National Assistive Technology Act Data System

Annual Progress Report - Full Report

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West Virginia 2022

General Information

Statewide AT Program (Information to be listed in national State AT Program Directory)

State AT Program Title:

West Virginia Assistive Technology System (WVATS)

State AT Program Title:

State AT Program URL

http://wvats.cedwvu.org/

Mailing Address:

959 Hartman Run Rd

City:

Morgantown

State:

Zip Code:

26505

Program Email:

wvats@hsc.wvu.edu

Phone:

304-293-4692

TTY:

304-293-6496

Lead Agency

Agency Name:

West Virginia University, Center for Excellence in Disabilities

Mailing Address:

959 Hartman Run Rd

City:

Morgantown

State:

Zip Code:

26505

Program URL:

http://cedwvu.org/

Implementing Entity

Does your Lead Agency contract with an Implementing Entity to carry out the Statewide AT Program on its behalf? (Check if Yes)

Name of Implementing Agency:

Mailing Address:

City

State:

Zip Code:

Program URL:

Program Director and Other Contacts

Program Director for State AT Program (last, first):

Cottrell, Lesley

Title:

Principal Investigator

Phone:

304-293-2914

E-mail:

lcottrell@hsc.wvu.edu

Program Director at Lead Agency (last, first):

Cottrell, Lesley

Title:

Principal Investigator

Phone:

304-293-2914

E-mail:

lcottrell@hsc.wvu.edu

Primary Contact at Implementing Agency (last, first) - If applicable:

Title:

Phone:

E-mail:

Person Responsible for completing this form if other than Program Director

Name (last, first):

Title:

Phone:

E-mail:

Certifying Representative

Name (last, first):

Cottrell, Lesley

Title:

Principal Investigator

Phone:

304-293-2914

E-mail:

lcottrell@hsc.wvu.edu

State Financing

Did your approved state plan for this reporting period include any State Financing?

Did your approved state plan for this reporting period include conducting a Financial Loan Program?

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?

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?

D. Anecdote

Impact Area Education Employment Community Living

E. Performance Measures

Performance Measures
Response	Primary Purpose for Which AT is Needed			Total
Response	Education	Employment	Community Living	Total
1. Could only afford the AT through the AT program.	00	00	00	00
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	00	00	00
5. None of the above	00	00	00	00
6. Subtotal	00	00	00	00
7. Nonrespondent	00	00	00	00
8. Total	00	00	00	00
9. Performance on this measure	NaN%	NaN%	NaN%

F. Customer Satisfaction

Satisfaction
Customer Rating of Services	Number of Customers	Percent
Highly satisfied	00	NaN%
Satisfied	00	NaN%
Satisfied somewhat	00	NaN%
Not at all satisfied	00	NaN%
Nonrespondent	00	NaN%
Total Surveyed	00
Response rate %	NaN%

G. Notes:

Reutilization

Did your approved State Plan for this reporting period included conducting any device reuse activities?

A. Number of Recipients of Reused Devices

Activity	Number of Individuals Receiving a Device from Activity
A. Device Exchange	41
B. Device Refurbish/Repair - Reassign and/or Open Ended Loan	06
C. Total	47

Performance Measure
D. 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
E. Number of Individuals Included in Performance Measures	47

If a number is reported in D you must provide a description of the reason the individuals are excluded from the performance

B. Device Exchange Activities

Device Exchange
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	03	$60	$0	$60
Hearing	03	$139	$0	$139
Speech Communication	05	$1,150	$0	$1,150
Learning, Cognition and Developmental	02	$270	$0	$270
Mobility, Seating and Positioning	09	$1,866	$0	$1,866
Daily Living	17	$208	$0	$208
Environmental Adaptations	08	$519	$0	$519
Vehicle Modification & Transportation	00	$0	$0	$0
Computers and Related	01	$130	$0	$130
Recreation, Sports and Leisure	47	$2,066	$0	$2,066
Total	95	$6,408	$0	$6,408

C. Device Refurbish/Repair - Reassignment and/or Open Ended Loan Activities

Device Reassign/Repair/Refurbish and/or OEL
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	03	$680	$0	$680
Hearing	00	$0	$0	$0
Speech Communication	00	$0	$0	$0
Learning, Cognition and Developmental	00	$0	$0	$0
Mobility, Seating and Positioning	03	$190	$0	$190
Daily Living	00	$0	$0	$0
Environmental Adaptations	01	$83	$0	$83
Vehicle Modification & Transportation	00	$0	$0	$0
Computers and Related	01	$50	$0	$50
Recreation, Sports and Leisure	00	$0	$0	$0
Total	08	$1,003	$0	$1,003

