Spotlight on Success: Featured Stories from TSD’s Lone Star Journal
Perseverance and Progress
Celebrating the Class of 2024
By Gabriel Cardenas
On May 30, 2024, 47 students graduated from Texas School for the Deaf (TSD), celebrated by friends, family, and elected officials. This year’s graduating class marks significant achievements across academics, athletics, and extracurricular activities. TSD advanced to the National ROV and Drone Championships, excelled in the Culinary Arts Bowl, and secured championships in girls and boys basketball and cheerleading. Fourteen graduates earned scholarships totaling $29,000, and 26 seniors were accepted into post-secondary education and training progams.
This class stands out for having begun high school during the COVID-19 pandemic, a challenge that deeply affected their education and lives. Both the class salutatorian and valedictorian spoke of their high school experiences during COVID-19 in their speeches. Class valedictorian McKenna Brentham reflected on overcoming the challenges of the pandemic, using softball metaphors to describe life’s unpredictability. She stated, “Life threw a bad pitch at us. We experienced the coronavirus epidemic, which impacted our academics and social life with people.” Class salutatorian Dylan Barbin shared similar sentiments, saying, “We faced COVID-19, got through it all, and now we need to keep going, face any challenges, and aim for success.”
Brentham emphasized seizing opportunities despite life’s challenges, while Barbin focused on the importance of a growth mindset in achieving academic success. Both encouraged their peers to support each other, take risks, and strive to make positive impacts.
Lev Shayman delivered a profound benediction, highlighting the graduating class’s perseverance throughout their high school years despite being known as “COVID-kids” and treated as “outcasts.” He said, “Senior year, we found ourselves on top… Throughout our high school years, we knew we could do it.” He ended by encouraging the class to “remember to be yourself, connect with people, learn to be better, and find the environment that suits you.”
Brentham plans to attend the University of Texas at Austin to pursue her dream of becoming a crime scene investigator. Barbin will attend the National Technical Institute for the Deaf (NTID) to pursue a career in information technology. Shayman plans to attend Gallaudet University to pursue a career in the insurance industry.
Lauren Ridloff: Inspiring Graduates with the Power of P-A-C-E
By Gabriel Cardenas
Fans recognize Lauren Ridloff for her groundbreaking role as Makkari, the first Deaf superhero in the Marvel Universe. Her portrayal of the super-speedster has significantly advanced representation in the superhero genre.
The Texas School for the Deaf had the honor of having Ridloff address the Class of 2024 at their graduation. Her speech focused on the themes of perseverance, adaptability, commitment, and encouragement, encapsulated in the acronym P-A-C-E.
Using personal stories from her career and life, she made these concepts relatable and inspiring, providing a powerful reminder of the life skills necessary for post-graduate success.
Ridloff illustrated perseverance by sharing her experience training for the New York City Marathon, saying, “When I’m running, I have to pace myself… If I find the right speed, if I find the right pace, I can persist, I can continue.”
Ridloff discussed the importance of adaptability, recounting her challenge of playing the role of Makkari and having to adapt to running in a complex superhero suit.
During a particularly tough running scene inside a large travelator, she felt claustrophobic and considered giving up. However, her commitment to the role and her team kept her going. “I took a moment, and did some self-talk. I knew that there were a lot of people, a lot of crew, coordinators, and stunt performers ready for this big day. I couldn’t not do it. I had to move forward.”
When the movie was released, Ridloff was moved to see a Deaf performer on the big screen as a superhero. Watching her two boys play with a Lego Makkari figurine, she felt the full reward of her hard work. “All of that work, time, commitment, and training was all worth it,” she said.
Ridloff’s final message emphasized the importance of finding and maintaining one’s pace to ensure both success and enjoyment of life’s journey.
She encouraged the graduates to take pride in their achievements and to create their paths at their own pace. “Maybe you feel like you’re not getting where you want to be. It’s important that you are at your pace. Find your perfect pace, that’s yours.”
Superintendent Peter Bailey presented Ridloff with the Claire Bugen Legacy Award of Merit, a prestigious honor recognizing individuals who have demonstrated exceptional commitment to the Deaf and hard-of-hearing communities.
From TSD to Tokyo
The Deaf Grappler’s Journey to the Deaflympics
By Lone Star
Lone Star is excited to bring you an inspiring interview with Garrett Scott, also known as “The Deaf Grappler.” A proud graduate of the Texas School for the Deaf’s (TSD) Class of 2003, Scott recently qualified for the 2025 Deaflympics in Tokyo, where he will compete in Judo. Scott’s journey from TSD to becoming the first American Deaf man to earn a black belt in Brazilian Jiu Jitsu is nothing short of remarkable. His story is a testament to the power of perseverance, discipline, and the incredible support system he found at TSD.
In this interview, Scott shares how his time at TSD shaped his early years in wrestling, providing him with the confidence to tackle challenges both on and off the mat. He talks about his transition from wrestling to Brazilian Jiu Jitsu (BJJ) and how, despite his love for BJJ, he turned his focus to Judo after realizing its significance in the Deaflympics. Scott’s dedication to his craft, from missing vacations to refining his skills under the guidance of top Judo coaches, highlights his unwavering commitment to achieving excellence.
Scott also offers valuable advice to current TSD students, encouraging them to prioritize education, discover their talents, and train hard to reach their goals. As he prepares to represent the Deaf community on the international stage, his journey is sure to inspire others to pursue their passions with the same determination and heart.
LS: How did your time at TSD shape your journey in wrestling and judo?
I started at TSD when I entered the 7th grade, mainly because in my hometown of Midland, I was going to be the only student who was deaf in my school that year. TSD was an exciting place full of opportunities, but I also encountered some bullies. I played football and baseball during my first year, but I felt that learning to wrestle might give me the confidence I needed to deal with some of the older students. TSD is where I learned wrestling skills, though I didn’t truly excel in the sport while I was there. However, it helped me build friendships, confidence, good sportsmanship, and a love for training. This foundation gave me a step up when I fell in love with Jiu Jitsu later on. I also volunteered as a coach at TSD for several years.
After spending a couple of years at Southwest Collegiate Institute for the Deaf (SWCID), I took Judo classes at Austin Community College. Later, I switched to a Judo club with Che Valdez as my sensei. I earned a green belt in Judo and also learned other martial arts like Muay Thai and kickboxing. I eventually became the first American Deaf man to earn a black belt in Brazilian Jiu Jitsu, and I have since added a first degree to that. I also enjoyed spending a few years as a professional MMA fighter. All of this got its start at TSD—I truly appreciate my time there!
LS: Can you share some of the key challenges you faced in transitioning from wrestling to judo?
I loved wrestling in high school, but then about 16 years ago, I attended a Brazilian Jiu Jitsu class in Keller out of curiosity. I transitioned from wrestling to BJJ, and as I mentioned earlier, I have earned a first-degree black belt. Only in the last year have I focused on Judo, as BJJ is not yet a Deaflympic sport. Judo and BJJ have many similarities because BJJ has its roots in Judo. However, BJJ involves more groundwork and grappling, while Judo emphasizes standing techniques and throws.
This shift has been a big change for me, but one that is helping me grow in my martial arts skills. I’m seeking to train with people who have much more knowledge and ability in Judo than I do now, so that I can level up my skills. I’ve had to think differently as I work out and adjust some of my muscle memory from groundwork to standing techniques.
LS: What does qualifying for the 2025 Deaflympics mean to you personally and professionally?
Qualifying for the 2025 Deaflympics means the world to me! I will be 42 when I finally compete in Tokyo. I had never truly considered it before since my main focus has been BJJ. But, as I explained earlier, BJJ has its roots in Judo. When I went to tryouts in Minnesota in June, I was pretty nervous—but I wasn’t afraid of tough competition. In my mind, I said, “Be water…” I relaxed my breathing and threw down my opponent for the “ippon”!
Next, I faced a man who had won the bronze in Greco-Roman wrestling at the ’21 Deaflympics. I gained control over him and became the 81 kg gold medal winner. It was very emotional for me as I held that medal—ha! I even kissed it. The next day, I found out that I had officially qualified. I’m so happy and very focused on maintaining great discipline and training over the next year and a half. I have a new Judo coach, Nina Cutro-Kelly, gold medalist at the ’21 Deaflympics, and Carrie Chandler, a former Olympian in Judo. I am thankful for my wrestling, BJJ, and MMA experience.
LS: How do you balance your traininng for the Deaflympics with other aspects of your life, such as work or family commitments?
I’m a single guy, but I live near my folks and siblings. I’ve already cut out three planned vacations—including a snow skiing trip (ouch!). Financially and schedule-wise, it’s more important to focus on my training. There are also team meetings to attend between now and November ‘25. I’m very accustomed to training most nights and weekends. I’ve been doing BJJ and Muay Thai classes, but I’ve added Judo, of course. I’m hoping to attain a brown belt before the Olympics.
I want to get in even better shape with lots of drills and cardio workouts, like 5-10 mile jogs. My job, in a warehouse with no AC, helps with weight control. Over the past year, I’ve gotten very serious about meal prep—healthy eating and limited portions. I enjoy lake surfing, golf, and fishing with family and friends. I’m planning on participating in some competitions to build up my Judo experience.
LS: What advice would you give to current TSD students who aspire to compete at an international level in sports?
Hey fellow Rangers! Education is key, so school comes first. Enjoy your PE classes and figure out where your talents lie, and what you enjoy most. Train hard, train daily, and learn from your coaches. If you’re in the DFW area, I teach classes for Deaf students on many Saturday afternoons at the gym—I’d love to see you there!
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Lone Star Journal • Volume 143 • Number 2 • Spring 2024
Clouds Can’t Eclipse Excitement:
TSD Unites for Rare Celestial Show
By Gabriel Cardenas
Despite cloudy skies, excitement buzzed in Central Texas as residents and visitors eagerly awaited the arrival of a rare total solar eclipse, April 8. At TSD, anticipation reached a fevered pitch as students and faculty gathered at the football and softball fields, equipped with solar eclipse glasses in anticipation of the celestial spectacle. Among the crowd were Superintendent Peter L. Bailey and his wife, Justina, who joined the students to experience the cosmic show firsthand.
As the moon gradually obscured the sun, casting a shadow over the landscape, the atmosphere at the field was one of excitement and anticipation. Despite the cloud cover, the students were able to catch a glimpse of totality, cheering as they witnessed the breathtaking ring of fire around the moon. Their enthusiasm and shared experience served to unite the school community in awe of the wonders of the universe.
Although the next total solar eclipse for TSD won’t occur until February 25, 2343, the memories of this rare event will surely stay for years to come. As for the students, the total solar eclipse proved to be a memorable and unifying experience. Despite the challenges posed by the weather, their shared awe and wonder at the sight overhead served as a reminder of the beauty and mystery of the universe.
Students Shine as TSD hosts:
TSD Hosts ROV and Aerial Drone Competition
By Amanda Wolf
In late February, the Texas School for the Deaf hosted thrilling ROV and Aerial Drone competitions, drawing participation from 17 Deaf schools nationwide. A total of 66 ROV and 90 Drone competitors engaged in spirited challenges throughout the events.
TSD students showcased their talents, securing numerous accolades in both middle and high school categories. In middle school, TSD clinched several awards: the ROV Obstacle Course Championship, ROV Sportsmanship, and ROV Spirit of SeaPerch, and Drone awards including, Think, Skills, and Inspire, and the Overall Drone Excellence Award.
Similarly, high school students demonstrated remarkable skill, earning distinctions such as, the ROV Spirit of SeaPerch Award, Drone Flight Operations, and Drone Teamwork, leading to the coveted Overall Drone Excellence Award.
Following their successes, the middle school SkullSoul team and the high school MSG team progressed to the World Championship in April. On the global stage, the MSG team triumphed, securing the prestigious Inspire Award.
TSD highschool science teacher, Tara Holaday, supported by CTE supervisor, Megan Scarboro, both played pivotal roles in orchestrating the event, coordinating logistics, and mobilizing volunteers to ensure smooth operations and fair judging, ultimately enhancing the TSD experience for all participants.
A Very Busy Two Weeks in April for TSD's Athletic Department:
Hosting Three Major Track and Field Events
By Cody Upchurch
Kicking off with the Seeger Relays for high school athletes on April 5, we saw outstanding performances from our TSD Track & Field team.
Freshman, Kaylee Hottle, set a new school record in the girls’ 300-meter hurdles with a time of 51.87 seconds, securing the gold medal. Sophomore, Dekaylee Green, sprinted her personal best in the girls’ 100-meter, claiming first place and breaking into the TSD top five all-time school records.
Sophomore, Jami Haynes, excelled in the girls’ 400-meter run, securing the 4th spot in TSD’s all-time records. And freshman, Amelie Egbert, impressed in the girls’ triple jump, ranking 6th in TSD’s all-time records. The girls’ team clinched first place overall in the Seeger Relays, while the boys secured second place, with notable performances including sophomore Cameron Blalock’s strides in hurdles, junior Theo Savannah’s discus throw, and junior Niven Zhang’s personal best in the triple jump.
The Ranger Relays for middle school athletes, April 6, welcomed 18 teams and over 200 competitors. The event ran smoothly, thanks to our dedicated volunteers and featured deafowned vendors.
The 14th Berg-Seeger meet, April 13, drew 24 deaf schools from across the nation, with over 400 participants including athletes, coaches, chaperones, and athletic directors. The TSD girls’ team triumphed, claiming the championship by a slim margin, while the boys’ team secured second place. Freshman, Kaylee Hottle, once again shined, breaking her own school record in the girls’ 300-meter hurdles. In fact, the event witnessed numerous broken records. Hosting 24 schools and 279 athletes, the 14th BergSeeger set a new attendance record, showcasing the event’s impact and unity within the Deaf community
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Lone Star Journal • Volume 143 • Number 1 • Winter 2023-2024
Sweet Traditions
TSD Culinary Arts Students Spread Holiday Cheer to State Leaders
By Gabriel Cardenas
As a cherished holiday tradition, students from TSD's Culinary Arts program prepared and delivered cookies to state leaders before the holiday season. Although the Legislature was in its fourth-called special session, the students, wearing their culinary coats, ventured through the halls of the state capitol and down the Texas Capitol Mall to deliver an assortment of holiday cookies to key legislative offices and partner agencies.
What made this year unique was the students got to use TSD's new state-of-the-art culinary kitchen - for the very first time - to prepare the sweet holiday treats. From chocolate chip cookies to corn shortbread, peanut butter cookies, and star pie cookies, everything was crafted with care and personally delivered to express gratitude to the school’s valued partners for their unwavering support and hard work.
