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OUTCOME MEASURES

Objective 1:1

Percent of Student Learning Performance Indicator Attained

Short Definition: This measure indicates the degree to which the School attains the standard for student learning established for it by the Texas Education Agency (TEA). All students are evaluated to determine the knowledge and skills that they have acquired in all the curricular areas in which they receive instruction.

Purpose/Importance: This measure reflects School's primary measure of student learning and also serves as a basis for determining the accreditation status of the School. The standard for student performance that underlies this measure, was jointly developed by TEA and TSBVI in response to a legislative requirement that such a measure be adopted by a joint memorandum of understanding.

Source/Collection of Data: Each student receives a pre-test in the curricular areas in which the student is scheduled. The number of skills in which the student has competency and generalized use are recorded on a computer database. At the end of the school year, the student is tested again to determine the number of skills in which the student has attained competency and generalized use. The teachers enter this data into a computer database and submit it to the Curriculum Department for compilation and analysis. The final results are forwarded to the Texas Education Agency.

Method of Calculation: The improvement in skills for each student is calculated at the end of each school year. Improvement is based on attainment of the following three criteria: a predetermined increase in the number of skills at the competency level, a predetermined increase in the number of generalized skills, and a predetermined prompt-level decrease, all of which were established in the student's previous Individual Education Plan (IEP). The percent of students who achieve the required level of mastery is calculated and measured against the annual standard established for TSBVI. The percent of deviation between the aggregated scores of the students and the standard established for the School is calculated.

Data Limitations: The evaluation data is curriculum-based and criterion-referenced. However, the results will have some limitations based on the degree to which the evaluators demonstrate objectivity and inter-rater reliability in conducting the assessments.

Calculation Type: Non-cumulative

New Measure: Yes

Desired Performance: Higher than Target

Percent of Responding LEAs, Parents, and Students Rating the Students' Progress During the Regular School Year as Very Satisfactory or Above:

Short Definition: Student progress is measured based on the perceptions of all the stakeholders interested in the learning acquired by students at TSBVI during the regular school year.

Purpose/Importance: Student learning is the primary mission of the School. This measure helps the School to determine whether its regular school year program is considered to be effective.

Source/Collection of Data: All parents, all local districts, and selected students are surveyed. Student participants are those middle school and high school students who have the cognitive ability to understand the questions in the survey. Surveys are mailed out by, and returned to, the Superintendent's office near the time of the annual review of each student's individual education plan (IEP) and consist of a rating instrument on which the local district, parent, and student indicate their degree of satisfaction with the student's progress in 10 identified skill areas. The rating scale consists of 5 scores: 1 = very unsatisfactory, 2 = unsatisfactory, 3 = satisfactory, 4 = very satisfactory, 5 = outstanding. Results for each current year are reported in the annual report following the fourth quarter.

Method of Calculation: A percentage is obtained by averaging the 10 skill area scores for each student by type of respondent (local district, parents, and student) to obtain one average score per student per type of respondent. An average of 4 or higher is rated as very satisfactory or above. The final reported result is calculated by determining the number of average scores of 4 or higher as compared to the total number of surveys returned.

Data Limitations: The entire survey is somewhat subjective. Student progress can be impacted by a number of factors beyond the School's control including each student's motivation to learn.

Calculation Type: Non-cumulative

New Measure: No

Desired Performance: Higher than target

Percent of Students Attending Short-term Programs Demonstrating Progress as Measured by Pre- and Post-Assessment:

Short Definition: All students are evaluated to determine the knowledge and skills that they have acquired in the special program that they attended.

Purpose/Importance: This is the School's primary measure of student learning in the special programs. The results are shared with the students' local school districts and parents.

Source/Collection of Data: Each student receives a pre-test in the skill areas for which the student has registered. At the end of the program, the student is tested again to determine progress. The teachers collect this data and submit it to the principal's office for compilation and analysis.

Method of Calculation: On an annual basis, the cumulative number of all students who make documented progress in the special programs will be divided by the total number of students participating in all the special programs.

Data Limitations: The evaluation data are criterion-referenced. The results have some limitations based upon the degree to which the evaluators exercise objectivity and inter-rater reliability in conducting the assessments.

Calculation Type: Non-cumulative

New Measure: Yes

Desired Performance: Higher than target

Percent of Responding LEAs, Parents, and Students Rating the Students' Experiences in the Short-term Programs as Very Satisfactory or Above:

Short Definition: This is a measure of customer satisfaction with students' experiences during the short-term programs provided during the regular school year.

Purpose/Importance: Student learning is the primary mission of the School. The School uses this measure to determine whether the short-term programs are considered to be beneficial to students.

Source/Collection of Data: Surveys are mailed out and returned to the Principal's Office following each short program. Local school districts, parents and students will indicate their degree of satisfaction with the instructional experience. The rating scale consists of 5 scores: 1 = very unsatisfactory, 2 = unsatisfactory, 3 = satisfactory, 4 = very satisfactory, 5 = outstanding.

Method of Calculation: The total number of local district, parents and students rating the students' experiences as a 4 or higher is divided by the total number of respondents to the survey question.

Data Limitations: Customer satisfaction surveys are based primarily on the subjective perceptions of the respondents. The ratings depend heavily on information provided to the respondents by the students themselves as well as the customers' individual interpretations of the purposes of the programs. Customer satisfaction is not based on measurement of actual student learning.

Calculation Type: Non-cumulative

New Measure: Yes

Desired Performance: Higher than target

Percent of Students Whose Responding Local School Districts Rated their Learning Experience at Summer School as Very Satisfactory or Above:

Short Definition: The measurement of student progress is based on the perceptions of all the stakeholders interested in the learning experience of students attending a summer program at TSBVI.

Purpose/Importance: Student learning is the primary mission of the School. This measure helps the School to determine whether its summer programs are considered to be effective.

Source/Collection of Data: Surveys are mailed out by, and returned to, the Superintendent's office early in the fall and include a rating instrument on which local school district personnel indicate their degree of satisfaction with the student's learning experience. The rating scale consists of 5 scores: 1 = very unsatisfactory, 2 = unsatisfactory, 3 = satisfactory, 4 = very satisfactory, 5 = outstanding. Results for the summer program sessions are reported in the following calendar year in the annual report following the fourth quarter.

Method of Calculation: The total number of local districts rating the students' learning experiences as a 4 or higher is measured against the total number of respondents to the survey question.

Data Limitations: Customer satisfaction surveys are based primarily on the subjective perceptions of the respondents. The ratings depend heavily on information provided to the respondents by the students themselves and are not based on measurement of actual student learning.

