TEXAS SCHOOL FOR THE BLIND
AND VISUALLY IMPAIRED
ANNUAL REPORT
2009-2010
Texas School for the Blind and Visually Impaired
A Center for Educational Services for All Blind
and Visually Impaired Students in Texas
1100 W. 45th Street, Austin, Texas 78756
(512) 454-8631
1-800-TSB-KARE
TDD (512)-206-9451
www.tsbvi.edu
TSBVI Board of Directors
Parents of Persons with Visual Impairments
Mary K. Alexander
Valley View
Caroline Daley
Kingwood
Michelle Goodwin
Fort Worth
Consumers with Visual Impairments
Cynthia Finley
Lubbock
Michael Garrett
Missouri City
Joseph Muniz
Harlingen
Persons Working with the Visually Impaired
Gene Brooks
Austin
Bobby Druesedow, Jr.
Aledo
Deborah Louder, President
San Angelo
TSBVI Administrative Staff
William Daugherty
Miles Fain
Lauren Newton
Carol Vaughan
Cyral Miller
Charlotte Miller
Barney Schulz
Ken Miller
Superintendent
Principal of Comprehensive Programs
Principal of Special Programs
Director of School and Student Services
Director of Outreach Programs
Director of Human Resources
Administrator for Business, Operations, and Technology
Director of Special Education Support
A Message from the Superintendent
2009-2010
The 2009-2010 school year at the Texas School for the Blind and Visually Impaired
(TSBVI) was an excellent year for teaching and learning as well as for the school’s services that
reach all parts of the state and go on to provide leadership at the national and international levels.
But in the back of our minds, and always strikingly in view, was the fact that TSBVI is one large
construction zone, and will continue to be so well into 2012.
Imagine your kitchen being remodeled for years on end, sometimes with very satisfying
results and sometimes with disappointments. This is life in the rebuilding of an entire campus
where the bells ring and school must go on. Thanks to the talent and dedication of our staff and
the ability of our student to adapt to an ever-changing landscape, TSBVI had a very, very good
year.
TSBVI students began making the largest gains ever on the TAKS tests during 2009-2010
as they and their teachers began to hone the skills and knowledge needed for growth on this type
of measure. But growth in all areas of learning, including the Expanded Core Curriculum that
focuses on specialized skills needed by students who are blind or visually impaired, continued to
meet and even exceed the performance goals we’ve established. The school’s short-term and
summer enrichment programs continue to refine and improve upon ways to provide high quality
learning opportunities for students who regularly attend school in their home communities. Our
statewide outreach services, widely considered to be the best in the nation, had a fabulous year
providing technical assistance to schools, communities and families in every part of the state. No
other special purpose school like ours in the country has perfected this three-pronged approach—
full time enrollment, part time enrollment, and statewide outreach—to the degree TSBVI has
achieved. It’s all about expertise and commitment and the resources that Texas has invested in
our fine school.
Before the demolition began on the old structures, TSBVI alums going back to the 1950’s
gathered for a day to visit the school they remembered in fine detail. In the auditorium at the end
of the day stories were told and songs were sung. It brought into sharp focus how much TSBVI
has meant to so many people. Terms like “life changing” were common and they were spoken
with honesty and emotion. Many of those gathered had attended TSBVI when it was one of the
only options available to them for a high quality education. Today’s world is all about choices and
options, and TSBVI has structured its mission to provide choice and options to all seeking our
services, be they students, parents or school districts. By doing so we keep in mind that our
value lies not only in the quality of our teaching, but also in our willingness to make sure our
resources are available to all Texans regardless of where they attend school or where they live.
William Daugherty
TSBVI - Who We Are . . .
A HISTORY OF THE SCHOOL
The School was established in 1856 and classes were first held at the residence of Mr. W. L. Hill
in Austin, Texas. The School moved to the present day “Little Campus” in the current day Arno
Nowotny Building/Custer House of the University of Texas. A second campus was established
on Bull Creek Road in Austin in 1889. In 1915 the School’s name was changed to the Texas
School for the Blind and the School moved to its present 45-acre campus on West 45th Street in
Austin. A special program for deafblind children was initiated in 1972 and was housed in the
former Confederate Widows’ Mansion on 38th Street. The deafblind program moved to the 45th
Street campus in 1981. In 1989, the School was given its current name, the Texas School for the
Blind and Visually Impaired (TSBVI), to reflect more accurately the population it serves.
The main functions of TSBVI include:
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To provide a free, appropriate public education that addresses the intense or
specialized needs of visually impaired children and youth, including those with
additional disabilities when the local district and parents agree that such services are
not available in a local program.
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To conduct supplemental programs, such as summer and other short-term programs.
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To provide statewide services to parents of students, school districts, regional
education service centers, and other agencies including training, consultation, technical
assistance, and developing and disseminating materials such as curriculum,
instructional methodology, and educational technology.
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To partner with Texas Tech University and Stephen F. Austin State University in
preparation programs for teachers of the visually impaired.
OUR VISION
All blind and visually impaired students in Texas, including those with
additional disabilities or deafblindness, will have the skills and
knowledge to enjoy fulfilling and satisfying lives.
OUR MISSION
Texas School for the Blind and Visually Impaired (TSBVI) will be a leading center of educational
expertise in Texas for students with visual impairments, their families, and the local and regional
providers who work with them. TSBVI will provide opportunities for children and youth who are
visually impaired, including those with additional disabilities or deafblindness, to develop the skills
necessary to lead vocationally, personally, and socially satisfying and productive lives.
OUR PHILOSOPHY
The Texas School for the Blind and Visually Impaired (TSBVI) believes that every blind and
visually impaired person in Texas, including those with additional disabilities or deafblindness:
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should have the opportunity to be equal and the right to be different.
are provided the best assurance for educational success through a comprehensive
assessment, sound educational planning, and an appropriate placement.
learn best when their teachers and other staff are highly trained and know how to
address the unique needs of these students.
will have access to the on- and off-campus services of TSBVI.
must have instruction in all areas of the expanded core curriculum.
must have educational services equal to services provided to sighted students.
benefit from having parents who are informed about the educational needs of their
children, and who are equal participants in the educational process.
The Staff
The staff of TSBVI is comprised of 404 full-time and part-time positions including classroom
teachers, teacher aides, job coaches, related service staff including orientation and mobility
instructors, speech-language pathologists, occupational and physical therapists, psychologists,
behavior specialists, counselors, social workers, health services staff, residential staff who work
with students after school hours, clerical staff, business office staff, admissions and records staff,
technology staff, maintenance workers, groundskeepers, food service workers, custodial staff,
transportation and security staff, among others.
The Board of Trustees
The School is governed by a nine-member Board of Trustees, which is appointed by the
Governor and confirmed by the Senate. The Board is comprised of three members who are blind
or visually impaired, three who have experience working in the field of visual impairment, and
three who are parents of a child who is blind or visually impaired. Public meetings of the Board
are generally held 5-6 times per year.