D. Anecdote

WVATS was contacted by Stepping Stones in Morgantown, WV about any recreation equipment that we had for loan. WVATS has worked with the Stepping Stones day program in the past and has done presentations for their clients with adaptive recreation equipment. WVATS was looking to reuse some of the recreation equipment that was the Pay It Forward program. Stepping Stones was thrilled that the same equipment that some of their clients had seen in past presentations was going to be theirs as part of being reused from WVATS. Stepping Stones said they could incorporate the adaptive bowling set and adaptive mini golf set into their activities. Stepping Stones received over 20 pieces of recreation assistive technology and were so thrilled when they picked it up. WVATS staff helped load the van and was thanked numerous times for the AT program being about to reuse equipment. Stepping Stones informed WVATS that they were now able to hold recreation programs now with this equipment for their day program.

Impact Area Education Employment Community Living

E. Performance Measures

Performance Measures
Response	Primary Purpose for Which AT is Needed			Total
Response	Education	Employment	Community Living	Total
1. Could only afford the AT through the AT program.	01	00	01	02
2. AT was only available through the AT program.	06	00	39	45
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	07	00	40	47
5. None of the above	00	00	00	00
6. Subtotal	07	00	40	47
7. Nonrespondent	00	00	00	00
8. Total	07	00	40	47
9. Performance on this measure	100%	NaN%	100%

F. Customer Satisfaction

Satisfaction
Customer Rating of Services	Number of Customers	Percent
Highly satisfied	46	97.87%
Satisfied	01	2.13%
Satisfied somewhat	00	0%
Not at all satisfied	00	0%
Nonrespondent	00	0%
Total Surveyed	47
Response rate %	100%

G. Notes:

We recognize that our rec/leisure device numbers seem a little off with 41 exchange recipients and 47 devices exchanged along with 48 other. As you have noted in an earlier review, record ID 54-RU-10606 dated 5/20/2022 shows 21 rec/leisure devices for one recipient. While this is unusual it is accurate for this reporting year. One of our partners, Stepping Stones, is a local facility that offers multiple recreational courses for individuals throughout the community. They requested a long list of devices for upcoming events planned within a select period. Thus, in one report, we had multiple devices being incorporated into community programming in a short period of time.

Device Loan

Did your approved State Plan for this reporting period included conducting Short-Term Device Loans?

A. Short-Term Device Loans by Type of Purpose

Loans By Purpose
Primary Purpose of Short-Term Device Loan	Number
Assist in decision-making (device trial or evaluation)	81
Serve as loaner during service repair or while waiting for funding	98
Provide an accommodation on a short-term basis for a time-limited event/situation	32
Conduct training, self-education or other professional development activity	11
Total	222

B. Short-Term Device Loan by Type of Borrower

LOANS BY TYPE OF BORROWER
Type of Individual or Entity	Number of Device Borrowers
Type of Individual or Entity	Desicion-making	All other Purposes	Total
Individuals with Disabilities	18	125	143
Family Members, Guardians, and Authorized Representatives	12	03	15
Representative of Education	20	01	21
Representative of Employment	00	00	00
Representatives of Health, Allied Health, and Rehabilitation	31	12	43
Representatives of Community Living	00	00	00
Representatives of Technology	00	00	00
Total	81	141	222

C. Length of Short-Term Device Loans

Length of Short-Term Device Loan in Days	30

D. Types of Devices Loaned

Types of Devices Loaned
Type of AT Device	Number of Devices
Type of AT Device	Desicion-making	All other Purposes	Total
Vision	13	21	34
Hearing	05	11	16
Speech Communication	42	16	58
Learning, Cognition and Developmental	12	02	14
Mobility, Seating and Positioning	04	14	18
Daily Living	10	20	30
Environmental Adaptations	40	01	41
Vehicle Modification and Transportation	00	00	00
Computers and Related	01	83	84
Recreation, Sports and Leisure	05	03	08
Total	132	171	303