Calculation Type: Non-cumulative

New Measure: No

Desired Performance: Higher than target

Percent of Students Whose Responding Parents Rated their Learning Experience at Summer School as Very Satisfactory or Above:

Short Definition: The measurement of student progress is based on the perceptions of all the stakeholders interested in the learning experience of students attending a summer program at TSBVI.

Purpose/Importance: Student learning is the primary mission of the School. This measure helps the School to determine whether its summer programs are considered to be effective.

Source/Collection of Data: Surveys are mailed out by, and returned to, the Superintendent's office early in the fall and include a rating instrument on which parents indicate their degree of satisfaction with the student's learning experience. The rating scale consists of 5 scores: 1 = very unsatisfactory, 2 = unsatisfactory, 3 = satisfactory, 4 = very satisfactory, 5 = outstanding. Results for the summer program sessions are reported in the following calendar year in the annual report following the fourth quarter.

Method of Calculation: The total number of parents rating the students' learning experiences as a 4 or higher is measured against the total number of respondents to the survey question.

Data Limitations: Customer satisfaction surveys are based primarily on the subjective perceptions of the respondents. The ratings depend heavily on information provided to the respondents by the students themselves and are not based on measurement of actual student learning.

Calculation Type: Non-cumulative

New Measure: No

Desired Performance: Higher than target

Percent of Responding Local School Districts Rating TSBVI as Satisfactory or Above in Meeting the Student's Reason for Referral:

Short Definition: All students enrolled in the regular school year at TSBVI are referred by their local schools to acquire specific knowledge and skills. This measure is intended to show the degree to which the School met the needs identified by the local districts.

Purpose/Importance: This measure of customer satisfaction reflects perceptions about how well the School addressed each student's initial reason for referral to TSBVI. It is a measure of quality of the School's instructional and residential programs. The measure also meets statutory requirements related to the provision of appropriate educational services in the least restrictive environment.

Source/Collection of Data: Surveys are mailed out by the Superintendent's office each winter for students transitioned during the previous school year. The rating scale consists of 5 scores: 1 = very unsatisfactory, 2 = unsatisfactory, 3 = satisfactory, 4 = very satisfactory, 5 = outstanding. An average rating is obtained and manually calculated by the agency on an annual basis and reported in the annual report following the fourth quarter.

Method of Calculation: The total number of local district personnel rating how well TSBVI addressed the student's reason for referral as a 3 or higher is measured against the total number of respondents to the survey question.

Data Limitations: The number of students who transition each year is less than 30 and the number of surveys returned is usually less than 10. Therefore, the final percentage obtained can be easily skewed by the responses given by one person.

Calculation Type: Non-cumulative

New Measure: Yes

Desired Performance: Higher than target

Percent of Responding Parents Rating TSBVI as Satisfactory or Above in Meeting the Student's Reason for Referral:

Short Definition: All students enrolled in the regular school year at TSBVI are referred by their local schools to acquire specific knowledge and skills. This measure is intended to show the degree to which the School met the needs identified by the local districts.

Purpose/Importance:This measure of customer satisfaction reflects perceptions about how well the School addressed each student's initial reason for referral to TSBVI. It is a measure of quality of the School's instructional and residential programs. The measure also meets statutory requirements related to the provision of appropriate educational services in the least restrictive environment.

Source/Collection of Data: Surveys are mailed out by the Superintendent's office each winter for students transitioned during the previous school year. The rating scale consists of 5 scores: 1 = very unsatisfactory, 2 = unsatisfactory, 3 = satisfactory, 4 = very satisfactory, 5 = outstanding. An average rating is obtained and manually calculated by the agency on an annual basis and reported in the annual report following the fourth quarter.

Method of Calculation: The total number of parents rating how well TSBVI addressed the student's reason for referral as a 3 or higher is measured against the total number of respondents to the survey question.

Data Limitations: The number of students who transition each year is less than 30 and the number of surveys returned is usually less than 10. Therefore, the final percentage obtained can be easily skewed by the responses given by one person.

Calculation Type: Non-cumulative

New Measure: Yes

Desired Performance: Higher than target

Percent of Students Graduated from TSBVI during the Past Five Years Who are Currently Employed:

Short Definition: Percentage of students who graduated from TSBVI five years before, and up through, May of the previous year, who had paid employment for at least 4 hours during the month prior to the survey.

Purpose/Importance: This measure provides information about the employability of TSBVI graduates and the effectiveness of TSBVI's career education programs.

Source/Collection of Data: Surveys are mailed out by the Superintendent's office each summer to the last known location of TSBVI graduates, including to their own homes, to their parents' homes and to adult living centers. Respondents are asked to state the employment history of the graduate since leaving the School. Because the return rate for written surveys is low, a telephone survey is initiated later in the summer to locate students and learn their work history. Data are reported in the annual report following the fourth quarter.

Method of Calculation: The total number of graduates who were employed for at least 4 hours during the month prior to the survey is measured against the total number of respondents to the surveys. The measure includes those employed in competitive employment, sheltered workshops, and those self-employed and excludes students enrolled in post-secondary education or training who are currently unemployed.

Data Limitations: Employment of graduates is contingent upon many factors, many of which are beyond the control of TSBVI. A graduate's motivation to work as well as an employer's willingness to hire an individual who has a visual impairment has a strong impact on the results of this measure. Employment of graduates is contingent upon many factors, many of which are beyond the control of TSBVI. A graduate's motivation to work as well as an employer's willingness to hire an individual who has a visual impairment has a strong impact on the results of this measure.

Calculation Type: Non-cumulative

New Measure: Yes (new definition)

Desired Performance: Higher than target

Objective 2.1

Percent of Families, Professionals, and Paraprofessionals Rating as Very Satisfactory or Above the Improvement of their Knowledge and Skills as a Result of the Services or Products Received from TSBVI:

Short Definition: Parents and professionals throughout Texas who have received services and products from the School's Outreach Program are surveyed to measure their satisfaction with these services and products.

Purpose/Importance: This is a key question to indicate whether the TSBVI training and materials provided new or valuable information in a format useful to participants.

Source/Collection of Data: Surveys are distributed following each workshop and along with written reports mailed out following each on-site consultation. Surveys are mailed annually for the "See/Hear Newsletter", and for customers of the Technology Loan Program and Instructional Materials Center. The surveys include a rating instrument on which Outreach customers indicate their degree of satisfaction according to the following rating scale: 1 = very unsatisfactory, 2 = unsatisfactory, 3 = satisfactory, 4 = very satisfactory, 5 = outstanding. Data are compiled manually and reported in the Annual Performance Report following the fourth quarter.

