From the Editor - Edl€¦ · By Gabrielle Nocciolino T SD’s Performing Arts Program proudly...

From the EditorWelcome, I hope you enjoy the stories portrayed in this Issue. We are always looking for interesting articles for our magazine. If you have a TSD story, community event or person that could be interviewed, let us know. Thank you.Want to find past issues or more information? Please visit us online: www.tsd.state.tx.us/lonestarE-mail: [email protected] South Congress Avenue, Austin, Texas 78704

Table of Contents3 �� Letter from the Superintendent4-5 ��International Studies Trip to Cuba 6-7 �� TSD Performing Arts present:

“Little Shop of Horrors” 8 ��ASL Storytelling Live9 �� Middle School Math Team10 �� TSD’s Academic Bowl11 ��Summer Reading Project12 �� Black Deaf Month Celebrations 13 �� Crossroads website14-15 �� Land History of TSD (Part 3)16-17 ��Deaf Parents Raising Deaf and Hearing Children18 ��Hoy XVI Tournament19 �� Berg/Seeger Track & Field Classic

www�tsd�state�tx�us/lonestar

VO LU M E 1 3 7 , N o . 1S P R I N G 2 0 1 6

( I S S N 0 8 9 3 - 2 9 6 4 )

Lone StarEditor: Avonne Brooker-Rutowski

Art Director: Fernando MuñozContributors:

Claire Bugen, Trevor Johnson (Student), Gabrielle Nocciolino, Lisa Cochran, Dawn Kidd, Dana Stoddard, Karlin Hummel,

Judi Ann Pate, Miki Smith, Steve C. Baldwin, Avonne Brooker-Rutowski, Chris Hamilton and Jesse J. Bailey.

Special thanks to: Cynthia Foss

Photography:Fernando Muñoz, TSD staff, students and contributors.

Subscription InfoA one year subscription to Lone Star, the quarterly journal of the Texas School for the Deaf, costs $10. Send check and mailing address information to:

Lone Star EditorTexas School for the Deaf1102 South Congress Ave

Austin, TX 78704

AdministrationClaire Bugen

Superintendent

John A. SerranoDirector of Academic Affairs

Russell O. WestDirector of Support Operations

Justin WedelChief Financial Officer

Wilmonda McDevittDirector of Student Life

Bobbie Beth ScogginsDirector of Outreach

(Educational Resource Center on Deafness)

Governing BoardEric Hogue,

President

Shawn P. Saladin, Vice President

Angie Wolf, Secretary

Sha CowanRyan Hutchison

Tyran LeeSusan Ridley

David Saunders

J O U R N A L O F T H E T E X A S S C H O O L F O R T H E D E A F

Printed by TSD Students at Ranger Presswww�rangerpress�org

Front CoverDawn Kidd (Math Teacher/Coach), Cage Hall, Taran Johson, Jack Scarboro, Ethan Nunez and Dana Stoddard (Teacher/Coach)

For a second year in a row our TSD Softball team was selected Team of the Year by NDIAA (The National Deaf Interscholastic Athletic Association)

Correction:On page 12 of the Lone Star, Winter 2015-2016 issue, an article “ Long-Time Family Connection Earns TSD a Special Place in One Deaf Businessman’s Heart “ included incorrect information about the time capsule that was found ten years ago and had pieces of jewelry, watches, and letters, among other things.The time capsule was discovered in a cornerstone during the fall of 1998 when the Primary School/Vocational Building was demolished. The things inside the time capsule made of copper had two Austin newspapers dated August 8, 1917, a June 1, 1917 Lone Star issue, a Fifty-ninth and Sixtieth Annual Report of the Texas School for the Deaf, 1914-1916, an invitation to the Fourth Annual Open House, March 13, 1917 and a coin envelope signed by the Board of Trustees President Joe Koen that had three coins which are a 1912 penny, a 1905 Indian Head cent, and a 1890 silver dollar.

Franna Camenisch - TSD museum curator

2 Lone Star • Spring 2016

Claire Bugen

Dear TSD Parents, Staff and Community...

Once upon a time there was summer vacation… The school year would wind down; we would prepare for a summer of construction, maintenance, cleaning with some professional development here and there and devote our energy to preparing for the next school year. Oh my, how things have changed!

In the world of TSD today the ink is barely dry on our graduation diplomas and families from across the state descend on the campus for Family Weekend Retreat. Blink your eyes at the close of FWR and Summer Programs registration begins a series of four-week programs designed for TSD and non-TSD campers alike. ESY services are woven throughout the summer as well. Our campus is buzzing with deaf and hard of hearing children of all ages in their bright neon green camp shirts experiencing special activities in sports, music, arts and the like. The campus is also popular for our young adult drivers earning their hours behind the wheel and preparing to take their state driving tests. Our dormitories accommodate more that 250 campers and our cafeteria provides full services for the kids.

Summer programs conclude on July 8th and blink once again and Communication Skills Workshop participants descend from across the state for their sign language immersion training by skilled deaf instructors from TSD and beyond. By the time CSW concludes more than 500 ASL Teachers, Deaf Education Teachers, Certified and Non-Certified Interpreters working in K-12 settings in Texas as well as Parents of deaf or hard of hearing children will have had the opportunity to:

1. Improve expressive and receptive signed communication skills

2. Interact with Deaf, hard of hearing and hearing professionals

3. Become immersed in a signing environment and

4. Learn more about Deaf Culture and the Deaf Community.

The third week in July we will co-host the Statewide Conference on Education of the Deaf where along with our colleagues we will provide a host of workshops for professionals and parents that will cover topics including early childhood education, literacy, transition, technology and more.

The first two weeks of August our TSD athletes return to campus for Football and Volleyball Camps and yes, I’ll say it again, in the blink of an eye the new school year is upon us.

We look forward to another successful year of making TSD a great place to LEARN, GROW AND BELONG!