During the rounds, students had the opportunity to meet important leaders such as Texas Education Agency (TEA) Commissioner, Mike Morath, and the Texas Facilities Commission’s (TFC) Executive Director, Mike Novak, along with various legislative staff members. Students engaged legislative office staff in conversation, sharing insights into their culinary creations.
In a notable interaction, a member of Senator Royce West’s office staff inquired about the student’s concerns. TSD junior, Jasmine Hottle, brought up how in other states, deaf schools have directional signs on interstate highways, but in Texas, there is no way to know where to exit to TSD. The legislative staff expressed interest in following up on this request.
Executive Director Novak, always eager to connect with TSD students, welcomed them into his office and even invited them to sit on the commissioner’s dais. He shared his pride in the partnership with TSD, particularly in the reconstruction of the new culinary arts kitchen.
Accompanied by culinary instructors, Cameron Garberoglio and Felipe Bonifacio, as well as CTE supervisor, Megan Scarboro, TSD students – Jasmine Hottle, Anissa Castro, Karina Segura, Liz Martinez Martinez, Jeanique Davis, Jumoke Olanrewaju, and Roberto Hernandez Diaz – delivered 30 boxes of holiday treats. Even TSD Superintendent, Peter Bailey, made time in his schedule to join the students’ deliveries, highlighting the significance of this annual tradition.
How the Grinch Stole the Holidays!
TSD's Fall High School and Middle School Theater Production
By Gabriel Cardenas
TSD’s high school and middle school performing arts students brought to life the timeless childhood story of Dr. Seuss’ classic character, the Grinch. In the production of “How the Grinch Stole the Holidays!,” directed by Ames Biskupiak, with co-direction by Megan Burgess, this was the very first Grinch performance in ASL at TSD.
Inspired by the 2000 film starring Jim Carrey, the script was modified to be deaf-friendly for the cast. The set design, created by Steve Barbin, drew inspiration from the pages of Dr. Seuss’ classic story.
The leading role of Grinch was played by Jarvis Coons-Price. His stellar performance captivated the audience as he confidently portrayed the grinchy Grinch.
Cindy Lou was played by Camilla Hillard. Her depiction of the character convinced the audience that Grinch does have holiday spirit and was worthy of the Whoville Cheer Award.
The audience was helped through the story by the narrator, Priyanka Nordstrom, with support from cast and crew: Laisha Azham, Dylan Brzozowski, Garbiela Calderon, Jacob Camacho, LaDarius Crear, Elijah Escobedo, Viviana Gonzalez, Esmeralda Jaquez, Meilin Poole, Benjamin Pulfer, Janiyah Roberts, Julissa Sambrano-Orduna, Zoe Tapley, Jesus Trejo, and Jesslyn Villegas.
In the director’s note, Biskupiak expressed appreciation for set designer, Steve Barbin, codirector Megan Burgess, and the slate of voice interpreters. She also thanked the students, “[they] are incredibly amazing with their commitment and aim to improve at every rehearsal. With their talent, they strived to ensure the show would go on.”
RJ Kaufman’s 400th Win
RJ Kaufman became the first coach in TSD history to reach 400 wins! The 400th win mark is a testament to Coach Kaufman’s leadership skills, sportsmanship, and passion for volleyball and athletes.
By Amanda Wolf
Reflecting on your 20- year coaching career and achieving your 400th win, what do you consider the key factors contributing to your consistent success on the volleyball court?
It’s really been the group of players I had the honor to work with over the past 20 years, including yourself, Amanda! I’ve been fortunate to coach players who always want to win, love to compete, and to become better players. Their passion is what brought us the 400 wins. I myself did not achieve the 400th win, it’s the athletes who contributed. Each girl has their own individual wins - some with 10 wins, others with 20 wins. The overall win was on the girls. Not just me.
Over 20 years, coaching styles and strategies can evolve. How would you describe your coaching philosophy, and how has it developed over the years?
Different, yes. In my first few years, I was a tough and demanding coach and I would get angry. In the past few years, I’ve noticed myself being more soft, so when any mistakes happened, I would just shrug and say, “OK,” then move on. When the team makes a mistake, I just ask them not to do it again. I am much more laidback now than in previous years. I can see that in myself.
Volleyball is not only about wins but also about personal growth. How do you contribute to the personal development and character building of your players beyond the volleyball court?
You are right. Sports is not only about playing the game. What we do on the court, it does apply to real life. If you get frustrated, what will you do? The same applies in real life, as it applies to all sports, school, and everything. Everything you face in high school, somehow, somewhere, sometime, you will face other real life frustrations. How you will handle it in high school, that will reflect and help you in facing future challenges or decisions.
Volleyball is known for its fast-paced and dynamic nature. How do you stay updated on the latest trends, techniques, and strategies in the sport to keep your coaching methods current and effective?
I do see what is out there with new trends or new plays. One thing is still the same as always though: pass, set, and kill. Game strategies and defense coverings are constantly changing. But the goals remain the same. Clean pass, clean set, and clean hit.
Can you recall any challenging moment or season in your coaching career? How did you overcome it, and what lessons did you learn from that experience?
Challenges. Games. I’ve coached over 1,000 games, so it is difficult to pick one. But, seasons. I think each season is different. It is about the group of players who come together each season. Some players are skilled, some are not. I know I have to adjust based on their skill levels. Some players are able to get ahead, some players struggle to push themselves. The challenges for each season will depend on the type of players who will come together. Each season has its best moments, some seasons there may not be many. There just is no guarantee to have the best season every year.
Throughout your coaching journey, are there specific players or teams that stand out contributing to your 400 wins?
Really not one specific player, it is all the players coming together! Some girls I’ve coached won only three games, some won 100 games, so it varies. Each athlete’s wins contributed to hitting 400. I know my players believed in me, followed my system and my play style. The girls really inspired themselves, and each other, to be successful.
I want to ask a follow up question, how did you feel when you found out that you will hit the 400th win mark?
Actually, I already knew 2-3 weeks beforehand. I’d calculated that if I were to get the 400th, it would be at the Spike Out. But, it did not happen. We ended one game with a tie, then lost the next game.
But, we won the 400th during TSD’s homecoming! So that was a good closing to my final season, to achieve the 400th win on our home court during the biggest sports weekend of the year for TSD.
An Interview with Keith Baker
CTE teacher named winner of the Harbor Freight Tools for Schools Prize for Teaching Excellence.
By Amanda Wolf
Can you take us through the journey of applying for the Harbor Freight Tools for Schools award? What motivated you to apply?
Firstly, my colleague and I were chatting about wishing for grant funds to grow our programs, when it was mentioned that Harbor Freight had a grant program for education. So I checked out their website and learned that I could apply for a grant for TSD. The Harbor Freight Tools for Schools grant program funds educational support for trades, like carpentry, welding, auto mechanics, technical skills, etc. So I thought, “it doesn’t hurt to apply, so I went ahead and sent in a proposal. The application had quite a few questions to answer about why the school needs the funding. I also watched their video and commented with my thoughts on it. Then, I sent the application, and I waited. They asked me a few further questions and requested a video showing the auto mechanics shop. They had the perspective of a classroom for hearing students, so I showed and explained what a classroom for students who are deaf looks like. I ended up being selected as one of the top 25 applicants from all over the U.S. I really did not expect that.
Can you share your initial reaction upon learning that you had won the $50,000 from Harbor Freight Tools for Schools? How does it feel to receive such a significant award?
Well, my coworker actually tricked me. The staff had been planning a surprise announcement but needed some help to pull it off to surprise me. This is actually funny. They told me to clean up the shop because there was to be an inspection, and they told me to keep the bay doors shut. When I mentioned how hot it was, they explained that the doors need to be closed so we can show they are opening and working right when the inspector arrives. I believed them. So, I cleaned up and waited. Finally, they announced that the inspector was here and opened the doors, it was then that I saw the surprise! A crowd of people were waiting with balloons and my family was all there. I was surprised. It was a true surprise, and an honor to be selected out of over 1,000 applicants for the grant. There were a total of 25 grants awarded that day to organizations across the U.S., with only five of us receiving the top $50,000 prize.
How do you plan to utilize the $50,000 grant?
As of right now, I haven’t spent any! I will spend next semester. There are several tools that we do not have and need to purchase, and others that need to be replaced.
Harbor Freight Tools for Schools emphasizes the importance of skilled trades education. How do you believe this award will contribute to promoting and enhancing skilled trades education in your classroom or school?
Next fall, we plan to upgrade to some of the new technologies that are more in line with the current industry standards. For instance, with more electric cars, we’ll need the appropriate new tools. Some of the older technologies are no longer needed. The students here will need to have the latest skills and training when they graduate.
Can you provide insights into the challenges you’ve faced in promoting skilled trades education, and how this award might address or overcome some of those challenges?
Oh, the challenge is deciding which tools to purchase! I kept going back and forth deciding what’s needed more. The deadline is to spend everything by June 1, 2024. So we’re working to decide what we’ll get. Also, we’ll gauge student’s interests as well and consider what they are into.
How do you plan to involve students in maximizing the impact of the $50,000 grant?
It’s like I wrote in the proposal, we need a variety of new equipment so students can learn and become familiar by utilizing different tools. For example, I’d like to use the grant money to get a top-notch auto paint gun. Ours is now over 5 years old. And, one dream I have - if I still have enough money after purchasing the needed tools - I would like to purchase a kit car. To empower the students to build a Corolla car, follow the instructions and assemble it themselves, including painting and building the engine, that’s a dream of mine for these kids.
Looking ahead, what are your aspirations for the long-term impact of this award?
Harbor Freight Tools for Schools stated that we can apply for the grant again. Some people have won twice. So, why not?
Lone Star Journal • Volume 142 • Number 3 • Summer - Fall 2023
Family Weekend Retreat 2023
Ava Burke Meets Dalhart Police Officer, Erica Trevino
Ava Burke Meets Dalhart Police Officer, Erica Trevino
By Rebecca Mowell
The Statewide Outreach Center’s Family Weekend Retreat was held this summer, in June. Family Weekend Retreat (FWR) is an opportunity for families with children who are deaf and hard of hearing to gather together and attend educational workshops. These family workshops cover topics such as communication, education, and advocacy. With a weekend full of activities, learning and sharing, families had ample opportunity to meet and socialize with each other.
This year, FWR Keynote Speaker was Officer Erica Trevino from the Dalhart Police Department. Trevino is the first female officer who is deaf. She, along with her mother, Ms. Cindy Trevino, shared about Erica’s upbringing, the importance of chasing dreams, and the support parents can provide for their child or children who are deaf or hard of hearing.
After her presentation, Officer Trevino stopped by and meet some of the families’ children. There, she ran into Ms. Ava Burke - a teenager who is deaf with a cochlear implant. Ava’s parents are also deaf and her brother is a “CODA”, which is short for a hearing child of a deaf adult. The Burkes are family advocates and value connecting with other families also raising children who are deaf or hard of hearing. Mom, Emily Burke, is on the board of Texas Hands and Voices and is the Deaf and Hard of Hearing Infusion co-coordinator for the organization. They live in the Dallas-Fort Worth area, and primarily use American Sign Language (ASL) in their home to communicate.
Officer Trevino was inspired by Ava and encouraged her to continue chasing her dream of becoming a rocket engineer. Ava enjoyed talking with Officer Trevino and felt “special, seen” & the encounter “boosted her confidence.” She was even more encouraged when she later received a nice letter and a pin from Officer Trevino.
Emily, Ava’s mom, shared that it is essential for families with children who are deaf or hard of hearing to know there are opportunities to connect with role models who are also deaf or hard of hearing. She also knows it is vital and helpful to bring children to community events, and enroll them in programs and camps so they can connect with leaders and peers who are like themselves.
Opportunities like Family Weekend Retreat, and other family events, encourages and inspires the whole family.
Peter L. Bailey TSD’s Next Superintendent
By Gabriel Cardenas
In mid-April, the Texas School for the Deaf (TSD) Governing Board met to choose who would become the school’s next superintendent. They determined Peter Bailey possessed the wealth of experience and knowledge that best meets the needs of the community in the pursuit of the legacy established by outgoing Superintendent, Claire Bugen. To get to know a little more about the new superintendent, Lone Star visited with Peter Bailey to ask him about his background and what he looks forward to as TSD’s 31st Superintendent.
1. Tell us about yourself and your background.
Prior to being selected as the next TSD Superintendent, I was the 17th Head of School of the Pennsylvania School for the Deaf (PSD) in Philadelphia, Pennsylvania from July 2016 to June 2023. I also worked for several deaf schools including PSD for almost 30 years. In my 30 years, I have served as a school administrator at Maryland School for the Deaf (Coordinator of Residence Education), Delaware School for the Deaf (Student Advisor/Vice Principal), American School for the Deaf (Assistant Dean of Students/Camp Director), Texas School for the Deaf (Supervisor of Residential Services), and The Learning Center for the Deaf (Associate Executive Director/Chief Operations Officer) in Massachusetts. I also worked for Communication Service for the Deaf in South Dakota and in Texas as the State Director for Human Services. I was a former board member for Conference of Educational Administrators of Schools and Programs for the Deaf (CEASD) and American Society for Deaf Children (ASDC). I obtained my master’s from Springfield College in Massachusetts in Organizational Management and Leadership. I come from a large Deaf family in New England. I am married to a beautiful wife, Justina. I am also a proud father/bonus father of 4 children, Austin (26), JD (24), Jasmine (24), and Jamal (20).
2. What was it like growing up in a large Deaf family?
Students who are deaf and hard of hearing who graduate from schools for the deaf often express that they continue to feel a “sense of belonging” with their schools after they leave. It was because they felt more comfortable in their communication with teachers, residential and support staff. With me growing up in a large Deaf family, I was very fortunate to feel a “sense of belonging” daily because we developed a sense of community and caring for each other which was the key to achieving a healthy and fulfilling adult life, whatever path we chose.
3. What inspired you to choose a career in deaf education?
As I grew up and graduated from a Deaf school, I have always wanted to be sure that each student is given the opportunity to maximize his/her language skills and then continue to grow and thrive in an academic setting designed to meet their individual needs. And I also want to respect the individual needs of each child. I also have always believed that I am deeply committed to ensuring that schools for the deaf put children first. This is why these are beliefs I have lived by in my 30 years of working in schools for the deaf and 5 years in non-profit organization – largest Deaf organization. Each family comes to us with an expectation that their child will be given the highest quality services designed to meet his/her unique needs, and I believe we must honor that.
