National Assistive Technology Act Data System

Annual Progress Report - Full Report

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Maryland 2024

General Information

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

State AT Program Title:

Maryland Technology Assistance Program

State AT Program Title:

State AT Program URL

www.mdtap.org

Mailing Address:

2301 Argonne Drive, Rm T42

City:

Baltimore

State:

Maryland

Zip Code:

21218

Program Email:

mdtap.general@maryland.gov

Phone:

1-800-832-4827

TTY:

1-866-881-7488

Lead Agency

Agency Name:

Maryland Department of Disabilities

Mailing Address:

217 E Redwood Street, Suite 1300

City:

Baltimore

State:

Maryland

Zip Code:

21202

Program URL:

http://mdod.maryland.gov

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):

Lori Berrong

Title:

Executive Director

Phone:

4105549477

E-mail:

lori.berrong@maryland.gov

Program Director at Lead Agency (last, first):

Anne Blackfield

Title:

Deputy Secretary

Phone:

410-767-3660

E-mail:

anne.blackfield1@maryland.gov

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):

Anne Blackfield

Title:

Deputy Secretary

Phone:

410-767-3660

E-mail:

anne.blackfield1@maryland.gov

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

Loan Applications
	Metro RUCC 1-3	Non-Metro RUCC 4-9	Total
	Area of Residence		Total
Approved Loan made	38	12	50
Approved Not made	15	06	21
Rejected	08	07	15
Total	61	25	86

2. Income of Applicants to Whom Loans Were Made

Lowest/Highest Incomes
Lowest Income:	$10,968	Highest Income:	$329,377

Average Income
Sum of Incomes	Loans Made	Average Annual Income
$4,508,861	50	$90,177

Number and Percentage of Loans Made to Applicants by Income Range
	$15,000 or Less	$15,001- $30,000	$30,001- $45,000	$45,001- $60,000	$60,001- $75,000	$75,001 or More	Total
	Income Ranges						Total
Number of Loans	03	02	07	07	05	26	50
Percentage of Loans	6%	4%	14%	14%	10%	52%	100%

3. Loan Type

Loan Type
Type of Loan	Number of Loans	Percentage of loans
Revolving Loans	00	0%
Partnership Loans
Without interest buy-down or loan guarantee	02	4%
With interest buy-down only	00	0%
With loan guarantee only	48	96%
With both interest buy-down and loan guarantee	00	0%
Total	50	100%

Loan Type Summary
Type of Loan	Number of Loans	Dollar Value of Loans
Revolving Loans	00	$0
Partnership Loans	50	$1,666,264
Total	50	$1,666,264

4. Interest Rates

Interest Rates
Lowest	3%
Highest	7.49%

Interest Rate Summary
Sum of Interest Rates	Number of Loans Made	Average Interest Rate
158	50	3.1646%

Number of Loans Made by Interest Rate
Interest Rate	Number of loans
0.0% to 2.0%	00
2.1% to 4.0%	48
4.1% to 6.0%	00
6.1% to 8.0%	02
8.1% - 10.0%	00
10.1%-12.0%	00
12.1%-14.0%	00
14.1% +	00
Total	50

5. Types and Dollar Amounts of AT Financed

Types and Dollar Amounts of AT Financed
Type of AT	Number of Devices Financed	Dollar Value of Loans
Vision	00	$0
Hearing	02	$9,901
Speech communication	00	$0
Learning, cognition, and developmental	00	$0
Mobility, seating and positioning	01	$1,120
Daily living	00	$0
Environmental adaptations	06	$97,475
Vehicle modification and transportation	41	$1,557,768
Computers and related	00	$0
Recreation, sports, and leisure	00	$0
Total	50	$1,666,264

6. Defaults

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?

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?

Activity 1

How would you describe this state financing activity?