Journal of the Texas School for the Deaf 3

By Trevor Johnson, Junior

When I was asked to write this article, I didn’t realize how hard it would be. It’s impossible to put 12 days worth

of experience in just a few paragraphs, but I’ll try my best... As soon I exited our plane, I immediately knew that I was going to have one heck of a time in Cuba, and oh boy! I wasn’t wrong.

After we left the airport, we rode a bus to the area where we would stay for the next few days. For our first five days in Havana, we stayed in an ordinary home, no different from the homes of most Cubans. It took some of us a while to get used to it as it was nothing like our own homes That night, we got our first glimpse of what we would eat for the remainder of the trip (rice, chicken/pork, beans, some strange vegetables/fruits that we don’t usually eat in America and more rice.) For some of us, it was the best experience with new cuisine we’ve ever had, and for the rest, it was the worst.

The following day we met our deaf tour guide, Angela. Being a native, she was Cuba savvy and

very helpful to our trip. After a brief introduction, it was time to get going because we had five crazy days ahead of us.

I think I speak for all of us when I say the highlight of our stay in Havana was riding in classic cars, TWICE. There’s no better way to sightsee in Havana than to ride in one of their many classic cars. As we rode along, there was a lot of ‘oohs’ and ‘aahs’ over the things we saw here and there.

We also had the privilege of visiting a cigar factory where a deaf person worked. He gave us a tour inside the cigar-making room where there was a lot of tobacco and sweat. There were so many cigars that if the building was on fire, I suppose people as far away as Miami would smell it.

When the day came to leave Havana, we stopped by a crocodile farm. Guess what?? We ate crocodile for lunch. It tasted like chicken. Everything does.

The highlight of our stay at Trinidad was the hiking and the view. In the morning, we woke

A Trip to CubaInternational Studies

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A Trip to Cuba up early and headed for the base of the tallest mountain in the country. The view of the mountain range compensated for all the flaws of Cuba. We hiked for about an hour and a half before swimming in a natural spring. I don’t think I’ve ever seen anything more majestic.

The final part of our trip was more recreational than educational. We stopped to get a taste of one of the world’s best resort cities, Varadero. For the first part of our Cuban experience, we lived like poor people. At Varadero, we lived like rich people. There was unlimited food, a pool and spa, beverage bars everywhere we went, a beach, and much more. Unfortunately, Mother Earth didn’t cooperate with us and we couldn’t swim at the beach because of bad weather. We left with good and bad feelings.

We stayed in Havana for one more night before leaving for America. It was a bittersweet moment. We loved our trip to Cuba, but we love our homes too, so 12 days was long enough for me. Now, it was time to return with a story to tell to the warm arms of our parents and Austin.

The most important thing I learned in Cuba was to not take things for granted - and you shouldn’t either. Cubans have to live with low

pay, limited food and small houses. Don’t get me wrong, Cuba is indeed a beautiful country, but its system is not so beautiful. After all, Cuba is perhaps the only country where selling potatoes is illegal but animal abuse is legal.

Overall, I loved the trip and if I was offered the opportunity to go to Cuba again, I would without hesitation. There’s no reason why I wouldn’t want to go there again. I learned more in a week there than I did the whole year. Applying for the trip to Cuba was the greatest decision I’ve ever made.

For all of you who made contributions of any kind to our trip, we can’t thank you enough.

1. Sunset in La Havana

2. Meeting a Deaf family in Havana.

3. Deaf Comedians.

4. Che Guevara’s Monument.

5. Vintage Cars in Havana.

6. Mural of Pre-History.

7. Visiting a Cigar Factory.

8. Museum of the Revolution.

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By Gabrielle Nocciolino

TSD’s Performing Arts Program proudly presented Little Shop of Horrors a high

school production, to the Austin community for a three-night engagement April 7-9th, 2016. Originally conceived by author, Charles Griffith, in 1960, Little Shop of Horrors is an American rock horror-comedy that explores a seemingly non-threatening phenomenon that grows, quite literally, into world domination. Set in the slums of Skid Row, it all begins in a small, run down, New York City flower shop with a sweet girl, a daring young man, a demented dentist and a man-eating plant. Our cast and crew of twenty one students worked for over three months to bring to life what has been described as the ‘most twisted love story of all time’.

Alongside, Director, Gabrielle Nocciolino, and Co-Director, Brian Cheslik, we welcomed a record breaking 1,000+ people from across the state to our very own R.L. Davis Auditorium, making it the highest attended and grossing

show to date! Bringing this cult classic alive on stage was a true collaboration. This was also the first year we attempted to stage a true to form musical. Integrating the ASL musical interpretation of the songs into the production, in addition to the script, was an incredible undertaking. It required twice as much work from our actors and enabled us to explore and implement an additional layer to the production by using light and directorial cues to assist in the unique timing of the musical demands. In addition to the music, we also integrated special effects, timely lighting design, and trick set pieces, recycled from previous productions.

Leading the cast this year was Junior, Shane Carrizales, sophomore, Travis Wolf and Seniors, Jasi Kennedy and Chandra Bishop. We also celebrated and said goodbye to ten graduating seniors as they took their final curtain call with us after Saturday night’s performance. In reflecting on her experience, Senior Chandra Bishop shared, “I never thought that I would participate in the Performing Arts Program at all! When I

Little Shop of Horrors!A larger than life

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Pictures:

1. Jasi Kennedy as Audrey II and Shane Carrizales as Seymour.

2. Seymour and Audrey (Chandra Bishop).

3. Darius Mickey Coleman, Jakiya Murphy and Gunita Schmidjorg.

4. Seymour and Mr. Mushnik (George Kutney).

5. Seymour and Mr. Mushnik greet a costumer.

6. Jasi Kennedy shined as Audrey II.

7. Travis Wolf as sadistic dentist, Dr. Orin Scrivello.


was finally convinced to join, I fell in love with it right away! It showed me that I had skills I didn’t know I had.” Bishop adds, “this whole experience is so important because it allowed TSD and the community to watch, enjoy and share our talent in those moments.” Sophomore, Travis Wolf, in his first leading role, took on the arrogant and sadistic dentist, Dr. Orin Scrivello. His portrayal of this iconic character left the audience amazed and wanting more after every scene, making him a fan favorite. Wolf says studying and becoming his character was tough, but he appreciated the challenge and shares “it’s important for those of us who desire to invest our full inner selves into something we are devoted to.” Wolf adds, that he hopes this production helps to continue to educate and inspire students who have the potential to contribute to this program.