Method of Calculation: The total number of Outreach customers rating how well Outreach products or services improved their knowledge and skills as a 4 or higher is measured against the total number of respondents to the survey question.

Data Limitations: Success is based on the perceptions of those who have received the products and services. A degree of subjectivity is inherent but the measure offers reliable information on program results and customer satisfaction.

Calculation Type: Non-cumulative

New Measure: No

Desired Performance: Higher than target

Percent of Families, Professionals, and Paraprofessionals Rating as Very Satisfactory or Above the Effectiveness of the TSBVI Consultant in Addressing the Reason for the On-site Visit/Workshop:

Short Definition: Parents, professionals, or paraprofessionals attending Outreach workshops or receiving on-site technical assistance rate the effectiveness of the consultant.

Purpose/Importance: This measure of customer satisfaction provides information about whether Outreach staff effectively address the specific needs of parents, professionals and paraprofessionals receiving consultation or training.

Source/Collection of Data: Outreach customers are provided with written surveys following each workshop and on-site visit on which to rate their satisfaction according to a five-point rating scale:

1 = very unsatisfactory, 2 = unsatisfactory, 3 = satisfactory, 4 = very satisfactory, 5 = outstanding. Data are manually compiled and reported in the Annual Performance Report following the fourth quarter.

Method of Calculation: The total number of Outreach customers rating the effectiveness of the Outreach consultant as a 4 or higher is measured against the total number of respondents to the survey question.

Data Limitations: Success is based on the perceptions of those who have received the services. A degree of subjectivity is inherent but the measure offers reliable information on program results and customer satisfaction.

Calculation Type: Non-cumulative

New Measure: No

Desired Performance: Higher than target

Percent of Families, Professionals, and Paraprofessionals Agreeing that There was a Positive Change for the Student, Staff or Family as a Result of the On-site Visit:

Surveys are provided to families, professionals, and paraprofessionals following on-site visits. Participants indicate whether or not a positive change resulted from the on-site visit. An average rating of respondents will be obtained and manually calculated on an annual basis and reported in the fourth quarter.

Short Definition: This measure is intended to show the success of Outreach staff in making an observable change following on-site visits.

Purpose/Importance: The measure addresses the question as to whether the services of Outreach actually make a positive difference. This is an important measure of program effectiveness.

Source/Collection of Data: Outreach customers are provided with written surveys following each on-site visit on which to rate their satisfaction according to a two-point scale: Yes or No. Data are manually compiled and reported in the Annual Performance Report following the fourth quarter.

Method of Calculation: The total number of Outreach customers agreeing that the on-site visit resulted in a positive change as compared to the total number of responses.

Data Limitations: Success is based on the perceptions of those who have received the services. A degree of subjectivity is inherent but the measure offers reliable information on program results and customer satisfaction.

Calculation Type: Non-cumulative

New Measure: No

Desired Performance: Higher than target

OUTPUT, EFFICIENCY and EXPLANATORY MEASURES

Output Measures - STRATEGY 1.1.1

Short Definition: The total number of individual students enrolled at TSBVI who received classroom instruction during the regular school year (August-May) including students on evaluation status.

Purpose/Importance: Enrollment is the basis for planning and decisions related to staffing levels and funding needs. The data is also used to determine the School's allocation of federal IDEA funds and the local schools' contribution of funds to TSBVI.

Source/Collection of Data: The School's Admissions Office enters enrollment information into a database as students enter the School and as their enrollment status changes. A database report is compared with student enrollment lists provided by each program to determine the number of students enrolled each quarter.

Method of Calculation: Each individual student who has attended classes during any time each quarter is counted.

Data Limitations: None

Calculation Type: Non-cumulative

New Measure: No

Desired Performance: Meet target

Number of Students Working Off-Campus or Attending Class Off-Campus:

Short Definition: The number of students attending classes during the regular school year who participate in work experiences off-campus or attend a portion of their classes off-campus in an accredited school program.

Purpose/Importance: Evaluates degree of students work experience and participation in the general community. Provides information related to the statutory requirement that students with disabilities participate in the general curriculum to the maximum extent appropriate.

Source/Collection of Data: The Career Education Program provides information about students' work activities during each quarter. The instructional program offices provide information about student attendance in regular public schools to receive instruction in the State's general curriculum .

Method of Calculation: The total number of individual students who either participate in work activities off-campus or attend classes off-campus is counted. Students who participate in both activities are only counted once.

Data Limitations: None

Calculation Type: Non-cumulative

New Measure: No

Desired Performance: Meet target

Number of Students Returned to Local School Districts:

Short Definition: The total number of students transitioned from TSBVI to local school districts in the state of Texas.

Purpose/Importance: This measure reflects the number of students transitioned to local school districts through the ARD process, as having met goals designed to enable the students to successfully participate and integrate in their local school's and community's programs. Data are obtained through the agency's automated student database system.

Source/Collection of Data: The School's Admissions Office enters enrollment information into a database as students enter the School and as their enrollment status changes. A database report is compared with student enrollment lists provided by each program to determine the number of students that transitioned each quarter.

Method of Calculation: The total number of individual students that transitioned each quarter is reported.

Data Limitations: None

Calculation Type: Cumulative

New Measure: No

Desired Performance: Meet target

Number of Students Graduated:

Short Definition: The number of individual students who graduated from TSBVI and transitioned to a group home, private residence or supported living arrangement. It includes students who continue to receive local educational services.

Purpose/Importance: Number of students graduates provides data related to planning and decisions about staffing levels and funding needs.

Source/Collection of Data: The School's Admissions Office enters enrollment information into a database as students enter the School and as their enrollment status changes. A database report is compared with student enrollment lists provided by each program to determine the number of students that graduated each quarter.

Method of Calculation: The total number of individual students who graduated each quarter is reported.

Data Limitations: None

Calculation Type: Cumulative

New Measure: No

Desired Performance: Meets target

Number of Students Enrolled Who Have Multiple Disabilities:

Short Definition: The total number of students with multiple disabilities who received classroom instruction during the regular school year.

Purpose/Importance: The number of enrolled students with multiple disabilities is a critical factor in planning programs, allocating staff and fiscal resources, and modifying facilities.

