Starting point
Students communicated inconsistently—often responding only when asked, with limited opportunities to initiate or sustain interaction.
Instructional focus (based on the scale)
The team used the Expressive Communication scale to focus on how students were using communication during academic routines. The scale emphasizes growth from intentional communication → symbolic communication → flexible interaction across multiple turns and purposes.
Evidence gathered
Teachers brought examples of student communication from shared reading and writing:
- single responses when prompted
- limited initiation
- few multi-turn exchanges
- inconsistent use of communication systems
Discussion in a PLC
During team meetings, educators reviewed this evidence together and noticed patterns:
- students had opportunities to respond, but fewer opportunities to initiate
- communication was often limited to answering questions rather than expressing ideas
- supports for communication were present, but not consistently embedded into routines
The team asked:
- Where are students already communicating successfully?
- What opportunities are missing?
- How can we extend communication beyond single responses?
Instructional decisions
Based on this discussion, the team agreed to:
- create structured opportunities for students to initiate during shared reading
- build in multiple communication turns (not just one response)
- model and expand student communication using AAC, signs, or speech
- embed communication into predictable routines across the day
What changed
Students began to:
- initiate communication during literacy activities
- take multiple turns with peers and adults
- comment and connect ideas
- use communication for a wider range of purposes
Communication shifted from responding when asked to actively participating in shared meaning-making.