National Assistive Technology Act Data System

Annual Progress Report - Full Report

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Colorado 2024

General Information

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

State AT Program Title:

Assistive Technology Program of Colorado

State AT Program Title:

State AT Program URL

www.ucdenver.edu/cide

Mailing Address:

1224 5th St., The Hub

City:

Denver

State:

Colorado

Zip Code:

80204

Program Email:

cide@ucdenver.edu

Phone:

3033151280

TTY:

Lead Agency

Agency Name:

Center for Inclusive Design and Engineering

Mailing Address:

1224 5th St., The Hub

City:

Denver

State:

Zip Code:

80204

Program URL:

www.ucdenver.edu/cide

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):

Melonis, Maureen

Title:

Program Director

Phone:

303-315-1283

E-mail:

maureen.melonis@ucdenver.edu

Program Director at Lead Agency (last, first):

Melonis, Maureen

Title:

Program Director

Phone:

303-315-1283

E-mail:

maureen.melonis@ucdenver.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):

Beems, Julia

Title:

Outreach Coordinator

Phone:

3033151284

E-mail:

julia.beems@ucdenver.edu

Certifying Representative

Name (last, first):

Porter, Nicole

Title:

Postaward Specialist

Phone:

303-724-8862

E-mail:

nicole.c.porter@cuanschutz.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	00
B. Device Refurbish/Repair - Reassign and/or Open Ended Loan	39
C. Total	39

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	39

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	Total Estimated Current Purchase Price	Total Price for Which Device(s) Were Exchanged	Savings to Consumers
Vision	$0	$0	$0
Hearing	$0	$0	$0
Speech Communication	$0	$0	$0
Learning, Cognition and Developmental	$0	$0	$0
Mobility, Seating and Positioning	$0	$0	$0
Daily Living	$0	$0	$0
Environmental Adaptations	$0	$0	$0
Vehicle Modification & Transportation	$0	$0	$0
Computers and Related	$0	$0	$0
Recreation, Sports and Leisure	$0	$0	$0
Total	$0	$0	$0

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	00	$0	$0	$0
Hearing	32	$25,751	$0	$25,751
Speech Communication	20	$4,004	$0	$4,004
Learning, Cognition and Developmental	49	$6,224	$0	$6,224
Mobility, Seating and Positioning	05	$2,049	$0	$2,049
Daily Living	12	$1,876	$0	$1,876
Environmental Adaptations	00	$0	$0	$0
Vehicle Modification & Transportation	00	$0	$0	$0
Computers and Related	27	$75,552	$0	$75,552
Recreation, Sports and Leisure	00	$0	$0	$0
Total	145	$115,456	$0	$115,456

D. Anecdote

Eduard, an 8th grader with cerebral palsy receiving outpatient AAC services at the CIDE Assistive Technology Clinic, was a recipient of one of the Assistive Technology Program of Colorado’s open-ended loans. He came to our clinic with a Tobi I-15 and eye gaze system, but no mount to secure it to his wheelchair, therefore making it unusable. Since he is not due for a new device for 2 more years, he was given a device mount. Use of the mount in conjunction with his Tobi I-15 has changed his life. Eduard now uses his AAC device on a regular basis and has access to a means of communication at school, in his home, and in the community. One of his teacher states “he is a completely different kid and is now interacting with his peers and other teachers”.

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.	02	00	00	02
2. AT was only available through the AT program.	28	00	03	31
3. AT was available through other programs, but the system was too complex or the wait time too long.	06	00	00	06
4. Subtotal	36	00	03	39
5. None of the above	00	00	00	00
6. Subtotal	36	00	03	39
7. Nonrespondent	00	00	00	00
8. Total	36	00	03	39
9. Performance on this measure	100%	NaN%	100%

F. Customer Satisfaction

Satisfaction
Customer Rating of Services	Number of Customers	Percent
Highly satisfied	37	94.87%
Satisfied	02	5.13%
Satisfied somewhat	00	0%
Not at all satisfied	00	0%
Nonrespondent	00	0%
Total Surveyed	39
Response rate %	100%

G. Notes:

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)	639
Serve as loaner during service repair or while waiting for funding	39
Provide an accommodation on a short-term basis for a time-limited event/situation	87
Conduct training, self-education or other professional development activity	24
Total	789

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	00	00	00
Family Members, Guardians, and Authorized Representatives	00	00	00
Representative of Education	245	79	324
Representative of Employment	00	00	00
Representatives of Health, Allied Health, and Rehabilitation	00	00	00
Representatives of Community Living	394	71	465
Representatives of Technology	00	00	00
Total	639	150	789

