National Assistive Technology Act Data System
Annual Progress Report - Full Report
Montana 2021
General Information
Statewide AT Program (Information to be listed in national State AT Program Directory)
Lead Agency
Implementing Entity
Program Director and Other Contacts
Person Responsible for completing this form if other than Program Director
Certifying Representative
State Financing
| 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 | 10 | 06 | 16 |
| Approved Not made | 00 | 00 | 00 |
| Rejected | 00 | 02 | 02 |
| Total | 10 | 08 | 18 |
2. Income of Applicants to Whom Loans Were Made
| Lowest Income: | $3,181 | Highest Income: | $129,360 |
|---|
| Sum of Incomes | Loans Made | Average Annual Income |
|---|---|---|
| $945,389 | 16 | $59,087 |
| 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 | 02 | 02 | 04 | 01 | 02 | 05 | 16 |
| Percentage of Loans | 12.5% | 12.5% | 25% | 6.25% | 12.5% | 31.25% | 100% |
3. Loan Type
| Type of Loan | Number of Loans | Percentage of loans |
|---|---|---|
| Revolving Loans | 16 | 100% |
| Partnership Loans | ||
| Without interest buy-down or loan guarantee | 00 | 0% |
| With interest buy-down only | 00 | 0% |
| With loan guarantee only | 00 | 0% |
| With both interest buy-down and loan guarantee | 00 | 0% |
| Total | 16 | 100% |
| Type of Loan | Number of Loans | Dollar Value of Loans |
|---|---|---|
| Revolving Loans | 16 | $222,385 |
| Partnership Loans | 00 | $0 |
| Total | 16 | $222,385 |
4. Interest Rates
| Lowest | 0% |
|---|---|
| Highest | 4% |
| Sum of Interest Rates | Number of Loans Made | Average Interest Rate |
|---|---|---|
| 53 | 16 | 3.3125% |
| Interest Rate | Number of loans |
|---|---|
| 0.0% to 2.0% | 01 |
| 2.1% to 4.0% | 15 |
| 4.1% to 6.0% | 00 |
| 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 | 16 |
5. Types and Dollar Amounts of AT Financed
| Type of AT | Number of Devices Financed | Dollar Value of Loans |
|---|---|---|
| Vision | 00 | $0 |
| Hearing | 06 | $30,750 |
| Speech communication | 00 | $0 |
| Learning, cognition, and developmental | 00 | $0 |
| Mobility, seating and positioning | 00 | $0 |
| Daily living | 01 | $1,485 |
| Environmental adaptations | 00 | $0 |
| Vehicle modification and transportation | 09 | $190,150 |
| Computers and related | 00 | $0 |
| Recreation, sports, and leisure | 00 | $0 |
| Total | 16 | $222,385 |
6. Defaults
| Number Loans in default | 00 |
|---|---|
| Net loss for loans in default | $0 |
B. State Financing Activities that provide consumers with resources and services that result in the acquisition of AT devices and services
1. Overview of Activities Performed
| 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? | 0 |
|---|
C. State Financing Activities that Allow Consumers to Obtain AT at Reduced Cost
1. Overview of Activities Performed
| How many state financing activities that allow consumers to obtain AT at a reduced cost were included in your approved state plan? | 0 |
|---|
D. Anecdote
R.S., 79, needed hearing aids. Not just any hearing aids; she needed custom hearing aids to fit an ear damaged by a childhood stroke. She also wanted Bluetooth capability so she could connect directly to her smart tv. Hearing aids like that come with a hefty price tag: $5,425. R.S. contacted Ann-Margaret Periman at the Montana Assistive Technology Loan Program (MATL), MonTECH’s financial loan program managed by Rural Dynamics, Inc. in Great Falls. With Ann-Margaret’s assistance, R.S. had her loan within 48 hours. “The payments are very reasonable,” R.S. says. “It’s not like I have to quit eating or quit buying my normal things. It fits my budget. Now I can join in with people to watch a movie or do almost anything!”
