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Back to: Philosophy Of The School For the Blind and Visually Impaired
The Texas School for the Blind and Visually Impaired has been established as part of the public education system to serve as a special school in the continuum of statewide alternative placements for students who have a visual impairment. It is also a statewide resource to professionals and parents who serve these children.
Statutory BasisTEXAS EDUCATION CODE §30.021 - 30.024
These sections of code establish the purpose of the School, its governance by a nine-member board, and specific provisions related to the School's superintendent and its employees.
TEXAS EDUCATION CODE § 30.025
This section establishes the funding sources for the School, including funds appropriated by the Legislature, allocated by the Texas Education Agency, contracts, gifts, and the Foundation School Program.
TEXAS EDUCATION CODE §30.003
This portion of Education Code requires each school district that has students enrolled in the regular school year at the School to share in the cost of the students' education based on each district's total student enrollment and its maintenance and debt service taxes.
TEXAS EDUCATION CODE §30.004
Local school districts are required to provide information about the services available from the School to the families of students who are blind or seriously visually disabled.
INDIVIDUALS WITH DISABILITIES EDUCATION ACT (I.D.E.A.): 20 U.S.C. §1400 - §1485; 34 C.F.R. §300.1 - §301 and §104
This federal law and its accompanying regulations require the provision of a free, appropriate public education in the least restrictive environment to all children with disabilities in accord with a written "Individual Education Plan" for each student. It also provides for parent participation in this process and guarantees certain due process rights to the student and to the family of a student with a disability.
TEXAS ADMINISTRATIVE CODE - EDUCATION. 19 T.A.C. §89.240
This particular section of Administrative Code - Education (State Bd. of Education Rules) specifies the functions and admission procedures of the School.
TEXAS ADMINISTRATIVE CODE - EDUCATION. 19 T.A.C. 61 ff.
The chapters in this part of Texas Administrative Code govern public education in Texas. The School is regulated by most of these provisions because it is part of the public education system of Texas.
1856 The School was established by the Texas Legislature as the Texas Institute for the Blind. The original campus was located at present day "Little Campus" of the University of Texas - Austin.
1915 The School's name was changed to the Texas School for the Blind.
1917 The School moved to its present 45-acre campus on West 45th Street in Austin.
1965 The School for Deaf, Blind, & Orphans (Afro-American students) was integrated into the Texas School for the Blind.
1974 A special program for deafblind children was initiated in response to the needs of children affected by rubella syndrome. The program was begun at a separate campus, formerly the Confederate Widows' Mansion, on West 38th in the Hyde Park neighborhood of Austin.
1975 The Texas Legislature enacted H.B. 1673 adding statewide responsibilities to the School's enabling statutes and mission. Governance of the School was transferred from the Texas Education Agency to a subcommittee of the Texas State Board of Education.
U.S. Congress enacted the Education of All Handicapped Children Act, significantly impacting the provision of special education services to children, guaranteeing a free, appropriate public education to all handicapped children in the least restrictive environment. One effect on the School was an increase in the number of children with multiple disabilities requesting the services of this school.
1981 The governance of the school was transferred to a separate nine-member school board whose members are appointed by the governor with the consent of the senate.
The Deafblind program moved onto the main campus of the School.
1989 The School was given its current name, Texas School for the Blind and Visually Impaired in order to reflect more accurately the population it serves.
1990 The School consolidated and expanded its outreach services into a separate division.
1994 Summer school programs were expanded to include multiple sessions with varying focuses and durations in response to needs expressed by the parents and educators of visually impaired children in public schools.
2000 The School initiated a series of new short-term programs during the regular school year. Students who attend their local public school came to TSBVI for week-long and weekend programs to acquire skills in living independently and using specialized computer technology.