Our Partnerships
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Local school districts refer students to us for specific needs. Students are then shared
between the school district and TSBVI, and information sharing and collaboration for
the benefit of students is continuous.
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Education Service Centers are often a source of referrals to TSBVI, and the ESCs
often are the point of contact when a student is returned to his/her community.
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Additional partners with whom TSBVI has a mutually productive and satisfying
relationship are all local and state agencies and organizations of and for the blind.
Sources of Funding
The School is primarily funded through appropriations granted by the State Legislature. Other
sources of funding include federal funds, appropriated receipts, interagency contracts, and
donations.
Chart 1 - Sources of Revenue 2009-2010:
General Revenue - $15,342,714; Federal Funds - $2,348,940; Appropriated Receipts –
$1,275,872; Interagency Contracts - $1,489,194; Bond Proceeds - $35,192,336. Total Revenue $55,649,056.
COMPREHENSIVE PROGRAMS
K-12 Program: TSBVI provides full-time comprehensive programs during the regular school
year to students who are unable to receive an appropriate public education from the local school
district. Districts refer students for placement to acquire a student-specific set of skills that, once
learned, will allow the student to return to education in the home community. At TSBVI, students
receive intensive instruction in all areas of the curriculum including braille reading and writing,
orientation and mobility, assistive technology, career education, social skills, occupational and
physical therapy, speech therapy, daily living skills training and many other disability-specific skill
areas. TSBVI is the only placement in the State where all educational staff are specially trained
and certified to teach students with visual impairments and all residential staff receive ongoing
training in teaching independent living skills, including personal hygiene, dressing, grooming, and
home care.
Post Secondary Program: This program, offered in partnership with the Texas Department of
Assistive and Rehabilitative Services – Division of Blind Services, provides training for students
who are legally blind and have a regular State Board of Education high school diploma or GED.
Students seeking this post-secondary experience are in need of remedial academic, independent
living and work related skills training. They will cultivate the skills, attitudes and opportunities
necessary to meet the demands of competitive employment and adult living.
ACHIEVEMENTS IN THE 2009-2010 SCHOOL YEAR
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The school met and exceeded the performance standards agreed upon with the Texas
Education Agency representing significant student progress in the following curricular
areas. The percentages of students assessed making moderate to substantial progress
on curricular-based assessments were:
Chart 2 – Achievements in the 2009-2010 School Year – Comprehensive Programs:
Math – 98%; Language Arts – 88%; Science – 100%; Social Studies – 97%; Career
Education – 95%; Independent Living Skills – 93%; Recreation and Leisure – 100%;
Technology – 100%; Social Skills – 91%; Orientation and Mobility – 100%; Functional
Skills – 100%; Infused Skills – 94%.
** Infused Skills (for multiply impaired students) – Social Communicative Interactions,
Emotional Development, Senses and Motor Skills, Basic Concepts,
Representation/Cognition
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80% of Comprehensive Program students achieved moderate to substantial progress on
every area of the core and expanded core curriculum in which they received programming.
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84% of all TAKS tests taken were passed.
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Student progress in 100% of the ten major instructional areas was rated as satisfactory,
very satisfactory, or outstanding by at least 90% of parents, local school districts and
students.
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84% of graduates surveyed from the past 5 years were engaged in productive life activities
(work, post-secondary education or training, volunteer activities or seeking work).
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100% of teachers and paraprofessionals met No Child Left Behind highly qualified
standards.
COMPREHENSIVE PROGRAMS MEASURES FOR 2009-2010
Chart 3 – Comprehensive Programs Measures for 2009-2010:
Percent of students achieving moderate to substantial progress on every area of the Core and
Expanded Core Curriculum – 2008-2009 school year – 87.60%; 2009-2010 school year –
79.84%.
Percent of TAKS Tests passed – 2008-2009 school year – 55.93%; 2009-2010 school year –
3.66%.
Percent of major instructional areas in which students’ progress was rated as satisfactory or
above by at least 90% of parents, local school districts and students – 2008-2009 school year –
100%; 2009-2010 school year – 100%.
Percent of graduates from the past 5 years engaged in productive activities – 2008-2009 school
year – 77.59%; 2009-2010 school year – 83.87%.
OTHER ACHIEVEMENTS
 Students presented the UIL One-Act Play, "Twelve Angry Jurors," and advanced to the
Area competition (3 rounds of competition). In addition, cast and crew members earned
the following individual awards: Outstanding Crew Member, All Star Cast, Outstanding
Actor and Actress. The play was also presented for the TSBVI community.
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Participation in an array of beneficial after-school informal course opportunities for
students including: Rowing, Yearbook Club, Yoga, Dance, Art, Group Games, Spin Biking,
Tandem Biking, Writer’s Workshop, Music Mania, Goal Ball, Social Club, Movie
Appreciation, Radio Station, Swimming, Homework Haven, Music Recording,
Scrapbooking, Cooking & Baking, Walking & Running Club, Jewelry Making, Pep Squad,
Cheerleading, Gardening Club, Book Club and Rock Wall Climbing.
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Students participated in work activities in 14 local businesses and organizations. The
community partners were: North Wood Baptist Day Care, Allied Appliance, Wal-Mart
Norwood, Gullett Elementary, University of Texas Mail Services, Capital Area Food Bank,
Dell Children’s Hospital, KAZI Radio, Austin Humane Society, Austin Council of Churches,
Department of Aging and Disability Services, Goodwill Industries Retail, Dragon’s Lair
Comics and Faith Lutheran Day Care.
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Elementary Teacher Renee Toy was honored as the 2010 Principals of Schools for the
Blind Outstanding Teacher of Students with Visual Impairments, Teacher Aide Scott Kelley
was selected as the 2010 Principals of Schools for the Blind Outstanding Paraprofessional,
and Recreation Manager Mark Gronquist was named the 2010 Principals of Schools for
the Blind Outstanding Residential Staff Member. Comprehensive Programs Principal
Miles Fain was named the 2010 Principal of the year.
SPECIAL ACTIVITIES IN 2009-2010
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Students participated in statewide White Cane Day activities in downtown Austin.
A parent weekend conference was held at TSBVI with 84 students’ families in attendance.
Fifty-eight students participated in the 11th Annual Sports Extravaganza for Blind and
Visually Impaired Students in Irving, Texas. Students competed in track and field, goalball,
beeper ball, and archery. TSBVI brought home more than 220 medals and ribbons. In the
Goal Ball tournament, 10 TSBVI students competed in the Beginners' Tournament, with
the girls’ team taking first place. The boys’ teams came in first and second place.
Elementary students participated in learning activities with students from Redeemer
Lutheran School.
A student holiday music assembly and play were held in the auditorium.
Students traveled to the New Mexico School for the Blind and Visually Impaired in
Alamogordo, New Mexico, for the South Central Association of Schools for the Blind
(SCASB) Wrestling, Cheerleading and Performing Arts Tournament. The TSBVI Choir
performed three songs, “Alle, Alle, Alle,” “Sow it on the Mountain” and “Seasons of Love.”