E. Anecdote

A family was looking for a device that would spark an interest in teaching their child shapes, colors, shapes and letters. They were also looking for a possible solution to improving the child’s independence in feeding themselves due to the child having low dexterity and unable to manipulate to where the food did not fall off. We showed and recommended the mini lite box to them with the various transparent overlays as well as the LiftWare steady. The mini lite box intrigued the child, especially when working with his mother to place the overlays on. We were able to show them the numbers, shapes and letter overlays we have. The child was able to work on his manipulation of his hands as well as work on becoming more comfortable with the device itself. We were able to give a quick demonstration on how the LiftWare would work if it had food on the utensil, even if the child was unable to hold it level, the device would do the work and adjust so he could bring it up to his mouth without spilling. The parents decided to borrow both of those devices from us, they were very excited to give them a trial run to see if they were something they were going to purchase. They did keep the devices for the entire 30-day period, they did not want to extend the loan. They really enjoyed both devices, they informed us that they believe they are going to purchase the mini lite box for their home to use with him since he enjoyed it so much and it was a great learning tool. They liked the LiftWare but they felt that it may be too advanced for the child and that they may need something that was lower tech to start off with so he could grasp the basic movements first. Overall, they were very satisfied and look forward to utilizing our services again with other devices as he gets older.

Impact Area Education Employment Community Living

F. Access Performance Measures

Access Performance Measures
Response	Primary Purpose for Which AT is Needed			Total
Response	Education	Employment	Community Living	Total
Decided that AT device/service will meet needs	30	00	22	52
Decided that an AT device/ service will not meet needs	03	01	04	08
Subtotal	33	01	26	60
Have not made a decision	03	00	01	04
Subtotal	36	01	27	64
Nonrespondent	14	00	03	17
Total	50	01	30	81
Performance on this measure	91.67%	100%	96.3%

G. Acquisition Performance Measures

Acquisition Performance Measures
Response	Primary Purpose for Which AT is Needed			Total
Response	Education	Employment	Community Living	Total
1. Could only afford the AT through the AT program.	00	00	02	02
2. AT was only available through the AT program.	08	47	84	139
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	08	47	86	141
5. None of the above	00	00	00	00
6. Subtotal	08	47	86	141
7. Nonrespondent	00	00	00	00
8. Total	08	47	86	141
9. Performance on this measure	100%	100%	100%

H. Customer Satisfaction

Satisfaction
Customer Rating of Services	Number of Customers	Percent
Highly satisfied	193	86.94%
Satisfied	12	5.41%
Satisfied somewhat	00	0%
Not at all satisfied	00	0%
Nonrespondent	17	7.66%
Total Surveyed	222
Response rate %	92.34%

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	06
Hearing	04
Speech Communication	05
Learning, Cognition and Developmental	02
Mobility, Seating and Positioning	00
Daily Living	04
Environmental Adaptations	06
Vehicle Modification and Transportation	00
Computers and Related	01
Recreation, Sports and Leisure	00
Total # of Device Demonstrations	28

B. Types of Participants

Type of Participant	Decision-Makers	Other Participants	Total
Individuals with Disabilities	17	09	26
Family Members, Guardians, and Authorized Representatives	09	25	34
Representatives of Education	00	10	10
Representatives of Employment	00	01	01
Health, Allied Health, Rehabilitation	02	33	35
Representative of Community Living	00	00	00
Representative of Technology	00	00	00
Total	28	78	106

C. Number of Referrals

Referrals
Type of Entity	Number of Referrals
Funding Source (non-AT program)	02
Service Provider	03
Vendor	01
Repair Service	00
Others	00
Total	06

D. Anecdote

WVATS was working with a retired gentleman that was having some trouble with his hearing. He reported that he used to work on elevators and that he once had good hearing which helped him with his job. Now that he was retired he could tell that his hearing was getting worse. He did report that he had a hearing test and that he used hearing aids to assist him. He wanted to see if there was anything in the library that could help him hear better around his house. WVATS showed him two devices that were similar to what he described that he was looking to buy. WVATS brought out the Comfort Duett and Pocket Talker. Both items amplify the sounds around him in his house and both can be used with a hearing aid. He tried both in the WVATS demonstration room and was happier with the size and sound of the Comfort Duett. He reported that he will look where WVATS reported he could buy them from and was happy with his visit.