Source/Collection of Data: Disability status is determined at each student's annual ARD (admission, review, and dismissal) meeting and maintained in a student database in the Registrar's Office. Students counted are those having "multiple disabilities" as defined in the Code of Federal Regulations 300.7(6). The measure also includes students labeled as "deafblind". A report from the database is generated each quarter.

Method of Calculation: Counted are the total number of individual students who are identified as having a disability in addition to a visual impairment.

Data Limitations: None

Calculation Type: Non-cumulative

New Measure: No

Desired Performance: Meet target

Efficiency Measure - Strategy 1.1.1

Average Cost of Instructional Program per Student per Day:

Short Definition: Daily cost per student attending the instructional component of the regular school year program, not including short-term program students.

Purpose/Importance: Useful for long-range planning.

Source/Collection of Data: Applicable portions of the School's expenditure report and student enrollment database.

Method of Calculation: Divide applicable expenses by total enrollment by the number of teacher contract days.

Data Limitations: The total population of the School varies from year to year in terms of number and degree of disability. Therefore, the average cost per student will fluctuate depending on the actual number of students referred by local districts, and the special needs of students related to their combinations of disabilities.

Calculation Type: Non-cumulative

New Measure: Yes. New definition

Desired Performance: Lower than target

Explanatory Measure - STRATEGY 1.1.1

Average Length of Enrollment in Regular School Year Program (months)

Short Definition: The average length of enrollment at TSBVI (in months) of students who graduate or return to local school programs during the regular school year.

Purpose/Importance: Students come to TSBVI for specialized and intensive services related to their visual impairment. The School is committed to helping students acquire the knowledge and skills necessary for them to successfully function in their local schools. The measure when viewed over time indicates the degree to which the School is successful in preparing students for return to their families and local programs.

Source/Collection of Data: Enrollment history is maintained in the School's computer-based Student Data System.

Method of Calculation: The duration of student enrollment is obtained by annually calculating the total lengths of stay (in months) of all students who exited TSBVI during the past regular school year, divided by the total number of students who exited the same school year. Data is reported in the fourth quarter.

Data Limitations: The duration of each student's enrollment is based on individual needs and the availability of appropriate programming in the local school. Some students will require longer enrollment at TSBVI than others. The decision is determined by each student's Annual Admission-Review-Dismissal (ARD) Committee.

Calculation Type: Non-cumulative

New Measure: No

Desired Performance: Meet target

Output Measures - STRATEGY 1.1.2

Number of Students Enrolled in Residential Programming during the Regular School Year:

Short Definition: The total number of individual students enrolled at TSBVI who received residential programming during the regular school year (August-May) including students on evaluation status.

Purpose/Importance: Enrollment is the basis for planning and decisions related to staffing levels and funding needs.

Source/Collection of Data: The School's Admissions Office enters enrollment information into a database as students enter the School and as their enrollment status changes.

Method of Calculation: Each individual student who was enrolled in residential programming during any time of each quarter is counted.

Data Limitations: None

Calculation Type: Non-cumulative

New Measure: No

Desired Performance: Meet target

Efficiency Measure - STRATEGY 1.1.2

Average Cost of Residential Program per Student per Night:

Short Definition: Daily cost per student enrolled in the residential program during the regular school year, not including short-term programs.

Purpose/Importance: Useful for long-range planning.

Source/Collection of Data: Applicable portions of the School's expenditure report and student enrollment database.

Method of Calculation: Divide applicable expenses by total enrollment by the number of days each month.

Data Limitations: The total population of the School varies from year to year in terms of number and degree of disability. Therefore, the average cost per student will fluctuate depending on the actual number of students referred by local districts, and the special needs of students related to their combinations of disabilities.

Calculation Type: Non-cumulative

New Measure: Yes. New definition

Desired Performance: Lower than target

Output Measures - STRATEGY 1.1.3

Number of Students Enrolled in Short-term Special Programs:

Short Definition: The total number of individual students enrolled in instructional short-term programs offered during the regular school year or receiving instruction during the summer school programs.

Purpose/Importance: Enrollment is the basis for planning and decisions related to staffing levels and funding needs.

Source/Collection of Data: The School's Registrar enters enrollment information into a database. A report is generated each quarter to determine the number of students enrolled each quarter.

Method of Calculation: This is a cumulative, non-duplicated count of individual students who are enrolled in instructional programming in any short-term program during each quarter.

Data Limitations: None

Calculation Type: Cumulative

New Measure: Yes

Desired Performance: Meet target

Number of Students Enrolled in Residential Programming during Short-term Special Programs:

Short Definition: The total number of individual students enrolled in the residential component of short-term programs offered during the regular school year or during the summer school programs.

Purpose/Importance: Enrollment is the basis for planning and decisions related to staffing levels and funding needs.

Source/Collection of Data: The School's Registrar enters enrollment information into a database. A report is generated each quarter to determine the number of students enrolled each quarter.

Method of Calculation: This is a cumulative, non-duplicated count of individual students who are enrolled in residential programming in any short-term program during each quarter.

Data Limitations: None

Calculation Type: Cumulative

New Measure: Yes

Desired Performance: Meet target

Efficiency Measure - STRATEGY 1.1.3

Average Cost of Short-term Special Programs per Student:

Short Definition: Average total cost per student of all short-term programs offered during the regular school year and summer.

Purpose/Importance: Useful for planning, and for the allocation of budget, personnel and facilities.

Source/Collection of Data: Applicable sections of the School's expenditure report and student enrollment database.

Method of Calculation: Divide applicable expenses by total enrollment of students in short-term and summer programs.

Data Limitations: The average cost per student will fluctuate depending on the actual number of students participating in all short-term programs (regular school year and summer), and the special needs of students related to their combinations of disabilities.

Calculation Type: Non-cumulative

New Measure: Yes

Desired Performance: Lower than target

Output Measures - STRATEGY 1.1.4

Number of Students Receiving Physical/Motor Services:

Short Definition: This measure reflects the number of students attending classes in the regular school year, short-term and summer programs who receive occupational therapy, physical therapy, health services, speech-language therapy, audiological services and orientation and mobility instruction, including direct, consultative, and infused services.

Purpose/Importance: Measure is useful for planning, for determining staffing needs, and for documenting compliance with the statutory requirements related to special education.

Source/Collection of Data: Students' schedules, providers' schedules, and students' IEPs are the sources for this information.

Method of Calculation: Each individual student receiving physical/motor services during each of the four quarters is tallied.

