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Annual Report 2004 (249k) 001A_sma

1100 W. 45th Street
Austin, Texas 78756-3494
(512) 454-8631
TDD (512)-206-9451

TSBVI Board of Directors

Parents of Persons with Visual Impairments

  • Otilio Galindo, San Angelo
  • Jamie Wheeler, North Richland Hills
  • Janet Ardoyno, Abilene

Consumers with Visual Impairments

  • Gene Brooks, Austin
  • Jesus Bautista, El Paso
  • Mary Sue Welch, Dallas

Persons Working with the Visually Impaired

  • Donna Vaden Clopton, Weatherford
  • Deborah Louder, San Angelo
  • Frankie D. Swift, President

TSBVI Administrative Staff

  • Dr. Phil Hatlen Superintendent
  • Miles Fain Principal, Comprehensive Programs
  • Dr. Lauren Newton Principal, Special Programs
  • Ken Miller Director of School and Student Services
  • Cyral Miller Director of Outreach Programs
  • Barney Schulz Administrator for Business, Operations and Technology

A Message from the Superintendent


The Texas School for the Blind and Visually Impaired (TSBVI) will soon celebrate its Sesquicentennial. In 1856 the school was founded in a house on San Gabriel Street near downtown Austin. Two years later it moved to a site that is now a part of the University of Texas, near the Erwin Center. A portion of the campus still stands and is now called The Nowotny Visitor Center. In 1919, a new campus was built on 45th Avenue on a large portion of land. The picture on the cover shows the construction, accomplished by men and mules. The buildings shown are still in use, but desperately in need of renovation.

In August of this year, the Texas Education Agency (TEA) notified us that the School had met its standards of accreditation jointly adopted by TEA and the School. The TEA praised the school for its outstanding record of student achievement. In a time when schools are being held to increasingly higher standards of accountability, we are proud of our students' accomplishments.

As you read this document, you will note significant progress in all outcomes and projections that were presented in the TSBVI Strategic Plan. This is the result of the TSBVI team, because every employee understands that their primary job on campus is to enhance the learning environment for blind and visually impaired students.

Students come to TSBVI from every geographic area of Texas. They are referred by school districts and parents who believe that students will benefit from our services. Some students are from very rural areas, and are referred because the school district cannot provide the expertise necessary for educating blind or visually impaired students. Other students come from urban areas and are referred because they have intensive needs that the local district cannot offer. Every blind or visually impaired child in the state has equal access to an education at TSBVI. The ethnicity of our students closely reflects the diverse population of Texas.

There has been a consistent increase in the number of blind and visually impaired students in Texas, and the number now exceeds 7,000. Education of these students is progressing and improving every year, and TSBVI has a role in assisting every one of these students. However, often enrichment and leisure/recreation needs are scarce or non-existent for many blind and visually impaired students. For this reason, TSBVI has been involved in the development of a non-profit charity, "All Blind Children of Texas" (ABCTX). It is committed to providing activities and support so that all blind children of Texas will have a sense of pride and self-worth. ABCTX needs the financial support of many Texas citizens if it is to achieve its goals, and provide urgently needed services to many children. You are invited to participate in this effort by making contributions to: All Blind Children of Texas, 1100 West 45th Street, Austin, Texas 78756.

TSBVI belongs to the citizens of Texas, who rightfully expect it to provide the best education possible for blind and visually impaired students. For 150 years TSBVI has served the people of this state by providing their students with the skills and knowledge to lead vocationally, personally, and socially satisfying and productive lives.

But times have changed over the years. Imagine a blind child from El Paso, for example, attending TSBVI in the 1800s. More than likely, the only time this child returned to home and family was in the summer months. Today, we have students from El Paso who board a plane every Friday afternoon and spend the weekend with family, friends, and neighbors.