C. Length of Short-Term Device Loans

Length of Short-Term Device Loan in Days	42

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	08	02	10
Hearing	03	01	04
Speech Communication	547	101	648
Learning, Cognition and Developmental	444	110	554
Mobility, Seating and Positioning	61	31	92
Daily Living	62	17	79
Environmental Adaptations	46	16	62
Vehicle Modification and Transportation	00	00	00
Computers and Related	47	07	54
Recreation, Sports and Leisure	24	10	34
Total	1,242	295	1,537

E. Anecdote

Alaiah, a toddler with multiple disabilites and communication challenges borrowed a Tumbleforms Floor Sitter, a switch-adapted LED fan, and a Big Red Switch communication device from the statewide loan bank to learn to interact with her family. Thanks to the loans from the Assistive Technology Program of Colorado, she was able to find a communication solution that worked for her. Her mother could not be more pleased stating "AT has really opened up new horizons for my daughter. She actually seems interested in playing now and communicating to me more. Seeing her interact with her toys has given me hope for my daughter’s future, and I’m beyond excited to see what lies ahead for her all thanks to accessing the equipment from the AT loan library."

Little girl using a switch to activate toy

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	137	06	149	292
Decided that an AT device/ service will not meet needs	115	06	175	296
Subtotal	252	12	324	588
Have not made a decision	01	01	01	03
Subtotal	253	13	325	591
Nonrespondent	21	06	21	48
Total	274	19	346	639
Performance on this measure	99.6%	92.31%	99.69%

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.	45	84	21	150
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	45	84	21	150
5. None of the above	00	00	00	00
6. Subtotal	45	84	21	150
7. Nonrespondent	00	00	00	00
8. Total	45	84	21	150
9. Performance on this measure	100%	100%	100%

H. Customer Satisfaction

Satisfaction
Customer Rating of Services	Number of Customers	Percent
Highly satisfied	614	77.82%
Satisfied	150	19.01%
Satisfied somewhat	09	1.14%
Not at all satisfied	01	0.13%
Nonrespondent	15	1.9%
Total Surveyed	789
Response rate %	98.1%

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	12
Hearing	13
Speech Communication	103
Learning, Cognition and Developmental	35
Mobility, Seating and Positioning	262
Daily Living	22
Environmental Adaptations	05
Vehicle Modification and Transportation	01
Computers and Related	131
Recreation, Sports and Leisure	00
Total # of Device Demonstrations	584

B. Types of Participants

Type of Participant	Decision-Makers	Other Participants	Total
Individuals with Disabilities	398	88	486
Family Members, Guardians, and Authorized Representatives	182	150	332
Representatives of Education	00	02	02
Representatives of Employment	02	04	06
Health, Allied Health, Rehabilitation	00	47	47
Representative of Community Living	02	09	11
Representative of Technology	00	14	14
Total	584	314	898

C. Number of Referrals

Referrals
Type of Entity	Number of Referrals
Funding Source (non-AT program)	35
Service Provider	33
Vendor	79
Repair Service	14
Others	14
Total	175

D. Anecdote

Jordy, a 15 year old girl with Wolf Hirschhorn Syndrome, epilepsy, and global developmental delays came to the Assistive Technology Program of Colorado's clinic to explore technology options for mobility since she was experiencing difficulty walking. She expressed an interest in learning to drive a power wheelchair to be more independent. After several device demonstrations, using various joysticks and switches to control the power wheelchair, a successful solution was identified to work best for her. Now Jordy is able to achieve her goal of independence and go for “walks” outside with her family and play on the playground at school.

Young woman sitting in power wheelchair on side of street

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	52	72	285	409
Decided that an AT device/ service will not meet needs	24	59	92	175
Subtotal	76	131	377	584
Have not made a decision	00	00	00	00
Subtotal	76	131	377	584
Nonrespondent	00	00	00	00
Total	76	131	377	584
Performance on this measure	100%	100%	100%