AT Fabrication or AT Maker Program

2. Geographic Distribution and Number of Individuals Served

County of Residence	Individuals Served
A. Metro (RUCC 1-3)	187
B. Non-Metro (RUCC 4-9)	5
C. Total Served	192

Performance Measure
D. Excluded from Performance Measure	0
E. Number of Individuals Included in Performance Measures	192

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

3. Types and Dollar Amounts of AT Funded

Type of AT Device / Service	Number Provided	Total Estimated Current Retail Purchase Price	Total Price for Which Devices Were Sold	Savings to Consumers
Vision	11	$140	$0	$140
Hearing	0	$0	$0	$0
Speech communication	0	$0	$0	$0
Learning, cognition, and developmental	52	$580	$0	$580
Mobility, seating and positioning	1	$60	$0	$60
Daily living	230	$2,540	$0	$2,540
Environmental adaptations	0	$0	$0	$0
Vehicle modification and transportation	0	$0	$0	$0
Computers and related	0	$0	$0	$0
Recreation, sports, and leisure	0	$0	$0	$0
Total	294	$3,320	$0	$3,320

Activity 2

How would you describe this state financing activity?

Cooperative Buying Program

2. Geographic Distribution and Number of Individuals Served

County of Residence	Individuals Served
A. Metro (RUCC 1-3)	228
B. Non-Metro (RUCC 4-9)	3
C. Total Served	231

Performance Measure
D. Excluded from Performance Measure	80
E. Number of Individuals Included in Performance Measures	151

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

3. Types and Dollar Amounts of AT Funded

Type of AT Device / Service	Number Provided	Total Estimated Current Retail Purchase Price	Total Price for Which Devices Were Sold	Savings to Consumers
Vision	124	$123,934	$109,295	$14,639
Hearing	1	$259	$199	$60
Speech communication	774	$176,360	$154,383	$21,977
Learning, cognition, and developmental	503	$110,513	$97,158	$13,355
Mobility, seating and positioning	0	$0	$0	$0
Daily living	0	$0	$0	$0
Environmental adaptations	91	$13,471	$11,889	$1,582
Vehicle modification and transportation	0	$0	$0	$0
Computers and related	2	$770	$716	$54
Recreation, sports, and leisure	140	$26,328	$24,023	$2,305
Total	1635	$451,635	$397,663	$53,972

D. Anecdote

MDTAP collaborated with Goucher College’s Director of Accessibility to identify a variety of Assistive Technology (AT) that would be useful to students utilizing their Office of Accessibility Services, and its new Sensory & Learning room. Assistive Technology items for the Sensory room were both fabricated through MDTAP’s 3D Printing Lab and collected through MATR, MDTAP’s high tech equipment reuse program. All items were then provided to the school, free of charge. The AT is now housed in the Sensory & Learning room and utilized by students with disabilities. Total estimated value of the items fabricated/3D printed and donated was $500.

A variety of 3D printed and donated AT items

Impact Area Education Employment Community Living

Walter M borrowed items from the MDTAP AT Library to make sure they met his needs, then utilized the AT Cooperative Buying Program to purchase the magnifier he needed to help him read mail, pay bills and enjoy his newspaper and books. The AT Cooperative saved him $950 on the magnifier purchase, ensuring the AT he needed was affordable and attainable.

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.	12	153	79	244
2. AT was only available through the AT program.	10	02	35	47
3. AT was available through other programs, but the system was too complex or the wait time too long.	02	01	13	16
4. Subtotal	24	156	127	307
5. None of the above	14	04	57	75
6. Subtotal	38	160	184	382
7. Nonrespondent	00	00	11	11
8. Total	38	160	195	393
9. Performance on this measure	63.16%	97.5%	65.13%

F. Customer Satisfaction

Satisfaction
Customer Rating of Services	Number of Customers	Percent
Highly satisfied	387	81.82%
Satisfied	70	14.8%
Satisfied somewhat	01	0.21%
Not at all satisfied	00	0%
Nonrespondent	15	3.17%
Total Surveyed	473
Response rate %	96.83%

G. Notes:

In FY24, MDTAP invested more staff time & expertise into growing the AT Fabrication (3D printing program). Along with that work, the AT Cooperative Buying program increased the number of individuals served through more in-person outreach (as contrasted to outreach during COVDI restrictions). The AT Loan Interest Financial Loan Program also focused heavily on working with approved applicants to ensure timely closing or loans as well as extended education to the ATLP Board to ensure better understanding of loan risk when approving & declining applications. All of these efforts combined increased the financing activity data in FY24.