E. Performance Measures
| Response | Primary Purpose for Which AT is Needed | Total | ||
|---|---|---|---|---|
| Education | Employment | Community Living | ||
| 1. Could only afford the AT through the AT program. | 00 | 01 | 15 | 16 |
| 2. AT was only available through the AT program. | 00 | 00 | 00 | 00 |
| 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 | 00 | 01 | 15 | 16 |
| 5. None of the above | 00 | 00 | 00 | 00 |
| 6. Subtotal | 00 | 01 | 15 | 16 |
| 7. Nonrespondent | 00 | 00 | 00 | 00 |
| 8. Total | 00 | 01 | 15 | 16 |
| 9. Performance on this measure | NaN% | 100% | 100% | |
F. Customer Satisfaction
| Customer Rating of Services | Number of Customers | Percent |
|---|---|---|
| Highly satisfied | 16 | 100% |
| Satisfied | 00 | 0% |
| Satisfied somewhat | 00 | 0% |
| Not at all satisfied | 00 | 0% |
| Nonrespondent | 00 | 0% |
| Total Surveyed | 16 | |
| Response rate % | 100% |
G. Notes:
Reutilization
A. Number of Recipients of Reused Devices
| Activity | Number of Individuals Receiving a Device from Activity |
|---|---|
| A. Device Exchange | 04 |
| B. Device Refurbish/Repair - Reassign and/or Open Ended Loan | 291 |
| C. Total | 295 |
| Performance Measure | |
|---|---|
| D. Device Exchange - Excluded from Performance Measure | 00 |
| 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 | 295 |
If a number is reported in E you must provide a description of the reason the individuals are excluded from the performance measure:
B. Device Exchange Activities
| 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 | 01 | $3,000 | $2,000 | $1,000 |
| Hearing | 00 | $0 | $0 | $0 |
| Speech Communication | 00 | $0 | $0 | $0 |
| Learning, Cognition and Developmental | 00 | $0 | $0 | $0 |
| Mobility, Seating and Positioning | 03 | $1,204 | $0 | $1,204 |
| Daily Living | 00 | $0 | $0 | $0 |
| Environmental Adaptations | 00 | $0 | $0 | $0 |
| Vehicle Modification & Transportation | 00 | $0 | $0 | $0 |
| Computers and Related | 00 | $0 | $0 | $0 |
| Recreation, Sports and Leisure | 00 | $0 | $0 | $0 |
| Total | 04 | $4,204 | $2,000 | $2,204 |
C. Device Refurbish/Repair - Reassignment and/or Open Ended Loan Activities
| 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 | 08 | $15,230 | $0 | $15,230 |
| Hearing | 02 | $250 | $0 | $250 |
| Speech Communication | 15 | $11,189 | $0 | $11,189 |
| Learning, Cognition and Developmental | 04 | $2,495 | $0 | $2,495 |
| Mobility, Seating and Positioning | 281 | $202,881 | $0 | $202,881 |
| Daily Living | 18 | $8,179 | $0 | $8,179 |
| Environmental Adaptations | 00 | $0 | $0 | $0 |
| Vehicle Modification & Transportation | 00 | $0 | $0 | $0 |
| Computers and Related | 06 | $4,137 | $0 | $4,137 |
| Recreation, Sports and Leisure | 01 | $950 | $0 | $950 |
| Total | 335 | $245,311 | $0 | $245,311 |
D. Anecdote
C.W., 99, is no stranger to tough situations. Over 23 years in the U.S. Air Force, he served as a navigator on 60 missions during World War II. In recent years, macular degeneration has stolen away much of his vision and the loss has been hard to take. An avid reader, C.W. built a massive library to enjoy in his retirement. “Every time I’d read a book I liked, I would buy a copy for my retirement library. I had a library built up of about 5,000 books,” he said. Macular degeneration wrecked his retirement plans for hours perusing his carefully curated library. He was thrilled when he received a long-term loan of a CCTV from MonTECH. A CCTV is a desktop device that magnifies text and changes contrast to improve readability. Ironically, this CCTV was donated to MonTECH by the daughter of another 99-year-old WWII veteran, J.H. The CCTV makes a powerful difference in C.W.'s life. “Suddenly you can read again and it’s a whole new world.”