4. What are you most looking forward to as Superintendent of TSD?
As a Deaf person myself, I look forward to serving as a leader and a role model to students, staff, and faculty at the Texas School for the Deaf and the communities where the school is located. My diverse experiences working with children and adults who are deaf and hard of hearing of all ages in various programs have resulted in unprecedented learning and growth, both personally and professionally. With that, I want TSD to continue providing a range of programs and services, to raise awareness of the barriers and benefits, to develop strategies for taking action, and to find the resources necessary to achieve our goals for each student.
5. What was one of the hardest things for you in leaving your old position?
It has been an honor to lead PSD these past 7 years. I am proud of what we have accomplished as a team on behalf of our school and staff when we went through some challenges. They have put in all the long hours and hard work to boost PSD from a small school to the national recognition level. These are not accomplishments the Head of School makes alone. These are achievements that require a committed team of gifted, tenacious individuals who come together to work relentlessly for a common goal – our students. I will always treasure the friendships I have cultivated with each one of them. The PSD memories during those 7 years will be one of the hardest things for me to forget!
6. How do you view the role of superintendent in relation to the TSD Governing Board and the school as a whole?
With the knowledge and experience I have gained from various fields, I believe I have much to offer and contribute and have the necessary knowledge, skills, and experience to work collaboratively with the board to propel the school forward and continue the rich history of achievements that are the hallmark of the Texas School for the Deaf. My participation as a board member or officer in national organizations, task forces and advisory committees has not only allowed me the opportunity to develop a vast professional network but has also provided me with a comprehensive view of the changing landscape of education.
7. How do you see yourself operating during your first 100 days?
I perceive myself as being a high energy, self-motivated, and achievementoriented leader who can organize and unify diverse groups. My strengths are found in my ability to effectively communicate, make well-informed decisions, actively engage, and assess the potential of others while identifying and effectively aligning and utilizing resources to achieve organizational goals. However, these cannot happen if I do not understand the history of TSD (past and current) including the programs provided. This is why I always believe in three R’s. Relationship, relationship, and relationship. I must first develop relationships; this means developing relationships with individuals, departments, and the communities. Once I develop my relationships, understand the program needs, and work with the past Superintendent, Claire Bugen, with her long history and legacy, then I can feel like I am fully operating as TSD Superintendent.
8. What are some things you enjoy doing outside of work?
Spending time with my wife, Justina, family, riding a Harley Davidson, kayaking, tubing, exploring new places, attending school, athletic and community events.
Remembering Bull Creek and BDO History
By Gabriel Cardenas
Earlier this year, the Texas School for the Deaf (TSD) celebrated Black History Month by honoring the history of its Black Deaf Alumni whose roots trace back to the Texas Blind, Deaf, and Orphan (BDO) School prior to desegregation. The name of the event was “Remembering Bull Creek and BDO History,” and it was coordinated by high school social studies teacher, Larry Smith, as part of TSD’s Enrichment Day.
A group of eight BDO alums - Robert Smith, Jake Smith, Jr., Vertie Smith, Martha L. Malone, Betty Henderson, Tammy Sellers, Leroy Bookman, and Melvin J. Humphrey - visited TSD and shared stories and experiences with students and staff dating back to the days of segregation.
Originally established in 1887, the Texas Blind, Deaf, and Orphan School, a charity-sponsored institution for black children, was located on a hundred-acre tract on Bull Creek Road between 38th and 45th Street. The school was renamed the Texas Blind, Deaf, and Orphan School in 1943, and relocated to a site in east Austin, which is today the current home of the city’s Austin Animal Center.
Eventually desegregated, the east Austin campus then became known as Texas Blind and Deaf School, or “East Campus,” and merged with TSD in 1965. Later, in 1989, the two campuses and students were consolidated to attend school together at the main TSD campus, located on South Congress Avenue.
TSD Superintendent, Claire Bugen, said, “not only was this an opportunity for our students to learn of the rich history from first-hand stories of BDO alumni, but it’s also an opportunity for the school to honor BDO’s significance in TSD’s story. Their story is one of struggle, yet resilience in the face of challenge.”
In a thank you letter to TSD, BDO’s Betty Henderson said, “The hospitality was phenomenal. The students of TSD, and staff didn’t miss a beat with assisting and accommodating us. We are extremely grateful that TSD has worked hard in keeping not only our legacy but our history alive as well. We hope that someone was inspired.”
Chris Hamilton: TSD Athletic Director with a Mission & Passion
By Steve Baldwin, Ph.D.
At first, Chris Hamilton became a reluctant interviewee because he was inherently uncomfortable talking about himself as a person who wears several hats: athlete, athletic director (AD), coach, teacher, former Deaflympian, husband, father, and national leader for Deaf school sports. I had to chase him via email until we finally agreed to meet via Zoom in May.
Beforehand, he sent me his typed answers to my preliminary list of questions, accompanied by specific photos and athletic school statistics. After all, he provides public information for a living as an AD and coach. The quality of his answers did not disappoint me. Ideally, writers, researchers and reporters need more resourceful professionals, like Hamilton.
Our videotaped interview took only 65 minutes because Hamilton did not resort to long pauses, nor was he talkative like Larry Bird, Charles Barkley, or Draymond Green. My experience as his interviewer tells me more about him as a person, family man, administrator, and former athlete, in that exact order. From the sidelines, my observation of his expressions, mannerisms, smiles, seriousness, and multitasking without missing a beat are duly noted.
Hamilton seems to know his priorities, and retiring Texas School for the Deaf (TSD) Superintendent, Claire Bugen, verifies, “An AD has to be able to prioritize and make tough calls on how best to allocate resources, set the tone, draw people together, despite conflicts, and model behaviors so the coaches can take cues from his leadership.”
A native of New York, Hamilton was born with four sports balls in his hands, namely, basketball, soccer, baseball, and softball. His love for athletics earned him a spot in the Rochester School for the Deaf’s Hall of Fame in 2009. Earlier in 2001, he switched to handball as a player, then became a coach for the USA Handball Team at the Deaflympics in 2009. One might wonder if he dreams of balls bouncing over fences in his sleep at night instead of sheep.
As the varsity boys’ basketball coach for 16 years at TSD, his team won 241 games and lost 188, which is a TSD win record. He was chosen as the Division I Coach of the Year in 2016 by the National Deaf Interscholastic Athletic Association (NDIAA).
His leadership in interscholastic sports as an AD and president of NDIAA means he has another “ball in his court” to put up with. There are over 50 school programs for students who are deaf across America, and Hamilton seems like a natural in his role for the organization. According to Bugen, “[Chris]… has to be ready for conflict and be a good problem solver, and he has dedicated himself to this role at TSD, and nationwide in his long service as President of NDIAA.”
Echoing the same perspective is Warren Keller, the current athletic director of Gallaudet University, “Chris is a trailblazing leader who has helped grow the Athletics field and leadership nationwide.”
Under his AD leadership since the fall of 2001, TSD has won two state championships, 17 district crowns, and 30 national Deaf championships in different sports, which combined selections from the extant national DeafDigest Sports online network, under the late Barry Strassler, and the current NDIAA board.
During our Zoom interview, I gave him a quick TSD sports quiz and asked which of the six known TSD sports logos caused a controversy in the mid-1990s. Without hesitating, he pointed to the rejected logo that shows a daunting mustached cowboy with a handlebar mustache carrying guns and looking hell-bent on causing mayhem rather than winning games. The replacement logo is now a horse in blue and white school colors that he wears proudly.
It’s common knowledge that every coach, athlete, or AD has a role model from his school or college days. Hamilton’s basketball coach and AD, Dennis Hanson, who was hearing,was influential at the Rochester School for the Deaf in the mid-1980s. Mr. Hanson took the time to coach, advise and mentor him, and his impact was immeasurable.
Hamilton’s fellow AD, Andy Bonheyo, a nationally known Deaf coach and AD from Maryland School for the Deaf shares the same successes and dedication and adds his comments, “Chris has the respect of his colleagues in the NDIAA organization.”
With Bonheyo retiring this summer, Hamilton is now the longest serving AD for Deaf sports programs in America.
Another former longtime TSD basketball assistant, Marwan Elrakabawy, who is now the current head coach at Schreiner College in Kerrville, agrees with the given accolades and adds his appreciation of Hamilton: “I’ve used my experience with him as a role model for the type of coach and leader I want to be.”
Suppose I add more earned superlatives after observing him as a colleague and friend from 2001 to the present: attentive, disciplined, and organized, with collateral emphasis on sportsmanship, fairness, and communication.
However, facing angry parents or coaches who refused to accept his decisions about suspending their athletes for infractions was not his favorite episode. In a broader context and with Bugen’s steadfast support, Hamilton has always maintained his fairness and rule adherence principles.
Ever the optimist, he looks forward to working with the new TSD superintendent, Peter Bailey, whom he competed against in softball during their heydays as jocks, and he feels that Bailey will provide unwavering support for athletics, much like Bugem did.
His leading cheerleader is his wife, Jody, along with their three sons, Jayden, Peyton, and Cayson.
Hamilton often appreciates the family support: “I am incredibly grateful to them throughout the years when I spent long hours as a coach and AD.”
Incidentally, Jody, a former high school and college cheerleader, is not a typical coach “widow” because she, too, loves football and basketball. Her secret is being a multitasker, and family scheduler with ample patience, constant communication and unwavering support for her spouse and sons.
Nowadays, being either a coach or AD at the school or club level is very challenging due to hostile parents, disgruntled athletes, problem coaches, unwanted scandals, insufficient funds, and even partisan politics. Hamilton amplifies the necessary professional demeanor while adhering to the everchanging school rules and policies and Texas Legislature’s evolving school laws.
Perhaps the most fitting quote that matches Chris Hamilton’s work ethic would derive from the wisdom of Vince Lombardi (1913-1970), “The price of success is hard work, dedication to the job at hand, and the determination that whether we win or lose, we have applied the best of ourselves to the task at hand.”
READ MORE STORIES HERE.
Lone Star Journal • Volume 142 • Number 2 • Special Edition 2023
A Leader in Deaf Education
By Gabriel Cardenas
By Gabriel Cardenas
Claire Bugen, an accomplished educator and administrator, has dedicated her career spanning over five decades to making significant contributions to the field of deaf education and advocating for the rights of those who are deaf or hard of hearing. As the Superintendent of the Texas School for the Deaf (TSD), she has led the institution through numerous challenges and achievements, establishing the school as a model institution for excellence not only in Texas, but across the nation.
Born on November 14, 1946, in the Bronx borough of New York City and raised in Long Island, Claire received her education in the Hicksville public schools. She completed her Bachelor of Arts in Deaf Education from MacMurray College in Jacksonville, Illinois in 1968, followed by a Master’s in Special Education/Learning Disabilities from the University of Missouri in 1974. She furthered her educational administration coursework at Southwest Texas State University in San Marcos, Texas, in 1982.
Claire’s journey in deaf education began in 1968 as a teacher in the elementary/intermediate department at the Milburn Avenue Day School for the Deaf in New Jersey. She then taught at the W.E. Martin School for the Deaf in downtown Philadelphia and the Missouri School for the Deaf before joining TSD in 1975 as a substitute teacher. Her dedication and commitment led her to become TSD’s Middle School Supervising Teacher the following year. Throughout her tenure, Claire held various leadership positions at the school, including Principal, Director of Education, and Assistant Superintendent.
As TSD’s superintendent, Claire has overseen a vibrant educational institution that serves students, ages 0-22, who are deaf and hard of hearing, and an outreach department that provides services and resources to students across Texas who are deaf and hard of hearing, along with their families and professionals working in the deaf education field. Under her guidance, TSD has flourished into a community that fosters belonging, excellence, and innovation.
One of Claire’s key accomplishments has been her advocacy for a comprehensive language-rich curriculum that integrates American Sign Language (ASL) and English language development. Recognizing the importance of equipping students with practical skills, she expanded the career and technical education (CTE) program at TSD, offering courses in fields such as automotive technology, culinary arts, graphic design, welding, and more. Furthermore, she was key in establishing partnerships with local colleges and universities to provide dual-credits and transition opportunities for TSD students.
Embracing the power of technology, Claire has enhanced the use of online resources and collaboration tools to support learning and facilitate communication among students, TSD staff, and families. She has championed the incorporation of new technologies and strategies into the TSD curriculum and programs, promoting inclusion and accessibility for students who are deaf and hard of hearing.
In addition to her work at TSD, Claire remains an active member of several professional organizations and committees related to deaf education. She is notably involved with the Conference of Educational Administrators of Schools and Programs for the Deaf (CEASD). Her dedication and expertise have earned her numerous recognitions throughout her career, including the prestigious CEASD Robert R. Davila Award of Merit in 2018 for contributions to the field of deaf education.
Claire’s remarkable leadership and unwavering commitment continue to inspire and leave a lasting impact on the field of deaf education. She has proven herself to be an esteemed and well-respected public servant, dedicated to ensuring that all students have access to high-quality education. With her visionary approach, strategic planning, and compassionate advocacy over the years, Claire has built a strong team of support who, together, have propelled TSD to new heights.
Advocating for a Campus where Deaf Students Can Learn, Grow, and Belong
By Gabriel Cardenas
During legislative budget hearings, Superintendent Claire Bugen never misses an opportunity to remind legislators that the Texas School for the Deaf (TSD) is older than the Texas State Capitol building – the Capitol building was officially completed December 8, 1888.
Established in 1856 with 3 cabins and a smokehouse, TSD has grown to be a state-of- the-art 67-acre campus. Situated along South Congres Avenue, the school has witnessed significant changes over its 167-year history, particularly in the surrounding area, including the evolving Austin skyline, a beautiful view from the TSD campus.
In the 1990s, TSD underwent a multimillion dollar construction project that merged TSD’s East Campus, which previously housed early childhood and elementary programs, with the main South Congress campus. Historically, East Campus had also served as a facility for black deaf students during the era of segregation.
As TSD’s Superintendent, Claire Bugen regularly appeared before legislative budget committees to advocate for funding for deferred maintenance and construction projects, among other needs. However, requests for maintenance and facility repairs often competed with the immediate needs of the growing student population and programs. This challenge intensified when the Governor mandated budget reductions of 5 to 10 percent for government agencies, including TSD, due to fiscal constraints, as was the case in 2013.
During a Senate Finance hearing, a Senator raised concerns about the cost of maintenance and construction at TSD. Claire presented two exceptional items: a request for nine new full- time equivalent positions and another for repair and renovation. In response, Senator Robert Duncan questioned whether the Texas Facilities Commission (TFC) could assume the day- to-day maintenance responsibilities that TSD currently managed alongside its educational functions. As a result, Duncan introduced Senate Bill 1457, which transferred facility management services from TSD and the Texas School for the Visually Impaired (TSBVI) to the TFC.