We continue to learn to push our own boundaries, to try new things, and to raise the bar each year. We have grown as a program and reached new audiences that will help us look forward to a new production season, new student performers and showcasing even more talent! Our only problem now, is a good one; How do we top this next year?

Describe your experience in the TSD Performing Arts Program and what it has done for you? Why is having this program here at TSD important?My experience from this opportunity is very rich. I learned so much from this program. Also I gained a lot more of confidence. I could be myself anytime while I was off-stage in the auditorium during rehearsal. It was like a second home for me. This program is very important because it is another place for kids to grow, especially with their self-esteem and confidence to present themselves on a stage.

How did you feel leading this year’s cast?The way I felt throughout the entire process was enriching. I enjoyed every second of it. This production was very different than Frankenstein since I was the face of this production. I wasn’t used to it at the beginning, with the flyers of me everywhere. So I am grateful for this rare opportunity.

What was it like “becoming” your character?At the beginning, I was very nervous and tense about becoming Seymour. I constantly thought about things I should do to become him. Which didn’t help much with the process until one rehearsal, when I just forgot about everything else and let it go. It was the time when I really became Seymour.

How do you prepare for signing to music for the first time in a TSD production?What I did was figure it out and got used to the beats that I could feel while I was signing to music. I had a similar experience in choir while I was in elementary. However, I had an interpreter signing and I could copy her. This time, I was on my own, and I can say that I did it.

What was your biggest challenge?My biggest challenge was to juggle multiple commitments that I had while I was part of this production. However, I don’t regret taking on that challenge, and I never will.

What do you hope this show will do for the audience and for the community?That it would encourage more students to get involved in this program, and bring more stories to their memories. For others, I hope that this show could show them that there are more things that we can do.

Interview with Shane Carrizales, Junior

For more information and to stay connected to the Performing Arts Program please visit:

www.tsd.state.tx.us/performingarts

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By Lisa Cochran

“You just jumped out of the TV screen!” said the young students when I entered the

classroom in Bill Wright Elementary. I flew to Dallas on April 3rd to visit three schools in-person after three years of connecting weekly for ASL Storytelling through video! The look on the children’s faces was priceless when they saw me face-to-face for the first time! They were in shock when they realized that I am a real person and not just a storyteller on their TV.

The Educational Resource Center on Deafness (ERCOD) at the Texas School for the Deaf (TSD) offers ASL Storytelling Classes via video conferences for deaf and hard of hearing students across the state. This outreach program, started in 2000 with four classes, has expanded to 35 classes serving 200 deaf and hard of hearing students statewide. This Distance Learning program is designed specifically for young deaf and hard of hearing students from various communication backgrounds. Some students have never used ASL to communicate while others are fluent signers. ASL Storytelling is a free program that provides a unique interactive experience for young minds

This year I had the opportunity to make visits to five d i f f e r e n t schools who pa r t i c ipa t e in our ASL Storytelling Classes. My first trip was

to the Houston area with a visit to Settlers Way Elementary and Meadows Elementary. During this trip we had great group discussions about bullying. I read two books with the younger students titled “Unlovable” by Dan Yaccarino and “How to Lose All Your Friends” by Nancy Carlson. For the older students, instead of reading books, we played a challenging game. I set up four categories: sports, places, food, and things. I had a variety of pictures categorized by

the ASL hand shape and scrambled the pictures. Students then looked at the pictures and figured out the ASL hand shape for each category. It was very inspiring to see how excited and engaged the students became. The students were very competitive with each other and wanted to give all the answers! They said this game was their favorite.

My next trip was to the Dallas area with three schools that participate in our weekly ASL Storytelling classes. I had a great time interacting with the students and teachers there. Kids enjoyed reading “One Potato, Two Potato” by Cynthia DeFlice. This story is about an elderly couple that found a big black magic pot that has the magical powers of multiplying anything put into the pot by two. I asked the students what they would like to put in the pot to double. The most touching response was from a boy who responded that he would put in a deaf brother so he could have many deaf brothers. I also introduced them to an iPad app called Kahoot. The students used Kahoot on their iPads to answer questions about the story. Of course, we had a BLAST as the students loved using this technology!

I cannot express how awesome and wonderful the teachers and teacher’s aides are. I had an outstanding time and hope to visit them again soon!

ASL Storytelling Live School Visits Continue Bringing Joy to Students

For more information about ASL Storytelling, check TexasDeafEd.org/ASLStorytelling and click ERCOD,

Distance Learning.


TSD Middle School Math Team Competes at NTID/RIT

By Dawn Kidd, Math Teacher and Team Coach

Texas School for the Deaf Middle School students Ethan Nunez, Taran Johnson, Jack Scarboro, and Cage Hall (all in 8th

grade) were selected to attend the annual Math Competition for Deaf and Hard of Hearing students. The competition took place in Rochester New York at the Rochester Institute of Technology/National Technical Institute for the Deaf.

Along with their Math Teachers/Coaches Dawn Kidd and Dana Stoddard, the students traveled from Austin to Rochester the weekend of April 8. Thirty other teams from around the US and Canada attended the competition, for a total of 120 students. All the students were deaf or hard of hearing, and were from schools for the deaf, public schools, charter schools, and home schools.

Various parts of the competition included Team Problem Solving, Sprint Round, Target Round, Team Countdown, and Individual Countdown. In the Team competition, the Rangers did very well, placing third and receiving a check for $100. First place went to Greater Southern Tier BOCES, and second to Florida School for the Deaf and Blind.