Affected Populations
Main Functions: Direct and Outreach Services
To the state's educational system, we are:
To blind and visually handicapped youth, we are:
To parents of blind children and youth, we are:
Size and Composition of Workforce
The staff of the Texas School for the Blind and Visually Impaired is comprised of 428 budgeted full- and part-time positions, totaling 381.87 FTEs. Of the FTEs, 305.43 are classified and one, the Superintendent, is line-item exempt. The remaining 75.44 are teachers, principals, counselors, and other educational positions which, by statute (Texas Education Code 30.024(b)(1)), are paid in accordance with Austin Independent School District pay scales for comparable positions.
Among the classified positions, the single largest staff group (110.83 FTEs) consists of residential instructors. Classified as House parents, these are the staff that provide care, instruction, and supervision of students in their non-school hours. Other classified positions range from nurses to maintenance mechanics, from accountants to technology specialists. Our singe-campus-based workforce is a small community with nearly every occupational field represented.
The ethnic composition of the staff is as follows: White - 74%; Black - 12%; Hispanic - 12%; and other minorities - 2%. Women are 67% of the work force.
Organizational Structure and ProcessesThe School is governed by a nine-member consumer Board of Trustees which is appointed by the Governor and confirmed by the senate. The Board is composed of three members who are blind or visually impaired, at least one of whom has received educational services related to the blindness or visual impairment; three members who are working or have worked as professionals in the field of delivering services to persons who are blind or visually impaired; and three members, each of whom is the parent of a child who is blind or visually impaired, and at least one of whom is the parent of a child who, at the time of the parent's appointment, is receiving educational services related to the blindness or visual impairment.
The Board of Trustees appoints the Superintendent as the chief administrative officer of the School. The Superintendent administers the School's direct service programs through one Principal for Comprehensive Programs, one Principal for Special Programs, a Director of Outreach Services, and a Director of School and Student Services.
In the Comprehensive Program, students are assigned to one of five curricular strands with cross-over occurring among three of these strands. These curricular strands are: (1) Basic Skills: for severely multiply impaired, visually impaired students; (2) Early Concepts: for students under the age of 12, functioning significantly behind their age peers, but with evidence of academic potential; (3) Functional Academics: for students over age 12, who learn academic, domestic, recreational, social and vocational skills through functional, community-based activities; (4) Applied Academics: for students over age 12, with a functional academics with vocational emphasis during high school; and (5) Academic: for students of all ages who are able to follow SBOE essential elements. All five strands are supervised by one principal.
The Principal of the Comprehensive Program supervises both instructional and residential components for the students enrolled.
The Principal for Special Programs supervises all summer programs and develops and provides short-term programs during the school year.
The Director of Outreach coordinates services that are provided to students statewide. These services are provided to parents and professionals through training, consultation, and technical assistance.
The School and Student Services Department provides a variety of educational support functions such as school planning, policy development, admissions, records, staff development, health services, community resource development, and library/media services.
In the area of administrative support functions, the Superintendent supervises the Administrator for Business, Operations and Technology and the Director of Human Resources.
The management style of the School is most accurately characterized as participative. The School has adopted a "site-based decision making" model for planning, implementing, and evaluating its programs. All stakeholders are involved in this process through representation in either instructional programs or the school wide Instructional Planning Council. Additionally, the Superintendent and Principals maintain an open-door policy for all staff.
The School is also assisted in its policy-making activities by an educational policy service provided through the Texas Association of School Boards. This service allows the School to consider the applicability of legally based and model school policies as developed by legal and educational policy experts, then adapt and adopt those that are appropriate.
Geographical LocationThe School has a single location in Austin but serves students from throughout Texas. About one-half of TSBVI's students are along the IH-35 and IH-10 corridors; the others' homes are scattered throughout the State. This geographical fact complicates the logistics of transporting students to and from the School, which is especially problematic since the School strongly believes that students attending a residential school should maintain the closest possible ties with their families, and travel home as often as possible.