Two students performed individual piano pieces. Each Wildcat Wrestlers placed either
second or third in their respective divisions. As a team, the Wildcat Wrestlers took home
third place. The Wildcat Cheerleaders won first place.
In the spring, TSBVI athletes traveled to the SCASB wrestling, cheerleading and
performing arts conference event in Alabama. The TSBVI cheerleaders were awarded
third place with members of the wrestling team placing well in their individual weight class
divisions.
Varsity goalball team members participated in the Lakeshore Youth Regional Goalball
Tournament in Birmingham, Alabama, where they competed against 13 teams from across
the country. TSBVI girls took the bronze, and the boys' team won the gold.
Goalball team members returned to Irving, Texas, as defending champions from at the
Lone Star Classic Goalball Tournament. This tournament tested the teams' stamina and
skills against 15 teams from Texas, Colorado and Alabama. TSBVI came to the
tournament with two boys' and one girls' varsity teams. The girls' team won the gold.
TSBVI's varsity boys' squad won silver.
Students participated in a Red Ribbon Safe and Drug-free Schools assembly and poster
contest.
Black Heritage and Fiesta Day activities were held at the School.
Prom night 2010 was held at the Crowne Plaza in Austin followed by a Junior/Senior
banquet.
ENROLLMENT STATISTICS
In the 2009-2010 school year, 151 students representing 105 local school districts throughout
Texas were enrolled in the Comprehensive Programs of TSBVI.
COMPREHENSIVE PROGRAMS:
Elementary Programs: 2005-2006 – 29 students, 2006-2007 – 28 students, 2007-2008 – 26
students, 2008-2009 – 35 students, 2009-2010 – 26 students.
Secondary Programs: 2005-2006 – 109 students, 2006-2007 – 118 students, 2007-2008 – 122
students, 2008-2009 – 104 students, 2009-2010 – 117 students.
Post-Secondary Program: 2005-2006 – 6 students, 2006-2007 – 5 students, 2007-2008 – 4
students, 2008-2009 – 8 students, 2009-2010 – 8 students.
Total: 144 students in 2005-2006, 151 students in 2006-2007, 152 students in 2007-2008, 147
students in 2008-2009, 151 students in 2009-2010.
ETHNICITY OF STUDENTS ENROLLED IN 2009-2010 COMPREHENSIVE
PROGRAMS
Chart 4 – Ethnicity of Students Enrolled in 2009-2010 Comprehensive Programs: 51% White,
16% Black, 3% Asian/Pacific Islander, 30% Hispanic.
Comprehensive Program Survey Responses from Parents and Local School Districts
I am very impressed with the education that our student has received from TSBVI. Although
academic progress has been great, she has been successful in so many areas. This school year
has definitely been her best. Thank you to all the TSBVI staff for all their patience and devotion
to educating her. She has definitely been a challenge, but you have achieved amazing results.
Thank you!!!
Our student is making great progress at TSB and that seems to carry over to her time at home.
Her teacher is wonderful to work with in planning her summer school program here in Lufkin.
I can see that our student is very happy and seems very enthusiastic about school. I am very
satisfied with services she is receiving from TSBVI.
I am extremely happy with TSBVI and the opportunities they have provided to our son.
The staff is courteous and informative. They provide all written information for the ARD in a
timely manner. It is evident that this student had made immense progress and is happy in her
living environment in Austin. I am very impressed with TSBVI services and staff. I am also very
pleased with the progress she has made. She appears to really enjoy her stay at TSBVI.
Our student has been at TSBVI for 3 ½ years. He is leaving a different child. We are thrilled with
the progress he has made. The staff/faculty have gone above and beyond for our student. He
has bonded with TSBVI.
This is his last semester at TSBVI. He will return to our campus in August. Your staff/faculty
have helped prepare us for Jessie’s arrival. The whole TSBVI experience has been positive for
all involved.
We have learned from you—and our son. I have absolutely no complaints. He is leaving TSBVI
as a “blossoming” young man. Never have we seen so much thinking and/or expression from
him. We welcome him home. Thank you.
One word—OUTSTANDING! My daughter has progressed tremendously these last couple of
years. She has grown into a more confident and independent young woman. We are so grateful
for the extra care and attention given to her to allow her to achieve such gains in her Braille, her
English, and her understanding of all expanded core curriculum. We are very proud of our
daughter.
I have always been satisfied with TSBVI for many years. As you know, I am separated from my
son by many miles, I am also in many different states and countries every week, but when I visit
him at school I know he is happy there and you all have been good to him for many years and I
thank you for that.
I am very pleased with the staff at TSBVI. Our daughter has improved tremendously. She has
come a long way. We have noticed that she is more independent and very inquisitive. I would
recommend parents to consider TSBVI for their child’s education. There is not any kind of
education program for children with a visual impairment that is offered at TSBVI.
My son has made wonderful progress with his educational goals thanks to TSBVI—even though
he has a way to go, I am proud of him—he has many emotional, growing up issues but he’s
always anxious to go back to school. He has always said good things about all the staff and he
enjoys his peers. You guys “rock”!! Thank you, Thank you is full of love and happiness for all
your doing for him!
My child has made great progress since attending TSBVI. Everyone has been great. Please
keep up the great work TSBVI.
We feel that our decision to enroll our son at TSBVI was the best thing we have ever done. His
dorm life, health care and educational opportunities have been fantastic. We look forward to
future involvement at TSBVI. Thanks.
The school is outstanding! We see a change for the better in our son’s behavior each time he
comes home. He has learned so much. The staff is very informative and friendly.
TSBVI has a clear mission with dedicated caring staff from all facets of the institution from
administration, education, health service, food service to maintenance. The educational and
technological settings are excellent and may be the only avenue for many of these students to
learn and gain access to the world around them. I wish that all children with visual impairments
or with visual plus other impairments had the opportunity to come to TSBVI and grow in their
ability to learn and function on their own as much as possible. A place where they can be
provided the tools and specialized training to have a future where they will have more control,
security, responsibility and value to add to their lives and to peoples lives that they will touch as
they journey ahead.
SPECIAL PROGRAMS
SUMMER PROGRAMS
Summer programs are designed to serve students who are not full-time students at TSBVI during
the regular school year. As such, they emphasize those vision related skills from the Expanded
Core Curriculum for Students with Visual Impairments that may be challenging for districts to
teach during the school year. Students are served through six different summer programs:
Academic Secondary Enrichment, Functional Secondary Enrichment, Elementary Summer
Enrichment, SWEAT (an exit level work program for academic students), WALIC (an exit level
work program for functional academic students), and Life Skills Camps. Instruction focuses on:
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Applying academic skills within functional, real-life situations such as independent living or
having a job;
Improving skills of independent living such as personal care, home care, money
management, travel, responsibility and organization, and working well with others;
Learning skills related to recreational activities and the creative arts;
Participating in recreational/leisure activities on campus and in the community; and
Enhancing one’s sense of confidence and well-being, self knowledge, and self advocacy
that can come from being away from home on one’s own, as well as from interacting with
other successful visually impaired students and adults.
