| Did your approved state plan for this reporting period include any State Financing? | Yes |
|---|---|
| Did your approved state plan for this reporting period include conducting a Financial Loan Program? | Yes |
| Area of Residence | Total | ||
|---|---|---|---|
|
Metro RUCC 1-3 |
Non-Metro RUCC 4-9 |
||
| Approved Loan made | 44 | 23 | 67 |
| Approved Not made | 00 | 00 | 00 |
| Rejected | 03 | 09 | 12 |
| Total | 47 | 32 | 79 |
| Lowest Income: | $6,912 | Highest Income: | $120,000 |
|---|
| Sum of Incomes | Loans Made | Average Annual Income |
|---|---|---|
| $2,929,042 | 67 | $43,717 |
| Income Ranges | Total | ||||||
|---|---|---|---|---|---|---|---|
| $15,000 or Less |
$15,001- $30,000 |
$30,001- $45,000 |
$45,001- $60,000 |
$60,001- $75,000 |
$75,001 or More |
||
| Number of Loans | 07 | 15 | 18 | 14 | 08 | 05 | 67 |
| Percentage of Loans | 10.45% | 22.39% | 26.87% | 20.9% | 11.94% | 7.46% | 100% |
| Type of Loan | Number of Loans | Percentage of loans |
|---|---|---|
| Revolving Loans | 00 | 0% |
| Partnership Loans | 73.134328358209% | |
| Without interest buy-down or loan guarantee | 49 | 0% |
| With interest buy-down only | 00 | 26.865671641791% |
| With loan guarantee only | 18 | 0% |
| With both interest buy-down and loan guarantee | 00 | 0% |
| Total | 67 | 100% |
| Type of Loan | Number of Loans | Dollar Value of Loans |
|---|---|---|
| Revolving Loans | 00 | $0 |
| Partnership Loans | 67 | $302,251 |
| Total | 67 | $302,251 |
| Lowest | 3.5% |
|---|---|
| Highest | 4.25% |
| Sum of Interest Rates | Number of Loans Made | Average Interest Rate |
|---|---|---|
| 259 | 67 | 3.85820895522388% |
| Interest Rate | Number of loans |
|---|---|
| 0.0% to 2.0% | 00 |
| 2.1% to 4.0% | 48 |
| 4.1% to 6.0% | 19 |
| 6.1% to 8.0% | 00 |
| 8.1% - 10.0% | 00 |
| 10.1%-12.0% | 00 |
| 12.1%-14.0% | 00 |
| 14.1% + | 00 |
| Total | 67 |
| Type of AT | Number of Devices Financed | Dollar Value of Loans |
|---|---|---|
| Vision | 00 | $0 |
| Hearing | 60 | $265,808 |
| Speech communication | 00 | $0 |
| Learning, cognition, and developmental | 00 | $0 |
| Mobility, seating and positioning | 02 | $13,875 |
| Daily living | 03 | $9,884 |
| Environmental adaptations | 00 | $0 |
| Vehicle modification and transportation | 02 | $12,684 |
| Computers and related | 00 | $0 |
| Recreation, sports, and leisure | 00 | $0 |
| Total | 67 | $302,251 |
| Number Loans in default | 04 |
|---|---|
| Net loss for loans in default | $6,675 |
| How many other state financing activities that provide consumers with access to funds for the purchase of AT devices and services were included in your approved state plan? | 00 |
|---|
| How many state financing activities that allow consumers to obtain AT at a reduced cost were included in your approved state plan? | 00 |
|---|
A consumer in the northern part of the state has been blind most of his life, and very rarely left his home. He borrowed a magnifying device from one of our lending libraries and found it to be so life-changing he wanted to buy one of his own to keep permanently. His loan application was declined by the bank in part due medical credit issue which should not have been on his credit report since he is on insurance. The Loan Guarantee Review Committee discussed his case and approved the loan. Through our program, the bank loan officer worked with the consumer to help him get a copy of his credit report and dispute the false claim. The AT Loan Coordinator connected him with the vendor for the device who ensured his device was delivered and set up correctly. The Vendor Rep also provides technical support as needed. After receiving his magnifying device and visiting with the sales rep, the consumer called our office to say how happy he was. “It’s great,” he exclaimed. “Better than winning the lottery! It will enable me to live more independently. Thank you, thank you, thank you!” His situation is a wonderful example of how the various services of the IATP – in this case lending library and loan program, along with community partners – can work together to support the needs of Idaho consumers with disabilities
| Response | Primary Purpose for Which AT is Needed | Total | ||
|---|---|---|---|---|
| Education | Employment | Community Living | ||
| 1. Could only afford the AT through the AT program. | 00 | 06 | 09 | 15 |
| 2. AT was only available through the AT program. | 00 | 01 | 11 | 12 |
| 3. AT was available through other programs, but the system was too complex or the wait time too long. | 01 | 11 | 20 | 32 |
| 4. Subtotal | 01 | 18 | 40 | 59 |
| 5. None of the above | 00 | 02 | 06 | 08 |
| 6. Subtotal | 01 | 20 | 46 | 67 |
| 7. Nonrespondent | 00 | 00 | 00 | 00 |
| 8. Total | 01 | 20 | 46 | 67 |
| 9. Performance on this measure | 100% | 90% | 86.96% | |
| Customer Rating of Services | Number of Customers | Percent |
|---|---|---|
| Highly satisfied | 33 | 49.25% |
| Satisfied | 26 | 38.81% |
| Satisfied somewhat | 07 | 10.45% |
| Not at all satisfied | 01 | 1.49% |
| Nonrespondent | 00 | 0% |
| Total Surveyed | 67 | |
| Response rate % | 100% |
We continue to see a majority of loans applied for being for hearing aids.