This is one of many, many aspects of TSBVI that have changed through its life. And the greatest and most profound changes have occurred in the past 20 years. The services provided by the school have expanded and multiplied so the impact of TSBVI is felt throughout the state. Following is a description of both direct and indirect services now offered by TSBVI. Accomplishments during the 2003-2004 school year are also listed.

Phil Hatlen Phil Hatlen

TSBVI - Who We Are . . .


The School was established in 1856 and classes were first held at the residence of Mr. W. L. Hill in Austin, Texas. The School moved to the present day "Little Campus" in the current day Nowotny Visitor's Center of the University of Texas. A second campus was established on Bull Creek Road in Austin in 1889. In 1915 the School's name was changed to the Texas School for the Blind and the School moved to its present 45-acre campus on West 45th Street in Austin. A special program for deafblind children was initiated in 1974 and was housed in the former Confederate Widows' Mansion on 38th Street. The deafblind program moved to the 45th Street campus in 1981. In 1989, the School was given its current name, the Texas School for the Blind and Visually Impaired (TSBVI), to reflect more accurately the population it serves.

The main functions of TSBVI include:

  • To provide a free, appropriate public education that addresses the intense or specialized needs of visually impaired children and youth, including those with additional disabilities when the local district and parents agree that such services are not available in a local program.
  • To conduct supplemental programs, such as summer and other short-term programs.
  • To provide statewide services to parents of students, school districts, regional education service centers, and other agencies including training, consultation, technical assistance, and developing and disseminating materials such as curriculum, instructional methodology, and educational technology.
  • To partner with Texas Tech University and Stephen F. Austin State University in preparation programs for teachers of the visually impaired.


All blind and visually impaired students in Texas will have the skills and knowledge to enjoy fulfilling and satisfying lives.


Texas School for the Blind and Visually Impaired (TSBVI) will be a leading center of educational expertise for students with visual impairments in Texas. TSBVI will provide opportunities for children and youth who are visually impaired, including those with additional disabilities, to develop the skills necessary to lead vocationally, personally, and socially satisfying and productive lives.


The Texas School for the Blind and Visually Impaired (TSBVI) believes that:

  • Blind and visually impaired persons in Texas will have the opportunity to be equal and the right to be different.
  • A comprehensive assessment, sound educational planning, and an appropriate placement for each blind and visually impaired student provide the best assurance for educational success.
  • Blind and visually impaired students learn best when their teachers and other staff are highly trained and know how to address the unique needs of these students.
  • Every blind and visually impaired student in Texas will have access to the on- and off-campus services of TSBVI.
  • Instruction in all areas of the expanded core curriculum is essential for all blind and visually impaired students.
  • Educational services to blind and visually impaired students in Texas will be equal to services provided to sighted students.

The Staff

The staff of TSBVI is comprised of 416 full-time and part-time positions including classroom teachers, teacher aides, job coaches, related service staff including orientation and mobility instructors, speech-language pathologists, occupational and physical therapists, psychologists, behavior specialists, counselors, social workers, health services staff, residential staff who work with students after school hours, clerical staff, business office staff, admissions and records staff, technology staff, maintenance workers, groundskeepers, food service workers, custodial staff, transportation and security staff, among others.

The Board of Trustees

The School is governed by a nine-member Board of Trustees, which is appointed by the Governor and confirmed by the Senate. The Board is comprised of three members who are blind or visually impaired, three who have experience working in the field of visual impairment, and three who are parents of a child who is blind or visually impaired. Public meetings of the Board are generally held 5-6 times per year.

Our Partnerships

  • Local school districts refer students to us for specific needs. Students are then shared between the school district and TSBVI, and information sharing and collaboration for the benefit of students is continuous.
  • Education Service Centers are often a source of referrals to TSBVI, and the ESCs often are the point of contact when a student is returned to his/her community.
  • Additional partners with whom TSBVI has a mutually productive and satisfying relationship are all local and state agencies and organizations of and for the blind.
  • The chart that follows illustrates the success of these partnerships.