Students who attend summer programs are often the only visually impaired student in their
school. The classes introduce students to empowering experiences and ideas about living with
visual impairment, and provide a socially supportive peer group, which reduces feelings of
isolation, difference and loneliness. Many students develop enduring friendships and support
networks that can last a lifetime. This support can be an important factor in enabling these
students to remain in their local districts.
ACHIEVEMENTS IN THE 2010 SUMMER PROGRAMS
1. Classes for academic secondary students were theme oriented rather than subject matter
oriented. For example, students took a class called “Radio Station Management” rather than
“Introduction To Work” or “Writers Workshop” rather than “Language Arts”. The students then
practiced academic and vision-specific skills within the context of appealing, real-life content
(e.g., developing a budget, shopping for goods, writing documents to advertise products,
evaluating effectiveness). In summer 2010 we offered a range of themes, serving 114
students in 15 different classes (described below).
2. Our functional academic secondary students also participated in theme oriented classes
where they practiced and used a broad array of skills (e.g., functional literacy and math,
personal and domestic care, recreation and leisure, work, social skills, and self-determination)
within meaningful daily activities related to themes such as “The Arts in Austin,” “Career
Connections,” and “Transportation”. In summer 2010 we served 35 functional academic
secondary students.
3. Elementary summer enrichment classes were similar to secondary classes in structure: they
provided opportunities for students to practice academic and vision-related skills in activities
such as thematic units, music, community outings, self-care, shopping, cooking, arts and
crafts, and recreational activities. 76 elementary age students participated in these one- and
two-week classes.
4. 27 high-school aged students participated in jobs throughout the Austin community (described
below) for which they were paid the minimum wage. They received intensive training in all
aspects of work--such as getting a job, keeping a job, workplace protocol, specific job skills,
managing money, traveling independently to work, and solving problems that arise at work.
They also received intensive training in independent living at home and in the community.
This included managing a house or apartment; domestic skills such as cleanliness, cooking,
shopping, recreation in the community; and achieving a balance between independence and
interdependence.
5. 46 visually impaired students with severe multiple impairments, including deafblindness, were
provided the opportunity to be away from home (often for the first time) and to participate in
skills of independent living and recreational activities in the community.
SPECIAL ACTIVITIES IN SUMMER 2010
1. Secondary academic classes were offered in four major areas:
 Fine Arts: Camp Fine Arts, Writers’ Workshop, Rock Band, Chorus
 Physical Education: Strength training and cardiovascular skills, bowling, yoga, recreational
games
 Small Business Endeavors: Restaurant Management, Radio Station Management
 Adaptive Strategies and Technologies: Adaptive Math Tools and Strategies, Adaptive
Chemistry Tools and Concepts, Problem Busters (introduction to engineering), Taste of
Independence, Getting There (community mobility), Middle School Enrichment
2. We developed a relationship with the Armstrong School of Music, contracting with well-known
Austin musicians to teach and perform for our secondary students.
3. The local Theater Action Project worked for one week with two groups of middle school age
students to support interactive performances around the topic of “The Courageous
Bystander,” a project aimed at teaching about and preventing bullying.
4. A model classroom was provided for a group of deafblind students. The goals of the class
were to provide state-of-the-art instruction for this unique population, become familiar with the
individual learning needs and style of each student, and then provide training to the parents
and professional staff who work at the local level with each student.
5. We offered SBOE (State Board of Education) academic credit for a summer class in the area
of Physical Education. Not only did these students earn credit towards their graduation
requirements, but they were also able to participate fully in a class that is often minimally
accessible to them.
6. A high school chemistry class introduced students to cutting edge adaptive tools that allow the
chemist who is blind to fully participate in experiments (students who are blind typically only
assist in their school chemistry labs). The class was taught by a blind chemistry instructor
from Pennsylvania State University, who personally developed many of these tools.
7. An introductory engineering class (Problem Busters) presented students with the kinds of
thinking required to approach design problems. The class was co-taught by a TSBVI sciencemath teacher and a professor from Texas A&M University who is interested in making the field
of engineering available to learners who are blind.
8. Two classes of older elementary students focused on issues related to “Transition to Middle
School”. This is an especially difficult transition for students with visual impairments. The
class addressed issues such as personal organization (managing lockers, organizing
backpacks and day timers, retrieving information, dealing with time and deadlines); self
advocacy (explaining your needs to teachers and other students); social skills (caring for
personal appearance; initiating conversations and meeting new people); adaptive tools and
technology (exposure to scanning software, magnification systems, and homework and
classroom aids); orientation and mobility (changing classes, negotiating crowded hallways).
9. Individual high school academic students were assigned to community jobs in Austin at the
following locations: two childcare centers, the Austin Humane Society, an office of the
National Federation of the Blind, Dell Children’s Medical Center, the Department of Aging and
Disability Services, a local hotel, a bookstore, a sculpture garden, and a radio station. Small
groups of functional academic high-school students worked together at the following sites:
The Capital Area Food Bank, Goodwill Industries, University of Texas Mail Services, and WalMart Supercenter. During residential time all these students participated in intensive
instruction in skills of independent living and community participation.
ENROLLMENT STATISTICS
In the 2010 Summer Programs, 298 students were served, representing 153 local school districts
throughout Texas.
2005 Summer Programs: 255 students, 2006 Summer Programs: 288 students, 2007 Summer
Programs: 308 students, 2008 Summer Programs: 315 students, 2009 Summer Programs: 311
students, 2010 Summer Programs: 298 students.
ETHNICITY OF STUDENTS ENROLLED IN 2010 SUMMER PROGRAMS
Chart 5 - Ethnicity of Students Enrolled in 2010 Summer Programs: 45% White, 16% Black, 5%
Asian/Pacific Islander, 0.3% American Indian, 34% Hispanic.
Summer School Survey Responses from Parents and Local School Districts
My child always has a wonderful experience at TSBVI’s summer program.
I would love to have more programs available to more children.
My son had a wonderful time!
My child loves going and looks forward to seeing the staff and her friends. She also enjoys the
classes and really learns a lot. Thank you for giving my kid the experiences.
I’m really proud of this program and I hope it continues this way for other students who need this.
I am very content with the overall program. My daughter truly enjoys it. Helps with her social
skills and gives her a sense of independence and comfort. She always looks forward to future
programs.
My son could not stop talking about how much fun he had at this program. He looks forward to
staying 2 weeks next summer. He learned a lot and felt very engaged. It’s hard to find activities
to get him as excited as he was.
My daughter loves this program. She looks forward to it all year long. She has learned and
grown so much because of the activities offered at TSBVI. We love it!! Awesome program.
I was so impressed and grateful to/for outstanding staff assistance with registration and with the
camp. Exemplary. Thank you for your excellent work!
Summer camp has been an amazing and positive experience for my child. Thank you!!
Everyone was very helpful, kind and understanding. I never had an unanswered question! My
daughter had a wonderful experience and we hope to see everyone again!!
My son had never been before and he was so excited when he got home and everything he told
us helped us to understand how much you really teach and help them. Thanks so much.