In the individual portions of the competition, the Rangers excelled. The four TSD students placed in the top 7 out of 120 students – awesome! 3rd place - Cage Hall, 5th place - Jack Scarboro,

6th place - Ethan Nuñez, and 7th place - Taran Johnson.

Additionally, the TSD team won Honorable Mention for their school spirit and sportsmanship. Several people commented how polite our students were and especially how they rooted for other teams and students.

There was more than just hard work and calculations for the students – an “Amazing Race” was held where groups (mixed schools) solved problems in 4 different places in the building. The problems consisted of Sudoku, Ken Ken, and picture puzzles; there was a good bit of walking from place to place, so they got some good exercise too! RIT backpacks and Tiger Posters were prizes. Afterwards there was a tour of the RIT campus (it was very cold outside!) and the students saw dorms, gyms, student activity buildings, playing fields, etc.

As if the students had any energy left, after a pizza dinner Saturday night everyone went to the Altitude Trampoline Park and jumped to their hearts’ content. Well-deserved fun after a hard day of thinking!

The Rangers’ trip was a weekend where friends were made, knowledge was tested, and achievements were recognized. Thank you to the Sertoma Club for helping fund the travel, and to Sorenson for the team t-shirts. Congratulations to the 2016 TSD Middle School Mathletes!

Pictured above, from left to right:Mark Sommers, RIT Outreach Director with students Jack Scarboro, Ethan Nunez, Taran Johson, and Cage Hall, and Math Teachers/Coaches Dawn Kidd and Dana Stoddard.


By Karlin Hummel, High School Principal

It is with excitement that I inform you that our TSD Academic Bowl Team clinched 2nd place in the Gallaudet University National

Academic Bowl competition- a historic first for our school. The team started this journey by winning 10 consecutive matches to become the Southwest Regional Champions (in Colorado) and went on to win another 8 more matches during the National Academic Bowl (in Washington D.C.) for a total of 18 consecutive wins. This must be put in perspective. The last 8 wins were against 24 of the nation’s best academic bowl teams. These wins qualified us for the finals where we placed 2nd after a hard fought match with Rockville High School of Maryland.

It must be said that at one point during the championship round, Rockville High School had a staggering 20+ point lead over TSD but our experienced Academic Bowl Team demonstrated the true heart of a Ranger and kept on fighting. Theyclosed the gap to 6 points, 73-67, by the end of the match. Next year, we’ll come back with boots and all and show them what a true RANGER does. We don’t ever quit, we will push ourselves harder. We don’t ever feel satisfied, we will learn and we will grow from the experience. We’ll make sure that they understand that we continue to belong at the national level.

I speak confidently of this because in the last 3 years, our Academic Bowl Team has had many hard earned lessons from which they continue to build and grow. For instance in 2013-14, our team was a wild card entry to the Nationals. This team was a rookie shade of green but remained

unfazed in light of all the talent arrayed against them. They kept their chins high and learned hard lessons about what it meant to be players on a national level. When they got back, they doubled down on their efforts. They worked their butts off to scrape off their greenness to prepare for what lay head in 2014-15. That year they came close to clinching the South West Regional Championship (in New Mexico) and lost by one point to California School for the Deaf-Riverside. Despite this loss, we still managed to clinch a berth in the Nationals for a second year in a row. While we performed better, we eventually lost to a team who became the National Academic Bowl Champion for that year. But in the process, the TSD team still earned their blue Ranger badges and learned from the experience. This only served to magnify our mission and as a result, our Academic Bowl Team went forth with a renewed sense of purpose and redoubled their efforts. They committed themselves to being the best they could be for the 2015-16 school year. It clearly paid off as our Academic Bowl Team made themselves into a FORCE to be reckoned with picking up win after win. While we were on our way to the championship match we met an old foe, California School for the Deaf-Riverside, who beat us for the Regionals last year. This year we beat them 46-41.

It can be said that we take defeats and turn them into victories because we understand that there are always lessons to be learned that are used to teach us how to be better, smarter, a fighter… a RANGER!

2nd Place in National Academic Bowl Competition at Gallaudet University

Pictured above (Clockwise):

Academic Bowl Team:(From left to right)Coach Michelle Halvorsen, Damon Rush, Lydia Kopp, Shane Carrizales, Trevor Johnson and coach Claira Oberrender.

Academic Bowl Team in front of The White House.

TSD Team receiving the awards at Gaulladet.

TSD’s Academic Bowl Team


By Judi Ann Pate, HS Teacher

This spring, the Summer Reading Project of the TSD high school department has received a grant of $2,500 from the

Walmart Community. This grant program is highly competitive, receiving more than 150,000 applications each year.

“One of our main goals of the Summer Reading Project is for each child to own a book to read during the summer break. Each student works with his English teacher to make sure the selected book is within the student’s independent reading level range and is of high interest. Research shows that owning a book is an important part of literacy growth,” explains Judi Ann Pate, Summer Reading Project Co-Coordinator, who works alongside with Tamara Copland-Samaripa, Literacy Coach, in managing the project.

The grant was processed through Walmart Store #339 of Fordyce, Arkansas. Store Manager Melissa Sue Davis recognizes that reading is important for all children, but especially for children who are deaf and hard of hearing because words in print is an accessible way to increase

literacy growth. Davis personally purchased a book with a deaf character and donated it to the program. Additionally, the store hosted a “book drive” and has collected about 200 gently-used books and donated them to the high school department. The National Federation for the Blind in Maryland chipped in and added a few books adapted for deaf students who also need visual support. The enthusiasm of the store crew was evident when, on the first week alone, over 100 books were collected. “They were excited!” said Davis. “We here at Walmart are grateful for the opportunity to make a difference in the community. TSD is a part of our community. We are happy to help.”

TSD wishes to give a heartfelt thanks to Walmart, Store Manager Melissa Davis, the Walmart Store #339 Team, and the National Federation for the Blind (Maryland) for their generosity and giving spirit.

The book drive for the Summer Reading Project is an ongoing project. Please stop by the high school department to donate any gently used, age-appropriate books. You may also make a small donation to the Summer Reading Project fund. One book can make a huge difference!