Senator Duncan stated, “This is an issue that we have observed in the [Senate] Finance Committee over the years as both of these entities [TSD and TSBVI] continue to face deferred maintenance on the remarkable facilities we have provided for these two schools. The bill would allow the schools to focus on educational needs while having TFC maintain the school facilities along with other facilities in Austin.” (Quote from Senator Robert Duncan regarding SB 1457 at the April 2, 2013 Senate Committee on Government Organization hearing) Although change is challenging, especially for a campus that managed its own facilities for decades, TSD established a strong partnership with the TFC. Under Claire’s visionary leadership, TSD developed a new master plan consisting of four phases of expansion to accommodate enrollment, establish campus age zoning, incorporate DeafSpace architectural principles, and increase educational space.
In 2017, the Legislature approved the construction of the Administrative and Welcome Center (AWC) and the adjacent Early Learning Center (ELC). Spanning 2,587 square feet, the AWC was designed using DeafSpace concepts, which promote open communication, particularly through visual language, while considering equity, personal safety, and well-being. The connected ELC was uniquely designed to suit young learners, fostering language, cognitive, communication, and social skills through individual and small group instruction and play.
During the subsequent legislative session, after many biennial asks, funding was secured for a state-of-the-art Culinary Arts classroom kitchen and projects to enhance campus traffic circulation and security. The expanded Culinary Arts program now includes catering services and a student-operated grab- and-go cafe.
In the most recent legislative session, lawmakers approved funding for the construction of new housing and classroom facilities for TSD’s ACCESS (18+) program, ensuring age- based campus zoning. This expansion includes a two-story housing unit with 16 four-bedroom apartments and the construction of five additional classrooms. Funding was also allocated for reconfiguring TSD’s campus gate at the Elizabeth Street entrance.
The transition to TFC managing day-to-day maintenance functions though initially challenging has proven beneficial for the school. Deferred maintenance projects have been diligently addressed, involving numerous repairs, installations, reconditioning, and replacements, resulting in a well-maintained campus.
Further, in 2021, Claire played a crucial role in bringing to the attention of legislators the impact of budget reductions on a school that exclusively serves special education students, particularly regarding deferred maintenance and the continuation of the school’s master plan. State Representative James White subsequently filed HB 3456, which passed and was signed into law by the Governor.
When Claire personally engaged with key legislators and presented before budget committees at the Capitol, her priority remained the needs of TSD, particularly regarding the campus and its facilities, where students acquire knowledge. Her involvement and leadership in designing and implementing the school’s master plan will have a lasting positive impact for years to come.
READ MORE STORIES HERE.
Lone Star Journal • Volume 142 • Number 1 • Winter 2022/Spring 2023
The Misfortunes of Charlie Chaplin
A Fall Student Theater Performance
By Gabriel Cardenas
After a three-year hiatus, placing productions on hold due to the COVID-19 pandemic, the TSD Performing Arts Program returned to the stage with a remarkable performance of The Misfortunes of Charlie Chaplin.
While researching what to present on stage, Theater Arts teacher, Ames Biskupiak, was reminded of the works by Charlie Chaplin, and she recalled Granville Redmond, a renowned California painter who taught Chaplin a technique he later used in his silent films.
Performed entirely using only body language and facial expressions, The Misfortunes of Charlie Chaplin captivated audiences for three performances on a stellarly designed stage built by TSD staff members, Steve Barbin, Stephanie Hurwitz, and Megan Burgess.
The lead role of Charlie Chaplin was played by freshman, Branson Laird, supported by other cast and crew members: TSD seniors, Cindy Alvarez (Houston), Erin Collins (Houston), Ziggy Onion (San Antonio), Jose Ramirez- Vega (Dale), and Bernardo Salinas (Laredo), TSD juniors, Jumoke Olanrewaju (Houston), and Alma Robinson, freshman, Axo Robinson (Austin), middle school students, Jacob Camacho (San Antonio), Elliana Meems (Round Rock), and Julissa O.
Texas School for the Deaf's Pancake Breakfast
2023 Pancake Breakfast Fundraiser, A Huge Success!
By Keena Miller
TSD's annual pancake breakfast fundraiser netted approximately $12K in proceeds to support TSD family services, and provide support for other families across Texas with children who are deaf or hard of hearing, through TSD's statewide outreach services.
With just over 850 served in a short three hours, including those who dined in, some who picked up their orders to-go, and deliveries that went out to more than 280 area first responders, this year had the largest crowd to date.
TSD's most sincere thanks goes to the 'Pancake King & Queen', event sponsors and long-time supporters of TSD, John & Dee Hodnett.
The Hodnett's were part of the former Austin Sertoma Club, whose members started the annual pancake breakfast tradition at TSD, back in 2006.
And Will Williams, the 'King of Bacon' along with an army of volunteers from his Share the Will Foundation opened their hearts and gave selflessly of their time and assistance.
TSD thanks all the volunteers, TSD students, staff members and sponsors who helped so families with children who are deaf or hard of hearing will benefit.
Hands waving with thanks to everyone who contributed and attended.
John & Dee Hodnett, TSD Foundation, Merrill Lynch-Winnette/Weese Group, Gary Knippa & Friends, Labatt Foods, Hiland Dairies, Austin Roasting Company, Texas Hands & Voices, Round Rock Sertoma, Lone Star Roofing & Gutters, Nelson Family Life Foundation, Round Rock YMCA, Greater Round Rock Community Foundation, Mangled Axle Jeep Krew, P3, Lone Star Saber Academy, the City of Round Rock, Just Because, Round Rock Young Men's Service League, and Civil Air Patrol SWR-TX-371.
TSD Senior takes the Theatrical World by Storm
The Seventh Blade, a story by Peyton John Yevich.
By Isabelle Morgan (student contributor)
The Seventh Blade, a story by Peyton John Yevich.
By Isabelle Morgan (student contributor)
Can a student run a production better than a teacher? Ames Buskupiak, the theater teacher for The Texas School for the Deaf sure thinks so. With Peyton John Yevich directing and Ziggy Onion co-directing this spring’s play, both students and staff were shocked at the excellence of the production “The Seventh Blade.”
The story is a perfect blend of action and comedy, with sword fighting scenes in the first act, and humorous one liners throughout the show. It proves the peak of deaf theater with the entire show being told through American Sign Language with accessible voice interpreters bringing out the personality and flavor of each character.
“I very much have high hopes for this upcoming production,” Peyton Yevich states in an interview about the performance. “I consider it as my chance to show the world what I can do to create a world filled with secrets and stories.” “The Seventh Blade” takes place in a Japanese fantasy world, known as the Elysium Regnum.
Throughout the show, references of Japanese mythology and culture are heavily referenced in clothing, sets, and dialogue. “There were many inspirations to name, but the most prominentout of them, I would say, is the Kingdom Hearts franchise,” Peyton John Yevich says when asked for the inspiration behind “The Seventh Blade.” “It was my childhood game, and I loved to replay it multiple times. But an idea, a story of my own with my own characters, began to sprout during my younger years. Then I started to piece multiple inspirations together to create the story, ‘The Seventh Blade.’”
The production opens up in a lighthearted atmosphere. The main protagonist, Lani and his two friends Shiro and Tsukiko, have a friendly and supportive relationship with one another. However, the production is quickly revealed to have a dark side. Sword fighting, moral dilemmas, sacrifice, first crushes -- this play has it all. Unlike a typical “chosen one” trope, Kani is built empathetic, he is evident in his flaws, and he strives to be better for himself and his friends. Younger members of the audience can relate to such topics of comparison to a sibling, having a first love, and playful banter between best friends, all while maintaining the prime theme and moral o the story.
“It’s okay to change and abandon the old beliefs that don’t work out for you anymore,” quoted by Director Peyton John Yevich. “In our current society, people are scared of changing. But in this production, I want to send out the message that it is okay to change. It is important to be yourself and changing can be a factor in that.”
ZACH Theatre’s Cinderella Production and the Austin Deaf Community
A Celebration of Inclusivity and Creativity
By Rachella Moore
A Celebration of Inclusivity and Creativity
By Rachella Moore
ZACH Theatre, located in Austin, Texas, is renowned for its innovative and inclusive productions. In the winter of 2023, the theatre staged a unique production of Cinderella, which featured deaf and hard of hearing actors from across the nation. This groundbreaking production was a celebration of inclusivity and creativity, showcasing the incredible talent of the deaf and hard of hearing community. The integration of English and American Sign Language (ASL) in the performance was made possible through a collaboration with Deaf Austin Theatre.
Deaf Austin Theatre is a nonprofit organization that aims to enrich, inspire, educate, create, and entertain the Austin community by using ASL in all theatrical productions, ranging from classics to new works. The integration of ASL and English in the Cinderella production was a monumental achievement in bringing together the deaf and hearing communities.
Co-directed by Michael Baron, ZACH’s Producing Artistic Director, and Dr. Brian Cheslik of Deaf Austin Theatre, the cast was made up of both deaf and hearing actors who worked together to create a truly collaborative and inclusive performance. The show was performed in both English and ASL, with a creative and seamless integration of the two languages.
The Statewide Outreach Center at Texas School for the Deaf provided training to ZACH’s front house staff, including basic ASL, gestures, and Deaf Culture Awareness, to ensure that all deaf and hard of hearing patrons had a pleasant experience.
The collaboration between TSD and ZACH’s production team, along with Leila Hanaumi, an Austin resident who is deaf and a parent of two TSD students, resulted in a stunning translation of the songs of the production in artistic ASL. Leila contributed to the Cinderella performance as the Assistant Director of Artistic Sign Language, to ensure the delivery of the creative and captivating songs in ASL, especially for audience members who rely on sign language to follow the story. She also took on an ensemble role for the last couple of shows.
The production was a shining example of what can be achieved when we work together to create a more inclusive and creative world, and highlighted a new status quo for any theatre goer’s experience.
The production showcased the incredible talent of the deaf and hard of hearing community, while also demonstrating the power of theatre to bring people together. Be sure to check out Deaf Austin Theatre’s website for their upcoming productions! www.DeafAustinTheatre.org
Signing Santa
The Man Behind the Red Suit
By Gabriel Cardenas
Donning a red coat and hat, a nice trimmed snow-white beard, and a twinkle in his eye, Charles Graves
made a grand entrance to the set ready to meet star-struck kids at Barton Creek Square before Christmas day. This is Santa Charles, a certified Santa Claus.
made a grand entrance to the set ready to meet star-struck kids at Barton Creek Square before Christmas day. This is Santa Charles, a certified Santa Claus.
Before he was traveling across the country meeting Deaf children and listening to their Christmas wishes, he was Charles Graves, a night residential educator at TSD. In fact, Charles Graves has been at TSD since he was about 13 years old.
Lone Star catches up with Charles to get to know the person behind the red suit.
LS: Tell me about yourself. Where are you from?
I was born in Missouri. I lived in Greece for four years then moved to Live Oak, Texas where I lived for most of my childhood. Currently, I live in New Braunfels with my beautiful wife, Kari Graves. We will be celebrating our 25 years together this July. We have a beautiful 18 year old daughter, Kalei, who is autistic. We have two dogs and three cats – one is deaf, and two are blind. My hobbies include fishing, beaches, and traveling. We host monthly ASL Socials in our hometown, New Braunfels.
LS: When did you first arrive at TSD?
I was a student at TSD from when I was in the 8th grade. I graduated from the school in 1990, then started working as a night residential educator at TSD in 2000.
LS: It seems you have spent most of your life on the TSD campus. How much has it changed since you first arrived?
I remember some of the old buildings. Now, most of the campus has new and modern buildings. We, as students, used to be able to go off campus everyday. Now students can only go off campus on certain days. I was involved with drama, and we used to travel to many different cities, which is something they do not do anymore. Of course we all dressed differently in those days. Signing (ASL) has changed over the years too. Now the students go home every weekend, back then students went home for the holidays & summer only.
LS: What was your fondest memory while attending TSD?
Picking on the teachers and staff. Hanging out with friends, walking to ThunderCloud Subs frequently. Being able to sign with the teachers, staff, and students. And participating in PALS (Peers Assistance Leadership). I loved being in drama, auto mechanics & photography classes. And I enjoyed visiting with then Superintendent, Marvin Sallop, at his campus home.
LS: Let’s get serious here. How did you become Santa?
Someone saw me with my beard five years ago, and they asked me to be a Deaf Santa Claus at an event in San Antonio. At first I said no, but my wife encouraged me to give it a try. I am glad I did because I fell in love doing that for the children. I realized how important it was for those who are deaf to have the opportunity to visit with a Santa in their natural language (ASL). Not only that, but a Santa who has the understanding and knowledge of Deaf culture. One main goal I have as a Deaf Santa Claus is to help hearing parents of deaf children understand the importance of learning ASL.
LS: You’ve been featured on numerous local news stations across the country. How does that feel?
It was very overwhelming, in good ways. It felt good to be able to spread the word about Deaf Santa Claus being available for children who are deaf to visit with. We want parents to see the joy and excitement in their children’s eyes when they are able to sign with a Santa who is also deaf, just like them.
LS: Does Santa really know all the names of his reindeers? And does Santa need a license to drive his sleigh?
Yes, I know all the names of the reindeers. In fact, I have a Santa’s driver’s license! It includes my personal information, such as: weight - “fluffy,” eye color - “twinkle,” beard color - “snow white.” The license is valid worldwide. And there is no speed limit on sleighs.
On the serious side, I am a licensed professional Santa. I attended the International University of Santa Claus, and I am a member of Lone Star Santas.
LS: What’s your most favorite memory being Santa this past year?
Seeing the joy and excitement in children’s eyes when they realize that they can use ASL with me. Just so many wonderful memories.
READ MORE STORIES HERE.
Lone Star Journal • Volume 141 • Number 2-3 • Summer-Fall 2022
Unprecedented Book Festival Brings Deaf Authors to TSD
By Gabriel Cardenas
In early May, TSD hosted the first-ever Deaf Authors Book Festival (DABF). The free two-day event, open to the public, brought 20 authors from across the country to TSD for book signing, panel discussions, and informal chats.
The festival kicked off with a school- wide student assembly featuring high school student, Jayden D., sharing a letter from former First Lady Laura Bush (co-founder of the Texas Book Festival).