I am extremely impressed with this program. It has been a very positive experience for my
daughter.
Very helpful staff, we could not have asked for a better environment for her. She had a great time
and can hardly wait to go back next year! Thank you for giving our child such a wonderful
opportunity!!
I was very pleased with the program and very satisfied that my daughter had a chance to
experience her time with your program. My child had a chance to experience things I can’t get
her to do at home. Your staff did a beautiful job with getting her to participate in outdoor activities
and the opportunity to build her social skills. Thank you very much!!
The camp is wonderful! Filled with new experiences and learning. I don’t believe they have time
to get bored! We appreciate the staff and the school for helping our daughter grow. And it shows
us that she’s capable of more than we give her credit for. Thank you!
I would like to thank the staff at TSBVI. Summer camp has been an exceptional learning
experience.
She has had excellent independent living skills. I feel more confident and less fearful knowing
she can live a full life with the right tool. Thank you.
The staff was stellar! Great people.
This camp is absolutely essential! My son comes back a little different (in a great way) from this
experience. The staff is fabulous. He always has fun and learns so much. Thank you for such a
wonderful and positive experience.
The SWEAT program is awesome! I am so pleased at what my daughter was taught to do from
job skills to traveling independently and social skills improvements. The staff is outstanding-every
one of them!
It is a great thing what TSBVI is doing and more state money should be spent to assist these
programs. This is absolutely the best program my son has every participated in! Don’t change a
thing!
SHORT-TERM PROGRAMS
Short-term Programs were initiated in 2000 in response to local districts’ requests for assistance
with the unique needs of students who are academically successful and on grade level, but need
to learn special adaptive skills in order to access the statewide curriculum and fully participate in
the learning and social environment. We offer brief, intensive classes, from three to five days in
length, in areas such as adaptive technology, math tools and strategies, tactile graphs and maps,
etc. In addition to working on the objectives for which they were referred, students receive
informal instruction and supported practice in other aspects of the Expanded Core Curriculum
(ECC) for Students with Visual Impairments. This includes access skills related to independent
living, travel, recreation and leisure, social interactions, and self-determination — in the company
of visually impaired peers who are also practicing these skills. Instruction begins when students
wake up (they help prepare breakfast before going to class) and ends at bedtime (with afterschool activities such as domestic and personal care, food preparation, community access,
organization and responsibility, homework, self knowledge and self advocacy). Participants also
meet other students and adults with visual impairments, which is often the significant ingredient
contributing to a change of attitude that can impact their educational, vocational, and social
success.
TSBVI provides four types of short-term classes:
1. Individualized instruction to promote access to and success with the statewide curriculum
(TEKS) Local districts refer students to work on aspects of the ECC that support academic
success. Each student’s individualized objectives are jointly determined between TSBVI
and the local teacher of the visually impaired. Parents may also contribute to the selection
of objectives.
2. Special topic classes
Classes are offered on specific topics pertinent to students with visual impairments (e.g.,
adapted tools and technology for accessible mathematics or science; travel in the
community; issues in low vision; college preparation).
3. Independence weekends
Students participate in theme-oriented classes that provide opportunities to apply and
practice skills of independent living, mobility, academics, self-determination,
communication, recreation and leisure. This year’s themes were: “A Capitol Community
(elementary), Pioneer Girls (elementary), Looking Good (secondary), International
Flavors: Let’s Eat! (middle school), Camping (high school) and Senior Prom (high
school)”.
4. Off-Campus classes
In the 2008-09 school year, TSBVI piloted a short-term class outside of Austin. A class
addressing the needs of students with low vision was taught in cooperation with Education
Service Center Region 15 in San Angelo. Low Vision on the Road is a four-phase
program, including a distance education teacher training component, a student folder
review, an on-site day for teachers and students, and continuing transition support.
Despite strong attempts to replicate this program during 2009-10, the Education Service
Centers could not commit to offering it until the following year. Two regional service
centers signed up for the 2010-11 school year.
ACHIEVEMENTS IN THE 2009-2010 SHORT-TERM PROGRAMS
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Students were provided instruction in a broad range of skills related to visual impairment,
including tactile graphics; skills for independent living; math tools and concepts for
nonvisual learners (including Nemeth code); adaptive chemistry lab tools for nonvisual
learners; low vision adaptations, strategies and use of devices; using a portable notetaker;
adaptations for accessing the computer keyboard and screen, and using software for word
processing, presentations, spreadsheets, email, and internet access; travel in the
community; social skills and self-determination. Students were introduced to a wide range
of adaptive technologies and strategies that are available to assist persons with visual
impairments (both electronic and low-tech), and taught how to evaluate and match them to
meet various needs that arise.
97% of students met the objectives for which they were referred.
92% of responding school districts, parents and students rated their experience in shortterm programs as very satisfactory or above.
Short-term programs served a total of 184 students from across the state of Texas,
ranging from the Panhandle, to the Valley, and from the western to eastern parts of the
state. During this school year, we served students from 16 of the 20 educational regions in
the state.
SPECIAL ACTIVITIES IN SHORT-TERM PROGRAMS 2009-2010
1. Special Programs increased its services to students with low vision. These students comprise
approximately 85% of the academic VI population in Texas; however persistent personnel
shortages result in limited services offered. At the same time students with low vision have
needs that can be more difficult to determine than those of blind students, simply because
they vary so much from one student to another.
2. Special Programs teachers are advanced professionals who are expected to support preprofessional training for future teachers, as well as inservice for current Texas teachers. In
that capacity, presentations and training were provided in various locations:
a. Envision Conference
 “Getting in Charge of Getting Around: Access to transportation for students with visual
impairments” (Cynthia Bachofer)
 “Maximum Speed: Increasing the computer proficiency of students with low vision”
(Cynthia Bachofer)
b. Texas Association for Education and Rehabilitation of the Blind & Visually Impaired (TAER)
 “Get with the Program: Pairing self-advocacy and low vision tools and strategies to
increase student independence” (Cynthia Bachofer).
 “The Nemeth You Need: Getting started with the Nemeth code essentials” (Margaret
Edwards)
 “College Prep: Tools for transition” (Nina Wibbenmeyer and Leah Perry)
c. Statewide Staff Development
 “Use of optical devices, access to transportation, and psychosocial issues of students
with low vision” (Cynthia Bachofer). Fort Worth Educational Service Center 11
 “Teaching science to students with visual impairments” (Margaret Edwards), TETN
Presentation
 Teacher of Braille class for the Texas Tech VI teacher training program (Margaret
Edwards)
 “Focusing on Optical Devices” (Cynthia Bachofer). Mentor Center
3. Short-Term Program teachers continued to acquire and refine their own skills in teaching
adaptive math and technology, which are areas of high referral.
4. New classes were added that focused on various aspects of the Expanded Core Curriculum:
 “Low Vision Tools and Strategies Weekend” for elementary students. Students in grades
3-6 were introduced to knowledge and skills needed by learners with low vision. They
visited with a Low Vision Specialist and asked questions about assessments and their
specific eye conditions. They used optical devices (e.g., magnifiers, telescopes) to
complete tasks of domestic, recreational and community living. They also discussed
psychosocial issues.