Summer Reading Project

Please stop by the high school

department to donate any

gently used, age-appropriate books. You may also make a small donation to the Summer Reading Project

fund. One book can make a huge

difference!

Judi Ann Pate, Summer Reading Project Co-Coordinator and Tamara Copland-Samaripa, Literacy Coach.


By Miki Smith, BDSU Sponsor

On February 26th, 2016, the students in the Black Deaf Student Union (BDSU) helped the Austin Black Deaf

Advocates (ABDA) with their hosted event, “Black Deaf Month Celebration,” by assisting with decorations at the TSD Deaf Smith Center.

The ABDA President, Aminah Estrada-Savannah, discussed scholarships, presented “What is Black History Month”, and announced the National Black Deaf Advocates (NBDA) Youth Empowerment Summit (Y.E.S) in 2017. That evening, we attended another Black History Month event, “Remembering My Story,” at the Turner-Roberts Recreation Center. The students enjoyed learning more about Texas Black History. And we also enjoyed the refreshments of bologna sandwiches, cookies, and Kool-Aid.

On February 27th, we helped serve food with Aurore Smith and the ABDA Committee and Melissa Garrison helped us with our presentation, “What do Black Deaf people tend to do?” Alvetta, Kareena, and Menna gave a wonderful short presentation about why they joined the BDSU. They said that discovery, unity, and a safe space were their main reasons for becoming part of the group. Afterwards, the students enjoyed dancing and meeting new faces from other cities as well as Robert Smith, who, in the early 1960’s, was TSD’s first Black Deaf graduate. After the celebration, students returned to the dorms to spend the rest of the evening watching two movies.

Black Deaf Month Celebration

Miki Smith, Night Residential Educator at TSD and Robert Smith, special guest and TSD’s first Black Deaf graduate.


In February, TSD’s Outreach Department, the Educational Resource Center on Deafness and Education Service Center 11, Deaf and Hard

of Hearing Services combined forces and resources to launch a new website focusing on Deaf Education in Texas. We called it Crossroads hoping that everyone would come to see it as a major online intersection with signposts to easily locate information, resources, and services statewide.

Meet us at the ...

Some of the places we direct people to are:• Early Childhood Intervention Agencies• Educational Service Centers• Texas School for the Deaf• Regional Day School Programs for the Deaf• Private Schools for Deaf and Hard of Hearing Children

Some of the services we point to are:• Special Programs for Families and Students Statewide• Professional Development Opportunities• Online Classroom Materials including Videos, Lesson Plans

and Activities

And we guide people to many topics related to Deaf Education including:

• Assistive Technology• Communication and Language• Interpreting• Students with Additional Special Needs

Crossroads also features a News section leading to interesting stories in the media related to the deaf education. There is also an Events section with a searchable calendar of upcoming student, family, or professional events.

Stop by Crossroads at www.TexasDeafEd.org and look around. We hope you find direction to resources or services you could use OR that you just wander around the site, take a “road less traveled” and learn something new. Our goal is for all roads leading to and away from the Crossroads intersection to lead to better services for Texas deaf and hard of hearing students, their families, and the professionals who serve them.

Meet us at the Crossroads?

Visit us at:www�TexasDeafEd�org

Generosity of Southeast Texas Association of the Deaf (SETAD) Benefits TSD Students and ProgramsBy Claire Bugen, Superintendent

A year or more ago SETAD dissolved its organization and according to its Articles of the Constitution and By-laws they were required to contribute their remaining assets to a charitable organization of their choice. TSD was one of their choices and we received a generous gift of $7,500 to be used for Career and Technical Education and Scholarships.

We are grateful for these funds that are being used to support Summer School scholarships, Senior class scholarships, Culinary Arts, and Automotive and Welding Programs. The kindness of this group has allowed families of students to attend Summer Programs whom otherwise would not have had the funds to do so. Additionally we are upgrading our equipment in our CTE programs and are very excited about the opportunity to offer dual credit classes with Austin Community College through a grant from the Texas Workforce Commission with some unexpected help from SETAD.


Land History of Texas School for the Deaf

Part 3- Governor Pease, Tom Green and the Texas Rangers

Part 2 focused on how the TSD land size was divided up by 6 different private owners, namely Captain Swisher, the Browning brothers, the Calhouns, and Dr. Jennings, going from 4428.4 acres to 57.7 by 1858. It was the enlightenment of Texas Governor Elisha M. Pease and the

staunch support of TSD board member Tom Green and a couple of Texas Ranger contemporaries who justified the significance of deaf education on TSD campus, even with minimal state money.

Elisha M. Pease, who served as governor from December 21, 1853 to December 21, 1857 and he played a key role in purchasing the TSD land. Portrait hangs in the rotunda among past governors and is property of the Texas Preservation Board

By Steve C. Baldwin, Ph.D.

The key player in the historic purchase of the TSD’s land was the 5th Texas governor, Elisha M. Pease, who was also a Texas Revolution veteran. Besides

being once considered as a presidential candidate running against the Republican Party of Abraham Lincoln, Pease was an advocate of public education. It was his idea to establish the early Permanent School Fund (PSF), which was originally meant to finance so-called “eleemosynary” schools (charitable institutions) for the blind, deaf and insane. Evidently, it took the selling of public domain to finance and develop state institution lands: selling more land to buy less land for institutions as well as future universities.

About 100,000 acres of state land was sold to support each institution. State legislators designated these lands as “deaf and dumb asylum lands, using the terms used at that time to describe schools for the deaf. Some of these lands were located as far north of Abilene as Jones, Stephens, Tom Green and other West Texas counties. The monies received from private citizens and railroad companies helped

support the school until 1912. In 1875, one land buyer paid $216 for 160 acres, or $1.35 an acre, for a piece of the Deaf and Dumb Asylum land in Comanche County. The buyer only needed to pay 1/10 in advance and was given up to ten years for the rest. It is most likely that the $5500 payment for the school’s land came from that PSF, which started in 1856. In accordance with the davemanuel.com inflation calculator,

that would be equal to $157,142.86 in 2014.