    Percent of stakeholders rating their collaboration with TSBVI as satisfactory or higher

    Percent of local school districts reporting TSBVI programs as being of high value as a statewide service

    Targeted Performance

    80% 80%

    Actual Performance

    100% 87%


Sources of Funding

annuaOE1The School is primarily funded through appropriations granted by the State Legislature. Other sources of funding include federal funds, appropriated receipts, interagency contracts, and donations.

Sources of Funding
General Revenue 12,387,403
Federal Funds 2,261,455
Appropriated Receipts 884,124
Interagency Contracts 375,070
Bond Proceeds 34,000


TSBVI provides full-time comprehensive programs during the regular school year to students who are unable to receive an appropriate public education from the local school district. Districts refer students for placement to acquire a student-specific set of skills that, once learned, will the student to return to education in the home community. At TSBVI, students receive intense instruction in all areas of the curriculum including orientation and mobility, technology training, occupational and physical therapy, speech therapy, daily living skills training and many other disability-specific skill areas. TSBVI is the only placement in the State where all educational staff are specially trained and certified to teach students with visual impairments and all residential staff receive ongoing training in teaching, independent living skills, including personal hygiene, dressing, grooming, and home care.

Post Secondary Program: This program, offered in partnership with the Texas Commission for the Blind, provides training for students who are legally blind and have a regular State Board of Education high school diploma or GED. Students seeking this post-secondary experience are in need of remedial academic, independent living and work related skills training. They will cultivate the skills, attitudes and opportunities necessary to meet the demands of competitive employment and adult living.


  • The school met and exceeded the performance standards agreed upon with the Texas Education Agency representing significant student progress in the following core curricular areas.

    Percentages of students assessed making moderate to substantial progress on curriculum-based assessments:
    Language Arts Math Orientation and Mobility Social Skills Independent Living Skills Technology Career Education Infused Skills
    82% 94% 100% 95% 82% 98% 100% 96%
  • ** Infused Skills (for multiply impaired students) _ Social Communicative Interactions, Emotional Development, Senses and Motor Skills, Basic Concepts, Representation/Cognition
  • 100% of students identified as Limited English Proficient made significant progress on language-related assessments.
  • A new program for 18- to 21-year-old students focusing on successful transition to adult life was initiated.
  • Low Vision Efficiency and Self-determination initiatives were begun.
  • The Texas Behavior Support Initiative was adapted for use on campus.
  • Bond funds provided five new Independent Living Houses for students.
  • 86% of graduates surveyed from the past 5 years were engaged in productive life activities.
  • 96% of parents, local districts and students were satisfied or above with student's progress during the school year.


The following graphs display the achievement of Comprehensive Programs in meeting some of the objectives set out in the School's Agency Strategic Plan and in the School Improvement Plan. Many of these objectives are tied to funding for the School and serve as a measure of accountability to the State Legislature.

Targeted Performance 100% 65% 100%
Actual Performance 100% 86% 100%



  • Students participated in statewide White Cane Day activities in downtown Austin.
  • Wrestling meets were held at TSBVI and at many central Texas area high schools. Two students were sent to the regional meet in San Antonio after placing 1st and 2nd in district meets.
  • A student holiday music assembly and play were held in the auditorium.
  • Many TSBVI students traveled to participate in the South Central Association Schools for the Blind Conference meets held in Louisiana and in Alabama. In Louisiana, students participated in wrestling, cheerleading, music, and drama. In Alabama, students competed in track and field events, music and drama.
  • A public presentation of the play, "The Memorandum" was performed by students at the School.
  • Fifty-six students participated in the 4th Annual Sports Extravaganza in Dallas in October, competing in goalball and track and field events. This event is open to visually impaired students in Texas and surrounding states. TSBVI's boys beginner team won 1st place in goalball and TSBVI's girls varsity team also won 1st place in goalball.
  • The School's tandem bike club participated in the 25-mile portion of Lance Armstrong's Ride for the Roses and also in the 25-mile Lions Club Rip Roaring Ride.
  • A parent weekend conference was held at TSBVI focusing on recreation and leisure skills with 77 families in attendance.
  • Residential instructor Carole Goltze was selected by the national Principals of Schools for the Blind (POSB) as the Outstanding Residential Life Staff Member.