 “Chemistry Tools and Concepts”. This class was also taught during summer 2010 and is
described in that section of this report.
 Independence Weekend classes. Several new class themes were developed: “Looking
Good, International Flavors: Let’s Eat, A Capitol Community, Pioneer Girls, and Yes We
Can!”
5. The Special Programs department expanded its online student application system and
database to increase functionality. Using this tool, local teachers of the visually impaired fill
out a student’s application only once, regardless of how many times the student attends a
short-term or summer program. Many tasks that used to require long time periods to
complete have now been automated. Additional searches were made available so that users
can quickly see the enrollment history of any student, and so users can research all students
assigned to any individual local teacher.
ENROLLMENT STATISTICS
In the 2009-2010 Short-term Programs, 184 students were served, representing 87 local school
districts.
2005-2006 Short-Term Programs: 132 students, 2006-2007 Short-Term Programs: 146
students, 2007-2008 Short-Term Programs: 152 students, 2008-2009 Short-Term Programs:
148 students, 2009-2010 Short-Term Programs: 184 students.
ETHNICITY OF STUDENTS ENROLLED IN 2009-2010 SHORT-TERM PROGRAMS
Chart 6 - Ethnicity of Students Enrolled in 2009-2010 Short-Term Programs: 48% White, 16%
Black, 7% Asian/Pacific Islander, 29% Hispanic.
PERFORMANCE OBJECTIVES FOR 2009-2010
The following graphs display the achievement of Special Programs in meeting objectives
set out in the School’s Agency Strategic Plan and in the School Improvement Plan.
SPECIAL PROGRAMS PERFORMANCE MEASURES FOR 2009-2010
Chart 7 – Performance Objectives for 2009-2010 Special Programs:
Percent of students attending short-term programs demonstrating progress – 2008-2009 school
year – 90.74%; 2009-2010 school year – 96.67%.
Percent of responding school districts, parents, and students - rating the students’ experiences in
the short-term programs as very satisfactory or outstanding – 2008-2009 school year – 96.19%;
2009-2010 school year – 91.62%.
Percent of students whose local school districts rated their learning experience at summer
programs as very satisfactory or outstanding – 2008 programs – 90.32%; 2009 summer programs
– 93.75%.
Percent of students whose parents rated their learning experience at summer programs as very
satisfactory or outstanding – 2008 programs – 89.60%; 2009 summer programs – 92.24%.
Short-Term Program Survey Responses from Parents and Local School Districts
My child is happier and feels confidence that he is accepted by other children with the same
disabilities. He can relate and gained knowledge about his condition. He is an advocate for
himself.
My son has really thrived from attending classes at TSBVI. He loves going to Austin and looks
forward to each session. The staff are wonderful and always willing to help.
The TSBVI Short-term Programs are great. My child learns a lot of useful information and always
comes back home with more confidence and new friends. TSBVI is a wonderful school. I wish
there was another one closer to us so that she could attend more often or even year-round. The
entire staff is very kind, considerate and professional.
I would like every student to be able to experience TSBVI.
This was a great program. He enjoyed it and learned a lot.
The program provided my student with hands-on knowledge of college prep information. She
stated she enjoyed the program and is less anxious about college prep.
Short-term Programs give students an opportunity to experience life away from parents and
develop independent skills they may otherwise not have the opportunity to do. It gives them
confidence when they realize they can do things independently and get where they are going
without parents doing everything for them.
TSBVI is the best thing that has happened to my student. Her desire for independence and
wanting to move out of her home town now seems possible.
Joyous, novel experience for my student! TSBVI Short-term classes are extraordinary!
Awesome staff!
It was her first time away from home. She has low self-esteem. She has no other VI kids on her
campus. She came back with 10 new friends!
Short-term Programs at TSBVI are wonderful. They have a caring, concerned, experienced, and
well-educated staff.
My student was going through a depression in which his grades had started to fall and he had
made some bad choices. After attending TSBVI he said he is over that period in his life and he
smiles more and keeps in contact with the friends he met at a weekend session. He is very
excited about attending the SWEAT Program this summer and keeps going over the list to make
sure he has everything he will need. Short-term Programs answers unique skills for students with
vi and provides an environment that is relaxing while they embrace their options and future.
My student seemed so much more confident and aware of his image after attending the class.
He wants to attend as many programs as possible. He loves TSBVI!
My student returned with a new enthusiasm for math. She was confident in her newly acquired
strategies. She has a more mature approach to learning and a confidence for new material and
skills.
My student was so enthusiastic about all the things he had learned – bus travel, train, taxis,
grocery stores, cooking, etc. He learned a lot.
My student had a wonderful time. She experienced independence for the first time. She wanted
to stay longer. The staff is knowledgeable, helpful, kind and concerned for the students. I am
looking forward to my student’s experience during SWEAT 2010. This will boost her
independence and self-esteem drastically.
TSBVI staff are so thorough, caring and attuned to student needs and optimal outcomes.
OUTREACH PROGRAMS
The Texas School for the Blind and Visually Impaired offers a wide range of services to families,
school districts, regional education service centers (ESCs), and other agencies serving students
with visual impairments and/or deafblindness including those with additional disabilities. The
Outreach Programs from TSBVI are the most comprehensive in the country and include:
1. Developing and providing local, regional, and statewide training for parents,
paraprofessionals and professionals;
2. Providing consultation to educational teams regarding individual student programs;
3. Developing and disseminating original reference materials;
4. Providing information related to adapted materials, current research, technology
resources, and teaching, assessment, and transition of students with visual impairments;
5. Managing a loan program for assistive technology;
6. Facilitating recruitment of new VI professionals and supporting teacher preparation
programs;
7. Implementing a Federally funded deafblind technical assistance grant and the statewide
DB Census;
8. Conducting a mentorship program for new VI professionals;
9. Coordinating with the Education Service Center VI network to ensure accurate registration
of students with visual impairments and distribution of adapted materials available through
a Federal Quota account from the American Printing House for the Blind.
ACHIEVEMENTS IN THE 2009-2010 FISCAL YEAR
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Over 80% of Outreach customers rated the improvement of their knowledge and skills as a
result of services received from the Outreach program as very satisfactory or outstanding.
Students with visual impairments and deafblindness represent extremely low incidence
populations. The range of student needs is enormous. When districts have concerns on
the appropriate program for an individual student, they turn to their regional ESC VI
consultant or Deafblind Specialist, and those professionals in turn may refer to the TSBVI
Outreach Program. In 2009-2010 the Outreach staff made 120 visits for local school
consultation around the state to 103 districts across Texas. In addition, there was an
increase in the use of telephone, email and video consultations, especially as follow up to
personal on-site visits. 97.22% of respondents reported a positive change for the student,
staff or family as a result of school consultation visits by Outreach staff. Staff went to and
average of 39 districts each of the three quarters corresponding to the academic school
term to support local programming for students.