As one of Texas’ most productive governors, the twice-elected popular Governor Pease made sure that no politics got in the way of his educational and financial reforms. There is also a strong possibility that Pease was aware of the American School for the Deaf, the first deaf school established in 1817, as he grew up 21 miles from Hartford, Connecticut. He worked there in the post office before moving to Texas in 1835. Before he died of a stroke in 1883, Pease observed and noted how politicians and newly transplanted Americans had a “greed for land.”

In 1857, among the five members of the school board of trustees who voted

to purchase properties from Jennings and Calhoun was a


fellow soldier of Deaf Smith by the name of Thomas Green. He was the TSD’s board secretary as well as the Texas Supreme Court clerk from 1847 to 1861. He fought in the Battle of San Jacinto with the artillery corps alongside Ben McCulloch. In William H. Huddle’s 1886 famous painting, “The Surrender of Santa Anna,” Green is seen standing near wounded General Houston and Deaf Smith. Eventually Green became a Confederate general whose head was blown off by a cannon ball in the Red River campaign against invading federal gunboats in April of 1864.

Two school superintendents, Henry McCulloch (the historic Ben McCulloch’s younger brother) who served from 1876 to 1879, and John S. “Rip” Ford, whose term followed immediately until 1883, were both decorated Civil War veterans. They served loyally as members of the Ranger Company under the ultimate Texas Ranger, Captain John Coffee “Jack” Hays. Ford was a war doctor, who routinely mailed missives with R.I.P. comments to Confederate soldiers’ next-of-kin. McCulloch was a career military officer who became a brigadier general and was forced to resign as he was considered inept as a deaf school superintendent. In many of his biographies, Ranger Hall of Famer Hays gave credit to Captain Smith for training him well as a legendary Ranger leader.

On March 17,1837, exactly two years after Isaac Decker purchased his league, Hays served under company leader Deaf Smith when the Rangers became involved in a Laredo skirmish against a larger Mexican Calvary. Smith’s controversial command led to his resignation after President Sam Houston reprimanded him for the unauthorized border fight. Nonetheless, this unique connection is yet another way of knowing that the two Texas Ranger contemporaries of Deaf Smith were destined to become part of the school’s history as superintendents.

Upon purchasing 57.7 acres to establish the deaf residential school, which was initially authorized by legislative action on August 26, 1856, the State of Texas became the eighth owner of the property within a span of 10 years. It wasn’t until the 1880s that the last ten acres were gradually purchased from private owners who bought their lots from the Swisher family, thus finalizing the school’s current campus size of 67 acres. Thanks went mostly to the school’s fifth school superintendent, William A. Kendall, for his shrewd land dealing. Kendall was

also a professional modern-day realtor, akin to Three Legged Willie. By 1926 the school’s land value was estimated by TSD S u p e r i n t e n d e n t Thomas M. Scott to be worth $100,000, which seemed unusually low before the Depression.

In 2001, the school’s student center, which was originally built in 1980 as a cafeteria, was renamed the Deaf Smith Center as a small tribute to

the man. Despite having a cookbook, a county, streets, the Republic of Texas $5 bill, peanut butter and an elementary school named after him, the old Texian scout never, during his lifetime, fully claimed, certified and petitioned for most of his war bounties. According to Kevin Klaus, the Texas General Land Office information specialist, it appears that in the mid-19th century, Smith’s heirs were able to claim some of their famous ancestor’s military headrights (legal land grants for service). In retrospect, Deaf Smith was rich in Texas patriotic legacy, but poor in cash and land.

After 1836, with the unique Deaf Smith bond as a unifying historic thread,his contemporaries from the Texas Revolution helped solidify the Texas heritage of the school’s land, From the colorful character Three Legged Willie to one-armed John “Rip” Ford to proactive Governor Pease and the entrepreneurial Swisher family, they must have had Deaf Smith on their mind during the school’s historical land business.

Baldwin, Steven C. El Sordo Rides Again! The Amazing Saga of Deaf Smith. Corpus Christi, Texas. The Voice. May/June, 1990: 32-37. Print.

Blackburn, William Wallace. “Evolution of the State School for the Deaf from an Asylum to an Accredited School.” MA thesis. University of Texas at Austin, 1958. Print.

Donovan, James. The Blood of Heroes: The 13-Day Struggle for the Alamo and the Sacrifice That Forged a Nation. New York, NY. Little Brown and Company: 2012. Print.

General Land Office, State of Texas. Catalogue of the Spanish

Collection of the General Land Office, Part I: Titles, Unfinished Titles, Character Certificates, Applications for Admissions, Registers, & Field Notes. Austin, Texas. Compiled and written by Galen D. Greaser with Jerry Patterson, TGLO commissioner: Third Printing, 2011. Print.

Hovinga, Sharon. Texas School for the Deaf Sesquicentennial: A Proud Tradition. Published for Texas School for the Deaf Alumni Association by Historical Publications. Austin, Texas: 2010. Print.

Huston, Cleburne. Deaf Smith: Incredible Texas Spy. Waco, Texas: Texian Press, 1973. Print.

Smyrl, Vivian Elizabeth. “The Texas School for the Deaf.” Handbook of Texas Online. Uploaded on February 17, 2015. Texas State Historical Association, June 15, 2010.

Texas School for the Deaf. TSD Board of Trustees Reports from 1857 to 1926. Lorenzo de Zavala State Archives and Library Building, Austin, Texas. Prints.

Texas State Historical Society. Texas Almanac-2014-2015. Texas A&M Press Consortium, College Station, Texas, 2014. Print.