E. Performance Measures
| Response | Primary Purpose for Which AT is Needed | Total | ||
|---|---|---|---|---|
| Education | Employment | Community Living | ||
| 1. Could only afford the AT through the AT program. | 29 | 02 | 260 | 291 |
| 2. AT was only available through the AT program. | 00 | 00 | 03 | 03 |
| 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 | 29 | 02 | 263 | 294 |
| 5. None of the above | 00 | 00 | 01 | 01 |
| 6. Subtotal | 29 | 02 | 264 | 295 |
| 7. Nonrespondent | 00 | 00 | 00 | 00 |
| 8. Total | 29 | 02 | 264 | 295 |
| 9. Performance on this measure | 100% | 100% | 99.62% | |
F. Customer Satisfaction
| Customer Rating of Services | Number of Customers | Percent |
|---|---|---|
| Highly satisfied | 295 | 100% |
| Satisfied | 00 | 0% |
| Satisfied somewhat | 00 | 0% |
| Not at all satisfied | 00 | 0% |
| Nonrespondent | 00 | 0% |
| Total Surveyed | 295 | |
| Response rate % | 100% |
G. Notes:
Device Loan
A. Short-Term Device Loans by Type of Purpose
| Primary Purpose of Short-Term Device Loan | Number |
|---|---|
| Assist in decision-making (device trial or evaluation) | 547 |
| Serve as loaner during service repair or while waiting for funding | 00 |
| Provide an accommodation on a short-term basis for a time-limited event/situation | 16 |
| Conduct training, self-education or other professional development activity | 03 |
| Total | 566 |
B. Short-Term Device Loan by Type of Borrower
| Type of Individual or Entity | Number of Device Borrowers | ||
|---|---|---|---|
| Desicion-making | All other Purposes | Total | |
| Individuals with Disabilities | 272 | 06 | 278 |
| Family Members, Guardians, and Authorized Representatives | 85 | 08 | 93 |
| Representative of Education | 70 | 01 | 71 |
| Representative of Employment | 03 | 00 | 03 |
| Representatives of Health, Allied Health, and Rehabilitation | 116 | 04 | 120 |
| Representatives of Community Living | 01 | 00 | 01 |
| Representatives of Technology | 00 | 00 | 00 |
| Total | 547 | 19 | 566 |
C. Length of Short-Term Device Loans
| Length of Short-Term Device Loan in Days | 30 |
|---|
D. Types of Devices Loaned
| Type of AT Device | Number of Devices | ||
|---|---|---|---|
| Desicion-making | All other Purposes | Total | |
| Vision | 94 | 00 | 94 |
| Hearing | 86 | 00 | 86 |
| Speech Communication | 526 | 00 | 526 |
| Learning, Cognition and Developmental | 55 | 00 | 55 |
| Mobility, Seating and Positioning | 113 | 02 | 115 |
| Daily Living | 259 | 04 | 263 |
| Environmental Adaptations | 02 | 00 | 02 |
| Vehicle Modification and Transportation | 00 | 00 | 00 |
| Computers and Related | 192 | 01 | 193 |
| Recreation, Sports and Leisure | 94 | 21 | 115 |
| Total | 1,421 | 28 | 1,449 |
E. Anecdote
D.M’s rare diagnosis affects every aspect of her life: speech, mobility, processing speed, and motor skills. What it does not affect: her ability to recreate with her family, thanks to adaptive equipment. Mom K.M. was thrilled to learn about MonTECH. “When Daphne was little, we weren’t really plugged into our new community,” K.M. explained. “All the resources we were getting were in big cities. To discover this resource right here, where we can go see these devices and talk to people – it just felt comforting and supportive.” K.M. and D.M. have since borrowed switch-adapted toys, seating systems, and adaptive recreation equipment. Sometimes the equipment they borrow isn’t the perfect fit, but leads them to it. “I borrowed the adaptive sled and it was too big,” K.M. remembered. “But I googled that same manufacturer and found they make a slightly smaller sled. She loves it, and the kids in the neighborhood like to push it around. It’s an awesome way for her to recreate with other kids.” Can’t put a price on that!