F. Customer Satisfaction

Satisfaction
Customer Rating of Services	Number of Customers	Percent
Highly satisfied	698	77.73%
Satisfied	179	19.93%
Satisfied somewhat	18	2%
Not at all satisfied	03	0.33%
Nonrespondent	00	0%
Total	898
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.	47	84	21	152
2. AT was only available through the AT program.	28	00	03	31
3. AT was available through other programs, but the system was too complex or the wait time too long.	06	00	00	06
4. Subtotal	81	84	24	189
5. None of the above	00	00	00	00
6. Subtotal	81	84	24	189
7. Nonrespondent	00	00	00	00
8. Total	81	84	24	189
9. Performance on this measure	92.59%	100%	100%	96.83%
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	189	78	434	701
Decided that an AT device/ service will not meet needs	139	65	267	471
Subtotal	328	143	701	1,172
Have not made a decision	01	01	01	03
Subtotal	329	144	702	1,175
Nonrespondent	21	06	21	48
Total	350	150	723	1,223
Performance on this measure	99.7%	99.31%	99.86%	99.74%
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	98.19%	95%	Met
Response Rate	99.13%	90%	Met

Educational/Training Activities

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

Educational/Training Activities by Participant Type
Type of Participant	Number
Individuals with Disabilities	119
Family Members, Guardians and Authorized Representatives	136
Representatives of Education	2,093
Representatives of Employment	62
Rep Health, Allied Health, and Rehabilitation	436
Representatives of Community Living	1,926
Representatives of Technology	140
Unable to Categorize	537
TOTAL	5,449

Geographic Distribution of Participants
Metro	Non Metro	Unknown	TOTAL
3,945	905	599	5,449

B. Educational/Training Activity Topics

Educational/Training Activities by Topic
Primary Topic of Educational/Training Activities	Participants
AT Products/Services	3,586
AT Funding/Policy/ Practice	00
Combination of any/all of the above	675
Information Technology/Telecommunication Access	891
Transition	297
Total	5,449

C. Description of Educational/Training Activities

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

The National GED Testing Services reached out to the Assistive Technology Program of Colorado (ATPC) to make their resources more accessible to students with disabilities. The collaboration focused on two key tools: the GED and Me mobile app and the GED Ready official practice test. Both tools are designed to help learners prepare for the high school equivalency exam. ATPC provided comprehensive support by incorporating accessibility best practices to develop alternative text descriptions for visual content, evaluate and advise on the accessibility of the app and practice test interfaces, and to create inclusive supporting materials. Combined, these efforts addressed the specific needs of students with disabilities, particularly those with limited or no vision, ensuring they can successfully prepare for the GED exam.

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

The Conference for Assistive Technology and Education 2024 sponsored by the Assistive Technology Program of Colorado, registered 297 participants from 19 states and 3 countries. The diverse schedule of sessions included a variety of breakout sessions relevant to students in transition. The impactful breakout session, Enhancing Employability Skills with Assistive Technology focused on the U.S. Department of Education’s “Employability Skills Framework.” The training identified a variety of necessary skills for success in the workplace and paired each skill with Assistive Technology solutions. A follow-up survey found an extraordinary 98% of participants reported new knowledge and skills and 96% felt application of the content would have a positive impact on the achievement of their students/clientele with disabilities. One participant had this to say about the session, “Lots of resources and great ideas for independence and employability. Definitely invite them back in the future.”

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

In September, before the 2024 election, the Colorado Secretary of State’s Office (SOS) participated in a training series on document accessibility, delivered by The Assistive Technology Program of Colorado. The training series equipped SOS staff with skills to create and remediate accessible digital content. Topics included Document Accessibility Fundamentals, PowerPoint Accessibility, Excel Accessibility, PDF Forms, and Introduction to PDF Remediation. SOS staff's improved proficiency in document accessibility enhanced the accessibility of election-related materials. There were 210 participants across the 4 courses.

D. IT/Telecommunications Educational/Training Activity Performance Measure

IT/Telecommunications Educational/Training Activity Performance Measure
Outcome/Result From IT/Telecommunications Educational/Training Activities Received	Number
IT and Telecommunications Procurement or Dev Policies	00
Training or Technical Assistance will be developed or implemented	891
No known outcome at this time	00
Nonrespondent	00
Total	891
Performance Measure Percentage	100%
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	03%
Employment	01%
Health, Allied Health, Rehabilitation	80%
Community Living	09%
Technology (IT, Telecom, AT)	07%
Total	100%

B. Description of Technical Assistance

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

The Assistive Technology Program of Colorado partnered with the Department of Human Services (CDHS) and the Coleman Institute for Cognitive Disabilities to pilot the integration of smart home technology in residential group homes serving individuals with intellectual and developmental disabilities (IDD). This initiative aims to enhance resident independence while transforming caregiver practices to foster and encourage autonomy. Through multiple rounds of observation, we have identified key areas where these technologies can make a meaningful impact and achieve the project’s objectives. As part of the project, we are deploying a range of customized smart home technologies, including smart speakers, projectors, and hubs, tailored to the unique needs of each individual.