Selected sources and places of information for TSD Land History series in the TSD Lone Star:


An aerial view of TSD during the 1960s. Note the old undeveloped track adjacent to South First and campus buildings located between the field and Newton Street, which parallels South Congress and Elizabeth Street borders south of the campus. (Photo courtesy: Austin History Center. PICA #01358c)

By Avonne Brooker-Rutowski (Published in The Endeavor)

Having a Deaf child can stir up a wide range of emotions in parents who have little or no

knowledge about deafness. Oftentimes, a Deaf person will proudly tell you that deafness is an identity, not an impairment. That’s true for me. I am a Deaf mother of two beautiful children – one daughter, profoundly Deaf from my genetic heritage and one hearing son (known as a CODA -Child of Deaf Adults).

I was born deaf and started learning American Sign Language (ASL) from day one. My Deaf parents were proud of me and let me grow up without “fixes”. I did not learn to speak or try to get my hearing repaired. My parents made sure I had full communication access, the best education, and the best life. Today, what my children and I have in common is that we all began acquiring ASL the minute we came into this world.

Parents are bombarded with advice about what they should and shouldn’t do. Well-meaning people say things like, “you must learn ASL,” “Don’t teach your child ASL or s/he will never learn to speak,” “your child will never be able to read or write,” or “Cochlear implants will work for your child.”

As a Deaf person and as the parent of a Deaf child, I want to say how important it is for you, as a parent of a Deaf child, to be involved in your child’s life. We face similar situations in having a child who is like us in many ways, but also different.

My son Andrew was born with full hearing. I was not devastated but I was worried about how I could help Andrew learn to speak. I never wanted to learn to speak or lip-read, so I was clueless about these skills. I told myself that I had a hearing son who had the right to hear and speak. So I started signing to Andrew, without voice, to give him a language foundation as soon as he was put in my arms as a newborn. Everyone in my family signed to Andrew 24/7 and continues to do so even today. ASL is the only communication Andrew has access to at home other than reading, watching TV, listening to songs on iTunes or playing XBOX games.

Our lives continued in this communication comfort zone until we enrolled 15-month-old Andrew in day-care. My husband and I were working full time and we felt that Andrew needed to have access to the hearing world, just like Deaf babies need access to their Deaf world through ASL. Even though my husband is Deaf and can speak a little bit, he chose not to use his voice with our son.

Surprisingly, some Deaf people criticized us for sending Andrew to day-care warning that he would stop signing because he would enjoy hearing and speaking. We were hurt by these comments, but my motherly instincts told me otherwise. We were so excited when we learned that Andrew spoke his first words at 18 months (with many signed words already under his belt).

Once Andrew started attending day-care and then elementary and middle school, my comfort zone often felt somewhat “invaded” when I was in these environments. We were with parents, school and sports staff who had no knowledge of ASL or Deaf culture. Some had no idea of how to even begin to communicate with Deaf people.

But – and this is important – this feeling was not Andrew’s responsibility. As the parent, I had to take the initiative to make communication accessible for myself. The responsibility, even today, should never be placed on my son just because he hears, speaks, and signs. He was certainly not our interpreter or problem solver; rather, he was just a child who went through milestones, enjoyed his childhood, and grew up to be a proud citizen like us. We treat our Deaf and hearing children equally without biases or special treatment. The only difference is that he

An Inside Perspective:

Deaf and Hearing ChildrenDeaf Parents Raising


does not speak at home unless his hearing peers are visiting.

As Andrew was growing up, we were often criticized for allowing him to speak without signing when his friends came over. We were told how important it was to know what they were talking about. I don’t agree. We have a Deaf daughter who we can “listen in” on, but she and her friends will not discuss certain topics in front of us. Naturally, kids don’t want parents snooping in their business.

So how do I handle this with my son, who is now 12? I will walk into his circle of friends and ask, “What’s up?” or sign to them. Frequently, his friends will feel lost or look like deer caught in headlights. When they turn to Andrew for help, I maintain my eye contact with his friends, to show that we can, without Andrew’s involvement, overcome this obstacle together. Over time, they eventually find a way to communicate through gestures, texting, or even learning ASL. Andrew does sometimes enjoy interpreting because he implicitly wants to show his peers how awesome it is to have been born bilingual. That’s his choice.

I have faced a lot of challenges as a Deaf mother in “hearing” environments. Unlike my daughter’s Deaf school where I have full access to everything, I don’t have the same access at my son’s school. Working up my courage, I always walk into the school with pride and I communicate with staff through writing back and forth. If someone is unable to or not knowledgeable about writing back, I simply look elsewhere and ask for someone who is capable of communicating with me. My attitude is a simple lesson for school staff: learn to write back and forth or find workable communication methods. My Deaf daughter or my son often say, “Mom, chill and try to be a little more patient,” and admittedly, I don’t always follow their orders, just like they don’t always follow my orders. In all seriousness, my belief is that I am the parent, and the school needs to figure out how to communicate with me (and all parents) regardless of language or mode. There are parents who don’t speak English. How different am I from other language users? There is no difference at all.

My husband and I are not always that comfortable hosting birthday parties for

our son because of the communication barriers. But again, it is not about us; it is about Andrew. He decides who to invite, and if they are CODAs or Deaf, then great. If not, great. At the end of the parties, we always smile with pride and reflect on how much fun Andrew had.

Another example of interacting in a hearing environment is the end of season soccer party; my husband and/or I go and stay the entire time. Some Deaf people tell us that it is awkward and boring to do so. Again, it is not our party; it is for Andrew and his team. I am an adult who can take care of myself.

With all that said, Andrew often comes to us wishing that his friends’ parents would learn to sign. We always say the same thing; we’re fine. We have our iPhones with us and often will use it or make small talk with parents. Certainly, some conversations are not that meaningful, but this does not bother us as long as we’re there for Andrew. It’s a pleasure to sit in the back, watching or observing Andrew and his friends. This helps us make connections when Andrew talks about specific friends or parents.

I have developed relationships with some of Andrew’s friends’ parents. They’re my “text” or “social media” friends who I text back and forth with about life in general. Some have asked if their children could eventually learn ASL from Andrew, because they wanted their children to learn a new language. This is ironic, given how many parents are resistant to having their Deaf children learn sign language. Social media can bring us together in a positive way for our children.