The geography of Texas also presents special challenges for the School's Department of Outreach Services, the component of the school which provides services statewide to parents and professionals who work with students who have visual impairments, other additional impairments, and deafblind students. A great deal of travel is required for these individuals to benefit from the type of hands-on training and consultation that Outreach Services provides.
A major issue related to the geographic size of Texas is that, in meeting the mandates of our mission, we must send Outreach staff and other professionals to many distant locations in the state. Also, we often must bring parents and their children to our school site. In addition, our weekends home program, which assures the opportunity of every student to return to home and family every weekend, is a vital but expensive part of our program. Therefore, the geography of Texas impacts us in two ways. First, it profoundly affects our staff travel budget, making it difficult, if not impossible, to stay within a travel cap. Secondly, our Weekends Home program is a significant part of our operating budget.
Location of Service Populations
The School performs its mission to students with visual impairments, parents, local school districts, and other professionals throughout the state. Student enrollment in regular year programs, special programs and summer programs represents the entire geography of Texas. Outreach services are also provided on a statewide basis by linking with all 20 of the Education Service Centers. A new initiative is being planned to enhance communication between parents and teachers using teleconferencing equipment. The School's first efforts will be with parents and professionals in Region I Education Service Center, serving the lower Rio Grande Valley.
The School will continue to be a partner with universities to recruit and train teachers for the visually impaired in high-need areas of Texas. Currently, TSBVI is collaborating with Stephen F. Austin University through Prairie View College in East Texas and also with Texas Tech University through Pan-American University in the Rio Grande Valley.
The "See/Hear Newsletter" produced by TSBVI in collaboration with Texas Department of Assistive and Rehabilitative Services (formerly known as Texas Commision for the Blind) is available in Spanish both on the web and in print for Spanish speaking families.
The Outreach Program pays for Spanish or sign language interpreters for workshops that the School sponsors to make them more accessible.
Human Resources Strengths and Weaknesses
We continue to believe that our greatest human resource strength is a staff that is deeply committed to a high quality, individualized education for visually impaired students in the most appropriate setting. The professional staff of the School represents an unparalleled concentration of knowledge, skill, and expertise in the field of education of the visually impaired. Although special education teachers in general and teachers of the visually impaired in particular are in great demand, TSBVI has been relatively successful in attracting professional staff, in part, we believe, because of the reputation of existing staff.
However, the School currently employs 19 teachers who do not hold Texas teacher certification in the education of visually impaired students. This number has increased in recent years because the University of Texas-Austin no longer has such a teacher preparation program, and because the national pool of available teachers continues to shrink every year. Our best solution for this problem is to obtain additional funds to pay tuition, travel, and materials for selected teachers to acquire certification in visual impairments.
Like many other government and service sector employers in Austin, we are experiencing less success in attracting and retaining staff in paraprofessional, clerical, and manual jobs, which is one of our current weaknesses. We are continuing to develop career progression programs (career ladders and paths) for different categories of staff, with the goal of eventually having such a program for virtually every type of classified employee at our school. So far, we have implemented systems of career ladders and/or paths for residential instructors, teaching assistants, maintenance technicians, and outreach staff. We are currently working on programs for clerical support staff, cooks, custodians, and grounds workers. The only barrier to the full and immediate implementation of career progression programs for all staff is limited fiscal resources. We have had to implement these programs in stages as we were able to identify funds with which to do so.
We have both strengths and weaknesses in the area of human resource development. We are continuing to provide regular training in basic areas such as new employee orientation, CPR, defensive driving, and behavior management. We are also continuing to provide a year-long training program on visual impairment for paraprofessional and professional staff who are not certified teachers of the visually impaired. The School is somewhat limited by the fact that we have only one FTE assigned to agency wide staff development. It is often necessary to call on the skills of staff who are not primarily trainers in order to expand the offerings of human resource development.