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	127
C. Total	127

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.	03
E. Number of Individuals Included in Performance Measures	124

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

AT provided to a school for assessment and demonstration purposes

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	112	$90,437	$0	$90,437
Hearing	07	$704	$0	$704
Speech Communication	18	$72,883	$0	$72,883
Learning, Cognition and Developmental	15	$2,565	$0	$2,565
Mobility, Seating and Positioning	91	$103,210	$0	$103,210
Daily Living	22	$7,045	$0	$7,045
Environmental Adaptations	04	$510	$0	$510
Vehicle Modification & Transportation	01	$14,000	$0	$14,000
Computers and Related	37	$12,296	$0	$12,296
Recreation, Sports and Leisure	01	$40	$0	$40
Total	308	$303,690	$0	$303,690

D. Anecdote

S. Starr is the principal of Longview School, a special needs school for students with complex needs. Longview students are all non-verbal, wheelchair users often with complex physical and intellectual disabilities. The majority of Longview students use AAC. The school was working through best ways to acquire a variety of demonstration and assessment AAC devices that they could use to conduct assessments for their students. Through MATR they were able to get various AAC mounts and low-tech AAC devices to have available for their students. This equipment has enabled them to better assess their students’ needs, ultimately improving their student’s access to AAC, enriching both their education and personal lives. As a result of this reuse exchange, one Longview middle school student was struggling to communicate both at home and school, ultimately causing her increased frustration. After her assessment and subsequent appropriate AAC device, she's now able to communicate to those around her, improving her overall demeanor. She now comes to school smiling and has used her device to tell her SLP she loves her.

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.	07	02	103	112
2. AT was only available through the AT program.	03	01	03	07
3. AT was available through other programs, but the system was too complex or the wait time too long.	02	00	00	02
4. Subtotal	12	03	106	121
5. None of the above	01	00	02	03
6. Subtotal	13	03	108	124
7. Nonrespondent	00	00	00	00
8. Total	13	03	108	124
9. Performance on this measure	92.31%	100%	98.15%

F. Customer Satisfaction

Satisfaction
Customer Rating of Services	Number of Customers	Percent
Highly satisfied	127	100%
Satisfied	00	0%
Satisfied somewhat	00	0%
Not at all satisfied	00	0%
Nonrespondent	00	0%
Total Surveyed	127
Response rate %	100%

G. Notes:

Due to continued budget constrains, MDTAP was not able to renew its DME reuse contracts in FY24, which resulted in a substantial decrease in DME exchanges and related cost-savings, as reflected in the data. However, MDTAP re-focused efforts internally on expanding the impact of the High Tech AT Reuse program (MATR). MATR was able to receive donations into and out of its distribution facility at levels not previously experienced, with one donation of (new and newer) low vision devices estimated at $100,000 in value. We anticipate continued increases in the high tech AT redistribution data in future fiscal years as we continue to develop public & private partnerships to facilitate equipment donations into and out of the program.

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)	157
Serve as loaner during service repair or while waiting for funding	03
Provide an accommodation on a short-term basis for a time-limited event/situation	04
Conduct training, self-education or other professional development activity	02
Total	166

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	63	04	67
Family Members, Guardians, and Authorized Representatives	32	02	34
Representative of Education	11	01	12
Representative of Employment	03	01	04
Representatives of Health, Allied Health, and Rehabilitation	32	01	33
Representatives of Community Living	09	00	09
Representatives of Technology	07	00	07
Total	157	09	166

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	104	00	104
Hearing	10	01	11
Speech Communication	76	00	76
Learning, Cognition and Developmental	28	00	28
Mobility, Seating and Positioning	00	00	00
Daily Living	51	02	53
Environmental Adaptations	03	07	10
Vehicle Modification and Transportation	02	00	02
Computers and Related	34	01	35
Recreation, Sports and Leisure	17	02	19
Total	325	13	338

E. Anecdote

Elizabeth, an SLP supporting children in Maryland, borrowed a Tobii Dynavox for a Spanish speaking family who had a non-verbal child. MDTAP's AT Clinician demonstrated the Tobii Dynavox to Elizabeth and trained her on how to set it up with eye gaze, pair it with a switch, calibrate it, and use it in Spanish mode. She was then able to take it to the family and trial it with the child. The first thing the child mentioned with the Dynavox was how bitter his pills were and how he didn't like taking them with food because of how bad they tasted together. He requested different food with the pills and was able to advocate for his own medical needs. In addition, the communication team members at the child's school also provided help with customizing the trial device for him so that he could utilize it aptly at both home and school. This successful device loan directly impacted the client's ability to advocate more fully at both school and home. After a successful trial, the family determined they would like a Tobii Dynavox but was unable to secure one for home use; subsequently, a Tobii Dynavox donation was issued from our high tech AT Reuse program for the child, free of charge.