Impact Area Education Employment Community Living

E. Performance Measures

Performance Measures
Response	Primary Purpose for Which AT is Needed			Total
Response	Education	Employment	Community Living	Total
Decided that AT device/service will meet needs	02	01	20	23
Decided that an AT device/ service will not meet needs	00	00	03	03
Subtotal	02	01	23	26
Have not made a decision	00	00	02	02
Subtotal	02	01	25	28
Nonrespondent	00	00	00	00
Total	02	01	25	28
Performance on this measure	100%	100%	92%

F. Customer Satisfaction

Satisfaction
Customer Rating of Services	Number of Customers	Percent
Highly satisfied	105	99.06%
Satisfied	01	0.94%
Satisfied somewhat	00	0%
Not at all satisfied	00	0%
Nonrespondent	00	0%
Total	106
Response rate %	100%

G. Notes:

Overall Performance Measures

Overall Acquisition Performance Measure

Acquisition Performance Measures
Response	Primary Purpose for Which AT is Needed			Total
Response	Education	Employment	Community Living	Total
1. Could only afford the AT through the AT program.	01	00	03	04
2. AT was only available through the AT program.	14	47	123	184
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	15	47	126	188
5. None of the above	00	00	00	00
6. Subtotal	15	47	126	188
7. Nonrespondent	00	00	00	00
8. Total	15	47	126	188
9. Performance on this measure	100%	100%	100%	100%
ACL Performance Measure				85%
Met/Not Met				Met

Overall Access Performance Measure

Access Performance Measures
Response	Primary Purpose for Which AT is Needed			Total
Response	Education	Employment	Community Living	Total
Decided that AT device/service will meet needs	32	01	42	75
Decided that an AT device/ service will not meet needs	03	01	07	11
Subtotal	35	02	49	86
Have not made a decision	03	00	03	06
Subtotal	38	02	52	92
Nonrespondent	14	00	03	17
Total	52	02	55	109
Performance on this measure	92.11%	100%	94.23%	93.48%
ACL Performance Measure				90%
Met/Not Met				Met

Overall Satisfaction Rating

Customer Rating of Services	Percent	ACL Target	Met/Not Met
Highly satisfied and satisfied	100%	95%	Met
Response Rate	95.47%	90%	Met

Training

A. Training Participants: Number and Types of Participants; Geographical Distribution

Training by Participant Type
Type of Participant	Number
Individuals with Disabilities	31
Family Members, Guardians and Authorized Representatives	00
Representatives of Education	62
Representatives of Employment	65
Rep Health, Allied Health, and Rehabilitation	82
Representatives of Community Living	00
Representatives of Technology	01
Unable to Categorize	159
TOTAL	400

Geographic Distribution of Participants
Metro	Non Metro	Unknown	TOTAL
215	26	159	400

B. Training Topics

Trainings by Topic
Primary Topic of Training	Participants
AT Products/Services	197
AT Funding/Policy/ Practice	00
Combination of any/all of the above	00
Information Technology/Telecommunication Access	110
Transition	93
Total	400

C. Description of Training Activities

Describe innovative one high-impact assistance training activity conducted during the reporting period:

WVATS has taken a big step in to social media and with this we also look at accessibility of social media posts. WVATS has added to the series of accessible documents by holding a training on Accessible social media. This training covers the popular social media outlets and how to make accessible posts on each. This training also shows participants how to identify inaccessible posts and how to correct them for accessibility. This training has been becoming more popular as more agencies are taking to social media for advertising and public awareness.

Briefly describe one training activity related to transition conducted during the reporting period:

Along with the Mid-Atlantic ADA, WVATS (West Virginia Assistive Technology System) developed a training for them to use in their Aging Employment Series. WVATS’ training consisted of Aging populations transitioning back into the workforce with the help of AT. AT was demonstrated that it would be beneficial to several different barriers in different job settings. Resources were also identified in the state that would help someone looking for accommodation on the job. This training was offered several times throughout the year and well attended.

Briefly describe one training activity related to Information and Communication Technology accessibility:

PDF accessibility has become a training that people continue to ask for. This training identifies what makes PDFs inaccessible to AT users. The training will empower participants to find inaccessible documents and make the minor fixes they learned about and make them accessible to the public. Tags, reading order, and blank spacing are some of the items covered in the training. Participants in this training have continued to make improvements in accessibility and have followed up with additional questions after the training. This training is a good follow-up to the first training in our accessible document training that starts with Word and PowerPoint accessibility. Lastly, this training as served as the basis for micro-credentials (for students, faculty, and staff) within the university on accessible classroom expectations and development.