We are beginning to explore ways to stretch this resource further with technology such as web-based training, interactive videoconferencing, and satellite downlink of training which can be offered live or taped for later training. In FY 1999 we received a Technology Integration in Education (TIE) grant that allowed us to do extensive training of direct care staff in computer applications related to their job functions. The same grant permitted us to build a state-of-the-art distance learning facility.
School wide staff development activities are augmented by regular, specialized training for groups of staff at the departmental level. The instructional and residential programs provide staff development training throughout the school year related to curriculum, instructional methods, and other topics directed at improving instruction and learning
Attracting a culturally diverse workforce at professional and administrative levels continues to be a challenge for TSBVI. A major difficulty in this area is that the largest subgroup of our professional staff is made up of teachers of the visually impaired. The visually impaired (VI) teaching certification is also the credential required for most of the high level administrative positions, yet it is known that there is a very small number of minorities in Texas who hold this credential. Efforts are currently underway, as part of our school's outreach program, to facilitate alternative means to obtain the VI teaching credential, which should make that credential more accessible to all segments of the population. This project's plan includes the strategies of recruiting individuals with culturally diverse backgrounds and involving universities that, historically, have had culturally diverse populations
Capital Asset Strengths, Weaknesses and Budgetary Needs
The TSBVI campus consists of fifty structures located on approximately forty-five acres of land owned and maintained by the School. The buildings range in size from 80 square feet to 65,960 square feet for a total of 305,674 square feet. The buildings meet the needs of TSBVI in the following areas:
1) classrooms; 2) dormitories; 3) administration; 4) food service; 5) maintenance; and 6) storage.
The greatest weakness of the School's facilities is the age of the buildings. The School has developed a long-range plan for the renovation, repair or replacement of its facilities. The renovation of the first two student dormitories will be completed by May 2000. The 76th Legislature appropriated funds to renovate two more dormitories and construction will soon begin. The School will need to request funds from the legislature for the following projects: continue the renovation of the remaining student living quarters; replace old manufactured homes serving as student residences; replace an aged swimming pool; renovate the School's library and auditorium; repair the maintenance warehouse; repair roofs, plumbing systems, and lighting; expand parking; install curb cuts and ramps; repair sidewalks; and replace two aging vans and a school bus. Long-term needs include the replacement of the following: the largest school building; the elementary residential complex; old furniture in schools, dormitories, parents' visitor quarters, and offices; playgrounds; and automatic doors for fire protection and wheelchair access.
TSBVI owns, operates, and maintains 23 vehicles. Twenty-two are used to transport students and staff for the educational and residential programs. The other vehicle is used for operations functions including maintenance, the warehouse, and food service. Nine of these vehicles are converted to alternative fuels. The School has a long-range plan for the replacement of vehicles used in support of instruction.
The School's vehicles accrue high mileage due to transporting students to and from their homes, and to and from students' work and learning sites in the community. In the coming biennium, four vans or 2 mini buses, and a full-size school bus will be needed for the transportation of students. If new vehicles are not added to the fleet, our ability to meet instructional goals and objectives will be negatively impacted.
The School possesses a broad array of specialized equipment and electronic technologies to assist students acquire knowledge and skills. Often children are referred to the School in order to benefit from instruction in the use of this specialized equipment. The School also maintains a loan program to provide electronic technology and software to students in local schools as part of the "Technology Loan Program" operated by TSBVI. The 76th> Legislature appropriated funds in each year of the current biennium for the purchase of instructional technology. The need to replace outdated equipment and to procure the latest adaptive technology will continue. The current level of funding will allow the School to accomplish this.
Additionally, educators and parents throughout the state seek information and training from TSBVI in the use of this technology for students with visual impairments. Short-term programs complement the local education program and provide several technology-oriented programs utilizing the expertise, adaptive equipment and network capabilities available at TSBVI. As the school develops internal network and distance education resources, other program offerings are possible.
