Expressive and/or Receptive Communication Demands Directions

The final segment of the Final report asks you to identify expressive and/or receptive communication demands related to the assessed reading and math skills. It also asks you to reflect on how you would support the target student in the use of expressive and/or receptive communication in the areas reading and math skills instruction. You will use prompts from the edTPA Task 1 and a provided templates for completing this section of the final report.

However, before you will be able to complete this section of the report you have to familiarize yourself with the terminology used by edTPA in Special Education in relation to communication, communication demands including expressive and/or receptive communication demands:

Review the document, edTPA Basic Terminology. This document identifies terms from the Special Education Glossary section of the edTPA Special Education Assessment Handbook, 2014, pp. 55-56).

Review the section on Communication Skill Function/Demands from the booklet Making Good Choices in Special Education Support Guide (pages 16-17).

Review Expressive and/or Receptive Communication Demands Example 1 and Example 2 to give you better idea on to identify and support the focus learners in meeting their expressive and/or receptive communication demands.

Use the provided template Expressive and/or Receptive Communication Demands in Reading to identify expressive and/or receptive communication demands of your target student and how to support your target student in meeting his or her expressive and/or receptive communication demands related to the identified deficits in reading and math skills. More specifically, you have probably identified more than one deficit skills in reading (either in decoding and/or comprehension skills) and developed IEP goals to address these deficit skills. Select one of these deficit skills in reading (either in decoding and/or comprehension skills) and related to that deficit skill IEP goal and complete template related to Expressive and/or Receptive Communication Demands in Reading.

Do the same for the area of math skills. That is, you have probably identified more than one deficit skills in math (e.g., math facts, or computation skills, or problem solving skills) and developed IEP goals to address these deficit skills. Select one of these deficit skills in math (e.g., math facts, or computation skills, or problem solving skills) and related to that deficit skill IEP goal and complete template related to Expressive and/or Receptive Communication Demands in Math.

In summary, you have to complete the template Expressive and/or Receptive Communication Demands twice, once for one deficit skill in reading and once for one deficit skill in math.

As you work on completing these templates, put yourself in a role of a teacher who is planning a lesson in which the target student will be provided with opportunities to meet his or her expressive and/or receptive communication demands as defined in the related IEP goals.

edTPA Special Education Assessment Handbook (2014, September). The Stanford Center for Assessment, Learning and Equity (SCALE). Stanford, CA: The Board of Trustees of the Leland Stanford Junior University.