F. Access Performance Measures
| Response | Primary Purpose for Which AT is Needed | Total | ||
|---|---|---|---|---|
| Education | Employment | Community Living | ||
| Decided that AT device/service will meet needs | 96 | 14 | 141 | 251 |
| Decided that an AT device/ service will not meet needs | 22 | 02 | 32 | 56 |
| Subtotal | 118 | 16 | 173 | 307 |
| Have not made a decision | 31 | 02 | 36 | 69 |
| Subtotal | 149 | 18 | 209 | 376 |
| Nonrespondent | 62 | 05 | 104 | 171 |
| Total | 211 | 23 | 313 | 547 |
| Performance on this measure | 79.19% | 88.89% | 82.78% | |
G. Acquisition Performance Measures
| Response | Primary Purpose for Which AT is Needed | Total | ||
|---|---|---|---|---|
| Education | Employment | Community Living | ||
| 1. Could only afford the AT through the AT program. | 01 | 00 | 02 | 03 |
| 2. AT was only available through the AT program. | 01 | 00 | 11 | 12 |
| 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 | 02 | 00 | 13 | 15 |
| 5. None of the above | 00 | 00 | 01 | 01 |
| 6. Subtotal | 02 | 00 | 14 | 16 |
| 7. Nonrespondent | 00 | 00 | 03 | 03 |
| 8. Total | 02 | 00 | 17 | 19 |
| 9. Performance on this measure | 100% | NaN% | 92.86% | |
H. Customer Satisfaction
| Customer Rating of Services | Number of Customers | Percent |
|---|---|---|
| Highly satisfied | 361 | 63.78% |
| Satisfied | 29 | 5.12% |
| Satisfied somewhat | 02 | 0.35% |
| Not at all satisfied | 07 | 1.24% |
| Nonrespondent | 167 | 29.51% |
| Total Surveyed | 566 | |
| Response rate % | 70.49% |
I. Notes:
Device Demonstration
A. Number of Device Demonstrations by Device Type
| Type of AT Device / Service | Number of Demonstrations of AT Devices / Services |
|---|---|
| Vision | 33 |
| Hearing | 03 |
| Speech Communication | 64 |
| Learning, Cognition and Developmental | 44 |
| Mobility, Seating and Positioning | 08 |
| Daily Living | 29 |
| Environmental Adaptations | 00 |
| Vehicle Modification and Transportation | 01 |
| Computers and Related | 29 |
| Recreation, Sports and Leisure | 03 |
| Total # of Devices Demonstrated | 214 |
B. Types of Participants
| Type of Participant | Number of Participants in Device Demonstrations |
|---|---|
| Individuals with Disabilities | 157 |
| Family Members, Guardians, and Authorized Representatives | 132 |
| Representatives of Education | 23 |
| Representatives of Employment | 07 |
| Health, Allied Health, Rehabilitation | 67 |
| Representative of Community Living | 20 |
| Representative of Technology | 01 |
| Total | 407 |
C. Number of Referrals
| Type of Entity | Number of Referrals |
|---|---|
| Funding Source (non-AT program) | 63 |
| Service Provider | 15 |
| Vendor | 203 |
| Repair Service | 04 |
| Others | 01 |
| Total | 286 |
D. Anecdote
Assistive technology and adaptive equipment needs change as a person ages or an illness progresses, and MonTECH’s team works hard to make sure individuals have access to the best supports at each phase. This year, 32-year-old veteran J.P. came to MonTECH with his wife and caregiver. J.P. has frontal temporal dementia and is dependent on his wife’s care. The love between them is palpable and we were determined to provide any equipment that might make life sweeter or more comfortable for them. A demonstration at our lab in Missoula resulted in loans of simple communication devices, universal cuffs, cup holders, mounts, and a more supportive wheelchair J.P. can use while he waits for funding of a new chair. J.P., hi wife, and their young son were able to join a camping trip with extended family with the use of MonTECH’s Emma X3 All-terrain Wheelchair and a wide camp cot. J.P.'s participation was important to the whole family – MonTECH was grateful we could provide equipment to support them on their special weekend together.