D. IT/Telecommunications Training Performance Measure

IT/Telecommunications Training Performance Measure
Outcome/Result From IT/Telecommunications Training Received	Number
IT and Telecommunications Procurement or Dev Policies	81
Training or Technical Assistance will be developed or implemented	06
No known outcome at this time	08
Nonrespondent	15
Total	110
Performance Measure Percentage	79.1%
ACL Target Percentage	70%
Met/Not Met	Met

E. Notes:

Technical Assistance

A. Frequency and Nature of Technical Assistance

Technical Assistance by Recipient Type
Education	100%
Employment	00%
Health, Allied Health, Rehabilitation	00%
Community Living	00%
Technology (IT, Telecom, AT)	00%
Total	100%

B. Description of Technical Assistance

Describe Innovative one high-impact assistance activity that is not related to transition:

WVATS helped a screen reader user that worked for an employer who recently switched email systems. WVATS was able to provide assistance by showing user interaction of different screen reader software with different programs on his computer. User was happy with the experience and was able to use JAWS with his new google email and supporting google programs.

Breifly describe one technical assistance activity related to transition conducted during the reporting period:

WVATS was asked to assist in a case of a student with dyslexia needing AT in school. WVATS observed the student using AT and interacting with teachers. Student was being helped by current AT and WVATS were able to assist with providing additional resources to family and teachers to assist student. Parents were also provided with the resources so AT could also be beneficial at home.

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. Beginning on June 27, WVATS prepared a video series featuring devices and technology that can be utilized to have an accessible kitchen. The series consisted of 4 videos on all major social media platforms (Facebook, Instagram, TikTok, Twitter) highlighting some of the equipment in the kitchen area of the WVATS break room. The first video was an introduction and tour that reached 212 feeds, had 10 engagements, and was shared 4 times. Part 2 featured a height adjustable sink for easier access, and it reached 219 people, had 7 engagements, and was shared 4 times. Part 3 showed a talking microwave and a toaster with raised lettering for visual impairments. It reached 97 people. Part 4 was the final video and it featured adapted kitchen utensils such as LiftWare devices but only reached 31 people. The most successful series on social media platforms was our ‘Back to School’ series from Aug. 3- Aug. 30. Instead of doing videos for this series, we utilized Canva to make infographics that were very popular. We noted accessible clothing brands, pricing, and resources. The first infographic was the most successful in spreading awareness. It featured adaptive backpacks for various needs and reached over 10,000 feeds, had 575 engagements, 151 reactions, and 93 shares. The second infographic featured adaptive shoes and reached 2,246 people, had 150 engagements, and 16 shares. The third consisted of various adaptive clothing items from different stores and brands. It reached 1,335, had 117 engagements, and 16 shares. Part 4 featured low-tech accessories such as pencil grips and highlighters. It reached 828 people, had 41 engagements, and 8 shares. The 5th infographic was informational and covered the differences between a 504 vs. an IEP. It reached 1,588, had 192 engagements, and 25 shares. The final post featured apps that can be utilized in the classroom or learning from home such as SoundingBoard and Libby. It reached 179, had 10 engagements, and 2 shares.

2. Creating an adaptive gaming area made for great opportunities to showcase the new adaptive gaming devices. In June, WVATS toured the AT Lab to OT students from WVU. During the tour, groups of about 8-10 OT students stopped by the accessible gaming area to try out the different switches and devices to see how they interact with each other and are used. This helped spread awareness because a lot of the devices used to make gaming accessible are not mainstream. OT students were able to use devices such as the Microsoft adaptive controller, AbleNet specs, and 3dRudder to see how various adaptive gaming setups interact with various needs.

Information And Assistance

Information And Assistance Activities by Recipient
Types of Recipients	AT Device/ Service	AT Funding	Total
Individuals with Disabilities	68	56	124
Family Members, Guardians and Authorized Representatives	55	47	102
Representative of Education	12	03	15
Representative of Employment	05	00	05
Representative of Health, Allied Health, and Rehabilitation	35	04	39
Representative of Community Living	29	06	35
Representative of Technology	00	00	00
Unable to Categorize	01	00	01
Total	205	116	321

Referral Types:

Throughout the year we have made several referrals to different resources throughout the state. Multiple referrals have been made regarding home modifications, people needing repairs to their roofs, environmental modifications installed and overall making their homes accessible and safer. We often receive calls requesting information and resources on how to find a company that will perform vehicle accessibility measures or vehicles they are able to purchase that are already accessible. West Virginia Assistive Technology Services (WVATS) works hard to maintain relationships with units around the university, so we have made several referrals to the audiology and speech clinic.