Bush’s letter said, “President [George W.] Bush and I appreciate the Texas School for the Deaf for all that you do to help the Deaf community learn, grow, and belong. He joins me in sending our best wishes for a successful and memorable festival.”
The event gave students and the public the opportunity to meet and talk with the various authors about their books and about being a writer. Featuring a diverse selection of written works in a variety of genres, including Deaf culture and history, science fiction, sports, travel, magic, and comic books.
Trudy Suggs, a writer and publisher, brought her son to attend the event.
She said, “my son, who turned 13 on the first day of DABF, was impressed by how many authors there were, how many renowned Deaf community leaders were there, and the opportunities he saw in each and every book there.”
A panel discussion on diversity, “Seeking Authors of Color’’ brought together Deaf authors from the LGBTQ+ and BIPOC (Black, Indigenous, and People Of Color) communities. Panelists spoke of their challenges growing up as a minority, where certain groups were not represented in literature.
TSD Superintendent, Claire Bugen , said “the panelists’ messages about their individual struggles were especially moving and powerful, and important for our students to hear.”
Peggy Ann Wenger, who played a key role in planning the event, saw that many people were inspired by seeing so many authors from the Deaf community.
“It’s not often that we have Deaf authors here for students to meet and learn from,” she said.
Suggs, the founder of T.S. Writing Services and Savory Words Publishing, also said, “When Steve Baldwin came up with the concept of DABF, I was all in, and beyond thrilled.”
“It’s my hope that this festival showed the young people in attendance that they, too, can and should share stories about their experiences as Deaf people, because this is the only way we can reframe the way the world perceives us.”
Interview with Dr. Steve Baldwin on DABF
Lone Star sat with Dr. Steve Baldwin, the co-chair of the DABF and founder of the Deaf TV Foundation, to talk about how DABF became an event and his experience.
LS: How did this become an event?
SB: Actually, the seeds were planted at TSD via Deaf Television Foundation. Superintendent Claire Bugen, TSD Ranger Press, TSD Athletics, and Student Life Department agreed to co- host three Deaf authors’ book signing events and writing workshops for students and adults in 2019.
Thanks to grants from TSD Foundation, Humanities Texas and other donors, we hosted the literary event at TSD. But we lost a year-and- a-half from having a third event due to COVID-19. On the bright side, it gave my foundation and TSD ample time to plan for May 2022. We received more grants and donations and 25 Deaf authors agreed to come to the Deaf Authors Book Festival. In actuality, it took a year-and-a-half to plan.
Plus, it was time for the world to know that we have wonderful books by Deaf authors with their bona fide Deaf perspectives. Too many books about the Deaf have been written by hearing authors in the last 50 years.
LS: What was the inspiration for this event?
SB: Good question. A contributing factor was the Texas Book Festival, which started in 1995 by First Lady Laura Bush (she sent us a congratulatory letter) and Mary Margaret Farabee. I attended and learned from that major literary event and was duly inspired. But only three Deaf authors have participated in The Texas Book Festival, to my knowledge, in the last 37 years. Personally, I don’t think it was that accessible. Competition is keen, with only 300 authors out of a thousand invited.
At national Deaf gatherings, I rarely see Deaf authors selling or signing books. Therefore, we needed to do it ourselves by finding sponsors, inviting Deaf authors, and designing our criteria.
LS: What was the criteria used in selecting authors?
SB: A criteria was decided in selecting authors to attend the event: 1.) Published book after 2015, and 2.) Approved genres: Deaf culture, Deaf history, biography, Deaf literature, and memoir. It was decided that no sign language books or Deaf education books would be considered since there are so many and most written by authors who are hearing.
We also wanted to be innovative and pioneering by supporting diversity, equity and inclusion when selecting these authors. And I believe we did have a good representation of different age groups, races, gender, and sexual identity.
Plus, I know most of the invited authors personally too, and it’s great they all agreed to come to Austin. It’s rare to have more than two authors together in a location.
Plus, I know most of the invited authors personally too, and it’s great they all agreed to come to Austin. It’s rare to have more than two authors together in a location.
LS: Share with the readers about the event itself and the experience.
SB: The event itself was a resounding success for having 20 Deaf authors all the way from Hawaii to Maryland, to Florida and California, as well as from Texas. The experience taught us that we can have a national literary event for Deaf authors that’s never been done. Due to the large size of people attending the event, plus TSD students and staff, the event was largely well-attended and well-received.
We also had two successful panel discussions, which were well- attended and impactful.
One media professional mentioned, “who knew there were so many Deaf authors around?”
LS: Do you foresee future events like DABF on the horizon?
SB: I foresee that several Deaf organizations, statewide and nationwide, will have panel discussions for Deaf writers and literary events. Let’s wait a year and see what else will happen before determining the substantial impact of the DABF.
LS: Any final thoughts or recognition?
SB: Peggy Ann Wenger, a Student Development supervisor at TSD, was my right-hand person, and played a major role in the success of the event.
I believe the timing of the DABF was bolstered by the fact that the film CODA won three Oscar awards. A month later, Troy Kotsur came to TSD to film a PSA and talk to students and the public. He mentioned to me later that he knew about the book festival and has interest in doing a film on two books.
List of 20 Deaf Authors Who Were Featured at the 2022 DABF
1. Stephen C. Baldwin - “Backspace” (2015)
2. Donald Bangs - “My ASL Book” (2018)
3. Phil Bravin - "Controlling Our Destiny: A Board Member's View of DEAF PRESIDENT NOW" (2020)
4. Kathleen Brockway - “A Lost Shared Signing Community of Lantz Mills and Shenandoah County, Virginia” (2022)
5. Simon L. Carmel - “Out of the Magic Cloak: Biographies of 68 Deaf Magicians from 23 Countries” (2019)
5. Simon L. Carmel - “Out of the Magic Cloak: Biographies of 68 Deaf Magicians from 23 Countries” (2019)
6. Willy Conley - “Visual-Gestural Communication: A Workbook in Nonverbal Expression and Reception” (2019)
7. T. Alan Hurwitz - “Let’s Go in: My Journey to a University Presidency” (2020)
8. Mike Kane- “Deaf and Hard of Hearing Certified Public Accountants: Professional Journeys” (2021)
9. Linda Lambrecht - “Lovely Hula Hands” (2021)
10. Harry G. Lang - “Fighting in the Shadow” (2017) & “Turn on the Words!” (2021)
11. Irene W. Leigh,
12. Raychelle L Harris,
13. Topher Gonzalez Avila, Jean F. Andrews - “Deaf Culture: Exploring Deaf Communities in the United States” Second Edition (2022)
12. Raychelle L Harris,
13. Topher Gonzalez Avila, Jean F. Andrews - “Deaf Culture: Exploring Deaf Communities in the United States” Second Edition (2022)
14. Marvin Miller - “Our First Discovery” (2022)
15. Kevin Nolan - “From Obstacles to Political Victory” (2019)
16. Melvia M. Nomeland,
17. Ronald E. Nomeland - “The Deaf Community in America: History in the Making” (2013)
17. Ronald E. Nomeland - “The Deaf Community in America: History in the Making” (2013)
18. David Pierce - “Old Fogeys Treasury” (2022)
19. Roslyn “Roz” Rosen - “Deaf Culture Fairy Tales” (2017)
20. John Cartwright II - "The Deaf Black Man" (2020)
20. John Cartwright II - "The Deaf Black Man" (2020)
Barry Strassler (in memoriam) - “Gallaudet University Men’s Basketball 1904-2019” (2020)
Acclaimed Hip Hop Artist Accepts Invitation From Senior Class
By Gabriel Cardenas
Best known for “dip-hop” - a term he coined to mean “hip hop through deaf eyes,” - Warren “Wawa” Snipe delivered the 2022 graduation commencement speech before 62 TSD graduates, board members, faculty, staff,
and families.
and families.
Performing as a rapper since 2005, Wawa became a viral sensation following two Super Bowl half- time performances, in 2021 and 2022. It was his most recent performance though, alongside fellow rappers, Sean Forbes, Dr. Dre, Snoop Dogg, Eminem, Mary J. Blige, 50 Cent, and Kendrick Lamar at Super Bowl LVI, that caught the attention of TSD’s class of 2022.
TSD senior, Trey Johnson, representing the class of 2022, requested a meeting with Superintendent Claire Bugen. He asked her to pass a letter to Wawa, whom he knew she would see at a soon coming South by Southwest (SXSW) panel presentation.
“I was here (in Austin) for SXSW getting ready to present in my panel,” Wawa said. “I was ready to go when Superintendent Bugen surprised me and said, ‘I have a letter for you. Don’t open it until you’re finished.’ So, I tucked it into my jacket.”
“I had forgotten about the letter when I later found it in my pocket. It was from Trey at TSD, inviting me to speak here today. I was awestruck!”
Once the thumbs-up was received from his talent agent, Wawa confirmed his attendance to attend the TSD’s 2022 graduation ceremony.
But this wasn’t his first time visiting the school. As a recruiter for Gallaudet University, Wawa first visited the TSD campus in the 90’s.
He was surprised at how much the campus had changed in the last 20 years.
“I looked down South Congress Avenue and as I turned the corner, I saw something that looked familiar. I was shocked! [The campus] looked so different.
Like a mini college. The feel. The vibe. It’s beautiful.”
In his address, Wawa encouraged graduates to pursue their dreams, while stressing the importance of acknowledging the influence given by peers, teachers, administrators, and families along their journeys, and how this support has set their foundation.
“You have your teachers and your family who have given you that wisdom, that heart, but you also need to help your community.”
Wawa imparted a new responsibility onto the new graduates. Not only did he encourage them to help their communities, but to also to step up as a role model to the next generations.
Closing with a challenge to the graduates, he encouraged them to take their dreams, set goals, make them a reality, and never let anyone discourage them.
“Never let anyone steal your vision. They may not understand your dreams, and that is okay. It’s not their dreams. They’re yours. What you have to do is develop those dreams, work hard toward making them reality.
And then, they will see it.”
Troy Kotsur Visits Texas School for the Deaf
By Gabriel Cardenas
The TSD community received a summer surprise with a special visit by Oscar Award winner Troy Kotsur. Kotsur won
the Academy Award for best supporting actor in CODA (2021).
the Academy Award for best supporting actor in CODA (2021).
CODA is a coming-of-age comedy-drama film about Ruby, the only hearing person in her deaf family, who aspires to become a singer rather than focus on the family’s fishing business. The film was praised for casting Deaf actors, and went on to win three academy awards, one being for best picture, the most coveted honor.
Troy was at TSD filming for an upcoming documentary produced by Austin-based non- profit content studio, Emergent Order Foundation, for its’ Dad Saves America content initiative. The documentary builds on Troy’s emotional tribute to his father in his acceptance speech at the Oscars.
“My dad, he was the best signer in our family, but he was in a car accident, and he became paralyzed from the neck down, and he no longer was able to sign. Dad, I learned so much from you. I’ll always love you. You are my hero.”
After filming around the campus, Troy found time to give TSD theater students a short impromptu workshop. After the workshop, one student commented, “He’s become one of my role models. I would love to be an actress so that I can communicate and give hope to other deaf or disabled individuals.”
Troy took the stage at the R.L. Davis Auditorium to talk to his fans about life as an actor who happens to be deaf. In his address, he spoke about the relationship between him and his father.
“My father was so important to me, because he made me what I’ve become today. And that’s because of everything he taught me, loving, caring, and really everything. He was involved in my life and I was involved in his life too,” he explained in a segment that was then used for a Father’s Day message.
After his speech, Troy shared what he hopes to instill in young deaf actors to Spectrum News, “That’s why I speak to these kids. To inspire them. To give them hope. There is so much room for creativity and there are so many opportunities. I don’t want these kids to limit themselves. And if I can do it, that means they can do it too, especially deaf children...”
Homecoming Week 2022 Revived the Spirit of Our Annual Tradition
By Claire Bugen, Superintendent
By Claire Bugen, Superintendent
Homecoming is a special time of celebration for our students, faculty, staff, alumni and surrounding community. It’s also a wonderful opportunity to reconnect with old friends, make precious new memories, fellowship and show support for your beloved Rangers.
I love seeing the Ranger community come together in support of our students!
The Homecoming spirit week celebrations in all departments were loads of fun!
The Class Competitions for best poster designs, best spirit, best attendance and those wonderful “brownie” points made for an entertaining morning!
The Blue and White Pep Rally with Rangers young and old celebrating together in person was inspirational!
The Homecoming Dance and the 55 carnival booths representing all aspects of the TSD community provided a fun afternoon for all.
Honoring our former Homecoming Queens at pre-game is a bit of nostalgia that is a prized TSD tradition.
Our Homecoming Royalty Court flanked by our newest and longest attending first graders made our halftime quite superb!
Our athletes at the football and volleyball games brought their Ranger Pride to the field and made us proud.
The heart and soul of TSD and a proud Ranger Nation shines brightly year-round, but never more so than Homecoming. Homecoming 2022 brought us all back in person again and we loved re-connecting with all of you. Our Welcome Back Alumni banners said it all, “Once a Ranger, Always a Ranger.”
READ MORE STORIES HERE.
Lone Star Journal • Volume 141 • Number 1 • Winter 2021/Spring 2022
Ribbon Cutting and Open House
The New Administrative and Welcome Center & Early Learning Center
By Gabriel Cardenas
The New Administrative and Welcome Center & Early Learning Center
By Gabriel Cardenas
Building onto the school’s rich 166-year history, TSD’s newest construction officially opened with a ribbon cutting
and open house on February 24, 2022.
In 2017, the Texas Legislature, as part of TSD’s campus master plan, appropriated $14.6 million in Economic Stabilization funds for the construction of the new facility. Ground was finally broken in spring 2020 after months of meetings and collaboration with the Texas Facilities Commission (TFC).
With 2,587 square feet, the new building includes both the Early Learning Center (ELC), adjacent to the Administrative and Welcome Center (AWC) and was designed using the concepts of DeafSpace.
While not often considered in construction or design planning, DeafSpace is important for TSD and other places where members of the Deaf community congregate or hold meetings. DeafSpace design promotes and encourages open communication, especially with a visual language, along with considerations for equanimity, personal safety and well-being.
ELC is a unique and inclusive family and child centered program for deaf and hard of hearing students from birth to prekindergarten. The center is designed with the scale of young learners in mind, to grow their language, cognitive, communication and social skills through individual and small group instruction and play.
The AWC is an open-designed meeting and office space for the superintendent’s and business services’ offices. The airy, first floor lobby is a gathering space for social functions, and includes one conference space for meetings.
The second floor includes a new Governing Board room and a flex space that can be combined or divided into three separate meeting rooms.