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

Developmental Pathways, one of the Local EI Programs that coordinates Early Intervention services for children with developmental delays and disabilities in Colorado, requested technical assistance from the Assistive Technology Program of Colorado (ATP) in developing documentation to facilitate a more successful transition of AT from Part C to Part B services. ATPC assisted in the development of more thorough transition reports and a list of questions that should be discussed at every transition meeting to ensure that there would be an opportunity to raise awareness of AT needs for any child, even if it were not included in a transition report. ATPC also assisted in generating ideas to support better AT awareness of parents and family members so that they can better advocate for their child during transition meetings.

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. "Individual Preparation for Power Resilience When Disruptions Strike" was presented at the 2024 Colorado Access and Functional Needs (AFN) Conference by Assistive Technology of Colorado staff. 325 individuals representing individuals with lived experience, disability advocates, public health, emergency managers, emergency planners and other non profit stakeholders from Colorado and across the nation, attended in person and virtually. The presentation resulted in multiple Colorado agencies and local jurisdictions, and other state's agencies from across the nation requesting consultations around developing a backup power program for persons using life-sustaining medical devices.

2. The Assistive Technology Program of Colorado (ATPC) exhibited at the Colorado Emergency Management Association with over 500 attendees representing emergency management, emergency planners, public health and other non-profit, and non-governmental agencies. Information was provided on various accommodations that can be utilized at shelters and disaster assistance centers to meet the needs of community members with disabilities. As a result, we received multiple requests for more information about our program, requests for presentations, and involvement in planning activities across the state.

Information And Assistance

Information And Assistance Activities by Recipient
Types of Recipients	AT Device/ Service	AT Funding	Total
Individuals with Disabilities	8,372	624	8,996
Family Members, Guardians and Authorized Representatives	8,450	2,704	11,154
Representative of Education	2,912	1,144	4,056
Representative of Employment	260	312	572
Representative of Health, Allied Health, and Rehabilitation	5,096	832	5,928
Representative of Community Living	14,430	1,560	15,990
Representative of Technology	1,638	00	1,638
Unable to Categorize	00	00	00
Total	41,158	7,176	48,334

Referral Types:

Continued collaborations with our community partners provide for the majority of our referrals at the Assistive Technology Program of Colorado. Our newsletters have also publicized new programs and increased distribution resulting in additional referrals. Renewed relations from the Colorado LEND program and the Colorado Developmental Disabilities Council have also increase referrals.

Referral Sources:

The Assistive Technology Program of Colorado state-wide community partners and collaborators continue to be our primary source of referrals along with information distributed at various community events. We work with 19 Community Centered Boards (10% of referrals), with 63 AT Consultants in our Tech for Tykes program; 72 school districts (18% of referrals) with 102 team coordinators and 409 SWAAAC members in our school AT program; Colorado Commission for the Deaf, Hard of Hearing, Deaf/Blind Denver metro area (1% of referrals); Division of Vocational Rehabilitation 5 metro offices (10% of referrals); 128 Medical Professionals (40% of referrals) , 4 Equipment Vendors (3% of referrals), 9 Independent Living Centers (1% of referrals), Colorado Department of Health Care and Financing (5% of referrals) and 125 Emergency Managers and Planners (2% of referrals) and other non-profit disability organizations (10%).

Notes:

Coordination/Collaboration and State Improvement Outcomes

Overview of Coordination/Collaboration Activities

Outreach was conducted with the State Education Agency *

Yes

Was collaboration implemented? *

Yes

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?

Since 1998 the Assistive Technology Program of Colorado has contracted with the Colorado Department of Education to provide the SWAAAC program (Statewide Assistive Technology, Augmentative and Alternative Communication), an invaluable AT resource to families, educators and related service providers throughout Colorado’s public schools. Each school district and regional educational service office that participates in SWAAAC has access to state-of-the-art assistive technology device loans, device demonstrations, technical assistance, information and referral, and professional development trainings, creating equal access to the curriculum and active participation in the classroom.

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?

In the 23-24 school year, we supported 413 dedicated SWAAAC team members in 83 participating districts and regional educational service offices throughout the state serving over 115,000 children with disabilities ages 3-21. The Equipment Loan library collection includes 2,436 Items. This past year our program fulfilled 749 total loans, an 18% increase over last year. The total value of all loans was $2,256,844.56. Faculty and staff recorded 396 instances of technical assistance provided by phone, email and Zoom to 43 different Districts/Regional Educational Service Offices. Items no longer appropriate in the statewide loan bank were moved to a surplus list and distributed for reuse in schools throughout Colorado for long term use. 97% of equipment loan library patrons were either satisfied or highly satisfied with their loan experience. Last year, 30 items were distributed to 22 different Administrative Units.