| Activity | Number of Individuals Receiving a Device from Activity |
|---|---|
| A. Device Exchange | 06 |
| B. Device Refurbish/Repair - Reassign and/or Open Ended Loan | 723 |
| C. Total | 729 |
| Performance Measure | |
|---|---|
| D. Device Exchange - Excluded from Performance Measure | 06 |
| E. Reassignment/Refurbishment and Repair and Open Ended Loans - Excluded from Performance Measure because AT is provided to or on behalf of an entity that has an obligation to provide the AT such as schools under IDEA or VR agencies/clients | 00 |
| F. Number of Individuals Included in Performance Measures | 723 |
If a number is reported in E you must provide a description of the reason the individuals are excluded from the performance measure:
| Type of AT Device | Number of Devices Exchanged | Total Estimated Current Purchase Price | Total Price for Which Device(s) Were Exchanged | Savings to Consumers |
|---|---|---|---|---|
| Vision | 00 | $0 | $0 | $0 |
| Hearing | 00 | $0 | $0 | $0 |
| Speech Communication | 00 | $0 | $0 | $0 |
| Learning, Cognition and Developmental | 00 | $0 | $0 | $0 |
| Mobility, Seating and Positioning | 03 | $12,253 | $0 | $12,253 |
| Daily Living | 00 | $0 | $0 | $0 |
| Environmental Adaptations | 00 | $0 | $0 | $0 |
| Vehicle Modification & Transportation | 03 | $68,000 | $14,700 | $53,300 |
| Computers and Related | 00 | $0 | $0 | $0 |
| Recreation, Sports and Leisure | 00 | $0 | $0 | $0 |
| Total | 06 | $80,253 | $14,700 | $65,553 |
| Type of AT Device | Number of Devices Reassigned/Refurbished and Repaired | Total Estimated Current Purchase Price | Total Price for Which Device(s) Were Sold | Savings to Consumers |
|---|---|---|---|---|
| Vision | 05 | $18,845 | $0 | $18,845 |
| Hearing | 07 | $1,328 | $0 | $1,328 |
| Speech Communication | 06 | $24,507 | $0 | $24,507 |
| Learning, Cognition and Developmental | 01 | $65 | $0 | $65 |
| Mobility, Seating and Positioning | 238 | $101,150 | $0 | $101,150 |
| Daily Living | 368 | $49,116 | $0 | $49,116 |
| Environmental Adaptations | 01 | $700 | $0 | $700 |
| Vehicle Modification & Transportation | 00 | $0 | $0 | $0 |
| Computers and Related | 97 | $58,935 | $0 | $58,935 |
| Recreation, Sports and Leisure | 00 | $0 | $0 | $0 |
| Total | 723 | $254,646 | $0 | $254,646 |
Idaho AT Project staff facilitated the donation of an eye-tracking communication device from a family in Idaho who no longer needed it over to the family of a middle school student who had recently suffered a traumatic brain injury (TBI). The student's family did not have easy access to any other devices due to the expense and rarity of eye-tracking devices. The family used the donated device as a place holder until they could hopefully get a newer device funded through Medicaid. Professionals in the health, assistive technology and education fields who work with the student and their family discussed device options. They weren't sure if eye-tracking would be successful but it was the best option they came up with in order to help her. After her TBI she was rendered home-bound and unable to communicate. Giving the student the opportunity to trail the eye-tracking device before asking for Medicaid funding will ensure the device meets the full needs of the person using it.