E. Performance Measures
| Response | Primary Purpose for Which AT is Needed | Total | ||
|---|---|---|---|---|
| Education | Employment | Community Living | ||
| Decided that AT device/service will meet needs | 56 | 16 | 98 | 170 |
| Decided that an AT device/ service will not meet needs | 00 | 00 | 01 | 01 |
| Subtotal | 56 | 16 | 99 | 171 |
| Have not made a decision | 14 | 02 | 26 | 42 |
| Subtotal | 70 | 18 | 125 | 213 |
| Nonrespondent | 00 | 00 | 01 | 01 |
| Total | 70 | 18 | 126 | 214 |
| Performance on this measure | 80% | 88.89% | 78.57% | |
F. Customer Satisfaction
| Customer Rating of Services | Number of Customers | Percent |
|---|---|---|
| Highly satisfied | 398 | 97.79% |
| Satisfied | 08 | 1.97% |
| Satisfied somewhat | 00 | 0% |
| Not at all satisfied | 00 | 0% |
| Nonrespondent | 01 | 0.25% |
| Total | 407 | |
| Response rate % | 99.75% |
G. Notes:
Overall Performance Measures
Overall Acquisition Performance Measure
| Response | Primary Purpose for Which AT is Needed | Total | ||
|---|---|---|---|---|
| Education | Employment | Community Living | ||
| 1. Could only afford the AT through the AT program. | 30 | 03 | 277 | 310 |
| 2. AT was only available through the AT program. | 01 | 00 | 14 | 15 |
| 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 | 31 | 03 | 291 | 325 |
| 5. None of the above | 00 | 00 | 02 | 02 |
| 6. Subtotal | 31 | 03 | 293 | 327 |
| 7. Nonrespondent | 00 | 00 | 03 | 03 |
| 8. Total | 31 | 03 | 296 | 330 |
| 9. Performance on this measure | 100% | 100% | 99.32% | 99.39% |
| ACL Performance Measure | 85% | |||
| Met/Not Met | Met | |||
Overall Access Performance Measure
| Response | Primary Purpose for Which AT is Needed | Total | ||
|---|---|---|---|---|
| Education | Employment | Community Living | ||
| Decided that AT device/service will meet needs | 152 | 30 | 239 | 421 |
| Decided that an AT device/ service will not meet needs | 22 | 02 | 33 | 57 |
| Subtotal | 174 | 32 | 272 | 478 |
| Have not made a decision | 45 | 04 | 62 | 111 |
| Subtotal | 219 | 36 | 334 | 589 |
| Nonrespondent | 62 | 05 | 105 | 172 |
| Total | 281 | 41 | 439 | 761 |
| Performance on this measure | 79.45% | 88.89% | 81.19% | 81.02% |
| ACL Performance Measure | 90% | |||
| Met/Not Met | Not Met | |||
Overall Satisfaction Rating
| Customer Rating of Services | Percent | ACL Target | Met/Not Met |
|---|---|---|---|
| Highly satisfied and satisfied | 99.19% | 95% | Met |
| Response Rate | 86.92% | 90% | Not Met |
Training
A. Training Participants: Number and Types of Participants; Geographical Distribution
| Type of Participant | Number |
|---|---|
| Individuals with Disabilities | 111 |
| Family Members, Guardians and Authorized Representatives | 36 |
| Representatives of Education | 205 |
| Representatives of Employment | 112 |
| Rep Health, Allied Health, and Rehabilitation | 251 |
| Representatives of Community Living | 40 |
| Representatives of Technology | 09 |
| Unable to Categorize | 02 |
| TOTAL | 766 |
| Metro | Non Metro | Unknown | TOTAL |
|---|---|---|---|
| 529 | 237 | 00 | 766 |
B. Training Topics
| Primary Topic of Training | Participants |
|---|---|
| AT Products/Services | 279 |
| AT Funding/Policy/ Practice | 44 |
| Combination of any/all of the above | 395 |
| Information Technology/Telecommunication Access | 00 |
| Transition | 48 |
| Total | 766 |
C. Description of Training Activities
Describe innovative one high-impact assistance training activity conducted during the reporting period:
COVID-19 continues to wreak havoc on our ability to hold in-person events. In response, MonTECH stepped up our online trainings. Virtual education is an important outreach and training option in our vast rural state, and in 2020-2021, our team conducted trainings for education teams, vocational rehabilitation teams, and agencies contracted with the state to provide in-community care for Montanans with developmental disabilities. Four popular online trainings focused on Assistive Technology and the IEP (when do we check the box and who pays for the equipment?); Tools for Behavioral Support, Tools for Students with Dyslexia, and Tools for Notetaking. Each training honed in on three tools so participants could do a deep dive and leave feeling well informed, as opposed to a shallow dip in an overwhelming array of assistive technologies. Our Assistive Technology for Employment webinars followed the same format, and were created in response to the job-coach shortage in Montana. We featured the Work Autonomy app, WatchMinder, and Revive Connect in the first workshop, and Routine Factory, Choiceworks, and Alexa in the second. All of these tools increase independence in the workplace and decrease the need for 1:1 supervision – extremely important considerations in the midst of the current worker shortage.
Briefly describe one training activity related to transition conducted during the reporting period:
Every year, MonTECH does trainings for high school students planning their next step. We expose them to assistive technologies that mediate challenges and support success, whether they plan to attend college, a certification program, or enter the workforce. This year was no exception, with interactive, hands-on presentations to the Montana Youth Leadership Forum (MYLF) and TRIO Upward Bound. MYLF provides leadership training and self-advocacy skills to students with disabilities, while TRIO Upward Bound works with students from diverse backgrounds and low-income families aspiring to become first-generation college students. MonTECH workshops for these students include a presentation stressing the broad range of assistive technologies available to them, and the role of assistive technology programs. Hands-on projects and exploration of device and app features ensure these workshops make an impression on students likely to need some technological support to assure successful transition to life after high school.
Briefly describe one training activity related to Information and Communication Technology accessibility:
D. IT/Telecommunications Training Performance Measure
| Outcome/Result From IT/Telecommunications Training Received | Number |
|---|---|
| IT and Telecommunications Procurement or Dev Policies | 00 |
| Training or Technical Assistance will be developed or implemented | 00 |
| No known outcome at this time | 00 |
| Nonrespondent | 00 |
| Total | 00 |
| Performance Measure Percentage | NaN% |
| ACL Target Percentage | 70% |
| Met/Not Met | Not Met |
E. Notes:
In regards to ICT trainings, our team developed trainings for making Word, PowerPoint, and PDF documents accessible this year in response to a request from the local health department. Unfortunately, the training kept getting pushed back and was unable to be completed during FY 2021. That said, it was rescheduled for October 2021 and successfully completed then. Additional trainings have already been added to the calendar for other community organizations.
Technical Assistance
A. Frequency and Nature of Technical Assistance
| Education | % |
|---|---|
| Employment | % |
| Health, Allied Health, Rehabilitation | 5% |
| Community Living | 60% |
| Technology (IT, Telecom, AT) | 35% |
| Total | 100% |
B. Description of Technical Assistance
Describe Innovative one high-impact assistance activity that is not related to transition:
Fish, Wildlife, and Parks contacted MonTECH to provide TA related to a grant proposal for an accessible dock at a local pond outside of Missoula. MonTECH program director, an OT, accompanied staff from FWP to the pond to discuss optimal positioning of dock within the busy recreation area, as well as guidance on offering fishing and boat launch options. She also reviewed their grant application, providing recommendations and suggestions throughout. Discussions were had about potential matching grant applications to strengthen application process and FWP reported a successful match received in summer of 2021. The full grant application for an accessible dock and fishing area will be submitted in February of 2022. This would be the only accessible dock in western Montana.