The School has a continuing need for additional and updated instructional technology to replace outmoded equipment; to secure additional equipment for use by students enrolled in the School; and for students in public schools utilizing the "Technology Loan Program". For the most efficient use and functional application of new software available for students, continued upgrade and acquisition of equipment is necessary. Students need reliable access to electronic and other adapted technology designed specifically for people with visual impairments so that they can thrive in their vocational pursuit. Examples include portable electronic Braille devices with speech and computer output; communication devices for children with multiple disabilities, deafblindness, speech impairments, and other mental or physical disabilities; and closed-circuit television (CCTV) setups that enable low vision students to view regular print, pictures, and other items enlarged on a video monitor.
In fiscal year 1999, the School received a Technology Integration in Education (TIE) grant. These funds procured computers, software, and adapted devices. The grant also funded extensive training for instructional staff in the use of electronic hardware, software, and adapted devices.
The TIE grant also funded the creation of a distance learning facility. The conference center was retrofitted to enable the School to serve its clients throughout the state by way of videoconferencing, web-based training, and other distance education technologies. These capabilities allow the School to enhance the learning of children with visual impairments throughout Texas. The technology allows the School to provide valuable information about curriculum, materials, technology, teaching strategies, and training to professionals, parents, and to other interested individuals, school districts, and agencies. The Outreach department continues to exploit every means possible to educate professionals and provide services to support the local district instructional program. As a member of the Esconett consortium, we have access to other state and university facilities through the Region XIII Educational Service Center in Austin. Such technology can provide information, training and follow-up and also reduce the time and cost of travel.
The School has used the Technology Integration in Education grant awarded by the Texas Education Agency in fiscal year 1998 to develop and deploy distance education programs. The capability of teleconferencing media enables the School to enhance the learning of children with visual impairments throughout Texas. Through this technology the School provides valuable information about curriculum, materials, technology, teaching strategies, and pre-service training to professionals, parents, and other interested individuals by creating electronic links to regional education service centers, school districts, institutions of higher education, and other agencies. Such technology can provide information, training, and follow-up while reducing the time and expense of travel.
A weakness in the current distance education system is the lack of a statewide uniform standard for schools, service centers, higher education facilities, and TSBVI to communicate directly via teleconferencing. This problem is under study and solutions appear feasible. At this time, it is unknown whether there might be some additional cost to participate in any future statewide teleconferencing and distance education activities.
Over the past 5 years, fiber optic network infrastructure has been installed in all areas of the 42-acre campus. Network access and the related capabilities such as electronic mail and web access for all staff and students has proven valuable to coordinate the various program components and to integrate our service delivery between departments. Standardization of wiring and installation will provide an easier transition to 100MB networking with greater reliability.
New software is required to support the various functions of the staff and administration in conducting school business. The School's VAX computer system supports e-mail, student records, demographic databases, admissions functions, strategic planning and evaluation. The requirements of state government for electronic documents related to school data, accounting, budgeting, and grant applications require the continual upgrade of equipment and technical environment.
A key element for this planning period is the migration of the software on the VMS-based VAX 4000-200 processor to a Windows NT-based server environment. The school will continue to support servers for networked clients and local area network (LAN-based) applications. Upgrade of the technical environment will be focused on increasing network bandwidth to support to the various distance education and instructional needs. Current migration planning schedules the VAX computer to be de-installed in fiscal year 2003. Software to replace the VMS-based applications is scheduled for purchase or will be developed in-house.
Additional resources will be needed to continue the implementation of the School's Information Resources Strategic Plan. The needs include software development tools, improved firewall protection for security, and software upgrades for routers that handle management software. Additional hardware and software is needed to meet the projected demand for more server capacity, i.e., memory upgrades, processor upgrades, server systems software, and back-up media. Resources are also needed to ensure that there is adequate training for instructional, administrative, and support staff in the use of technology. Finally, there is a need to replace the School's analog phones with digital phones.