2.a Please include URL for initiative if available

www.swaaac.org

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

Education, Employment, Community Participation and Integration, Transition (school to work or congregate care to community), Information and Communication Technology/Remote Connectivity,

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

Device Loan, Demo, Reuse, Training, Information & Assistance, Public Awareness, Technical Assistance,

Outreach was conducted with the Vocational Rehabilitation Agency *

Yes

Was collaboration implemented? *

Yes

The Assistive Technology Program of Colorado has partnered with the Division of Vocational Rehabilitation (DVR) for over 20 years with a formal MOU established in 2018. The intent was to expand working relationships and enter into agreements for the coordination of activities, education, technical assistance, alternate funding, reuse, device loan and the referral of individuals with disabilities. Working age individuals with disabilities seeking AT accommodations in Colorado benefited. AT Program funding was used to implement the initiative.

Both organizations have met monthly to share resources and collaborate on shared goals. A member of DVR serves on our advisory committee for the Assistive Technology Program of Colorado. Awareness of AT Devices and Services has expanded for DVR counselors and an Open House and tour allowed us to provide device demonstrations and resources on funding. Because of this partnership, the Memorandum of Understanding was updated to include greater collaboration activities, statewide initiatives and AT assessments.

2.a Please include URL for initiative if available

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

Education, Employment, Housing/Home Automation, Community Participation and Integration, Transition (school to work or congregate care to community),

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

Device Loan, Demo, Reuse, Training, Information & Assistance, Public Awareness, Technical Assistance,

Outreach was conducted with the Aging Agency *

Yes

Was collaboration implemented? *

Why was collaboration not implemented? *

No collaborative activities were identified at this time.

Outreach was conducted with the Medicaid Agency *

Yes

Was collaboration implemented? *

Yes

The Assistive Technology Program of Colorado (ATPC) collaborated with the Colorado Division of Health Care Policy and Financing (HCPF), Colorado's Medicaid program - Health First Colorado to distribute backup battery systems to members using life-sustaining medical equipment spending Colorado ARPA funds designated for emergency preparedness. ATPC created the Surviving in Place program that included research on the different types of backup battery power systems, development of the application, determined the appropriate batteries to be distributed based on individual equipment use, developed supplemental resources and trainings, and provided communication and technical assistance with applicants and recipients. HCPF developed an extensive tracking spreadsheet, provided eligibility approvals, and funding for battery systems.

1,764 batteries (982 EcoFlow Delta Pro and 782 EcoFlow Delta Max 2) were delivered across 55 (86%) counties. Medicaid members who previously didn't have access to power for their assistive technology and medical devices during a power outage or interruption, could now feel less stress and more confident in maintaining their health and safety. They also began attending more trainings in conjunction with the receipt of their battery system and to supplement their personal emergency preparedness planning. A key achievement was the systems change, adoption and integration of the backup battery provision and related training and resources into several local and State programs. Colorado's Medicaid (Health First Colorado) adopted the battery distribution component to individuals enrolled in a Waiver program that includes the home modification program. The Surviving in Place program also inspired broader adoption of similar programs in other states across the nation. The program was successfully marketed through influential platforms and organizations and similarly influenced exploration of a backup battery distribution program by local utility companies. All resources and trainings will continue to be available on our website.

2.a Please include URL for initiative if available

https://www.ucdenver.edu/cide/emergencyprep

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

Housing/Home Automation, Health, Aging, Veterans,

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

Training, Information & Assistance, Public Awareness, Technical Assistance,

Additional Coordination/Collaboration activities

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?

B. State Improvements

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.

Over the past four years, two community programs have made a significant impact on early childhood education in Colorado: the Colorado Early Learning: Universal Design & Inclusion Project (formerly the Preschool Development Grant: Inclusion & Universal Design Project) and Project Include. These projects were designed to assist Colorado’s licensed childcare programs in adapting their practices to better support children with delays, disabilities, and differences with adaptive equipment and AT. The Colorado Early Learning: Universal Design & Inclusion Project, beginning in the Fall 2020 through Summer 2024, served 11,000 children and involved 216 childcare programs across 48 Colorado counties to provide more inclusive childcare options. Through online training, small group learning, customized coaching, and monthly topic discussions, the initiative improved inclusivity and raised the overall quality of care provided.