Breifly describe one technical assistance activity related to transition conducted during the reporting period:
C. Notes:
Public Awareness
Public Awareness Activities
Public Awareness Narratives
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. MonTECH turned 30 this year! We celebrated this proud milestone with a month-long social media campaign highlighting assistive technology, cultural touchstones, and our many fabulous consumers. We made our 30th anniversary an opportunity to connect with consumers past and present by selecting a daily recipient of an anniversary-edition MonTECH Bluetooth speaker or Bluetooth beanie. Winners of our #30DayBirthdayGiveAway were chosen from 30 different categories, one for each day of October. For example, we rewarded the physical therapist who borrowed the most equipment from MonTECH in 2020, a consumer who borrowed our foldable portable powerchair for a trip, and a teacher who borrowed an accessible music instrument for her students. Between October 1st and October 31st, we posted 64 Facebook posts and selected 36 winners of speakers and beanies – MonTECH’s logo sits on desks and warms heads all across Montana. Happy anniversary to us and here’s to 30 more years!
2. MonTECH's MATL Outreach Coordinator was determined to reach remote corners of Montana to spread the news about our financial loan program. She drafted a press release and sent it to every small-town newspaper she could find contact info for. At least six newspapers with a total circulation of 10,000 readers picked up the story and ran it during the month of June. From Cut Bank to Powder River, Valier to Glacier, news of MonTECH services was spread in rural, frontier, and tribal communities. This helped reach our goal to double the number of financial loans made in FY 2021, an important step to getting more Montanans with disabilities the equipment they need to live more independently.
Information And Assistance
| Types of Recipients | AT Device/ Service |
AT Funding | Total |
|---|---|---|---|
| Individuals with Disabilities | 113 | 21 | 134 |
| Family Members, Guardians and Authorized Representatives | 60 | 19 | 79 |
| Representative of Education | 66 | 18 | 84 |
| Representative of Employment | 14 | 08 | 22 |
| Representative of Health, Allied Health, and Rehabilitation | 104 | 27 | 131 |
| Representative of Community Living | 21 | 04 | 25 |
| Representative of Technology | 04 | 01 | 05 |
| Unable to Categorize | 01 | 01 | 02 |
| Total | 383 | 99 | 482 |
Notes:
Coordination/Collaboration and State Improvement Outcomes
Overview of Coordination/Collaboration Activities
| Coordination/Collaboration activities are not required. You may report up to two MAJOR coordination/collaboration activities for this reporting period. How many will you be reporting? | 2 |
|---|
A. Coordination/Collaboration
1. As concisely as possible, describe the partnership initiative. What activities/services were provided? Who are the major collaborating organizations and what is their role? Who is served/benefited? What funding was used to implement the initiative?
MonTECH's Program Director sits on Montana's state vocational rehab's AT Team as its only community member. All other members are managers from sites across the state. This year, the group identified a need for VR counselors to have access to an AT Questionnaire to both increase awareness that AT is a possible solution for client challenges and to give them a concrete tool to use during client interviews to assess AT needs. This collaborative effort took many months and several revisions before it was accepted by senior leadership at VR. It is organized by category of AT (vision, hearing, communication, writing, reading, computer access, organization, ADLs, energy management, transportation, etc) and then proposes questions that a counselor could ask a client related to that category. The questionnaire will be rolled out during staff meetings and highlighted in an upcoming VR newsletter. No funding was needed to create the questionnaire, but it will benefit all future VR clients across the state.