TSBVI needs to continue expansion and development of the TSBVI web-site. The school's Web site of (WWW.TSBVI.EDU) has been tremendously successful and is considered one of the best resources for VH education. Many departments, particularly Outreach and Curriculum, use the Web site as a critical element of service delivery. Continued development of the Web site is indicated with expansion of web features to provide information interchange with consumers.
Agency Use of Historically Underutilized Businesses (HUBs)
The Texas School for the Blind and Visually Impaired has been making a good faith effort to award purchase contracts to certified HUBs. We are using the automated HUB directory provided by the General Services Commission as the primary reference list to identify minority and women-owned businesses. On every purchase order over $1,000, the School requests at least one bid from a minority-owned business and at least one bid from a woman-owned business. On orders under $1,000, every effort is made to purchase from a HUB, provided that the HUB provides the best and lowest bid.
Key Organizational Events and Areas of Change and Impact on Organization
In the Spring of 1997, TSBVI recognized an urgent need to develop a comprehensive Strategic Plan that would retain and strengthen the School's leadership as we enter the 21st century. TSBVI has been called upon to assume new roles in recent years. The population of blind and visually impaired students is continually changing, as is the capability of local school districts to provide at least a portion of the educational programs for these children.
TSBVI initiated an external administrative audit. The recommendations from this process confirmed our need to embark upon a more comprehensive, ongoing strategic planning process that would serve to guide the School in making decisions now, in planning for the future, and that would incorporate the planning components required of the School as a state agency and as a school. (Agency Strategic Plan, District Improvement Plan, Information Resources Management Strategic Plan, School Technology Plan). We continue to benefit from this process.
The process began with a stakeholder's meeting in July, 1997. Parents, former students, representatives from local school districts, and leaders from TEA joined members of the TSBVI staff in a meeting that explored the future, the potential, and the responsibilities of TSBVI for the coming years. Subsequently, large and small meetings and work sessions have taken place almost weekly, involving all of the TSBVI staff, its Board of Trustees, and external stakeholders.
In August, 1998, we had completed a Strategic Plan that was flexible, dynamic, and defined the immediate future of TSBVI. Many of our changes were reflected in the performance objectives contained in our previous Strategic Plan. Major efforts of this Plan, which has been very successful, included:
These are ongoing strategies that will be continued in the next biennium. Added to these is the provision for short-term programs during the academic year, an emphasis on long-term facilities planning, additions to summer programs in specific skill-building, and continued expansion of outreach services.
A Memorandum of Understanding (MOU) completed in 1999 between TSBVI and the Texas Education Agency has resulted in a document that will be of great assistance in measuring student outcomes at our school, and that will enable TSBVI to participate in the public education accreditation process.
TSBVI now has two subcontracts with an Education Service Center resulting in a substantial expansion of our roles. We provide an Instructional Materials Center for the entire state; we manage statewide registration of all blind and visually impaired students; and we provide technology assistance for all teachers and parents of visually impaired children in Texas. Our most recent expansion is to assume a major role in the preparation of teachers for visually impaired students. We are working in collaboration with Stephen F. Austin University and Texas Tech University on a project whose goal is to eliminate the shortage of teachers for blind and visually impaired students in Texas.