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	21	15	47	83
Decided that an AT device/ service will not meet needs	04	01	16	21
Subtotal	25	16	63	104
Have not made a decision	13	07	33	53
Subtotal	38	23	96	157
Nonrespondent	00	00	00	00
Total	38	23	96	157
Performance on this measure	65.79%	69.57%	65.63%

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	03	03
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	01	01	02
4. Subtotal	00	01	04	05
5. None of the above	01	00	02	03
6. Subtotal	01	01	06	08
7. Nonrespondent	00	00	01	01
8. Total	01	01	07	09
9. Performance on this measure	0%	100%	66.67%

H. Customer Satisfaction

Satisfaction
Customer Rating of Services	Number of Customers	Percent
Highly satisfied	156	93.98%
Satisfied	08	4.82%
Satisfied somewhat	01	0.6%
Not at all satisfied	01	0.6%
Nonrespondent	00	0%
Total Surveyed	166
Response rate %	100%

I. Notes:

Due to increased program operation costs in FY24, MDTAP was faced with making difficult cost-saving decisions which resulted in the elimination of four (4) Community AT Library contracts and placing a hold on a previous contract to host an AT Library on the Eastern Shore of Maryland. This elimination was necessary to ensure program financial stability, but resulted in a decrease in AT device loans as these centers were not able to provide data on the device loans they conducted. MDTAP has made efforts to address this issue by pursuing statute changes allowing the program to generate revenue with the intention of re-establishing vital contracts in the future.

Device Demonstration

A. Number of Device Demonstrations by Device Type

Type of AT Device / Service	Number of Demonstrations of AT Devices / Services
Vision	55
Hearing	06
Speech Communication	26
Learning, Cognition and Developmental	08
Mobility, Seating and Positioning	02
Daily Living	22
Environmental Adaptations	05
Vehicle Modification and Transportation	00
Computers and Related	09
Recreation, Sports and Leisure	02
Total # of Device Demonstrations	135

B. Types of Participants

Type of Participant	Decision-Makers	Other Participants	Total
Individuals with Disabilities	71	01	72
Family Members, Guardians, and Authorized Representatives	26	06	32
Representatives of Education	08	07	15
Representatives of Employment	02	00	02
Health, Allied Health, Rehabilitation	17	00	17
Representative of Community Living	10	00	10
Representative of Technology	01	00	01
Total	135	14	149

C. Number of Referrals

Referrals
Type of Entity	Number of Referrals
Funding Source (non-AT program)	05
Service Provider	01
Vendor	00
Repair Service	00
Others	04
Total	10

D. Anecdote

A local education agency transition facilitator visited MDTAP to explore new AT. When visiting, she discovered a variety of adapted gardening tools that could be used by her colleagues teaching adapted gardening classes. After the demonstration of these tools, she decided to identify funding to purchase adapted gardening sets for the schools in her district. With coordination between the MDTAP AT Library, the AT cooperative buying program, and our client, the school district was able to purchase 3 full sets of adaptive gardening tools for multiple schools in the district.

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	13	11	56	80
Decided that an AT device/ service will not meet needs	02	01	05	08
Subtotal	15	12	61	88
Have not made a decision	06	02	37	45
Subtotal	21	14	98	133
Nonrespondent	01	00	01	02
Total	22	14	99	135
Performance on this measure	68.18%	85.71%	61.62%

F. Customer Satisfaction

Satisfaction
Customer Rating of Services	Number of Customers	Percent
Highly satisfied	133	89.26%
Satisfied	15	10.07%
Satisfied somewhat	00	0%
Not at all satisfied	01	0.67%
Nonrespondent	00	0%
Total	149
Response rate %	100%

G. Notes:

Due to increased program operation costs in FY24, MDTAP was faced with making difficult cost-saving decisions which resulted in the elimination of four (4) Community AT Library contracts and placing a hold on a previous contract to host an AT Library on the Eastern Shore of Maryland. This elimination was necessary to ensure program financial stability, but resulted in a decrease in AT device loans as these centers were not able to provide data on the device demonstrations they conducted. MDTAP has made efforts to address this issue by pursuing statute changes allowing the program to generate revenue with the intention of re-establishing vital contracts in the future.