| Response | Primary Purpose for Which AT is Needed | Total | ||
|---|---|---|---|---|
| Education | Employment | Community Living | ||
| 1. Could only afford the AT through the AT program. | 00 | 00 | 89 | 89 |
| 2. AT was only available through the AT program. | 76 | 00 | 496 | 572 |
| 3. AT was available through other programs, but the system was too complex or the wait time too long. | 02 | 00 | 19 | 21 |
| 4. Subtotal | 78 | 00 | 604 | 682 |
| 5. None of the above | 01 | 00 | 40 | 41 |
| 6. Subtotal | 79 | 00 | 644 | 723 |
| 7. Nonrespondent | 00 | 00 | 00 | 00 |
| 8. Total | 79 | 00 | 644 | 723 |
| 9. Performance on this measure | 98.73% | NaN% | 93.79% | |
| Customer Rating of Services | Number of Customers | Percent |
|---|---|---|
| Highly satisfied | 564 | 77.37% |
| Satisfied | 164 | 22.5% |
| Satisfied somewhat | 01 | 0.14% |
| Not at all satisfied | 00 | 0% |
| Nonrespondent | 00 | 0% |
| Total Surveyed | 729 | |
| Response rate % | 100% |
| Primary Purpose of Short-Term Device Loan | Number |
|---|---|
| Assist in decision-making (device trial or evaluation) | 338 |
| Serve as loaner during service repair or while waiting for funding | 15 |
| Provide an accommodation on a short-term basis for a time-limited event/situation | 39 |
| Conduct training, self-education or other professional development activity | 63 |
| Total | 455 |
| Type of Individual or Entity | Number of Device Borrowers |
|---|---|
| Individuals with Disabilities | 57 |
| Family Members, Guardians, and Authorized Representatives | 151 |
| Representative of Education | 126 |
| Representative of Employment | 04 |
| Representatives of Health, Allied Health, and Rehabilitation | 73 |
| Representatives of Community Living | 06 |
| Representatives of Technology | 38 |
| Total | 455 |
| Length of Short-Term Device Loan in Days | 44 |
|---|
| Type of AT Device | Number |
|---|---|
| Vision | 37 |
| Hearing | 46 |
| Speech Communication | 148 |
| Learning, Cognition and Developmental | 210 |
| Mobility, Seating and Positioning | 15 |
| Daily Living | 56 |
| Environmental Adaptations | 120 |
| Vehicle Modification and Transportation | 01 |
| Computers and Related | 288 |
| Recreation, Sports and Leisure | 08 |
| Total | 929 |
Idaho AT Project staff recently processed a loan of equipment to an older woman who wanted to trial the items with her almost totally deaf 97 year old husband. She borrowed an amplified phone and personal listening device so her husband could hear her and their family in face-to-face and telephone conversations. It had become frustrating to everyone involved, including the wife and family, as they all tried to communicate with him. The woman called our staff back to report the devices worked great for her husband but that he didn't need them anymore. Apparently she took him to the doctor and got his ears washed out and he car hear perfectly fine now! The equipment loan allowed them to try devices and follow-up with a doctor resulting in the determination that devices were not needed after all.?