Size of Budget and Method of Finance - Fiscal Years 1999 and 2000
| DESCRIPTION |
FY 1999 Budget |
FY 2000 Budget | INCREASE/ DECREASE |
|---|---|---|---|
| OPERATING BUDGET RESOURCES | |||
| General Revenue - Regular & Emergency Appropriations |
9,998,560 |
10,255,639 | 257,079 |
| Educational Professional Salary Increases, Estimated |
- |
370,000 | 370,000 |
| Classified - $100 per Month Increase - Article IX, Estimated |
- |
320,000 | 320,000 |
| Curriculum Book Sales - Prior Year |
- |
38,372 | 38,372 |
| Curriculum Book Sales - Current Year |
120,643 |
140,951 | 20,308 |
| USDA Meal Reimbursements |
77,000 |
70,000 | (7,000) |
| Medicaid SHARS Reimbursements |
100,000 |
100,000 | - |
| Medicaid Administrative Claims |
- |
75,000 | 75,000 |
| School District Travel Reimbursements |
- |
20,000 | 20,000 |
| Per Capita Carryforward for Settlements & Judgements |
100,000 |
100,000 | - |
| Per Capita Carryforward - Other |
204,538 |
146,055 | (58,483) |
| Per Capita - Current Year Receipts - Available School Fund |
40,251 |
34,025 | (6,226) |
| Per Capita - Current Year Receipts - Foundation School Fund |
28,109 |
28,109 | - |
| Local District Payments - Foundation School Fund |
321,421 |
328,122 | 6,701 |
| Technology Allotment - Textbook Fund |
4,025 |
4,025 | - |
| Canteen Receipts |
22,000 |
22,000 | - |
| Vending Machine Receipts |
16,000 |
16,000 | - |
| Health Department Aides |
31,668 |
34,536 | 2,868 |
| Asbestos Settlement |
12,113 |
- | (12,113) |
| Low Vision Assessment |
3,000 |
3,000 | - |
| Housing Receipts |
6,000 |
6,000 | - |
| Meal Ticket Sales |
6,000 |
9,000 | 3,000 |
| Magic Years (Day Care) Rental Receipts |
3,658 |
3,658 | - |
| Surplus and Salvage Sales |
5,000 |
5,000 | - |
| Work/Study Reimbursements |
3,000 |
- | (3,000) |
|
TOTAL - OPERATING BUDGET RESOURCES |
11,102,986 | 12,129,492 | 1,026,506 |
| CAPITAL BUDGET RESOURCES | |||
| Capital Budget - Technology Upgrades |
63,000 |
63,000 | - |
| Capital Budget - Van Purchase |
19,000 |
17,298 | (1,702) |
| Capital Budget - Lease Payment, Telephone System |
35,649 |
35,486 | (163) |
| Capital Budget - Lease Payment, School Bus |
16,000 |
17,702 | 1,702 |
| Replace Classroom Floor Tile |
98,326 |
- | (98,326) |
| Remodel Staff Cottage to Group Home |
11,626 |
- | (11,626) |
| Dorms D and E Renovations |
1,393,428 |
- | (1,393,428) |
| Renovate Kitchen and Dining Room |
95,000 |
- | (95,000) |
| Renovate Primary Power Grid |
44,000 |
- | (44,000) |
| Capital Budget - Dorm F Renovation |
- |
728,166 | 728,166 |
| Capital Budget - Maintain & Renovate Aging Facilities |
- |
80,125 | 80,125 |
| Capital Budget - Technology Infrastructure Upgrade |
- |
77,500 | 77,500 |
| Capital Budget - Instructional Materials |
- |
214,600 | 214,600 |
| Capital Budget - School Bus & 4 Vans |
- |
205,000 | 205,000 |
| TIFB - Technology Infrastructure Fund |
- |
40,000 | 40,000 |
| Sale of Ave. A property by TCB |
- |
400,000 | 400,000 |
|
TOTAL - CAPITAL BUDGET RESOURCES |
1,776,029 | 1,878,877 | 102,848 |
| GRANT AND CONTRACT RESOURCES | |||
| Y2K, Article IX Funding |
24,200 |
- | (24,200) |
| Region XIII/Drug Free Schools |
800 |
800 | - |
| T.I.E. (Technology Integration in Education) |
530,022 |
- | (530,022) |
| ESEA Title VI |
875 |
875 | - |
| IDEA-B Formula |
56,335 |
106,930 | 50,595 |
| CAWF/TCB - Intro to Work |
37,435 |
32,400 | (5,035) |
| TCB - SWEAT |
63,894 |
59,886 | (4,008) |
| TCB - WALIC |