Number of local districts served in 2003-2004: 117

Enrollment Statistics
Elementary Program 33 30 37 32
Secondary Program 103 127 122 123
Post-Secondary Program   4 5
TOTAL 136 157 163 160


Hispanic 31
White 51.5
Black 15
Asian/Pacific Islander 2.5




Summer programs provide a unique approach to instructing visually impaired children in Texas public schools. They are specifically designed to serve students who do not attend TSBVI during the regular school year. As such, they emphasize those vision related skills that can be difficult for their districts to provide during the school year. Instruction focuses on: applying academic skills to functional, real-life situations such as having a vocation; learning personal skills of independent living such as personal and domestic care; and acquiring a personal sense of confidence, well-being and hope that comes from interacting with other successful visually impaired people.

Students who attend summer programs are typically the only visually impaired student in their school. The classes introduce students to empowering experiences and ideas about living with visual impairment, and provide a socially supportive peer group, which reduces their feelings of isolation, difference and loneliness, and provides enduring friendships that can last a lifetime. This support can be an important factor in enabling these students to remain in their local districts.


  • 80 middle and high school students participated in programming that focused on either fine arts or applied, thematic vocational projects.
  • 79 elementary school students participated in programming that provided opportunities to practice and use their current academic and vision-related skills in functional activities such as thematic units, music, community outings, self-care, shopping, cooking, arts and crafts, and recreational activities.
  • 24 students about to graduate from high school participated in jobs in the Austin community, and were taught skills related to independent daily living at home and in the community.
  • 45 multiply-impaired students with vision loss were given the opportunity to be away from home (often for the first time) and to participate in skills of independent living and recreational activities in the community.
  • 14 students participated in a sports program that allowed many of them to practice athletic activities that they cannot experience in regular, non-adapted programs. This program was provided by a special grant though the University of Wisconsin.
  • Five university students from Stephen F. Austin State University completed their pre-professional internships by participating in six weeks of supervised summer instruction. TSBVI is the only site in the state where college students can obtain such intensive, varied and diverse opportunities to work with visually impaired students.
  • Local school districts rated Summer Programs as being of higher value than any other programs offered at TSBVI.


  • Secondary academic students set up vocational projects (similar to a small business) that allowed them to use skills such as internet market research, budgeting, advertising, production, creative development, sales, organization, management, and evaluation. Small businesses included a broadcasted radio station, a small food production and delivery business, and a horticulture shop.
  • One secondary academic class focused on options for work-related independent travel skills, including the public transit system, Amtrak, Greyhound, air travel, and simple foot travel.
  • Seventeen secondary academic students participated in a summer fine arts class that included creative writing, songwriting, playwriting, computer generated music, music theory, instrumentation, musical and theatric performance, and visual graphics.
  • Individual high school academic students were assigned to community jobs in Austin at places such as: a preschool program, a restaurant, an adaptive sports facility, a groundskeeping service, and a nonprofit organization. Small groups of functional level high-school students worked together at sites such as: a food bank, a library warehouse, WalMart.
  • Summer students with low vision received training on the functional use of low vision devices. A kit of these devices was provided to each classroom to encourage students to practice using a wide variety of low-tech aides to accommodate different viewing contexts.
  • Elementary students participated in a nationally recognized science program called Grossology. An older group participated in a special writing program.


Year 2000 2001 2002 2003 2004
Number of Students 298 281 272 263 242


Short-term Programs were formally initiated in 2000, in response to local school district requests for TSBVI to provide brief, intensive training in areas related to vision loss such as adaptive technology, braille reading and writing, tactile graphs and maps, etc. Districts wanted a program that could help their students, yet allow them to remain in their local district. Short-term programs range from three to five days in length, and serve students who are academically successful and on grade level, who need special tools (usually for reading, writing and math) in order to access instruction.