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.	19	155	185	359
2. AT was only available through the AT program.	13	03	38	54
3. AT was available through other programs, but the system was too complex or the wait time too long.	04	02	14	20
4. Subtotal	36	160	237	433
5. None of the above	16	04	61	81
6. Subtotal	52	164	298	514
7. Nonrespondent	00	00	12	12
8. Total	52	164	310	526
9. Performance on this measure	61.54%	96.34%	72.17%	78.67%
ACL Performance Measure				85%
Met/Not Met				Not 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	34	26	103	163
Decided that an AT device/ service will not meet needs	06	02	21	29
Subtotal	40	28	124	192
Have not made a decision	19	09	70	98
Subtotal	59	37	194	290
Nonrespondent	01	00	01	02
Total	60	37	195	292
Performance on this measure	66.67%	75.68%	63.59%	65.75%
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	99.56%	95%	Met
Response Rate	98.36%	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	62
Family Members, Guardians and Authorized Representatives	35
Representatives of Education	137
Representatives of Employment	84
Rep Health, Allied Health, and Rehabilitation	122
Representatives of Community Living	34
Representatives of Technology	174
Unable to Categorize	234
TOTAL	882

Geographic Distribution of Participants
Metro	Non Metro	Unknown	TOTAL
640	145	97	882

B. Educational/Training Activity Topics

Educational/Training Activities by Topic
Primary Topic of Educational/Training Activities	Participants
AT Products/Services	36
AT Funding/Policy/ Practice	52
Combination of any/all of the above	108
Information Technology/Telecommunication Access	665
Transition	21
Total	882

C. Description of Educational/Training Activities

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

A significant need in Maryland is frequently revolves around funding of Home Modifications. During FY24, MDTAP put together a comprehensive training on Funding Home Modifications, which served as a companion session to the Home Modifications Directory made available on our website. The Directory and the presentation included information on local and state programs, tax incentives, processes for requesting home assessments, aging-in-place, and smart home technology to support independence and safety. This session was also recorded and shared on the TAP YouTube channel, with an additional 42 views since posting.

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

In 2024, MDTAP continued to offer its comprehensive training From Highschool to Beyond: AT in the Transition Process. This session was hosted live, and covered topics including evaluating for changes in AT needs, keeping AT, and/or funding new AT regardless of post-school services. The session participants included teachers, parents, and service providers. After the live session, a recording was posted on the TAP YouTube channel with an additional 32 views. This session continues to be highly requested and customized, including variations presented to Parents Place of Maryland and Maryland School for the Blind.

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

MDTAP conducted an ICT Training training for the new Maryland Accessibility Officers, initiated by executive order in January 2024. The order established that all executive branch agencies must designate an employee in a leadership position to be the liaison for the Department of IT (DoIT) Office of Accessibility and the MDOD IT Accessibility Initiative. These officers are responsible for ensuring that accessibility is considered for any new procurement or IT project their agency is conducting. During this training, the IT Accessibility Initiative explained the basics of digital accessibility principles and helped walk through the new procurement processes that state agencies and their vendors will use to report on their compliance with Maryland accessibility law and the Americans with Disabilities Act. Through these efforts, we are working to make Maryland a leader in digital accessibility and ensure our constituents are able to use our services easily.

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	191
Training or Technical Assistance will be developed or implemented	137
No known outcome at this time	104
Nonrespondent	233
Total	665
Performance Measure Percentage	49.3%
ACL Target Percentage	70%
Met/Not Met	Not Met

E. Notes:

MDTAP is working on a strategic marketing plan to ensure streamlined and timely marketing for all of our trainings. This marketing plan will ensure that people have ample time and reminders to join these trainings, and will focus our training topics on areas of high-need, increased interest, and requested topics. We hope this modified approach will help us increase participants in FY25.

Technical Assistance

A. Frequency and Nature of Technical Assistance

Technical Assistance by Recipient Type
Education	30%
Employment	00%
Health, Allied Health, Rehabilitation	00%
Community Living	55%
Technology (IT, Telecom, AT)	15%
Total	100%

B. Description of Technical Assistance

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

In May 2024, IT Accessibility staff at MDTAP began coordinating with Maryland National Capital Park and Planning Commission to share expertise and support on digital mapping accessibility. After initial consultation, a follow up presentation on creating digital maps and ensuring website accessibility was conducted for the commission members on June 4th. The Director of IT Accessibility Policy and Programs provided this presentation. Additional materials including the finalized Maryland Digital Mapping Accessibility Standards document were provided to the planning commission to ensure greater accessibility of their published maps.