Data Limitations: None

Calculation Type: Non-cumulative

New Measure: Yes

Desired Performance: Meet target

or:

Number of Physical/Motor Related Services Received by Each Student:

Short Definition: Documents the caseloads for providers of occupational therapy, physical therapy, health services, speech-language therapy, audiological services and orientation and mobility instruction, including direct, consultative, and infused services.

Purpose/Importance: Measure is useful for planning, for determining staffing needs, and for documenting compliance with the statutory requirements related to special education.

Source/Collection of Data: Students' schedules, providers' schedules, and students' IEPs are the sources for this information.

Method of Calculation: Each student is counted for each physical/motor related service that he or she receives (duplicated count). Six-month, nine-month, and twelve-month performance levels are calculated by averaging quarterly data.

Data Limitations: None

Calculation Type: Non-cumulative

New Measure: Yes

Desired Performance: Meet target

Number of Students Receiving Counseling and Assessment Services:

Short Definition: This measure reflects the number of students attending classes in the regular school year, short-term and summer programs who receive psychological, counseling services, assessments and social work services, including direct, consultative, and infused services.

Purpose/Importance: Measure is useful for planning, for determining staffing needs, and for documenting compliance with the statutory requirements related to special education.

Source/Collection of Data: Students' schedules, providers' schedules, and students' IEPs are the sources for this information.

Method of Calculation: Each individual student receiving counseling and assessment services during each of the four quarters is tallied.

Data Limitations: None

Calculation Type: Non-cumulative

New Measure: Yes

Desired Performance: Meet target

or:

Number of Counseling and Assessment Services Received by Each Student:

Short Definition: Documents the caseloads for providers of psychological, counseling services, assessments and social work services including direct, consultative, and infused services for students, as well as writing assessments and other duties associated with the provision of these services.

Purpose/Importance: Measure is useful for planning, for determining staffing needs, and for documenting compliance with the statutory requirements related to special education.

Source/Collection of Data: Students' schedules, providers' schedules, and students' IEPs are the sources for this information.

Method of Calculation: Each student is counted for each physical/motor related service that he or she receives (duplicated count). Six-month, nine-month, and twelve-month performance levels are calculated by averaging quarterly data.

Data Limitations: None

Calculation Type: Non-cumulative

New Measure: Yes

Desired Performance: Meet target

Average Weekly Number of Residential Students Participating in the "Weekends Home" Program:

Short Definition: The average weekly number of regular school year residential students participating in the Weekends Home Program.

Purpose/Importance: All residential students enrolled during the regular school year (August-May) are provided the opportunity to go home on weekends via commercial transportation, parent transportation, or TSBVI vehicles. The measure is important for allocating drivers and escorts, maintaining and replacing vehicles, and allocating funds.

Source/Collection of Data: Transportation logs and dormitory records are completed weekly.

Method of Calculation: The number of students who participate in the program each week is divided by the number of weeks that the program operates. The program does not operate when TSBVI is closed for school holidays/vacations.

Data Limitations: Many factors beyond the School's control affect the number of students participating in the program. Among these factors are the desires of the students' families, distances to home, and students' desires.

Calculation Type: Non-cumulative

New Measure: Yes

Desired Performance: Higher than target

Efficiency Measures - STRATEGY 1.1.4

Average Cost of Related and Support Services per Student:

Short Definition: This measure calculates the per student cost of related and support services for all programs conducted on the School's campus. Related and support services include orientation and mobility, social work services, occupational and physical therapy services, psychological services, counseling, educational diagnostician services, speech and audiological services, library services, curriculum services, staff development, health services, food services, recreation services, and transportation service.

Purpose/Importance: The measure provides the School with cost data for services required by federal and state laws and rules related to special education, and for services required because of the residential component of the School's programs.

Source/Collection of Data: Applicable sections of the School's expenditure report and student enrollment database.

Method of Calculation: This measure is calculated by dividing the total cost of the related and support services strategy (Strategy 1.1.4) by the total number of students enrolled in the regular school year and in all short-term programs.

Data Limitations: The total population of the School varies from year to year in terms of number and degree of disability. Therefore, the average cost per student will fluctuate depending on the actual number of students referred by local districts, student participation in all short-term programs, and the special needs of students related to their combinations of disabilities.

Calculation Type: Non-cumulative

New Measure: No

Desired Performance: Lower than target

Average Cost of "Weekends Home" per Student per Year:

Short Definition: Annual cost per residential student for transportation to and from home, excluding school holidays.

Purpose/Importance: This program is a significant cost driver within the School's array of services. Costs associated with the program are important for planning and resource allocation, and for evaluating the program's cost-benefit ratio.

Source/Collection of Data: Applicable sections of the School's expenditure report are used to determine program costs. The computer-based student database is used to calculate the total number of residential students.

Method of Calculation: The cost of the "Weekends Home" activity from the School's automated internal accounting records is divided by the number of regular year (August-May) residential students.

Data Limitations: Many factors beyond the School's control affect the number of students participating in the program. Among these factors are the desires of the students' families, distances to home, and students' desires.

Calculation Type: Non-cumulative

New Measure: No

Desired Performance: Lower than target

Output Measures - STRATEGY 2.1.1

Number of Education Regions Receiving On-site Consultation and/or Workshops in their Regions:

Short Definition: The measure reflects how many of the twenty Education Service Center regions throughout the State received consultation or workshops from Outreach staff concerning services for children with visual impairments and deafblindness. Consultation consists of suggestions for instructional methodologies, materials and equipment, staffing needs, educational placement, behavior programs, related services, or other local and regional resources.

Purpose/Importance: Measures the degree to which TSBVI Outreach Services are provided to all regions of the State.

Source/Collection of Data: Outreach staff submit monthly reports that are entered into a spreadsheet that records Outreach Services provided throughout the State and specifically listing the regional education service centers in which they were provided.

Method of Calculation: The total number of regions receiving services each quarter.

Data Limitations: Outreach services are provided to regional education service centers or their constituents only upon request.

Calculation Type: Non-cumulative

New Measure: No

Desired Performance: Meet target

Number of Districts/Special Education Cooperatives Receiving On-site Consultations:

Short Definition: The number of independent school districts, special education cooperatives, families, and local service providers receiving on-site consultations coordinated by TSBVI Outreach Programs. Consultation consists of suggestions for instructional methodologies, materials and equipment, staffing needs, educational placement, behavior programs, related services, or other local and regional resources.

Purpose/Importance: The measure indicates the impact of Outreach consultations in terms of quantity and geographical dispersion.

Source/Collection of Data: Outreach staff submit monthly reports that are entered into a spreadsheet listing the content and location of the services provided.