TSBVI provides three types of short-term programs

  1. 1. Individual IEP classes: Local districts can refer a student to work on any aspect of the expanded core curriculum for visually impaired students. Each student's objectives are jointly determined between TSBVI and the local teacher of the visually impaired.
  2. 2. Special topic classes: Classes are offered on specific topics pertinent to students with visual impairments (e.g., technology, adapted tools and technology for accessible mathematics, Braille Olympics, low vision).
  3. 3. Independence Weekends: students participate in theme oriented classes that provide opportunities to practice skills of independent living, self-advocacy, communication, recreation and leisure, and to interact and learn from other students and staff with visual impairments.


  • Students were provided instruction in a broad range of skills related to visual impairment, including braille reading and writing, skills for independent living, nonvisual mathematics, low vision adaptations, blindness technologies, orientation and mobility, social skills and self-determination.
  • 98% of students met the objectives for which they were referred.
  • Students were introduced to a wide range of adaptive, electronic technologies that are available to assist persons with visual impairments, and taught how to evaluate and match them to meet various needs that arise.
  • 95% of responding school districts, parents and students rated their experience in short-term programs as very satisfactory or above.
  • Short-term programs served 114 students, an increase of 59% since the program's inception in 2000.
  • Short-Term Programs was recognized as Texas' most outstanding program for visually impaired students by the state's professional organization for the blind.


  • Nine secondary students attended a three-day class to learn about space and astronomy. The class was jointly developed and taught with staff and an astronomer from the University of Texas Space Consortium program. Through participation in hands-on scientific exploration, the students were introduced to abstract concepts that can be especially challenging for students with visual impairment to understand.
  • Fourteen students participated in a three-day Low Vision class. This class focused on the unique needs of students who do have some vision yet need highly specialized adaptations in order to benefit maximally in school and daily living. Their needs are often overlooked because they can appear to "get by," yet there exists a wide range of interventions that can contribute greatly in helping them meet their true potential.
  • Seven deafblind students with Usher Syndrome attended a three-day class focusing on the special needs of young people with this genetic syndrome. The class was jointly created and taught with staff from TSBVI Outreach and the Division of Blind Services of the Texas Department of Assistive and Rehabilitative Services (DARS). Training was simultaneously provided for the families of these students. Topics addressed: self-advocacy, specialized technology, life after high school, mobility adaptations and equipment, and agencies serving individuals with deaf-blindness.
  • Six students participated in a weeklong class teaching Adaptive Tools & Technology for Accessible Mathematics. This class presented techniques needed by a visually impaired learner to be successful in a regular secondary algebra or geometry class.
  • 23 students attended three-day independence weekend classes that provided them the opportunity to practice skills of independent living, participate in community activities, and experiment with skills of self-advocacy. These students are usually the only visually impaired person in their school. The weekend class gave them the life-affirming opportunity to interact and share their experiences with other students who understood their personal experience.


Year 1999-2000 2000-01 2001-02 2002-03 2003-04
Number of Students 27 67 69 126 114

Number of districts served in 2003-2004: 73

Ethnicity of Students Enrolled in 2003-2004 Short-Term Programs pie chart

Ethnicity of Students Enrolled in 2003-2004 Short-Term Programs
Hispanic 25
White 60
Black 12
Mixed 3


The following graphs display the achievement of Special Programs in meeting objectives set out in the School's Agency Strategic Plan and in the School Improvement Plan.