Referral Sources:

A resource often given to clients is the West Virginia Technology-Related Assistance Revolving Loan Fund through West Virginia Department of Rehabilitation Services. This resource offers funding for technology devices or services to improve independence, quality of life, or productive involvement in the community. We often direct people to Amramp as a resource for environmental modifications for ramps; they provide access to wheelchair ramps, stair lifts, patient lift systems and accessible home modifications so people can be more mobile independently. We also refer to Center for Independent Living because they run a program that has a grant that allows people to stay within their homes.

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?

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?

We have worked closely with the cancer center to begin to link individuals receiving care to needed AT before, during, and after their treatments. We have used established funding between the WVATS and CED for this purpose.

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.

Increased clients served with AT; additional partnership. The partnership was successful because they had not known about the AT offerings through the WVATS program.

3. What focus areas(s) were addressed by the initiative?

Education; Health; Transition(school to work or congregate care to community);

4. What AT Act authorized activity(s) were addressed?

Device Loan; Reuse; Training; Information & Assistance;

A.2 Coordination/Collaboration (Entry 2)

We have worked with the state's Take Me Home program. This program is designed to increase the number of smooth transitions from hospital/nursing home to own home and keep elderly individuals in their own home as long as possible.

We established a relationship with DHHR and Medicaid services within the state for this. The partnership was successful because it offered another option for AT as those needs are identified during assessments prior to the transition.

3. What focus areas(s) were addressed by the initiative?

Education; Housing / Home Automation; Community Participation and Integration; Health; Aging; Aging and Disability Network / No Wrong Door;

4. What AT Act authorized activity(s) were addressed?

Device Loan; Demonstration; Reuse; 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?

Additional And Leveraged Funds

Did you have Additional and Leveraged Funding to Report?

Yes

A. Leveraged Funding for State Plan Activities

Fund Source	Amount	Use of Funds	Data Reported
Federal	$7,644	Training	True
Federal	$492	Technical Assistance	True
Federal	$18,312	Technical Assistance	True
	Amount: $26,448

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. Public Health Workforce Grant Award

All Section 4 AT Act grantees were awarded $80,000.00 in supplimental Public Health Workforce grant funding to increase the full-time equivalent (FTE) of staff withing the disability and aging network for public health professionals. Please document the status of these funds below.

The status of these funds at the end of the FY22 (9/30/2022) is as follows: (Check one) We did not utilize this funding in FY22 and wish to decline the funds in the future
We did not expend any of this funding in FY22, but plan to expend funding in FY23 and/or FY24
We expended some of all of this funding in FY22 (please complete the section below)

Please report the amount expended (drawn down and liquidated) in this reporting period, FY22:

$18,312.00

Please report the number of Full Time Equivalent (FTE) positions this funding supported by type. This can be a direct employee FTE or contractual FTE.

Type of FTE Position	FTE Positions (0.01 to 9.99)
Assistive Technology Specialist	0.00
Information and Assistance Specialist	1.00
Outreach and Awareness Specialist	0.00
Training Specialist	0.00
Health Care Professional (includes PT, OT, SLP)	0.00
Accessibility Expert	0.00
Policy Expert	0.00
Technology Expert (Digital Divide, Mobile Tech)	0.00
Program Manager	0.00
Other positions needed to advance public health and prevent, prepare for, and respond to COVid-19 (describe with narrative field required)	0.00

Please describe the activities of the above FTE and how such activities advance public health.

The WVATS team received three additional grants used to supplement their efforts. These included: Public Workforce Funding: Salary and Fringe for Funding Specialist - $16,647.58 Indirect costs on above - $1,664.76 Cancer Center Funding for services related to accessible website information and technical assistance: General Expenses - $371 F&A - $120.58 Total Budget - $491.58 MidAtlantic ($10,000) for training materials and technical assistance - aging and adolescent AT needs

C. 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: Tue Feb 14 2023 16:38:10 GMT-0600 (Central Standard Time)