Method of Calculation: Tally the total number of individual local school districts or special education cooperatives receiving on-site consultations.

Data Limitations: Outreach services are provided to districts and special education cooperatives only upon request.

Calculation Type: Cumulative

New Measure: Yes (new definition)

Desired Performance: Higher than target

Number of Conferences/Workshops - Local, Regional, Statewide, and National:

Short Definition: The number of local, regional, statewide, or national workshops sponsored or co-sponsored by TSBVI, or at which TSBVI personnel are speakers.

Purpose/Importance: The measure indicates the degree to which the School's services meet its statewide mission and demonstrate professional leadership in the field.

Source/Collection of Data: Outreach staff submit monthly reports that are entered into a spreadsheet listing services provided throughout the State and nation.

Method of Calculation: Tally the total number of conferences provided.

Data Limitations: None

Calculation Type: Cumulative

New Measure: No

Desired Performance: Higher than target

Number of On-site Visits:

Short Definition: The number of individual on-site consultations to local school programs, families and local service providers regarding services for students with visual impairments. Consultation consists of suggestions for instructional methodologies, materials and equipment, staffing needs, educational placement, behavior programs, related services, or other local and regional resources.

Purpose/Importance: The measure is important for two reasons: (1) it provides information regarding demand for the School's services, and (2) it provides historical data for planning and budgeting costs related to travel and staffing needs.

Source/Collection of Data: Outreach staff submit monthly reports that are entered into a spreadsheet listing services provided throughout the State.

Method of Calculation: Tally the number of individual on-site visits.

Data Limitations: Outreach services are provided to districts and special education cooperatives only upon request.

Calculation Type: Cumulative

New Measure: No

Desired Performance: Higher than target

Number of Participants at Local, Regional, Statewide, and National Conferences and Workshops:

Short Definition: The overall number of participants at conferences and workshops sponsored or co-sponsored by TSBVI, or those at which TSBVI staff are speakers.

Purpose/Importance: The measure indicates the degree to which the School's services meet its statewide mission and demonstrates professional leadership in the field.

Source/Collection of Data: Outreach staff submit monthly reports that are entered into a spreadsheet listing the number of participants attending conferences and workshops.

Method of Calculation: Tally the total number of participants and the locations where they work.

Data Limitations: None

Calculation Type: Cumulative

New Measure: No

Desired Performance: Higher than target

Efficiency Measures - STRATEGY 2.1.1

Average Cost of Each On-site Consultation:

Short Definition: This measure calculates the average per-trip cost to conduct consultation regarding specific students attending local programs.

Purpose/Importance: This measure tracks expenditures on staff travel for on-site consultations. It is important for the School to collect data on costs that are subject to the limit on travel expenditures required by the legislature for state agencies.

Source/Collection of Data: Outreach staff provide receipts for travel expenses that are maintained in a computer-based spreadsheet.

Method of Calculation: The sum of costs for all travel for on-site consultation is divided by the number of trips made for this purpose.

Data Limitations:There are several independent variables in calculating this efficiency measure: duration of each trip, distance traveled, and commercial airfares.

Calculation Type: Non-cumulative

New Measure: Yes (new method of calculation)

Desired Performance: Lower than target

Average Cost of Workshop per Person:

Short Definition: Average per participant cost for workshops sponsored by TSBVI Outreach.

Purpose/Importance: This measure tracks expenditures for workshops sponsored by TSBVI. The data is important for budget planning.

Source/Collection of Data: Outreach staff manually track workshop expenses that are submitted for payment from funds appropriated to TSBVI.

Method of Calculation: The cost of each workshop production is divided by the number of participants at each conference to obtain an average cost for each conference. Each average cost is added and then divided by the number of workshops. The total cost of each workshop's expenses, including speaker fees, travel expenses for speakers and/or Outreach staff, audio/visual media, facility rental, copying costs, interpreter fees, and travel assistance for participants, when applicable.

Data Limitations: There are several independent variables in calculating this efficiency measure: number of participants, duration of each workshop, distance traveled, commercial airfares, cost for presenters, and the costs paid by other co-sponsors.

Calculation Type: Non-cumulative

New Measure: No

Desired Performance: Lower than target

Inventory of External Customers Served by Strategy and Services Provided

STRATEGY 1.1.1 - CLASSROOM INSTRUCTION

Customers include:

Students enrolled in classes at TSBVI during the regular school year,

Parents or guardians of students attending these classes, and

Local school districts referring students to TSBVI.

Services provided include:

Elementary and secondary education provided to students according to individualized education plans (IEPs).

STRATEGY 1.1.2 - RESIDENTIAL PROGRAM

Customers include:

  • Students housed in residential dormitories on the campus during the regular school year,
  • Parents or guardians of students enrolled in the residential program, and
  • Local school districts referring students to TSBVI.

Services provided include:

  • Residential program provides instruction in daily living skills, life-long leisure skills (recreation program), after-school and overnight supervision.

STRATEGY 1.1.3 - SUMMER SCHOOL CURRICULA

Customers include:

  • Students enrolled in summer program classes,
  • Parents or guardians of students attending these classes, and
  • Local school districts who serve the students during the regular school year.

Services provided include:

  • A variety of short-term instructional and enrichment programs designed to address the educational and social needs of students with visual impairments that attend their local public school programs during the regular school year, and
  • Residential program provides instruction in daily living skills, life-long leisure skills, and after-school and overnight supervision.

STRATEGY 1.1.4 - RELATED AND SUPPORT SERVICES

Customers include:

  • Students receiving any related or support services at TSBVI during the regular school year or during summer programs,
  • Parents or guardians of students receiving these services, and
  • Local school districts that refer students to TSBVI for any regular school year, summer, or short-term programs.

Services provided include:

  • Related services that support students in acquiring the knowledge and skills established in their IEPs (e.g. counseling, orientation and mobility instruction, occupational and physical therapy, speech-language therapy, etc.),
  • School health services that assist students with their medical regimens, treat minor illnesses and injuries, and monitor students' physical health,
  • Instructional support services such as curriculum development and library services, and
  • Residential support services such as recreation, transportation, and meals.

STRATEGY 2.1.1 - TECHNICAL ASSISTANCE

Customers include:

  • Parents of students who have visual impairments throughout the State of Texas, and
  • Professionals and paraprofessionals serving these students throughout the State.