The superintendent’s office, business services’ offices, and an executive conference room are located on the third floor. All conference rooms and event spaces are fully equipped with audio and video capabilities.
During the official grand opening, former Governing Board President, Eric Hogue, said, “This new facility is a reflection of our Deaf community’s passion for early learning for our students, and for providing a warm and welcoming DeafSpace design for our stakeholders.”
TSD Superintendent, Claire Bugen said, “TSD is here for the students, and this [building] is for them.
“They are our number one priority.”
“They are our number one priority.”
Representatives from student organizations, Deyon Robinson and Timara Allen (Black Deaf Student Union), Bre’asia McDade (PRIDE), Jose Flores (Manos), Trey Johnson (Jr. NAD), and Anahit Tadevosyan (Peer Assistance and Leadership) were selected to serve as ambassadors and led guests on tours of the new ELC and AWC.
Among those attending the open house included Governing Board members, TSD Foundation members, the building’s design architects from McKinney-York, representatives from CHASCO Constructors and Texas Facilities Commission, TSD students, families, alumni, other stakeholders, two local television stations, and a staffer from a key legislative office.
Vince Leibowitz, Legislative Director for Senator Royce West, said of the new facilities, “It was very exciting to see the new Early Learning Center and Administrative Welcome Center at Texas School for the Deaf.
“This state-of-the-art facility will enhance early childhood development for deaf children in Texas for decades to come, while the administrative center will provide a beautiful warm welcome to families, students, and visitors.
“It is great to see everything going on at TSD to serve these students.”
Senator West sits on the Senate Finance Committee andwas a key supporter in appropriating the funds for the new building.
Beautiful and delicious refreshments were served by TSD’s Culinary Arts students along with instructor, Felipe Bonafacio, and Christophe Milani, Susie Giuntoli, and the TSD cafeteria team.
Two De’VIA art pieces displayed at the opening ceremony were created by elementary art teacher, Mindy Moore’s class. Another eye-catching installation in the first floor lobby titled “Creating Connections” - also this year’s school theme - was created by TSD staff member, Steve Barbin.
Bugen says, “We are excited to see these new facilities be that bold reflection of our commitment to our mission to serve deaf and hard of hearing students here on campus in Austin, and to support students, families, and professionals in deaf education across the state.”
Memorable Moments from Black History Month at TSD
By TSD Superintendent, Claire Bugen
By TSD Superintendent, Claire Bugen
TSD’s Director of Instruction, Stella Egbert, kicked off Black History Month with a message to school staff celebrating the richness of Black history.
“There is no American history without African American history,” said Sara Clarke Kaplan, executive director of the Antiracist Research & Policy Center at American University in Washington, D.C. The Black experience, she said, is embedded in “everything we think of as ‘American history’.”
Stella further encouraged everyone to learn more about our Black community members, listen to their stories, their experiences, and what wisdom they pass onto their people and multiple communities.
Every year, Black history month has a theme. This year, the theme is Black Health and Wellness. Not only do we recognize Black scholars and practitioners, we take the opportunity to think further about how the Black community considers wellness as a foundation of strength to the community. Incredible achievements have been made by individuals, for many if not all, through oppressive strife within the community and have generated contributions that may go unrecognized. During this month, we try to bring it to the forefront. It’s important to also recognize how we can remove disparities in healthcare and access to wellness. Like Ibram X. Kendi said, “it is us that reinforces or dismantles racism.”
TSD’s Public Information Officer, Gabriel Cardenas, also contributed to our acknowledgment of Black History Month. Each week, Gabe sent out excerpts from an article written by former National Black Deaf Association (NBDA) President, Benro Ogunyipe, with thought provoking questions meant to stimulate conversation within our community. Some of the topics shared related to: history, culture, and education of Black Deaf people; the Black Deaf community and its stories, accomplishments, and recognition; Black ASL in media and social media; TSD’s Black Deaf history; the various resources, advocacy, and outreach organizations; and tips on how to teach Black history in culturally responsive ways. A webpage was created and serves as a depository where teachers can view, borrow, and share information year-round: https://www.tsd.state.tx.us/apps/pages/Deaf_Black_History.
TSD’s Black Deaf Student Union (BDSU) organization, led by sponsors, Taurean Burt and Marcus Sylvester, had the opportunity to address TSD’s Governing Board at the February 25 meeting. Two BDSU students went before the school board to explain that “the BDSU was established in 1997 to bring awareness of our heritage and our culture.” They further noted that there are about 35 Black students in the TSD high school, with roughly 20 that are involved in the organization.
“We have Black girl magic, we have Black excellence, and we want to talk about the excellent qualities of our community.”
The students went on to share with the board some of the discoveries of Black Americans that have made a difference in all of our lives. They spoke of the plasma bag, which was created by Charles Drew, to aid in drawing blood; the elevator, that was created by Alexander Miles; X ray technology, which was created by George Alcorn; and Global Positioning System (GPS) technology, by Dr. Gladys West.
Superintendent Bugen asked the students, “I’m curious, do you have any suggestions for us here at TSD as to how we can do better to recognize the BDSU and the contributions of Black Deaf people?”
The students suggested “recognizing black excellence, andhaving Black performers to come in. And for those who can, come be involved with our BDSU and reach out to our members to talk about it., as well as giving
presentations during Black History Month.”
Superintendent Bugen asked the BDSU sponsors the same question, who said, they “would like to see more support from the entire TSD community, and not only depend on the BDSU to take the lead. The hope is more partnerships, in addition to more scholarships to support Black Deaf students.”
Black History Month culminated with a visit by the Sunshine 2.0 performance group. This traveling road show entertained TSD audiences with both beautifully interpreted musical theater and educational workshops. Sunshine 2.0 is a professional traveling theater troupe based at the National Technical Institute for the Deaf at Rochester Institute of Technology. The troupe absolutely inspired TSD students with their messages of how to change the world.
Superintendent Bugen commented that the troupe’s ASL translation of Michael Jackson’s “Man in the Mirror” brought to life the message about making change and realizing that it starts with YOU - to make a difference on the outside, you have to first start from within.
TSD staff member, Bridget Dryden, said she “loved dancing with the middle school kids, and that the gathering reminded her of the old Black History programs of the past.”
Thank you Sunshine2.0 for inspiring all of us to be the best versions of ourselves.
ASL Storytelling Continues to Bring Joy to Students
By Lisa Cochran
Texas School for the Deaf’s (TSD) ASL Storytelling program from the Statewide Outreach Center (SOC), serves over 20 participating schools throughout the state of Texas. Each year, SOC hosts an annual holiday party for the students of these participating classrooms. In 2020, this event was held virtually. As we navigated the safety concerns of the ongoing pandemic, we considered whether hosting this event virtually or in-person would be the best decision for 2021. With the proper safety measures in place, it was decided with great joy that we would host the party at TSD’s Deaf Smith Center.
We had 20 students from Bastrop classrooms along with some TSD students. It was an exciting time for all to come together. It is always a joy to see the students interacting with one other.
To kick off the festivities, Theron Parker signed the holiday story Pig the Elf, written by author Aaron Blabey. The students watched in wonder at the story of a dog named Pig who loves the holidays. Pig loves the holidays because of all of the presents, presents and more presents and decides to stay awake so that he can see them as soon as possible. He wants his presents now so decides to stay up all night. The students laughed as they related to Pig’s anticipation.
Next, everyone played a classic game that many of us can remember: Red Light, Green Light! It was an absolute hit with the kids, despite being an age-old game.
Later, the students devoured pizzas while Santa was getting ready behind the scene to greet the crowd. While they were snacking on cookies and drinks, Santa came out and surprised them. They were filled with such joy! Some might say that Santa shares a striking resemblance with our very own TSD community member, Tom Withrow.
The holiday season may have come to an end, but the fun isn’t over. SOC has offered ASL Storytelling classes via conferencing for deaf and hard of hearing students across the state of Texas, since 2000. Originally, starting with only four classes, but over the next 20 years, ASL Storytelling has expanded and now serves over 300 deaf and head of hearing students with seven excellent ASL storytellers. The ASL Storytelling Program is a free program and is a unique, interactive experience for participating young minds from all over Texas.
READ MORE STORIES HERE.
Lone Star Journal • Volume 140 • Number 3 • Winter 2020/Spring 2021
A Night to Remember: 2021 Graduation
By Claire Bugen, Superintendent
Even though many of the Class of 2021 milestones may have been be hijacked by COVID-19, such was not the case on the evening of May 27th on the Rudolph Gamblin Football field where TSD celebrated this momentous rite of passage.
Showering 2021 graduates with lots of love— plus, amazing student performances, and insightful student speeches and advice—can help take the sting out of many of the losses of these past 18 months.
It had been 25 years since a TSD graduating class had an outdoor ceremony and this year was one for the record books. A towering LED video movie screen with the City of Austin as a backdrop came as close to providing a perfect evening as we can get at this time of year.
TSD traditions such as the invocation provided by the recent Kinder graduates (Class of 2033) and the seniors who themselves started at TSD in Kindergarten and the CTE Video Technology class senior tribute song “FLY” was once again a favorite for the audience.
Our superintendent, Claire Bugen used the senior’s mascot Stitch to send a loving tribute to the Class of 2021 remarking on their patience, resilience and courage over the past 18 months and wishing them Stitch’s passion to find his place in this world and do so by spreading love and kindness. She also took time to recognize the selfless and dedicated combined 27 years of service to TSD staff and students by outgoing Board president, Eric Hogue and Secretary Angie Wolf.
Our Salutatorian, Zara Thompson thanked her parents for dealing with her “stubbornness” through many wonderful and heated conversations.
She also reminded her classmates that “Life isn’t perfect” as witnessed by the events of these past many months “but never to give up because the life lessons are worth it.”
Valedictorian, Alyssa Glennon sent her message through the anacronym of T—S—D! T she said, stands for teamwork, S for sacrifice and D for determination. Citing many examples of each she closed with the message that she is holding 56 balloons in her hand which have been together through high school but will now go their separate ways upon release.
Honor graduate, Kylar Sicoli teamed up with Superinten- dent Bugen to introduce the commencement speaker,
Dr. Christopher Moreland, a practicing hospital internist and a member of our TSD Governing Board.
Dr. Moreland shared his experiences and life lessons as a physician on the front line dealing with COVID-19.
In a closing live performance 2021 graduates Yamila Davis, Isadora Egbert, Rosalia Fraychineaud and Annabelle Scroggins brought the house down with their performance of “The Champion.”
In a closing live performance 2021 graduates Yamila Davis, Isadora Egbert, Rosalia Fraychineaud and Annabelle Scroggins brought the house down with their performance of “The Champion.”
Our social media accounts lit up after TSD’s graduation with so many positive tributes and recognitions. Confetti canons and fireworks began on this night—each diploma a lighted match, each graduate a fuse!
Bikes Donated to Students
By Keena Miller
When the pandemic locked down our nation, an Austin bike enthusiast, Juan Soto, and his 9-year old daughter, Lucero, decided fresh air to be the medicine a lot of kids needed who were stuck indoors. Together, Juan and Lucero embarked upon a mission to find bikes that weren’t being ridden to refurbish and give them to kids who did not have bikes. They aimed high, to give away 100 bikes to kids, and named their project just that: 100BikesForKids.
TSD Student Life staff member, Stephen Kuhns, had taken groups of students to volunteer with Austin’s Yellow Bike Project on several occasions. He met Juan volunteering there and learned about his 100BikesForKids initiative. Stephen told Juan all about the students at TSD and how nice it would be to have bikes for students to use.
By this time, Juan and Lucero had already gifted over 200 bikes, and were challenged to find and repair more bikes for kids at TSD.
That’s when Mike Rowe of Returning the Favor – a reality web television series - got wind of the project and surprised Juan and his family on an episode where, together with woom, they made a generous donation of 50 bikes to the 100BikesForKids project. 30 of these bikes were set aside for TSD, and the remaining 20 bikes were distributed to kids and schools in the north Austin community.
“When our campus becomes super active in the spring, TSD Superintendent, Claire Bugen, says, this is the perfect activity while we’re maintaining our safe social distances. After school staff and physical education departments are anxious to promote a student bike club and teach bicycle safety.”
Since about half of TSD's students are from towns and cities all across Texas, kids stay on the campus Mondays through Fridays during the school year. These new bikes will allow students to get a break from indoor learning and give them the feeling of freedom that only a bike ride can.
“Kids love riding bikes, said Bugen, but it’s not something TSD has been able to provide for the students when they’re here. We are so fortunate Stephen met Juan. We’re grateful to Juan, his family and woom, for giving students at TSD a way to stay healthier and happier. With plans in place to take care of the bikes and keep them safely locked up, they’ll be here for students for a long time to come.”
TSD Superheroes to the Rescue During Texas Winter Storm
By Devlin Crane, Night Residential Educator and Larry Willis, Day Residential Educator
By Devlin Crane, Night Residential Educator and Larry Willis, Day Residential Educator
Just before Valentine’s Day 2021, a harsh winter storm crept into north Texas leaving two students from the Midland- Odessa area stranded at TSD for the weekend. No one knew then, winter storm Uri would soon shut down the entire state leaving many residents without power, food or water for several days.
When Devlin Crane and Larry Willis – two residential educators at TSD – got word about the two stranded students, they both sprang into action braving dangerous and harsh elements themselves, to come to the rescue. Little did they know they’d be in for the long haul.
Here are their stories.
Devlin Crane, Night Residential Educator.
When I heard from my supervisor asking for emergency aid, I volunteered to step in. I live 55 miles from TSD in Giddings, so when I set out, I was shocked to see 1-2 inches of snow on the ground and temperatures already below freezing. I worried about the danger of “black ice” but proceeded with caution.
I saw a lot of cars in ditches and on the medians, some overturned and abandoned with no tow trucks or emergency vehicles anywhere. It started to snow heavily and suddenly I was in a blizzard. A white-out. Driving was becoming difficult, and really scary.
Somehow, I managed to make it to campus and get to the students. Then, that night around 2:00 a.m., a blackout occurred. We thought it might last a few hours. But unfortunately, it remained throughout the night, draining the batteries on the emergency back-up lights.
Early, before sunrise the next morning, my colleague who was to relieve me arrived. When my shift was to end, I tried to go home but the campus gates were locked shut since the power was still out. I realized we were all stranded on campus. After I was able to get some sleep before my next shift, I woke to realize the power was still off. And that meant our lines of communication could be down with no way to charge phones or laptops. Luckily, we still had a cell signal so we could order food, but we didn’t know all stores and restaurants were closed.
