We are requesting $3,200 to purchase, install, and maintain two outdoor communication boards for playgrounds and one indoor communication board for each specials classroom (discovery lab, music, art, and physical education) at the CKC and each elementary school in our district, totaling seven communication boards per campus. The outdoor boards, measuring 34.5" x 28.75" and constructed from weather-resistant materials, will be mounted on playground fences to facilitate communication during outdoor activities. The indoor boards are 32" x 27", laminated on cover stock, and will be installed in specials classrooms to support communication during indoor activities. All boards are designed to match the layouts already used by speech-language pathologists and special education staff, ensuring consistency across environments. By making core vocabulary accessible in all school settings, this project will help all students, particularly those with communication needs, build essential language skills throughout their day.
Many students in Crosby ISD’s elementary schools experience challenges with communication that impact their ability to participate fully in both academic and social activities. According to data from our district’s speech-language pathology team, a growing number of students require augmentative and alternative communication (AAC) supports due to a variety of disabilities and speech-language impairments.
At present, AAC supports are primarily available inside classrooms, where students may have access to individual devices or classroom-based communication boards. However, there is a significant gap in access to communication supports in common areas such as playgrounds and specials classrooms (discovery lab, music, art, and physical education). This lack of access limits students’ ability to express their needs, interact with peers, and participate in school activities outside of traditional classroom settings. Teachers and support staff have reported that students who use AAC often struggle to join playground games, ask for help, or share ideas during specials, leading to social isolation and reduced engagement.
The target population for this project includes all elementary students who use or benefit from AAC, as well as their peers and educators. We estimate that all special education students district-wide will directly benefit from these communication boards, with many more gaining indirect benefits through increased awareness and inclusive communication practices. By providing outdoor and indoor communication boards at each elementary campus, we will create accessible, consistent communication opportunities for all students, regardless of setting. This project is needed now to bridge the gap between classroom and non-classroom environments, ensuring that every student has the tools they need to communicate, connect, and thrive throughout the school day.
This project will address the communication needs of elementary students in Crosby ISD by providing accessible, low-tech augmentative and alternative communication (AAC) supports in both outdoor and specials classroom environments. Our goal is to ensure that every student who uses or benefits from AAC has consistent opportunities to communicate, participate, and connect with peers and staff throughout the school day—regardless of location.
Many students in Crosby ISD’s elementary schools experience challenges with communication that impact their ability to participate fully in both academic and social activities. According to data from our district’s speech-language pathology team, a growing number of students require augmentative and alternative communication (AAC) supports due to a variety of disabilities and speech-language impairments.
At present, AAC supports are primarily available inside classrooms, where students may have access to individual devices or classroom-based communication boards. However, there is a significant gap in access to communication supports in common areas such as playgrounds and specials classrooms (discovery lab, music, art, and physical education). This lack of access limits students’ ability to express their needs, interact with peers, and participate in school activities outside of traditional classroom settings. Teachers and support staff have reported that students who use AAC often struggle to join playground games, ask for help, or share ideas during specials, leading to social isolation and reduced engagement.
The target population for this project includes all elementary students who use or benefit from AAC, as well as their peers and educators. We estimate that all special education students district-wide will directly benefit from these communication boards, with many more gaining indirect benefits through increased awareness and inclusive communication practices. By providing outdoor and indoor communication boards at each elementary campus, we will create accessible, consistent communication opportunities for all students, regardless of setting. This project is needed now to bridge the gap between classroom and non-classroom environments, ensuring that every student has the tools they need to communicate, connect, and thrive throughout the school day.
This project will address the communication needs of elementary students in Crosby ISD by providing accessible, low-tech augmentative and alternative communication (AAC) supports in both outdoor and specials classroom environments. Our goal is to ensure that every student who uses or benefits from AAC has consistent opportunities to communicate, participate, and connect with peers and staff throughout the school day—regardless of location.
Expanding Communication with AAC During Recess and Specials! - Ellie Denbigh, Krystal Ligons, Noryan Vazquez
Item #1059
$3,200
Value:
priceless