Services provided include:

  • On-site consultation and technical assistance to parents, local districts, early childhood intervention programs, and regional education service centers for children who are served in local educational programs.
  • Services to parents including newsletters, web family discussion room, home visits and workshops statewide.
  • Statewide staff development for professionals serving students with visual impairments or deafblindness,
  • Collaboration with an advisory group to implement a model for professional preparation in Texas,
  • Assistance to families, local school districts, and other agencies in transition planning for deafblind students,
  • Quality Programs for Students with Visual Impairments (QPVI) - a collaborative process for self-evaluation of district-wide programming for students with visual impairments,
  • Technology Loan Program to provide specialized equipment and software to students throughout Texas on a short-term basis,
  • Management of equipment and materials from the American Printing House for the Blind (APH) for students statewide, and
  • An annual registration of all students in the State with visual impairments.

TSBVI PROJECTED OUTCOMES FOR FISCAL YEARS 2001-2005

Outcome 2001 2002 2003 2004 2005
Percent of Student Learning Performance Indicator Attained

100

100 100 100 100
Percent of Responding LEA's, Parents and Students Rating the Students' Progress During the Regular School Year as Very Satisfactory or Above

70

70 70 72 75
Percent of Students Attending Short-term Programs Demonstrating Progress as Measured by Pre- and Post-assessment

65

65 70 72 75
Percent of Responding LEAs, Parents, and Students Rating the Students' Experiences in the Short-term Programs as Very Satisfactory or Above

65

65 70 72 75
Percent of Students Whose Responding Local School Districts Rated their Learning Experience at Summer School as Very Satisfactory or Above

88

85 85 85 85
Percent of Students Whose Responding Parents Rated their Learning Experience at Summer School as Very Satisfactory or Above

80

80 80 85 85
Percent of Responding Local School Districts Rating TSBVI as Satisfactory or Above in Meeting the Students' Reason for Referral

65

65 70 72 75
Percent of Responding Parents Rating TSBVI as Satisfactory or Above in Meeting the Students' Reason for Referral

65

65 70 72 75
Percent of Students Graduated From TSBVI During the Past 5 Years Who are Currently Employed

60

45 50 50 55
Percent of Families, Professionals and Paraprofessionals Rating as Very Satisfactory or Above the Improvement in their Knowledge and Skills as a Result of the Services or Products Received from TSBVI

80

82 85 85 85
Percent of Families, Professionals and Paraprofessionals Rating as Very Satisfactory or Above the Effectiveness of the TSBVI Consultant in Addressing the Reason for the On-Site Visit/Workshop 80 85 85 85 85
Percent of Families, Professionals and Paraprofessionals Agreeing that there was a Positive Change for the Student, Staff or Family as a Result of the On-Site Visit

80

85 85 87 87

This Agency Strategic Plan was developed with input from the School's Instructional Planning Council (IPC), Campus Improvement Committees (CICs), TSBVI's Management Team, Board of Trustees and stakeholders from around the State. Members of these groups include TSBVI staff, students, parents, ex-students, individuals with visual impairments, and professionals serving students with visual impairments throughout Texas.

GOAL 1: Students who are visually impaired or deafblind will demonstrate the skills and knowledge to lead vocationally, personally, and socially satisfying lives as demonstrated by academic success and successful transition to the community.

OBJECTIVES: 

  • Students attending TSBVI during the regular school year and short-term programs will annually demonstrate success in their educational programs. By fiscal year 2004:

- TSBVI will attain 100% of the Student Learning Performance Indicator Annually Established By TEA and TSBVI

- 70% of responding LEAs, parents, and students will rate the students' progress during the regular school year as very satisfactory or above.

  • Students attending short-term programs will annually demonstrate success in their educational programs. By fiscal year 2004:

- 70% of students attending short-term programs will demonstrate progress as measured by pre- and post-assessment.

- 70% of responding LEAs, parents, and students will rate the students' experiences in the short-term programs as very satisfactory or above.

  • Students will have beneficial experiences at TSBVI summer programs. By fiscal year 2004:

- 85% of students' learning experiences in summer programs will be rated by local districts as very satisfactory or above.

- 80% of students' learning experiences in summer programs will be rated by parents as very satisfactory or above.

  • Students will make successful transitions. By fiscal year 2004:

- 70% of responding local school districts will rate TSBVI as satisfactory or above in meeting the student's reason for referral.

- 70% of responding parents will rate TSBVI as satisfactory or above in meeting the student's reason for referral.

- 50% of students who have graduated from TSBVI within the past 5 years will be employed.

Outcome Measures:

  • Percent of Responding LEA's, Parents and Students Rating the Students' Progress During the Regular School Year as Very Satisfactory or Above
  • Percent of Students Attending Short-term Programs Demonstrating Progress as Measured by Pre- and Post-assessment
  • Percent of Responding LEAs, Parents, and Students Rating the Students' Experiences in the Short-term Programs as Very Satisfactory or Above
  • Percent of Students Whose Responding Local School Districts Rated Their Learning Experience at Summer School as Very Satisfactory or Above
  • Percent of Students Whose Responding Parents Rated Their Learning Experience at Summer School as Very Satisfactory or Above
  • Percent of Responding Local School Districts Rating TSBVI as Satisfactory or Above in Meeting the Student's Reason for Referral
  • Percent of Responding Parents Rating TSBVI as Satisfactory or Above in Meeting the Student's Reason for Referral
  • Percent of Students Graduated from TSBVI During the Past 5 Years Who are Currently Employed

STRATEGY: Provide a well-balanced curriculum which includes disability-specific skills and which meets either State Board of Education requirements for regular education or individual education plan (IEP) goals. Provide instruction in academic/functional, vocational, and orientation and mobility skills and promote the successful transition of students to local schools, community placements, work or further education.

Output Measures:

  • Number of Students Enrolled in Day Programming During the Regular School Year
  • Number of Students Working Off-Campus or AttendingClass Off-Campus
  • Number of Students Returned to Local School Districts
  • Number of Students Graduated
  • Number of Students Enrolled Who Have Multiple Disabilities

Efficiency Measures:

  • Average Cost of Instructional Program per Student per Day

Explanatory Measure:

  • Average Length of Enrollment in Regular School Year Program (months)

STRATEGY: Conduct residential programming that provides instruction in independent living skills and social skills. 

Output Measure:

  • Number of Students Enrolled in Residential Programming During the Regular School Year

Efficiency Measure:

  • Average Cost of Residential Program per Student per Night

STRATEGY: Provide a variety of instructional and residential short-term Special Programs including summer enrichment programs designed to meet the educational needs of students with visual impairments. Curriculum will be provided in the following content areas: (a) compensatory academic skills, including communication modes; (b) social interaction skills; (c) recreation and leisure skills; (d) use of assistive technology; (e) orientation and mobility; (f) independent living skills; (g) career education; and (h) visual efficiency skills.