| Response | Primary Purpose for Which AT is Needed | Total | ||
|---|---|---|---|---|
| Education | Employment | Community Living | ||
| Decided that AT device/service will meet needs | 155 | 99 | 48 | 302 |
| Decided that an AT device/ service will not meet needs | 11 | 00 | 09 | 20 |
| Subtotal | 166 | 99 | 57 | 322 |
| Have not made a decision | 10 | 01 | 05 | 16 |
| Subtotal | 176 | 100 | 62 | 338 |
| Nonrespondent | 00 | 00 | 00 | 00 |
| Total | 176 | 100 | 62 | 338 |
| Performance on this measure | 94.32% | 99% | 91.94% | |
| Response | Primary Purpose for Which AT is Needed | Total | ||
|---|---|---|---|---|
| Education | Employment | Community Living | ||
| 1. Could only afford the AT through the AT program. | 29 | 05 | 19 | 53 |
| 2. AT was only available through the AT program. | 33 | 06 | 24 | 63 |
| 3. AT was available through other programs, but the system was too complex or the wait time too long. | 00 | 00 | 00 | 00 |
| 4. Subtotal | 62 | 11 | 43 | 116 |
| 5. None of the above | 00 | 00 | 01 | 01 |
| 6. Subtotal | 62 | 11 | 44 | 117 |
| 7. Nonrespondent | 00 | 00 | 00 | 00 |
| 8. Total | 62 | 11 | 44 | 117 |
| 9. Performance on this measure | 100% | 100% | 97.73% | |
| Customer Rating of Services | Number of Customers | Percent |
|---|---|---|
| Highly satisfied | 349 | 76.7% |
| Satisfied | 82 | 18.02% |
| Satisfied somewhat | 01 | 0.22% |
| Not at all satisfied | 00 | 0% |
| Nonrespondent | 23 | 5.05% |
| Total Surveyed | 455 | |
| Response rate % | 94.95% |
| Type of AT Device / Service | Number of Demonstrations of AT Devices / Services |
|---|---|
| Vision | 03 |
| Hearing | 05 |
| Speech Communication | 20 |
| Learning, Cognition and Developmental | 21 |
| Mobility, Seating and Positioning | 01 |
| Daily Living | 06 |
| Environmental Adaptations | 00 |
| Vehicle Modification and Transportation | 00 |
| Computers and Related | 07 |
| Recreation, Sports and Leisure | 01 |
| Total # of Devices Loaned | 64 |
| Type of Participant | Number of Participants in Device Demonstrations |
|---|---|
| Individuals with Disabilities | 20 |
| Family Members, Guardians, and Authorized Representatives | 17 |
| Representatives of Education | 260 |
| Representatives of Employment | 07 |
| Health, Allied Health, Rehabilitation | 14 |
| Representative of Community Living | 31 |
| Representative of Technology | 00 |
| Total | 349 |
| Type of Entity | Number of Referrals |
|---|---|
| Funding Source (non-AT program) | 07 |
| Service Provider | 08 |
| Vendor | 68 |
| Repair Service | 00 |
| Others | 00 |
| Total | 83 |
Idaho AT Project staff and a subcontractor assisted a consumer and her family with devices demonstrations and device trials. While visiting with IATP staff and subcontractor, the consumer and her mother were shown three different alternative and augmentative communication devices (AAC), allowing for the comparison and contrast of each device. Demonstration included the features as well as the pros and cons of each device. The family was able to decide on the right device for their child due to its specific feature of having a spectrum of expression which broadened the consumer's sentence structure. The mother was exceptionally grateful to have the opportunity to see the same "type" of device in action and have the ability to trial it with her child before moving forward.
| Response | Primary Purpose for Which AT is Needed | Total | ||
|---|---|---|---|---|
| Education | Employment | Community Living | ||
| Decided that AT device/service will meet needs | 40 | 02 | 17 | 59 |
| Decided that an AT device/ service will not meet needs | 01 | 00 | 01 | 02 |
| Subtotal | 41 | 02 | 18 | 61 |
| Have not made a decision | 00 | 00 | 01 | 01 |
| Subtotal | 41 | 02 | 19 | 62 |
| Nonrespondent | 01 | 00 | 01 | 02 |
| Total | 42 | 02 | 20 | 64 |
| Performance on this measure | 97.62% | 100% | 90% | |
| Customer Rating of Services | Number of Customers | Percent |
|---|---|---|
| Highly satisfied | 227 | 65.04% |
| Satisfied | 109 | 31.23% |
| Satisfied somewhat | 13 | 3.72% |
| Not at all satisfied | 00 | 0% |
| Nonrespondent | 00 | 0% |
| Total | 349 | |
| Response rate % | 100% |
The Idaho AT Project continues its collaboration with the State Dept. of Education by providing consultation services with schools around the state. These consultations always involve some sort of device demonstration and may even result in loaning of devices. This is why the majority of Performance Measures are in the Education field.