Requests for workshops and training were strong; TSBVI Outreach presented or facilitated
299 conferences and/or workshop sessions at local districts, at regional service centers,
and at statewide and national venues, a 16% increase from the previous year.
This past year construction at TSBVI meant that there were no videoconferencing facilities
on campus. Using the ESC 13 equipment and studios allowed continued training to be
offered via the TETN statewide system. Coordination with the TETN system facilitates
statewide access for participants. This format allows VI professionals and related others to
access training that would otherwise be missed due to the costs of time and travel.
Videoconference instructional formats are excellent for introducing new concepts and
building awareness, but less effective at fostering intensive skill development. Also,
evaluation data clearly indicates higher levels of satisfaction with in-person workshops
where questions can be answered immediately and more in depth training can occur.
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Therefore, the Outreach staff continued to present in person training at the local, regional
and statewide levels. In the 09-10 year, the Outreach programs presentations represented
a wide range of topics related to the education of students with visual impairments and/or
deafblindness. This included a 2 day statewide Texas Focus conference with a special
preconference day for families and new professionals, communication strategies for
students with deafblindness, adaptive tools for accessing math and science, statewide
training on the role of the Intervener, job fairs for prospective VI professionals, strategies
for teaching low vision devices, presentations at family weekends and many more topics.
Families are the long-term keys to success for students with disabilities. Collaborating with
the Educational Service Centers and the Division of Blind Services, TSBVI offered our 4
weekend family leadership series for families of children with deafblindness and/or visual
impairments in the Valley, College Station and Dallas. These families and those who
received training in the past have become active members of school advisory groups,
hosted a successful 4th Annual TX Chargers family weekend retreat, advocated
successfully for increased Medicaid Waiver services for families with children who are
deafblind in front of Legislative committees, mentored other families with similar issues and
concerns, and have become more involved in their own children’s educational programs.
For the second time, the TX Deafblind Project collaborated with the Southeast Regional
Deafblind Projects to send a Texas family to a Southeast Regional Teen/Young Adult
Deafblind Retreat and Parent Event. These collaborations are helping to develop new
teen leaders in the deafblindness field.
The National Resource Center for Paraprofessionals has agreed to develop a national
credential for Interveners, paraprofessionals trained in the area of deafblindness. The
Texas Deafblind Project staff has been actively participating in national initiatives to
support the establishment of this credential.
The TSBVI website continues to provide information and support to people across the
globe. This year TSBVI had over 2.2 million visits. The site is one of the primary locations
for VI information in Spanish, as the listing of countries accessing www.tsbvi.edu
documents shows.
The Outreach Programs continues to move towards web-based training options,
recognizing the increasing difficulty that VI professionals have had in getting released for
training off campus. We anticipate that our new facility, to be completed in 2010, will
support the completion of new products for the field.
PERFORMANCE OBJECTIVES FOR 2009-2010 FISCAL YEAR
The following graphs display the achievement of Outreach Programs in meeting objectives set
out in the School’s Agency Strategic Plan and in the School Improvement Plan.
OUTREACH PROGRAM MEASURES FOR 2009-2010
Chart 8 – Outreach Program Measures for 2009-2010:
Percent of Outreach customers rating as very satisfactory or outstanding the improvement of their
knowledge and skills – Fiscal Year 2009 – 83.25%; Fiscal Year 2010 – 81.20%.
Percent of Outreach customers rating as very satisfactory or outstanding the effectiveness of the
on-site visit/workshop – Fiscal Year 2009 – 84.90%; Fiscal Year 2010 – 81.33%.
Percent of Outreach customers agreeing there was a positive change for the students, staff, or
family as a result of the on-site visit – Fiscal Year 2009 – 91.18%; Fiscal Year 2010 – 97.22%.
Outreach Program Survey Responses from Parents and Local School Districts
Outreach Workshops
Wonderful presentation! Relaxing and informative. GREAT presenters.
I would highly recommend this workshop to nurses, parents, etc. Thanks a million, it was very
rewarding.
This workshop was wonderful! I can’t wait to share it with parents and students.
This was an outstanding experience. I feel this will be a great tool for my students.
More, more, more. This is perfect! We may need more later. You guys are the greatest!
I honestly got so much out of this workshop! This one I rate at the TOP of all workshops I have
attended during the past 20 years! I will use this. Thank you!!
Onsite visits
We got a wealth of information from this program. I want to say a big THANK YOU to the
Outreach staff. They were wonderful to work with and had super ideas. They are GREAT!
Professionals were very kind and knowledgeable. The information will aide us in the
development of a program for this student.
Super resources, super ideas. The visit was extremely helpful to develop a program to serve the
needs of our student.
Everyone is more informed and has tools to improve the education for this child.
The student’s family is now anxious to attend trainings being offered by TSBVI as well as more
confident and are wanting to talk to other families with children with visual impairments. I am so
pleased and excited to be working with such great people. The Outreach consultant is fabulous!
Everyone I’ve met from TSBVI are informative yet also provide great ideas and “hands-on”
examples which I can use immediately.
This consultation was very beneficial for all members of the team including staff and parents.
Outreach support is very comforting for TVI’s working in school districts. I appreciate having
access to knowledgeable staff in the Outreach program.
The consultation service was very helpful to me as an affirmation of services and also as a
source of ideas for serving this student. The follow-up report was thorough, honest, yet sensitive
to addressing all areas of concern very well with regard to the family and school. This is an
excellent program.
Our student has become so much more independent in computer use and seeking ways to help
herself. It is amazing. Outreach staff not only have made us so comfortable but they have
opened our eyes and minds to what is available for her. They have shown us ways to help her
build independence.
Technology has opened up so many avenues, options and opportunities for this student. TSBVI
consultation has made a tremendous positive impact. TSBVI brought together a team approach
that has made wonderful advancements in this student’s life.
This Outreach consultant is Awesome! She is a very caring and compassionate person and it
shows is her interactions with staff, students and families. She is a wealth of knowledge.
OTHER SERVICES TO PARENTS AND PROFESSIONALS
CURRICULUM DEVELOPMENT
The Curriculum Department at Texas School for the Blind and Visually Impaired develops
curriculum written by teachers and other certified professionals serving blind and visually
impaired students in all curricular approaches. Curriculum and resource guides are peerreviewed, published and sold world-wide to assist the TVI, the classroom teacher, orientation and
mobility specialist and family in areas of the Expanded Core Curriculum such as independent
living, career education, technology, Braille instruction, orientation and mobility, and low vision.
Each guide contains assessment and instructional methodology.
ACHIEVEMENTS IN 2009-2010
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A total of 5,592 publications were sold in fiscal year 2010. This includes print and Braille
(5,376), videos (83) and CDs (133). Our publication Calendars for Students with Multiple
Impairments was the top seller at 1,131 copies. Over 300 copies of the TAPS Assessment &
Ongoing Evaluation were sold.
Over 200 of the following publications were sold: Low Vision Resource Guide; TAPS (O & M)
Curriculum; Learning Media Assessment; and EVALS.