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.)

This initiative collected 1,192 interest forms from childcare programs in 55 of Colorado’s 64 counties and distributed over 140 Universal Design and Inclusion Kits for loan. To learn more about these programs, visit the web sites for the Colorado Early Learning: Universal Design & Inclusion Project and Project Include or contact CIDE Associate Director, Maureen Melonis. https://www1.ucdenver.edu/centers/center-for-inclusive-design-and-engineering/community-engagement/pdg and https://www1.ucdenver.edu/centers/center-for-inclusive-design-and-engineering/community-engagement/new-project-include

3. What was the primary area of impact for this state improvement outcome?

Community Living

B.2 State Improvements

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.

During the reporting period of the Digital Literacy Pilot Program, significant progress was made in empowering Medicaid long-term service recipients with foundational technological skills. Specifically, 88.2% of participants reported they could apply what they learned to manage their health, while 94.4% appreciated using iPads for training. Coaches played a pivotal role in adapting the material to varying learner abilities, and formative feedback highlighted areas for program refinement, such as clearer guidelines for participant selection and enhanced support for understanding developmental disabilities.

As a result of the AT program's initiative, a customized, person-first Digital Literacy Curriculum has been developed and implemented. This curriculum, available on the CIDE Learning Platform (Moodle), includes foundational courses to improve digital literacy, a Train the Trainer module, and elective topics promoting health-focused, person-centered learning. Built on stakeholder engagement and field-tested through a pilot project, the curriculum is designed to enhance self-advocacy and independence in digital healthcare. Access the curriculum at moodle.cide-learning.com

3. What was the primary area of impact for this state improvement outcome?

Health, Allied Health, Rehabilitation

Additional And Leveraged Funds

A. Leveraged Funding for State Plan Activities

Fund Source	Amount	Use of Funds	Data Reported
Private	$3,000	Technical Assistance	True
Private	$3,000	Technical Assistance	True
Public/State Agency	$479,999	Training	True
Public/State Agency	$30,000	Technical Assistance	True
Public/State Agency	$296,465	Device Loan	True
Private	$85,000	Technical Assistance	True
Public/State Agency	$53,936	Training	True
Private	$6,500	Technical Assistance	True
Public/State Agency	$160,000	Technical Assistance	True
Public/State Agency	$79,621	Technical Assistance	True
Public/State Agency	$123,284	Device Loan	True
Private	$350	Training	True
Public/State Agency	$12,959	Technical Assistance	True
Public/State Agency	$139,600	Training	True
Public/State Agency	$780,834	Technical Assistance	True
Private	$1,375	Technical Assistance	True
Public/State Agency	$61,062	Technical Assistance	True
Private	$3,500	Technical Assistance	True
Public/State Agency	$2,454	Training	True
Private	$32,422	Technical Assistance	True
Public/State Agency	$58,221	Training	True
Private	$8,000	Technical Assistance	True
Public/State Agency	$22,721	Device Loan	True
Public/State Agency	$131,763	Technical Assistance	True
Private	$13,000	Technical Assistance	True
Public/State Agency	$13,540	Training	True
Public/State Agency	$202,105	Device Loan	True
Private	$1,500	Technical Assistance	True
Public/State Agency	$120,783	Training	True
Private	$9,000	Technical Assistance	True
Public/State Agency	$16,400	Technical Assistance	True
Public/State Agency	$49,965	Public Awareness, I&A	True
Public/State Agency	$300	Training	True
Public/State Agency	$750	Training	True
	Amount: $3,003,409

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 FY24 (September 30, 2024) is as follows: (Check one) We did not utilize this funding in FY22, FY23 or FY24
We already expended the full award amount and reported associated data in the FY22 and/or FY23 APR
We expended some OR all this funding in FY24 (please complete the section below)

Please report the amount expended (drawn down and liquidated) in this reporting period, FY24:

$60,188.00

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	0.00
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)	0.58
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.

This position continued work on activities to address public health concerns identified during the pandemic to support older adults in learning to use technology to reduce social isolation and loneliness in Colorado. Emphasis was on completion of online teaching and support modules for older persons in their community and mentors working with them, to learn to use tablets/computers/phones, etc. A key component was to develop content for telehealth visits, social connection, banking, shopping, and other important community activities. By expanding digital literacy, this position addressed access to public health care needed for seniors to stay healthy and safe in the community.

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).