Special Progams Performance Measures 2003-2004

Percent of students attending short-term programs demonstrating progress Percent of responding school districts, parents and students rating the students' experiences in the short-term programs as very satisfactory or above Percent of students whose school districts rated their learning experience at summer programs as very satisfactory or above Percent of students whose parents rated their learning experience at summer programs as very satisfactory or above
Targeted Performance 90% 72% 80% 82%
Actual Performance 98% 95% 90% 88%



As a statewide resource TSBVI collaborates with local and regional entities to support the state's entire student population of visually impaired students. A comprehensive set of Outreach services is available for students who are blind or visually impaired or deafblind, with or without additional disabilities, and their families across the state, regardless of whether they ever step onto campus. Outreach services help ensure that all children with visual impairments and deafblindness in all kinds of settings are offered quality educational services.

Specific Outreach services include registration of students with visual impairments and the deafblind census; local district and home consultation; local, regional and statewide workshops; a quarterly newsletter produced in collaboration with the Division of Blind Services in Spanish and English; on-line resources; a technology loan program; a mentor program and support for the Texas personnel preparation system.

The TSBVI Outreach Program has a successful history of introducing cutting edge educational practices to Texas practitioners. Through collaboration with national research grants, university projects and federal initiatives and drawing upon concentrated expertise on campus, the specialists from the Outreach staff have helped to import new educational research into best practice in Texas. Use of calendar systems, assessment tools, new types of adapted literacy technologies, communication strategies for students who are deafblind, and active learning curriculum for students with the most severe disabilities have been disseminated statewide via Outreach support and facilitation. Model training for specialized paraprofessionals to serve students with deafblindness has been developed by the Outreach staff and shared statewide. With facilitation of Outreach staff, a coordinated approach to professional preparation has increased the supply of qualified personnel in Texas by 40% since 1996. In addition, methodologies and resources developed in this state for inservice and pre-service training are now exported nationally and internationally through the TSBVI website, national conference and curriculum publications.


  • Over 98% of Outreach customers rated Outreach services overall as satisfactory or higher with 82% reporting the improvement of their knowledge and skills as either very satisfactory or outstanding
  • 99.12% of Outreach customers rated the effectiveness of the Outreach consultant during on-site visits and workshops as satisfactory or higher with 85.85% rating the consultant as very satisfactory or outstanding.
  • Over 94% of the evaluations of Outreach customers in 2004 indicated positive student, staff or family changes as a result of Outreach visits.
  • Videoconferencing events allowed over 700 people to access high quality live training without incurring travel costs, and over 250 training videotapes were subsequently purchased, extending the reach of each event. The development of on-line training resources is a high priority for the Outreach program.
  • In 2003-2004, 127 districts across Texas requested on-site training.
  • The Outreach program provided 243 presentations and conferences.
  • Over 7,000 professionals, paraprofessionals and family members participated in workshops sponsored or presented by the Outreach staff last year.
  • Outreach on-sites and/or local and regional workshops were provided in all 20 ESC regions.
  • For the first year, the TSBVI Outreach program facilitated both the registration of VI Students and the statewide census of students who are Deafblind.


  • A 2 year contract from HHSC allowed 10 blind primary students to receive electronic braille-writing systems that have increased opportunities to fully access literacy instruction in their general education settings.
  • Four Mentor Centers brought VI professionals-in-training and their mentors to the campus of the TSBVI to observe quality programming.
  • Training in topics specific to the unique needs of students with visual impairments, including assessment, technology and appropriate curricula were available both on campus and via videoconferencing on a monthly basis.
  • A quarterly newsletter produced in collaboration with the Department of Blind Services was mailed to over 4000 on our mailing list in Spanish, English, disc, braille and large print formats plus it is posted on the TSBVI website and among the most popular pages offered on that site.
  • 40% of the most requested downloads from the TSBVI website are Spanish versions of newsletters.
  • Training packets for families called "Vision Specific Issues and the IDEA" were developed and sold statewide, supported upon request with inservice presentations.
  • An intensive workshop for assessment personnel at education service centers was held in June 2004.
  • The Texas Focus, a statewide training for professionals and family members, a joint project with all 20 ESCs, was held in Dallas and served 355 participants.
  • Training tailored to new professionals offered targeted opportunities to supplement university training for nearly 100 participants.
  • A new family listserv for families with children who are visually impaired was added to the TSBVI website, moderated by Outreach personnel.