The curriculum department provides training, in Texas as well as out of state, on the use our
publications.
Curriculum for Practical Academics* Math, Science and Social Studies is being developed.
A curriculum for the EXIT** program is being developed.
TAPS, our O & M Curriculum guide, and the Career Education Handbook are being updated.
The Curriculum Coordinator continues to evaluate and refine the performance indicator
evaluation tools that guide IEP development and instruction for TSBVI students.
The Curriculum Coordinator continues to submit a report to TEA detailing the yearly progress
made by our students as determined by our Performance Indicator Evaluations.
The Curriculum department continues to support classroom teachers in their instruction.
The Curriculum department is continuing to employ TSBVI student workers to bind and
package the publications we produce on campus.
*
Practical Academics: students who are functioning several years below their chronological
age
** EXIT: students who have received credits for graduation and are working on skills needed for
adult life
TSBVI’s WEB SITE www.tsbvi.edu
The School hosts a web site that is recognized throughout the world for content concerning visual
impairment and the education of blind and visually impaired students. The entire website is
accessible to blind and visually impaired persons.
In 2009-2010, there were over 2.2 million visitors, with over 4.6 million page views, to the web site
from more than 200 countries including Mexico, Canada, the United Kingdom, China, Australia,
Columbia, France, Argentina, Spain, Peru, and India. The most visited pages were on central
auditory processing disorders, sensory integrative dysfunction in young children, non-verbal
communication, teaching math to visually impaired students, downloadable braille materials, and
teaching strategies. The largest number of file downloads included the Outreach Services
Catalog, the Math Continuum, Guidelines for Teaching Students with Visual Impairments, and
See/Hear newsletter in English and Spanish.
BOND PROJECTS AND CONSTRUCTION DURING 2009-2010
The beginning of a master plan was started in 2005-2006 and has been expanded to replace
most of the buildings that were constructed in 1917. That master plan began to come to
fruition as the legislature approved additional capital funding of $68,287,208 to finance the
master plan. This brings the total funding over the past two sessions to over $104 million for
new construction, remodeling and deferred maintenance for the campus.
All planned residential units were completed in 2010 and are now occupied. The campus
now has 17 duplex style residential units and two independent living residential units. The
duplex style units each have 8 to 10 bedrooms, two kitchen/dining areas, four bathrooms,
two laundry rooms, two living rooms and one office area. They are designed to provide a
home type environment rather than an institutional dorm type setting for students living at the
campus. The two independent living residential units each provide four efficiency
apartments for students learning how to live independently.
In July a new business/information resources building was completed. The building has
approximately 20 staff members and the server room for the campus computer services
department.
In August the new seventy-one thousand square foot instructional building was completed.
The building houses the Superintendent’s offices, Human Resources, Special Programs, the
campus principles’ offices, library resources, curriculum development and Comprehensive
Program instructional classrooms. In addition to this building a new cafeteria facility, health
center/recreation building and fine arts classroom building were opened.
In August, in preparation of the new elementary building being built, the elementary school
classrooms were moved to the existing two-story kindergarten building. This will make way
for the demolition of the current building and construction of a new elementary facility in the
same location.
Through this process of construction, new utilities have been installed under new road and
fire lanes throughout the campus. New copper and fiber cables have been installed. A new
phone system is 70 percent complete. All new water, sewer, and storm sewer lines have
been installed along with a new detention pond in the Pecan Grove area.
Currently under construction are the following: a new running track, warehouse/operations
building, vocational building, elementary school, covered walkway, greenhouse, parking lots
and roads. Under contract but waiting for a space to build are the new gymnasium and
parking lot.
It has been a very challenging year and these challenges will continue throughout this
coming year, working on the details and bugs that always come with new construction.
Attached are two pictures of the campus as of September 2009 last year and September
2010 this year. There is a distinct difference in design of buildings that have been
demolished and new ones that have been constructed.
Volunteer Program 2009-2010
TSBVI has an active volunteer program with participation by many members of the Austin
community individually and in groups. TSBVI works with community groups who want to perform
a community service and chooses to do so at Texas School for the Blind and Visually Impaired.
During the 2009-10 school year, we experienced several wonderful group projects that benefited
the students.
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The Pre-Optometry Society at the University of Texas provided volunteers who worked
with the recreation and residential staff setting up, serving and cleaning up after the
annual Halloween haunted house.
 The AT&T Pioneers along with Sports Vision 20/20 provided a beeping Easter egg hunt
for all TSBVI students along with a demonstration by the Austin Blackhawks Beep
Baseball Team.
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The Junior League of Austin recorded and scanned several hundred books for the library.
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Members of Delta Gamma Fraternity at University of Texas made tactile symbols, hosted
a Thanksgiving dinner and a Valentine’s party for the students at their sorority house, and
helped the students dress up for the prom. Delta Gamma members at Texas Tech made
touch/feel books and several Delta Gamma chapters collect and send “box tops for
education.”
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The University of Texas Biomedical Engineering Honor Society built a playhouse for the
“Roadway Village” playground, with finishing touches provided by the Austin Downtown
Lions Club.
The individual volunteer program involves members of the community who choose to spend
some time out of their personal lives to provide a service to students and staff at TSBVI.
University of Texas students, people who live in the area around the school, and others who just
have a desire to serve our visually impaired population are among those who volunteer here each
semester. Volunteers are placed as tutors or staff helpers in specific school or after school
classes for at least an hour a week. Students and staff benefit from the program by getting help,
often one-on-one, from a member of the Austin community. Volunteers benefit from getting to
know our students and providing an appreciated service to the School.
During the 2009-10 school year, over 90 TSBVI volunteers logged in approximately 985 hours
working at our TSBVI. Independent Sector, a leadership forum for charities, estimates the dollar
value of volunteer time in 2009 as $20.85 per hour. TSBVI benefited from over $20,500 worth of
community volunteer time! The Austin individuals and groups who volunteer at TSBVI provide our
students and staff with opportunities and assistance that is beyond measure.
TSBVI Major Donors 2009-2010
Over $10,000
Susan Rauss Walker
Over $5,000
Point Venture Lions Club
Delta Gamma Fraternity, University of Texas
Junior League of Austin
All Blind Children of Texas
$1,000 to $5,000
Professional Contract Services, Inc.
Envision No Vision Benefit Concert
Austin Council of the Blind
$400 to $1,000
Delta Gamma Fraternity, Williamson County Alumni Association
Texas Rehab Action Network
Texas Wranglers
Debbie Louder
$100-$400
Austin Downtown Lions Club
Harald Becker
Forrest Preece & Linda Ball
HEB Community Investment Program
Julia Davidson-Englert
Dennis Powell Technology Fund $850
Multiple Donors
CONCLUSION
We are proud of our School and its accomplishments and look forward to many more years of
providing services to children and youth with visual impairments, including those with multiple
disabilities. Most of all we are grateful to the parents, colleagues, and legislators who continue to
support the Texas School for the Blind and Visually Impaired.