| Response | Primary Purpose for Which AT is Needed | Total | ||
|---|---|---|---|---|
| Education | Employment | Community Living | ||
| 1. Could only afford the AT through the AT program. | 29 | 11 | 117 | 157 |
| 2. AT was only available through the AT program. | 109 | 07 | 531 | 647 |
| 3. AT was available through other programs, but the system was too complex or the wait time too long. | 03 | 11 | 39 | 53 |
| 4. Subtotal | 141 | 29 | 687 | 857 |
| 5. None of the above | 01 | 02 | 47 | 50 |
| 6. Subtotal | 142 | 31 | 734 | 907 |
| 7. Nonrespondent | 00 | 00 | 00 | 00 |
| 8. Total | 142 | 31 | 734 | 907 |
| 9. Performance on this measure | 99.3% | 93.55% | 93.6% | 94.49% |
| ACL Performance Measure | 75% | 75% | 75% | 75% |
| Met/Not Met | Met | Met | Met | Met |
| Response | Primary Purpose for Which AT is Needed | Total | ||
|---|---|---|---|---|
| Education | Employment | Community Living | ||
| Decided that AT device/service will meet needs | 195 | 101 | 65 | 361 |
| Decided that an AT device/ service will not meet needs | 12 | 00 | 10 | 22 |
| Subtotal | 207 | 101 | 75 | 383 |
| Have not made a decision | 10 | 01 | 06 | 17 |
| Subtotal | 217 | 102 | 81 | 400 |
| Nonrespondent | 01 | 00 | 01 | 02 |
| Total | 218 | 102 | 82 | 402 |
| Performance on this measure | 94.95% | 99.02% | 91.46% | 95.27% |
| ACL Performance Measure | 70% | 70% | 70% | 70% |
| Met/Not Met | Met | Met | Met | Met |
| Type of Participant | Number |
|---|---|
| Individuals with Disabilities | 116 |
| Family Members, Guardians and Authorized Representatives | 323 |
| Representatives of Education | 418 |
| Representatives of Employment | 18 |
| Rep Health, Allied Health, and Rehabilitation | 73 |
| Representatives of Community Living | 101 |
| Representatives of Technology | 14 |
| Unable to Categorize | 973 |
| TOTAL | 1,063 |
| Metro | Non Metro | Unknown | TOTAL |
|---|---|---|---|
| 296 | 659 | 1,081 | 2,036 |
| Primary Topic of Training | Participants |
|---|---|
| AT Products/Services | 784 |
| AT Funding/Policy/ Practice | 00 |
| Information Technology/Telecommunication Access | 07 |
| Combination of any/all of the above | 961 |
| Transition | 284 |
| Total | 2,036 |
Describe innovative one high-impact assistance training activity conducted during the reporting period:
Idaho AT Project staff held a training for K12 educators to increase their practical knowledge of reading and writing related assistive technology. The training included computer software and handheld devices that can be used to help students of various disability types access curriculum and increase independence.
Breifly describe one training activity related to transition conducted during the reporting period:
The Annual Tools for Life: Secondary Transition and Technology Fair, was held in Pocatello, Idaho in March 2017. Attendees included high school students with disabilities, family members, educators and related professionals. The Fair was a chance for the transitioning students in attendance to learn about resources, tools, and organizations to support their goals related to education, employment, and independent living.
Breifly describe one training activity related to Information and Communication Technology accessibility:
“Creating Accessible Microsoft Word Documents” was presented by Idaho AT Project staff with seven attendees, including Representatives of Families (IPUL-2 total), Community Living (1 total), Health (1 total), and Representatives of Employment (3 total). This was a hands-on training demonstrating how to create accessible Microsoft Word documents as well as offering tips and resources for extra support. The intent was to increase the knowledge of individuals who create these documents with a goal of having completely accessible websites under section 508 guidelines.
| Outcome/Result From IT/Telecommunications Training Received | Number |
|---|---|
| IT and Telecommunications Procurement or Dev Policies | 00 |
| Training or Technique Assistance will be developed or implemented | 07 |
| No known outcome at this time | 00 |
| Nonrespondent | 00 |
| Total | 07 |
| Performance Measure Percentage | 100% |
| RSA Target Percentage | 70% |
| Met/Not Met | Met |
| Education | 50% |
|---|---|
| Employment | 25% |
| Health, Allied Health, Rehabilitation | 10% |
| Representative of Community Living | 0% |
| Technology (IT, Telecom, AT) | 15% |
| Total | 100% |
Describe Innovative one high-impact assistance activity that is not related to transition:
Idaho AT Project staff helped plan, fund, organize, and execute an annual "Communication Camp" for young attendees who use alternative and augmentative communication devices. The camp offers children a rare opportunity to meet others with varying levels of communication abilities and receive one-on-one training in a realistic social environment. It is a very successful and rewarding event!
Breifly describe one technical assistance activity related to transition conducted during the reporting period:
Idaho AT Project staff participates each year in the Idaho Interagency Council on Secondary Transition. The council coordinates activities such as the Tools for Life: Secondary Transition and Technology Fair, and supports regional transition groups across the state of Idaho. The Tools Fair is in its thirteenth year of supporting transitioning students, their families and service providers around the state.