The following graphs display the achievement of Outreach Programs in meeting objectives set out in the School's Agency Strategic Plan and in the School Improvement Plan.

Outreach Progams Performance Measures 2003-2004

Percent of Outreach customers rating as very satisfactory or above the improvement of their knowledge and skills Percent of Outreach customers rating as very satisfactory or above the effectiveness of the on-site or workshop consultant Percent of Outreach customers agreeing there was a positive change for the student, staff, or family as a result of the on-site visit
Targeted Performance 85% 85% 87%
Actual Performance 82% 86% 94%




TSBVI's Curriculum Department develops curriculum written by teachers and other certified professionals for blind and visually impaired students in all curricular approaches. Curriculum and resource guides are published and sold world-wide to assist the teacher, orientation and mobility instructor and parent in areas such as independent living, career education, technology, braille instruction, orientation and mobility, and low vision. Each guide contains assessment and instructional methodology.


  • A total of 4,631 print publications were sold in fiscal year 2004. Braille Fundamentals was the top seller. Over 400 copies each of The Low Vision Resource Guide, Learning Media Assessment, Teaching Students with Visual and Multiple Impairments, and Calendars for Students with Multiple Impairments were sold.
  • A total of 1,592 copies of Braille Fundamentals were sold in fiscal year 2004.
  • A total of 131 Elementary Concepts curriculum were sold.
  • A total of 105 instructional videos and 68 diskettes were sold.
  • The "Transition to Adult Life" curriculum was completed in 2003-2004.
  • Work began on a assessments and curriculum for social skills, a curriculum for students ages 18 and over and on a sexuality education curriculum.
  • Work continued on an assessment guide to assist diagnosticians and teachers in determining what areas to assess for visually impaired students.
  • The School continues to evaluate and refine the performance indicator assessment tools that guide IEP development and instruction for TSBVI students.
  • Work began on a Practical Academics-level Health Curriculum in coordination with the School Health Advisory Council.
  • A curriculum for teaching uncontracted Braille, Un's the One, was completed.


welcome-small"A Center for Educational Services for All Blind and Visually Impaired Students in Texas"

The School hosts a website that is recognized throughout the world for content concerning visual impairment and the education of blind and visually impaired students. The entire website is accessible to blind and visually impaired persons. In 2003-2004, there were over 1.4 million visitors to the web site from more than 200 countries including Mexico, Canada, the United Kingdom, Australia, Argentina, Spain, Peru, the Netherlands, Japan, Germany, Italy and New Zealand. The most visited pages were on sensory integrative dysfunction in young children, non-verbal communication, teaching math to visually impaired students, central auditory processing disorders, downloadable braille materials, and teaching strategies. The largest number of file downloads included the See/Hear newsletter in English and Spanish, the Vision Anomalies Handbook, the Math Continuum, and the Algebra 1 Nemeth "Cheat Sheet". Forty percent of the most downloaded files were Spanish versions of newsletters.


The School has developed a 10-year plan for the continued renovation, repair or replacement of its facilities. In collaboration with the Texas legislature, TSBVI embarked upon the plan for the gradual renovation or replacement of its aging facilities, beginning with three of the original large student residences. The renovation of the first student residence was completed in May 2000 and two additional residences were renovated in February 2001. Funding for construction and renovation was generated through the sale of general obligation bonds. Progress towards completion of the 10-year facility plan continued into 2003-2004.


  • 5 new student dormitories were constructed on the campus.
  • A new warehouse was constructed.
  • An old maintenance shop and a storage building were demolished to make room for the new dorms.
  • 2 manufactured homes that were formerly student residences were moved from the campus.
  • Air conditioning ductwork was repaired and mold removal was completed in Outreach's Silverrain Building.

shovel_s Ground is broken for the new student dormitories

dorm2 Completed student dormitories