We finally reached campus Security who helped us gain access to the cafeteria’s food storage. We gathered the food we needed and moved to the health center where there was a generator. We soon realized even though the building had power, the heat was not working on campus. Fortunately, we found a small portable heater that we used to keep us warm for four more days. Thanks to that really amazing generator and small heater, we all kept warm and were able to cook some basic food. It was all quite a challenging experience, though we tried to make it fun, even though the boys missed their network access.
Finally, when the power came back on, I was able to go home. Though on my way out I noticed my car running on fumes. I found most stations were closed or had no gas. Luckily, I soon was able to fill up to make it home.
Looking back, I realize that was the longest blackout I’d ever gone through, and it caught us unprepared. Without thinking though, we switched into survival mode and managed. Thanks to TSD Health Center, and to campus Security staff for running around to help us.
We learned that next time we will be better prepared.
Larry Willis, Day Residential Educator
After getting a call to help two boys who couldn’t make it home and I was ready to leave my house from New Braunfels, I noticed a little sleet outside. Driving to Austin, I had to be careful to go very slow because of slick and dangerous roads. I arrived safely and was glad I’d given myself extra travel time. The snow on campus was beautiful that next morning but I soon learned the power was out. When I went out with the boys to take photos in the snow, we realized we were locked out due to the power outage. The boys thought I was joking when my keycard didn’t work, and we started to get pretty cold. I texted my director and she reached campus Security staff who came to unlock the door manually. Later as it got colder inside, the director suggested we should all move to the Health Center where there was a generator. We ended up there for several days. When we realized we were running low on food, we got the OK to get more snacks and water from the cafeteria, and we borrowed an ice chest for storage. At one point, we had power go out on us and later learned that both the heater and the microwave could not stay plugged in. We had to switch plugs and only use one at a time. Somehow, we made it work and were happy to survive winter storm of 2021. Phones got charged and the boys were able to tap into wi-fi to pass the time playing video games.
Now, every time I see the Health Center, I think of surviving that storm. WOW!! We had a great experience.
READ MORE STORIES HERE.
Lone Star Journal • Volume 140 • Number 2 • Fall 2020
A First in History: TSD Football State Champions!
TSD Football alive & strong during the pandemic.
TSD Football alive & strong during the pandemic.
By John Moore, Football Head Coach
With several seniors who graduated last year and the devastating impact, Covid-19 has had on us, as well as the entire world, the Rangers football program had to make a pivot from playing 11-man to six- man ball, marking the first time in TSD history that the Rangers football team is playing six-man football.
Making that switch has been quite the challenge considering capacity restrictions limiting the use of our weight room and athletic facilities, and many scheduling conflicts to resolve to be sure our players were prepared for the season.
Our approach to playing the game remains steady. Our team bond is strong - we play hard and hit hard, and most importantly, our hearts are still full. We fought through a tough eight-game season, with six of those being district games. In our first season as a six-man team, the TSD Rangers became District Champions.
Fully prepared, we made our way to the TAPPS state finals. Our team caught the attention of many local and national news outlets, but we didn’t let the spotlight cause us to lose focus. We went to Hewitt, Texas, and defeated Veritas Academy with an impressive 63-32 score! Congratulations TSD Rangers Football team 2020, first time State Champions in our school history!
The Statewide Outreach Center at Texas School for the Deaf
Paving the Way
By Bobbie Beth Scoggins, Ed.D. and Diana Poeppelmeyer, Ph.D.
Many know the popular saying, “Rome wasn’t built in a day” but few are familiar with the second half of the phrase which states, “They were laying bricks every hour.” For many years, Texas School for the Deaf (TSD) has been laying bricks statewide to pave the way to better deaf education services. Those “bricks” have been made through funding, resource development, the use of current technology, the building of relationships/collaborations at the local, state, and national levels, and through deaf education and outreach staff expansion and leadership at TSD’s Statewide Outreach Center (see box on the history of Deaf Education in Texas).
The Beginning of TSD’s Outreach Services
Like many center-based schools, TSD began considering outreach when, after 1975, the interpretation of Public Law 94-142 resulted in more deaf and hard-of-hearing students being educated in their home districts. Then in 1977, the Texas Legislature mandated that in addition to its campus duties, TSD would
“Be a primary resource to school districts for promoting excellence in educational services for hearing-impaired students;
Be a training and staff development resource for those at the community level who are involving in providing educational and related services to “hearing-impaired” students; and
Be a research and demonstration facility to improve methods of providing educational services to meet the current and future needs of hearing-impaired students.”
The resource centers that served TSD’s two campuses began creating and/or distributing materials, such as captioned films, for statewide use. Additionally, in 1982, TSD took over the Statewide Project for the Deaf that was housed on TSD’s campus but was run by the Texas Education Agency. The program was renamed The Center on Deafness and continued to offer the services that were already in in place including training, staff development, parent infant packets, and consultations.
At the national level Dr. Barry Griffing was proposing that the new educational environment created by PL 94-142 required expanding the focus of state schools from center-based services to include also statewide assistance as ”educational resource centers for the deaf.”
This new view of the role of center-based schools led the Division of Public Services at Gallaudet College to launch the “Special Schools of the Future.” The project’s goal was to develop a framework for center-based schools to expand their roles to include regional or statewide centers on deafness. Seven demonstration schools across the nation were selected because they had
• strategic locations
• exemplary educational programs and facilities • supportive staff and administrators
• strong histories of public services
In our region, the Louisiana School for the Deaf was selected as the lead program to work with Deaf Schools in Arkansas, Texas, Oklahoma and New Mexico as well as with school districts with day school programs for the deaf within the five-state area. Together these programs worked with the Gallaudet ERCOD project, State Directors of Special Education, and State Specialists from state departments of education to develop common service components that would compromise their conceptual framework for Educational Resource Centers on Deafness.
On June 1, 1989 TSD established its own Education Resource Center on Deafness (ERCOD) built largely on this original framework with a few minor tweaks. The one most significant precept of TSD’s model was to designate the entire school, all personnel and all services, as a resource to the state. However, one team took on the name of The Educational Resource Center on Deafness and has, since that time, led the outreach effort for the entire campus. The building blocks of TSD’s ERCOD are below and in the box following the list, are some highlighted programs that preceded TSD’s outreach framework and others that grew from its direction.
1. Statewide Assessment Center
2. Curriculum/Materials/Technical Assistance Services 3. Parent and Family Education
4. Public Information/Relations and Referral
5. Sign Language and Interpreting Services
6. Specialized Programs and Services
7. Staff and Professional Development
8. Community Education Programs and Services
9. Research and Development Services
2. Curriculum/Materials/Technical Assistance Services 3. Parent and Family Education
4. Public Information/Relations and Referral
5. Sign Language and Interpreting Services
6. Specialized Programs and Services
7. Staff and Professional Development
8. Community Education Programs and Services
9. Research and Development Services
Highlights in the history of the development of TSD’s statewide services
• 1984 First Family Learning Vacation held at TSD (name changed later to Family Weekend Retreat and remains a strong ongoing program even facing the 2020 COVID challenges by moving to an online format.
• 1986 First two-week summer program offering computer literacy and performing arts. Summer programs have continued to expand and evolve. Now called summer camps and programs, it remains one of the most popular outreach offerings.
• 1987 First Summer Educational Interpreter Training (later name changed to Communication Skills Workshop).
• 2001 The foundation work begun for what becomes ASL Storytelling.
• 2004 Remote ASL Instructions Program: Pilot program started to use videophones to teach in-home sign classes. The name later changed to Family Signs and videoconferencing has become the means for service delivery.
• 2005 First Youth Leadership Retreat for High School students held. The name was later changed to Discovery Retreat and the program broadened to include Middle School students and their parents.
• 2006 Parent to Parent Support through a variety of programs that really took off when TEA designated ERCOD as the state lead for Family Involvement.
• 2012 Birth to Three Services expanded.
• 2018 Online Resources expanded.
• 2020 Early Intervention Care Coordination, including Deaf and Hard of Hearing Mentors, expanded.
• 2006 Parent to Parent Support through a variety of programs that really took off when TEA designated ERCOD as the state lead for Family Involvement.
• 2012 Birth to Three Services expanded.
• 2018 Online Resources expanded.
• 2020 Early Intervention Care Coordination, including Deaf and Hard of Hearing Mentors, expanded.
As the timeline of highlights show, every year the staff, programs, and services have continued to grow and evolve especially recently in the areas of online resources, videoconference technologies, and social media. This year, after 38 years of outreach efforts, another major development is a fresh new name for ERCOD. It is now called the Statewide Outreach Center at Texas School for the Deaf (SOC at TSD).
Putting Statewide at the beginning of the new moniker emphasizes that the work is bigger than any one entity. Itmust be inherently collective. It takes all of us to build our network, “brick by brick”, day by day, year in and year out. We all have come so far, but there is still a way to go. We are in it together for the long haul and we look forward to working with all of you for many years to come.
Pivoting in a Pandemic
A Look at Education in the 2020 - 2021 School Year
By Joey Vaughan
On Friday, March 13, 2020, excited children and staff departed the school building at the end of the day, ready to begin their long- awaited Spring Break. News of COVID-19 was becoming more prevalent, but no one was prepared for what was about to unfold. Within a matter of days, Superintendent Claire Bugen announced that TSD would join the growing list of school districts opting to close school for a few weeks in an effort to “slow the spread” of the virus. By the end of the month, Governor Greg Abbott had issued a Stay at Home Order for Texas. Statewide testing was cancelled for the spring/summer, and before we knew it, virtual learning was the new normal for the remainder of the school year.
It still came as a surprise to many that the 2020- 2021 school year would begin the same way. Instead of bustling hallways, on the first day of school students logged into their devices to greet their teachers and peers via Zoom video conferencing sessions. And like all schools, the first three weeks of learning was 100% virtual for all students.
In-person instruction resumed for the first time after Labor Day, but many families opted to keep their children home for online learning awhile longer. Only 12% of TSD’s ECE students returned for in-person instruction, while approximately 35% of our K-5 students returned to school in September. As the fall semester continued, more children returned to school as families weighed the benefits of in- person learning.
The “typical” school day looks quite different now in the midst of COVID-19 safety precautions. All faculty and staff are required to complete a self-screening prior to coming to work on campus each day, and students have temperature checks before boarding busses or getting out of cars at the drop-off line. Parents and guardians are expected to confirm their students are symptom-free, and kids immediately wash their hands as soon as they enter the building or their classroom. Hand sanitizing stations are found throughout the campus, being sure there are frequent opportunities for everyone to wash and sanitize their hands throughout the day.
All staff and students must now wear face masks, and there are multiple reminders to maintain the proper safe distance from others. In classrooms, desks are spaced to the greatest extent possible, and in some places, clear dividers have been installed to provide more of a barrier when distancing can’t be ensured. Feeling uncertain whether students might be overwhelmed by all of the changes and additional safety measures on campus, but we have been pleasantly surprised and inspired by the resilience of our young learners. Students have surpassed expectations and taken leadership to help each other follow the various protocols. To ensure cohesiveness all throughout our school family, staff members across campus are taking extra steps to connect and create positive relationships with, and among, students, and allow flexibility for creative routines this year.
The smell of disinfectant spray fills the air as students and staff are frequently wiping down surfaces and equipment. Students are not sharing and use their own supplies, with each storing their own materials separately. The water fountains across campus are unavailable. Instead, everyone has their own personal water bottle to stay hydrated. With how diligent everyone has been in regards to following these safety measures and ensuring proper sanitization, veteran ECE teacher Kelli Mills has noticed an increase in student attendance this year and that everyone seems to be less sick than in previous years.
TSD implemented a Learning Management System (LMS) – Schoology – so students and families can access all instructional materials and assignments in one place. Students can access what they need for learning, and teachers can link to other apps and software to keep students engaged. With apps such as Seesaw, FlipGrid, and Google Docs, teachers ensure students have access to innovative ways to help learning, in both English and ASL.
The TSD libraries - our beloved spaces where students and staff were previously able to gather for storytelling sessions, special activities, family events, and staff development meetings - are now closed for public use at this time. Though ECE/Elementary Librarian Leslie Hussey is finding creative ways for students to continue to develop their love of reading, and teachers and staff have access to the materials they need. To mark some important events and highlight relevant topics, like Deaf Awareness Week, the life of Ruth Bader Ginsberg, Latinx Hispanic Heritage Month, Indigenous Peoples’ Day, the 2020 U.S. election, World Space Week, Falling Into Fall, and Dia de los Muertos, Leslie has created virtual libraries for students and staff to find books and watch related videos. She also helps support book clubs, which have been hugely popular with our Elementary students of all ages. She provides virtual storytelling sessions for students as well.
Leslie also makes weekly deliveries of books students request, and helps younger students who aren’t ready to use the catalog, with a “book walk” where they get to browse and check out different library books that are displayed on the floor. Following safety guidelines implemented by public libraries, Leslie makes sure that all returned books are quarantined for 72 hours before they make their way into the hands of the next eager bookworm.
“We can’t go to the library each week, so on Fridays we return the books we’ve borrowed, and then we get new books we have chosen from the catalog on Mondays.” - Avalyn H., 4th grade
Recess looks a bit different now, too. At first, the playgrounds were closed, the swings were off limits, and toys/equipment were put away so students got creative inventing games and finding other ways to exert energy. Later, new safety protocols were implemented. Students can now use recreational toys and equipment that is sanitized daily, and everyone must wash their hands before and after using our new outdoor hand washing stations.
TSD parent and elementary STEM teacher, Nikki Beaver, took matters into her own hands to be sure students all had individual recess toys. Inspired by a friend in Georgia, Nikki quickly got to work and received over $600 in donations - enough to provide students in six classrooms each their own ball, jump rope, a Skip It, bubbles, sidewalk chalk, hula hoop, ball scoops, cones, rings, and frisbees. “All of the materials can be cleaned after each use, and students were excited when I shared the surprise via video,” she said. One third grader, Annabella B. was excited to see Nikki after the message went out, “I saw your video and am really excited to get to play with our new recess kits!” We thank Nikki for her initiative and hard work, and for all the families, friends, and others who contributed. “The community really stepped up, even some from as far away as Michigan.”
Teachers have found different ways to inspire a sense of belonging amongst our TSD community. At the beginning of the school year, teachers sent home a bag to each student with different items meant to spark their curiosity. Students couldn’t wait to see why particular items had been chosen.
They soon learned how each item related to an upcoming event or lesson.