One favorite moment I had with Andrew’s friend, Grant, was at a fast food restaurant. Andrew was in the restroom and as we ordered our food, Grant “panicked” in trying to communicate. He made up a sign for chicken tenders (gesturing “wings” and “strips”). I loved the smile I saw on Grant’s face when I understood him. Andrew tried to come to Grant’s rescue, but we did not need his help. Grant’s confidence in talking with me without Andrew around increased, which was meaningful for Andrew.

My husband and I believe in modeling respect, appropriate behaviors and ways

of communication, and it is important that our children share our perspectives and values. For example, Andrew gets easily annoyed when one of us, without realizing it, makes noise when our teeth slide over our forks at mealtime – and he is comfortable telling us to stop. And, we are comfortable telling Andrew, in front of his friends, that it is not okay for his friends to interrupt when we are talking to him. We believe in open and healthy communication while understanding each other’s perspectives. From our children, we have gotten the opportunity to experience and appreciate more than just one language or culture, and develop a high level of sensitivity for both.

This has also helped our children understand why their paternal grandparents did not learn ASL when their dad was younger. Today, parents have access to resources all over the world, but back then, this easy access didn’t exist. Grandma K decided to take online ASL classes because she was scared that she would never have a relationship with her now 18- year-old granddaughter, Alexandria that was like what she had with her other grandchildren. Unfortunately, we live a few states away so it’s hard for her to keep up with ASL. But Grandma K always becomes better at signing towards the end of our visits, and we joke about some of her signs because her signs are special to us – they show her effort. We sign the way she signs specific words as a way of keeping her in our thoughts.

Andrew hopefully will grow up remembering that his parents were always around and involved. This is exactly what hearing parents should do with their Deaf children. Parents, as adults, are in a better position than their children to overcome their obstacles by pushing themselves out of their comfort zones.

Yes, parenting can be tough. But take a closer look at the benefits. Involvement in a child’s life (Deaf or hearing) can also open doors to other worlds, other interests and so much more. Remember you are not alone. As parents we experience similar challenges in different ways. It makes a huge difference when we stop thinking about what we want, what we need, or what makes us comfortable and instead join in our children’s journeys.


By Chris Hamilton, Athletic Director

TSD was proud to host the annual Hoy XVI tournament during the weekend of April 21-22, 2016. The campus

welcomed teams from the California School for the Deaf- Fremont, California School for the Deaf-Riverside, Indiana School for the Deaf, Maryland School for the Deaf and Model Secondary School for the Deaf.

It took the Athletic Department’s staff many months to plan and coordinate this tournament, which was set to play out on April 21st and 22nd. The fields and pavilions at the South East Metropolitan Park (SEMP) in Del Valle was reserved for this. Housing for the athletes all set at the dorms. TSD’s Transportation Department ready to transport athletes and coaches to and from TSD and the park on both days of the tournament. Meals from TSD’s Cafeteria, Subway and Dominoes were all set to provide meals. Volunteers in place to help ensure that the event runs smooth for our visitors.

But then it rained…. and rained… and rained… The fields at the SEMP was extremely wet therefore could not be used. Should we cancel? Should we go on? Those few days were very stressful and there was a decision to be made. The games for Thursday were canceled. Regardless, the teams flew in with hopes that the

raining weather would let up. And it did stop late Thursday in time for Friday!

In the meantime, TSD staff made a few phone calls and were able to secure two field locations (UT’s Disch-Falk Field and Hyde Park) for the tournaments. We relied heavily on the Internet to share updated information to the visitors who traveled to Austin for the tournaments. The adjustments from the original plans were quickly rearranged and all the pieces began to fall into place.

There were plenty of exciting games played throughout the two days of the tournament. Our very own TSD Softball team won Hoy Champions while our Baseball team placed 3rd.

TSD Hoy Committee and volunteers, although this may be an overlooked task, I feel I must bring to your attention the outstanding work we received from each department and volunteers who made this a successful and enjoyable tournament last month. I know we asked a lot from you and do sincerely thank each of you for all of your hard work in making things happen.

The Hoy Classic experience would not be possible without the generous contributions from Gallaudet University and Sorenson Communications. That weekend will be the weekend that each player will always cherish.

TSD Hosted the Hoy XVI Tournament

Hoy XVI Tournament Final Standings and

Awards

Baseball1st – Maryland2nd – Indiana

3rd - Texas

Softball1st - Texas

2nd – Indiana3rd – Maryland

H O M E O F T H E

Maryland School for the Deaf, Baseball Champions.

Texas School for the Deaf, Softball Champions.


By Jesse J. Bailey

We hosted the 9th annual Berg/Seeger Track & Field Classic on Saturday, April 23rd. This meet was

a great success with 19 schools and 224 athletes participating! In fact, we broke the record for the Berg/Seeger Classic highest number of schools and athletes!

The Berg/Seeger Classic is named after 2 wonderful pioneers in track & field: Thomas Berg, a long-time Gallaudet and Deaflympics coach and Ruth Seeger, who founded girls athletic programs here at TSD. Ruth also participated in Deaflympics. In 1957, she was the first woman to represent the USA Track & Field team. The highlight of the day was having Jennifer Berg, daughter of Thomas Berg, and Mark Seeger, son of Ruth Seeger, here to present team awards. The legacy lives on!

Minnesota State Academy for the Deaf won the boys’ title for the 4th straight year and Maryland School for the Deaf won the girls’ title. TSD girls finished 2nd and the boys finished 3rd. We also gave out medals for 1st - 3rd places in each event.

Thanks to the awesome core committee for all their work, patience, and help! Till next year!

A Successful Berg/Seeger Track & Field Classic at TSD

Boys Champions, Minnesota State Academy.

Girls Champions, Maryland School for the Deaf.

TSD’s Freshman Jaida Scott finished her 100 meters at 12.76 seconds.

TSD Athletes Trey and Zachary sprint toward the finish line.


From the Editor - Edl€¦ · By Gabrielle Nocciolino T SD’s Performing Arts Program proudly...

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