Include the date collected
✔ Match the baseline to the goal
✔ Keep it short and clear

If a baseline is two paragraphs long, it usually means it’s missing numbers.

What Districts Commonly Get Wrong

These mistakes are everywhere:

❌ Copy-pasting generic statements
❌ No date listed
❌ Using a measurement method that doesn’t match the goal
❌ Using teacher observation instead of actual data
❌ Writing baselines that describe behavior instead of measuring it

When these things happen, the IEP becomes vulnerable. It’s easy to question whether the student actually made progress—or whether the data was even real.

How to Fix Baselines Quickly

Here’s the easiest way to clean up weak baselines:

Step 1: Pull Real Data

Grab work samples, CBMs, probes, or frequency counts.

Step 2: Write One Clear Sentence

Format it like this:

“Student does X (number) using Y tool measured on Z date.”

Example:
“Maria solves 3 out of 10 two-digit addition problems accurately using a teacher-created probe on October 2.”

Step 3: Align the Goal to the Baseline

If your baseline uses CWPM, the goal should use CWPM.
If your baseline uses frequency, the goal should use frequency.

No switching measurement tools.

Step 4: Store the Baseline Where You Can Find It

IEP Report automatically connects baseline data to each goal so you keep the starting point forever—and see progress build from it.

What to Do Next

Take five minutes and look at the baselines in your current IEPs. If you’re unsure how often you should be collecting the progress that connects back to these baselines, check out our guide on How Often IEP Progress Should Be Monitored.

Rewrite any baseline that:

has no number
has no date
uses a vague phrase like “struggles with,” “needs help,” “is below grade level,” or “inconsistent”
doesn’t connect to the goal

You will instantly improve the clarity and defensibility of the student’s IEP.

*This guide is for informational purposes only and is not legal advice. Always follow your district procedures and state regulations.