2. As concisely as possible, describe the measurable results of the initiative and any lessons learned. How did access to AT change as a result of the coordination/collaboration/partnership? How did awareness of AT change as a result of the partnership? How did the reach of the state AT program change as a result of the partnership? What made the partnership successful? What would you change or wish you had done differently? Provided funding/resources are available, will the initiative continue or is this a one-time event? What advice would you give for replication of the initiative? Please include URL for initiative if available.
Employment has always been an area of AT that MonTECH has struggled to have as much impact in compared to education and community living. This partnership really connects MonTECH services to VR counselors in both populated and more rural counties. The questionnaire directly outlines MonTECH as a statewide resource for additional information. We anticipate an increase in I&A, demonstrations, loans, and evaluations related to employment in the coming year due to this initiative. Our hope is that this resource gets updated and shared on a yearly basis for continued implementation.
3. What focus areas(s) were addressed by the initiative?
Employment;
4. What AT Act authorized activity(s) were addressed?
Information & Assistance; Public Awareness;
A.2 Coordination/Collaboration (Entry 2)
1. As concisely as possible, describe the partnership initiative. What activities/services were provided? Who are the major collaborating organizations and what is their role? Who is served/benefited? What funding was used to implement the initiative?
The University of Montana Speech, Language, Hearing, and Occupational Sciences program approached MonTECH about a collaboration in the summer of 2021. A family in Billings, Montana who had a young child with complex health needs had run out of speech therapy benefits through their insurance. UM was going to offer a week-long "evaluation" to the family focused on communication and AAC needs to help direct care while his family continued to pursue Medicaid coverage and asked MonTECH to assist. MonTECH staff in Billings had already met with the family and their future preschool team, so had a ground-level understanding of his strengths and challenges. Over the course of the week, the family met with everyone twice daily, in the morning at MonTECH and in the afternoon at the SLP clinic. Together with SLPs, an OT, an ATP, SLP students, and volunteers from MonTECH, as well as other therapists "zoomed in" as needed, the family received incredible interdisciplinary care. A full write-up, complete with resources for follow-up, was provided to the family and shared with MonTECH and school staff back in Billings. This cross-state collaboration was a great demonstration of quality care that encompassed more than just a medical model.
2. As concisely as possible, describe the measurable results of the initiative and any lessons learned. How did access to AT change as a result of the coordination/collaboration/partnership? How did awareness of AT change as a result of the partnership? How did the reach of the state AT program change as a result of the partnership? What made the partnership successful? What would you change or wish you had done differently? Provided funding/resources are available, will the initiative continue or is this a one-time event? What advice would you give for replication of the initiative? Please include URL for initiative if available.
While it was just one family, the impact of this collaboration has echoed in the last several months. One of the SLP graduate students has signed on as a volunteer with MonTECH and is eager to continue learning about all facets of AT. The SLP department has initiated several trainings by MonTECH for their staff and students on the topic of AT and AAC. The family in Billings continues to reach out to MonTECH for referrals and information for additional resources. They have also requested loans of numerous small and large items to trial with their son in the hopes of getting insurance coverage to purchase permanently. All students involved in the project expressed gratitude at being involved in this kind of collaborative effort so early in their careers.
3. What focus areas(s) were addressed by the initiative?
Community Participation and Integration; Health;
4. What AT Act authorized activity(s) were addressed?
Device Loan; Demonstration; Training; Information & Assistance;
Overview of State Improvement Activities
| 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? | 00 |
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Additional And Leveraged Funds
| Did you have Additional and Leveraged Funding to Report? | No |
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A. Leveraged Funding for State Plan Activities
| Fund Source | Amount | Use of Funds | Data Reported |
|---|
For any leveraged funding reported above for which data could not be reported, please describe the extenuating circumstances that precluded data from being reported and efforts to remediate the situation in future reporting periods.
B. Describe any unique issues with your data in this section (e.g., the reason why you were unable to report the number of individuals served with additional or leveraged funds).
Center for Assistive Technology Act Data Assistance . Saved: Mon Mar 07 2022 11:09:15 GMT-0600 (Central Standard Time)