Describe in detail at least one and no more than two innovative or high-impact public awareness activities conducted during this reporting period. Highlight the content/focus of the awareness information shared, the mechanism used to disseminate or communicate the awareness information, the numbers and/or types of individuals reached, and positive outcomes resulting from the activity. If quantative numbers are available regarding the reach of the activity, please provide those: however, quantative data is not required.
1. Idaho AT Project staff participates in informational events throughout the year and across the state of Idaho. These events included conferences, health fairs, Disability Awareness Day events, etc. Information shared included IATP services and a variety of devices were displayed to bring awareness to consumers. The Project was able to reach over 2,000 individuals at these events, including individuals with disabilities, family members, and service providers from all areas.
2. The Idaho AT Project has a Facebook page where followers learn about project services and events the project is participating in. We also use Facebook to share information about the latest and greatest devices in the world of assistive technology. Site posts have reached over 28,340 people, from 16 countries, with 75% of followers being woman. Facebook does not indicate the "Type" of follower, being it an individual with a disability, family member, etc. rather just the sex.
| Types of Recipients | AT Device/ Service |
AT Funding | Total |
|---|---|---|---|
| Individuals with Disabilities | 134 | 57 | 191 |
| Family Members, Guardians and Authorized Representatives | 118 | 07 | 125 |
| Representative of Education | 155 | 01 | 156 |
| Representative of Employment | 53 | 00 | 53 |
| Representative of Health, Allied Health, and Rehabilitation | 39 | 02 | 41 |
| Representative of Community Living | 50 | 00 | 50 |
| Representative of Technology | 11 | 00 | 11 |
| Unable to Categorize | 00 | 00 | 00 |
| Total | 560 | 67 | 627 |
The Idaho AT Project has four office locations around the state of Idaho to serve consumers locally. Our Boise location is the busiest since it is in the area with the largest population. All offices offer the same services, except for the Alternative Funding Service which is housed at the Main office in Moscow.
| State improvement outcomes are not required. You may report up to two MAJOR state improvement outcomes for this reporting period. How many will you be reporting? | 01 |
|---|
1. In one or two sentences, describe the outcome. Be as specific as possible about exactly what changed during this reporting period as a result of the AT program's initiative.
The Idaho AT Project staff brought attention to the need for students who are blind have access to a live version of Idaho’s annual summative assessment. Further, we took the design and development of this project and collaborated with the Idaho SDE’s Special Education and Assessment Divisions, the Idaho Education Services for the Deaf and Blind and an LEA. It is important to note, this is still an emergent process; however, some students did take their state-level test in a live format in a pilot.
2. In one or two sentences, describe the written policies, practices, and procedures that have been developed and implemented as a result of the AT program's initiative. Include information about how to obtain the full documents, such as a Web site address or e-mail address of a contact person, but do not include the full documents here. (If there are no written polices, practices and procedures, explain why.)
In the first year, we began to change practices and will be looking to expansion of the program, and developing policies/practices document.
3. What was the primary area of impact for this state improvement outcome?
Education
1. In one or two sentences, describe the outcome. Be as specific as possible about exactly what changed during this reporting period as a result of the AT program's initiative.
2. In one or two sentences, describe the written policies, practices, and procedures that have been developed and implemented as a result of the AT program's initiative. Include information about how to obtain the full documents, such as a Web site address or e-mail address of a contact person, but do not include the full documents here. (If there are no written polices, practices and procedures, explain why.)
3. What was the primary area of impact for this state improvement outcome?
| Did you have Additional and Leveraged Funding to Report? | Yes |
|---|
| Fund Source | Amount | Use of Funds |
|---|---|---|
| Federal | $6,849 | Technical Assistance |
| Public/State Agency | $14,900 | Reuse |
| Federal | $9,144 | Training |
| Public/State Agency | $38,466 | Technical Assistance |
| Federal | $26,726 | Device Loan |
| Public/State Agency | $80,242 | Device Loan |
| Public/State Agency | $92,923 | Training |
| Amount: $269,250 |
| Fund Source | Amount | Use of Funds | Individuals Served | Other Outcome |
|---|
We do not report in Section B as we do not have leveraged funding for activities not in our State Plan.
Association of Assistive Technology Act Programs . Saved: Fri May 04 2018 15:22:24 GMT-0500 (Central Daylight Time)