Some classes hold virtual morning meetings so that all students of that grade can participate together to connect regardless of whether they’re learning from home or in the classroom. Students enjoy different theme days when their class all does something special to connect - sometimes it’s dress-up in a certain way or other fun activities together. Prior to Halloween, teachers Justin Bergeron and Megan Canne, made special deliveries to their third grade students who are learning from home to be sure all students, whether in-person or virtual, get a chance at the same school experience to the greatest extent possible.
To prepare for the new school year and set teachers and students up for success, TSD began contracts a week earlier than originally scheduled so educational staff could focus on additional professional development and have extra planning time. Staff development will continue throughout the school year, with a focus on Conscious Discipline - a trauma- informed approach designed to teach students the social emotional skills they need to successfully navigate life.
To further support Social Emotional Learning (SEL), TSD recently added three new SEL coordinators to the faculty. Amy Holcomb, the SEL Coordinator for ECE/Elementary, says “SEL is an integral part of our everyday life. SEL focuses on skills that allow for connection, personal growth and success, safety, and communication. At the heart of all, students are able to communicate, think critically, and apply certain skills for self-management, self-awareness, social awareness, decision-making, and positive relationships.”
In addition to professional development centered around Conscious Discipline and Culturally Responsive Teaching, regular Curriculum Study sessions for teachers and administrators to look ahead and delve deeper to ensure we are maintaining quality instruction and meeting students’ needs. TSD strives to ensure our curriculum is reflective of multiple perspectives and provides opportunities for all students to engage in inquiry and take action. This helps develop students’ critical thinking skills and makes the learning process more authentic.
Developing lessons and materials to support students participating in both virtual and in-person learning requires additional time and planning. Knowing that teachers would have to develop many of these resources themselves, as the availability of commercially-produced ASL materials is so scarce, TSD also adjusted the school day to end one hour earlier. “That extra hour at the end of the day is crucial for me to get materials prepared,” explained fifth grade teacher Brittany Redmond. “Without that additional time, I would be spending a lot more time on my own outside of my work hours to ensure everything is prepared for my students the next morning. It also allows me to tutor students who need extra help.”
In TSD elementary, team teaching is helpful for larger class sizes. Third grade teacher Justin Bergeron is new to the profession and favors this teaching model. “I feel that team teaching is the most beneficial part of working at TSD. It allows us to really work together and share our ideas. I’ve always believed that multiple heads are better than one. With team teaching, I feel that it has allowed me to develop more quality lesson plans and ideas.” In a time when teachers need to accommodate both in-person and virtual students at the same time, the luxury of having a co-teacher has been a tremendous asset for our teachers and students alike.
One day, we hope to look back on this experience and rejoice in the literal translation of “hindsight is 2020.” As Nikki Beaver says, “We must be role models, continue to be positive, think outside the box, and keep moving ahead to show students what’s possible, so that they can learn important coping skills and do the same.” Despite the challenges people across the world have encountered as a result of COVID-19, TSD students have learned many skills that will benefit them long term, such as adaptability, flexibility, and doing their part to help the greater society.
Students have also become more adept with technology and how to work collaboratively with others in a digital environment. Amy Holcomb sees it. “Each individual is on their own journey in life, developing academically and socially. In elementary classes, we focus on learning opportunities through connection and ongoing dialogue.”
In the spirit of TSD’s 2020 - 2021 theme, we know for sure that “TOGETHER” is how we will best thrive.
READ MORE STORIES HERE.
Lone Star Journal • Volume 140 • Number 1 • Winter 2019-2020
Texas School for the Deaf Adapts During the COVID-19 Crisis
By Stella Egbert, Director of Instruction
By Stella Egbert, Director of Instruction
Even though we may not be on campus for the remaining quarter of this school year, we are still connected! As we contribute to flattening the curve to reduce the spread of COVID19, our instructional staff are providing distance learning and services. We began the groundwork of preparing for our distance learning and services for all our students, from the Parent Infant Program to the ACCESS program through using a variety of platforms: Zoom, Seesaw, Google Classroom, and FlipGrid during our spring break and began reaching out to students and families thereafter.
From providing services and instruction to our students, our teachers have developed plans to best meet the needs of their students. Some examples include whole class meetings to stay connected and maintain our focus on SEL (social emotional learning), small group instruction in order to focus on academic skills, and individual sessions designed to work on specific areas of need and IEP goals. Some students focused more on their transition plans and what goals they have been working on all year long in preparation for the summer. Career counselors are reaching out to our seniors to support their plans after completing their last year in high school. Our school counselors and speech therapists have begun tele therapy and connecting with their students.
During this time, we’ve seen our creative teachers, teacher assistants, job coaches, and service providers ways to connect with each other and with their students and families. In some programs, elective teachers are offering enrichment opportunities and maintaining what students have worked on during the year, such as the 5th grade weekly news, which are posted in the department’s Instagram handle: @tsdeceelem. In addition, the High School elective teachers and the Career Technology Education teachers have been busy working on project based learning opportunities for their students. Our Austin Community College Dual Credit classes are also in session—where our CTE teachers collaborate with ACC professors and our students in achieving the final few weeks of the semester.
There have been many opportunities for reaching out to our students and their families in a variety ways that go beyond individual and group instruction. The TSD PE Department is also posting weekly challenges and fitness sessions and resources are available on their weblink. Some of teacher assistants are providing families ASL—this has been a positive opportunity for us to connect with our many families.
While we would prefer to be together on campus, we are grateful for technology and being able to continue learning and growing together. We look forward to seeing our school community strengthen together during this unprecedented time.
Texas School for the Deaf Response to COVID-19
By Alan "AJ" Morton, Outreach Project Manager
On March 4, Texas Department of Health Services announced the first diagnosed case of coronavirus, known as COVID-19 in Texas. As dozens of cases continued to arise across Texas, TSD Superintendent, Claire Bugen, and the TSD Executive Leadership Team, began monitoring briefings from the Office of the Governor, as well as the Texas Education Agency, with a focus on preparedness for the safety of the students and staff, in addition to planning to provide learning and online resources.
On March 11, Bugen issued the first announcement to assure the community that Texas School for the Deaf (TSD) was taking precautions with the safety of students and staff top of mind. Moving forward, the Superintendent continues to provide ongoing updates and quick access to the latest school news on a special web page by clicking the top banner on the TSD home page, www. tsd.state.tx.us. The TSD campus was officially closed to all staff and students, except those who are essential to TSD operations, as of March 16.
Immediately, both TSD and its’ Educational Resource Center on Deafness (ERCOD) quickly worked to ramp up efforts to provide online instruction as well as technical assistance and resources for students, families, educators and community partners. Along with new lessons, tips and tools being continuously added, ERCOD’s Crossroads website https://www.texasdeafed.org/ has been retooled to provide quicker and more intuitive access to lesson plans and the resources you’re looking for.
During the process of shutting down campus, TSD’s Information Technology department and core administration staff remained to ensure the necessary equipment, technical assistance and support was available as most everyone prepared to work at home. Enterprise-wide tools, such as Zoom video conferencing were rolled out and additional support for PowerSchool was made ready for faculty.
As the pandemic continues, a new normal emerges for education heavily reliant on visual communication and total access for all students. TSD now holds staff meetings and regular check- ins via video conferencing, providing support to one another as we all ramp up our knowledge of technology and online solutions, to ensure that educating deaf and hard of hearing children continues.
While it is business as usual with everyone working from their homes, to keep spirits high during this time of isolation, the ERCOD team has tried to remain social through some virtual fun, using an online scavenger hunt app sharing photos/videos to complete specific “missions.” Encouraging everyone to get outside with nature at least once every day has proved important for well-being. The scavenger hunt has been a fun way to stay in touch with team members, check in on each other and ensure that everyone stays well physically and mentally.
The highlight of ERCOD’s week one scavenger hunt challenge was a photo of ERCOD Director, Dr. Bobbie Beth Scoggins, hanging from a tree to earn points for her team!
If anything, the experience of this unprecedented pandemic has sparked creativity and tenacity from us all who proudly serve both missions of TSD and all deaf and hard of hearing students of Texas.
To paraphrase Britain’s Queen Elizabeth II’s recent address to the United Kingdom, which outlines the mindset and sense of strength we all might aim to adapt as one global nation - together:
“We will succeed — and that success will belong to each and every one of us. We should take comfort that while we may have more still to endure, better days will return. We will be with our friends again, we will be with our families again, we will meet again.”
We will meet again, Rangers. As always, we remain a TSD family.
2019 Holiday Cookie Deliveries to the State Capitol and Agency Partners
By Gabriel Cárdenas, Public Information Officer
Atradition for 20+ years that delivers cookies .- and smiles – all around the state capitol during the holidays.
This year TSD went big! Considering important Deaf-friendly bills had been passed during the recent legislative session - one of which included funding for TSD’s culinary arts program – it was important to acknowledge TSD’s deep gratitude for our state lawmakers and their hardworking office staff members.
This year TSD went big! Considering important Deaf-friendly bills had been passed during the recent legislative session - one of which included funding for TSD’s culinary arts program – it was important to acknowledge TSD’s deep gratitude for our state lawmakers and their hardworking office staff members.
Setting out early one morning, culinary arts students -- Sophomore - Dezyrae Ardoin, Junior - Asia Jewel Rocha -- spent the day delivering freshly-made holiday cookies to key state officials and legislative offices, accompanied by CTE Coordinator - Daniel Veit, high school teacher - Trevor Anderson, and TSD interpreter - Gary Campbell.
Having studied up on their Texas history and current state issues - especially those concerning Texas’ Deaf citizens and TSD - the students introduced themselves and shared their heartfelt appreciation to all of TSD’s constituents for their hard work and support.
Having studied up on their Texas history and current state issues - especially those concerning Texas’ Deaf citizens and TSD - the students introduced themselves and shared their heartfelt appreciation to all of TSD’s constituents for their hard work and support.
The students spoke with noticeable confidence when they met and chatted with Senators Judith Zaffirini, Kirk Watson, Representative Eddie Rodriguez, and the Executive Director of the Texas Facilities Commission (TFC), Mike Novak. Reciprocal comments for the students and pride for TSD from these important state lawmakers, warmed our hearts to know their fondness for TSD is shared with us.
Excited to receive the delicious assortment of holiday cookies, Senator Zaffirini was able to sneak out of a conference call to greet the students. The Senator mentioned her work on two important legislative bills that she’d helped push through, (1) HB 548 concerning acquisition for children, eight and younger, to prevent language delay or deprivation, and (2) SB 281 when drafting legislation, to remove old terminology used to address Deaf individuals.
When meeting Senator Watson who is another strong advocate for the school, he fondly greeted the group and thanked them for the cookies, noting how proud he is of the programs at TSD.
Shortly thereafter, Senator Watson announced his retirement from the state Senate as of April 30, 2020, having been named founding dean of the University of Houston Hobby School of Public Affairs. Without question, TSD will miss Senator Watson’s loyalty at the capitol.
The group fortunately found Representative, Eddie Rodriguez in the office, who was thrilled to meet the students. Rodriguez represents Texas House District 51, which includes TSD. The students especially enjoyed visiting his office suite which is located on one of the upper floors of the capitol building facing south down Congress Avenue, with a view of TSD, if you really look hard.
At the final stop at the TFC, Mike Novak welcomed the students to his office and invited them to sit on the commissioner’s dais. An important partner agency of TSD’s, TFC maintains the campus facilities, grounds and heads up any new construction.
In total, students made cookie deliveries to the offices of Governor Greg Abbott, Lt. Governor Dan Patrick, House Speaker Dennis Bonnen, Senators Jane Nelson, Larry Taylor, Joan Huffman, Nathan Johnson, Eddie Lucio, Jr., Donna Campbell, House members Donna Howard, Mary Gonzalez, Drew Darby, Matt Schaefer, Oscar Longoria, Erin Zwiener, Terry Canales, Trent Ashby, the Legislative Budget Board, the Senate Finance office, the House Appropriations office, the Legislative Committee Coordinator’s office, the capitol officers of the Department of Public Safety, and our partners at Texas Education Agency.
The Brothers Grimm Spectaculathon
By Brian Cheslik, Performing Arts Program Coordinator
The Brothers Grimm Spectaculathon marks the long-awaited return of the TSD Performing Arts Program. Due to renovations on the auditorium, the popular after program was forced to go dark for the 2018-2019 academic year. Now that renovations have been completed, including newly designed dressing rooms, make up mirrors/tables and elevator access beneath the stage.
“We are thrilled to be back in our home, and ready to bring the community some great theatre,” said Director, Brian Cheslik. “While the changes that are visible to the audience are minor, the changes backstage are wonderful.”
The 2019 middle school production of The Brothers Grimm Spectaculathon provided a fast-paced mash up of all 209 stories collected by Jacob and Wilhelm Grimm during the early 1800s. Popular children’s stories such as Rumpelstiltskin, Cinderella, Hansel & Gretel, and Rapunzel were all included along with the more obscure stories such as Lean Lisa, The Pack of Ragamuffins and Straw, Coal, & Bean.
The cast included eight middle school students becoming an acting troupe here to present their play. The show was guided by eighth graders, Julius Cardenas and Alma Robinson, as the narrators for the show. Robinson’s superior attitude and desire to present a serious show was contrasted by Cardenas with his wacky personality. The remaining actors, Jasmine Hottle, Gwendolyn Meredith, Jovie McKee, Shanna Gobble, Frankie Ramirez and Ti’Jean Chin Sue, worked together as they all portrayed a total of 21 different characters, often on stage at the same time.
In addition to the actors, the stage set was simple, yet fitting with the name GRIMM spelled out in large alphabet blocks positioned across the stage. Each block had a large tree growing out of it, which reached to the top of the stage ceiling. The set, which was built by crew members Enrique Marroquin, Sam Martinez, Dylan Perrodin-Minix and Lily Chaffin, was a perfect fit to set the scene of each tale. Set construction and lighting design was crafted by Steve Barbin, TSD’s auditorium manager.
Assisting the production were Joe Cherichello and Ima Faith Hernandez - two high school seniors who interned as production assistants, Assistant Director - Stephanie Hurwitz, and Student Development Assistant - Tori Beard.
“This production was a handful and I could not have done it without such an amazing support team,” Cheslik added.
The TSD Performing Arts Program is currently in rehearsals for the high school production of You’re a Good Man, Charlie Brown, set to open Spring of 2020. Be sure to check it out! You can also follow the TSD Performing Arts Program on social media to stay up to day on everything they are doing, on Facebook: @TSD Performing Arts Program, and Instagram: @tsdperformingartsprogram
READ MORE STORIES HERE.