Baseline Procedure
1. Take Attendance
Recorders call out student names, and line them up in order. (Each recorder will have a group of students approximately ½ of full class)
In the attendance column, mark an X if they are present, and a – if they are absent.
Only students who have completed waivers should be called for attendance. Do not add students' names to the recording sheets.
Walk the students over in order to the instructors to begin skill evaluation.
2. Bob Test
One instructor describes (not teaches) the Safe Entry skill and the Bob Test. Assure students that an instructor will be next to them and ready to help.
At the same time, another instructor demonstrates (not teaches) the Safe Entry skill and the Bob Test.
Then, all instructors select 1 student at a time to evaluate (without teaching) the Bob test.
Instructors should encourage each student no more than twice to enter the water and perform the skill before moving on to the next student.
After each student performs the skill, instructors communicate the appropriate score to the recorder.
Instructors work together to evaluate all students before moving on to the next skill.
3. Traveling Bobs
One instructor describes (not teaches) the Traveling Bobs skill. Assure students that an instructor will be next to them and ready to help.
Another instructor demonstrates (not teaches) the Traveling Bobs skill.
Then, all instructors select 1 student at a time to evaluate (without teaching) the Traveling Bobs skill.
Instructors should encourage each student no more than twice to perform the skill, then move to the next student.
After each student performs the skill, instructors communicate the appropriate score to the recorder.
Instructors work together to evaluate all students before moving on to the next skill.
4. Retrieve Underwater Object
One instructor describes (not teaches) the Retrieve Underwater Object skill. Assure students that an instructor will be next to them and ready to help.
Another instructor demonstrates (not teaches) the Retrieve Underwater Object skill.
Then, all instructors select 1 student at a time to evaluate (without teaching) the Retrieve Underwater Object skill.
Instructors should encourage each student no more than twice to perform the skill, then move to the next student.
After each student performs the skill, instructors communicate the appropriate score to the recorder.
Instructors work together to evaluate all students before moving on to the next skill.
5. Stationary Skills
One instructor describes (not teaches) the Stationary Skills assessment. The instructor will:
describe floating on the back, treading, and changing between floating and treading skills,
encourage students to perform the skill as long as they can (not just as long as the demonstration), and
assure students that an instructor will be next to them and ready to help.
Another instructor demonstrates (not teaches) Tread and Survival Back Float.
Then, all instructors select up to 2 student(s) at a time to evaluate (without teaching) the Stationary Skills assessment.
Instructors should encourage each student no more than twice to perform the skill(s), then move to the next student.
After each student performs the skill(s), instructors communicate the amount of time that was performed to the recorder.
Instructors work together to evaluate all students before moving on to the next skill.
6. Propulsion Skills
One instructor describes (not teaches) the Propulsion Skills assessment. The instructor will:
describe multiple ways of propelling on both the front and back, including Front Crawl, Breaststroke, Back Crawl, and Elementary Backstroke,
use phrases to describe the arm and leg actions, rather than using stroke names,
tell students they get to choose which way they would like to swim,
encourage students to perform the skill as long as they can (not just as long as the demonstration), and
assure students that an instructor will be next to them and ready to help.
Another instructor demonstrates (not teaches) Front Crawl, Breaststroke, Back Crawl and Elementary Backstroke
Instructors select 1 student at a time to evaluate (not teach) the Distance Swim assessment.
Simultaneously, a designated ʻstroke qualityʻ instructor exits the water and assesses the quality of each student's swim using the appropriate stroke scoring rubric.
Instructors evaluating the Distance Swim should coordinate when they begin assessments with each student so the designated ‘stroke quality’ instructor has a chance to watch each student’s push off and stroke.
Instructors should encourage each student no more than twice to perform the skill, then move to the next student.
After each student performs the skill, instructors communicate the distance that was performed to the recorder. (Additionally, the designated ‘stroke quality’ instructor communicates the appropriate quality score to the recorder.)
Instructors work together to evaluate all students, including coordinating with the ‘stroke quality’ instructor.
7. Standing Entry, Turn, and Safe Exit
Transition the group to water that is overhead depth.
One instructor describes (not teaches) the Standing Feet First Entry skill, the Turn Orientation skill, and the Safe Exit skill. Assure students that an instructor will be next to them and ready to help.
Another instructor demonstrates (not teaches) the Standing Feet First Entry, Turn Orientation, and Safe Exit skills sequentially.
Then, all instructors select 1 student at a time to evaluate (without teaching) the Standing Feet First Entry skill, then the Turn Orientation skill, and then the Safe Exit skill.
Students may perform all three skills sequentially back to back, or may have support and rest between them at the instructorʻs discretion.
If support is used, the student must independently start the next skill without assistance.
Instructors should encourage each student no more than twice to perform the skills, before moving on to the next student or assisting the student out of the water to move the procedure along.
After each student performs each skill, instructors communicate the appropriate scores to the recorder.
Instructors work together to evaluate all students before moving on to the next skill.
9. If Time Remains
Baseline assess Survival Float on Back (relaxed with minimal propulsion, Max 30 sec).
Baseline assess Tread (constant active vertical propulsion with head above surface. Max 60 sec).
Begin teaching the Back Float skill.