Output Measures

  • Number of Students Enrolled in Short-term Special Programs
  • Number of Students Enrolled in Residential Programming During Short-term Special Programs

Efficiency Measure

  • Average Cost of Short-term Special Programs per Student

STRATEGY: Provide related and support services during the regular school year and short-term Special Programs that support the instruction of students attending TSBVI.

Output Measures:

  • Number of Students Receiving Physical/Motor Services or;
  • Number of Physical/Motor Related Services Received by Each Student
  • Number of Students Receiving Counseling and Assessment Servicesor;
  • Number of Counseling and Assessment Services Received by each Student
  • Average Weekly Number of Residential Students Participating in the "Weekends Home" Program

Efficiency Measures:

  • Average Cost of Related and Support Services per Student
  • Average Cost of "Weekends Home" per Student per Year

GOAL 2: Families, professionals, and paraprofessionals will have the knowledge and skills necessary to improve educational programming and other services for all Texas students who are visually impaired or deafblind.

OBJECTIVE: By fiscal year 2004, 85% of families, professionals, and paraprofessionals will rate as very satisfactory or above the improvement of their knowledge and skills as a result of services or products received from TSBVI.

Outcome Measures:

  • Percent of Families, Professionals, and Paraprofessionals Rating as Very Satisfactory or Above the Improvement of their Knowledge and Skills as a Result of the Services or Products Received from TSBVI
  • Percent of Families, Professionals, and Paraprofessionals Rating as Very Satisfactory or Above the Effectiveness of the TSBVI Consultant in Addressing the Reason for the On-site Visit/Workshop
  • Percent of Families, Professionals, and Paraprofessionals Agreeing that there was a Positive Change for the Student, Staff or Family as a Result of the On-site Visit

STRATEGY: Provide technical assistance and information and referral services for families of and programs serving children with visual impairments and children with deaf-blindness through pre-service, inservice and family services programs.

Outcome Measures:

  • Number of Education Regions Receiving On-Site Consultation and/or Workshops in Their Regions
  • Number of Districts/Special Education Cooperatives Receiving On-Site Consultations
  • Number of Conferences/Workshops-Local, Regional, Statewide, and National
  • Number of On-Site Visits
  • Number of Participants at Local, Regional, Statewide, and National Conferences and Workshops

Outcome Measures:

  • Average Cost of Each On-Site Consultation
  • Average Cost of Workshop per Person

GOAL 3: We will establish and carry out policies governing purchasing and public works contracting that foster meaningful and substantive inclusion of historically underutilized businesses.

OBJECTIVE: TSBVI will include historically underutilized businesses (HUBs) in at least 18% of the total value of contracts and subcontracts awarded annually by the agency in purchasing and public works contracting by fiscal year 2004.

Outcome Measures:

  • Percent of Total Dollar Value of Purchasing and Public Works Contracts and Subcontracts Awarded to HUBs

STRATEGY: Develop and implement a plan for increasing the use of historically underutilized businesses through purchasing and public works contracts and subcontracts.

Outcome Measures:

  • Number of HUB Contractors and Subcontractors Contacted for Bid Proposals
  • Number of HUB Contracts and Subcontracts Awarded
  • Dollar Value of HUB Contracts and Subcontracts Awarded

STATE GOVERNMENT GOAL AND BENCHMARKS RELEVANT TO TSBVI

 

State Government Priority Goal for Education in Public Schools

To ensure that all students in the public education system learn to read at grade level by the end of the third grade, continue reading at grade level, demonstrate exemplary performance in foundation subjects, and acquire the knowledge and skills needed to be responsible and independent Texans.

*     From Vision Texas:  The Statewide Strategic Planning Elements for Texas State Government, February 2000, developed by Governor George W. Bush and the Texas Legislative Budget Board.

 

State Benchmarks Adopted by TSBVI

  • Percent of students from third grade forward who are able to read at or above grade level (includes only those students who do not have a disability which would prevent them from attaining this benchmark)
  • Percent of students who achieve mastery of the foundation subjects of reading, English language arts, math, social studies and science (includes only those students who do not have a disability which would prevent them from attaining this benchmark)
  • Percent of students who demonstrate satisfactory performance on the Texas Assessment of Academic Skills (TAAS) (includes only those students not exempted from the TAAS under state law)
    Violence rate in school setting
  • Percent of high school graduates employed or enrolled in post-secondary education

 Together, we can make Texas a beacon state:*

  • A state where our children receive an excellent education so they have the knowledge and skills for the 21st century;
  • A state where people feel safe in their communities, have access to equal justice, and all people know the consequences of committing a crime are swift and sure;
  • A state where our institutions encourage jobs and economic opportunity;
  • A state where each resident accepts responsibility for his or her behavior; and
  • A state where our people - our greatest resource - are free to achieve their highest potential.

I envision a state where it continues to be true that what Texans can dream, Texans can do.

The Mission of Texas State Government *

To support and promote individual and community efforts to achieve and sustain social and economic prosperity for its citizens.

The Philosophy of Texas State Government *

  • State government will be ethical, accountable, and dedicated to serving the citizens of Texas well.
  • State government will operate efficiently and spend the public's money wisely.
  • State government will be based on four core principals that will guide decision-making processes.
  • Government cannot solve every problem or meet every need.
  • State government should do a few things and do them well.
Limited and Efficient Government

Government cannot solve every problem or meet every need.
State government should do a few things and do them well.

Local Control The best form of government is one that is closest to the people. State government should respect the right and ability of local communities to resolve issues that affect them. The state must avoid imposing unfunded mandates.
Personal Responsibility

It is up to each individual, not government, to make responsible decisions about his or her life. Personal responsibility is the key to a more decent and just society. State employees, too, must be accountable for their actions.

 
Support for Strong Families

The family is the backbone of society and, accordingly, state government must pursue policies that nurture and strengthen Texas families.

 

Texas state government should serve the needs of our state but also be mindful of those who pay the bills. By providing the best service at the lowest cost and working in concert with other partners, state government can effectively direct the public's resources to create a positive impact on the lives of individual Texans. The people of Texas expect the best, and state government must give it to them.

* From Vision Texas: The Statewide Strategic Planning Elements for Texas State Government, February 2000, developed by Governor George W. Bush and the Texas Legislative Budget Board.