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

In 2024, MDTAP provided continued support to the Arc of PG County in the development and training of an AT Screening & Assessment Tool that will be used as a model for other DD Provider Agencies when evaluating initial AT needs for clients receiving services through the Developmental Disabilities Administration. This tool is being developed jointly with an AT Specialist and ABA Specialist, to ensure that client needs are initially considered and appropriate referrals in place to ensure the inclusion of technology in Person Centered Plans. The development of this tool is a direct result of the state's Technology First Initiative and serves as a first option to help DDA clients achieve independence in the community, especially as they transition from school-based services to community supports.

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. MDTAP, in collaboration with the MD Department of Aging, participated in a public radio interview held on August 15, 2024 and focused on the statewide initiative, MD Equips. MD Equips ensures that residents have direct & easy access to information regarding gently used DME and Assistive Technology. This interview can be found here https://www.wypr.org/show/on-the-record/2024-08-16/maryland-equips-distributes-free-medical-equipment-assistive-technology

2. MDTAP staff conducted an extensive AT awareness and overview session to the Arc of Maryland's Partners in Policy Making 2024 cohort. With a focus on "Assistive Technology for a Meaningful Day," the session covered devices, services, and programs (both within and outside of MDTAP) to ensure that individuals with I/DD have access to integral AT supports.

Information And Assistance

Information And Assistance Activities by Recipient
Types of Recipients	AT Device/ Service	AT Funding	Total
Individuals with Disabilities	200	47	247
Family Members, Guardians and Authorized Representatives	112	24	136
Representative of Education	59	150	209
Representative of Employment	15	307	322
Representative of Health, Allied Health, and Rehabilitation	39	04	43
Representative of Community Living	34	29	63
Representative of Technology	08	02	10
Unable to Categorize	00	00	00
Total	467	563	1,030

Referral Types:

During FY24, MDTAP continued to more efficiently document Information & Referral provided to consumers, particularly ensuring that clients reaching our general program and those reaching out to our financing program were all documented in NATADS. Concurrently, we expanded outreach to state employment agencies (including DORS and state agency ADA coordinators) as well as outreach to our partners within the State Education Agency and Local Education Agencies. Through these expanded outreach efforts, we saw a sizable increase in referrals from both employment and education agencies.

Referral Sources:

In FY24, the largest source of referrals to our program came from Disability Providers/Programs. This increase is likely linked to our continued outreach and work with Developmental Disability Administration (DDA) providers and continued collaboration with the DDA through its implementation phase of Technology First.

Notes:

MDTAP experienced a slight decrease in Information & Assistance in FY24, which we believe is due to the elimination of 4 Community Library contracts, as well as the pause on 2 reuse contracts - all of which also conducted and reported information & assistance.

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?

In FY24, MDTAP, MD State Department of Education, and the National Federation of the Blind worked extensively to develop 4 education modules building awareness of and implementation processes to meet the mandates of new legislation in Maryland: 7-910 Equivalent Access for Students with Disabilities. 7-910 requires that local school systems and the state's Department of Education (DOE) provide students with disabilities equivalent access to digital tools. This includes online platforms, courses, software, and other digital technologies. The law emphasizes nonvisual access and aligns with Section 508 IT standards, all of which outline the correct way to incorporate accessibility into their teaching methods and software used 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?

This collaboration ensured thorough and thoughtful extensive training modules geared at Local Education Agencies to ensure their compliance with the 7-910 law. Each session was provided live with recordings shared to all LEAs. We believe that when the first round of LEA reporting is submitted in October 2024, they will be able to demonstrate greater understanding and adherence to this law. This partnership will continue as additional materials and outreach will be conducted to ensure continued awareness.

2.a Please include URL for initiative if available

https://www.youtube.com/@NationsBlind

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

Education, Information and Communication Technology/Remote Connectivity,

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

Training, Public Awareness, Technical Assistance,

Outreach was conducted with the Vocational Rehabilitation Agency *

Yes

Was collaboration implemented? *

Yes

MDTAP continued to collaborate with Vocational Rehabilitation, most consistently via the State Agency Transition Collaborative (SATC). This collaboration led to a "Transition Track" at the Maryland Rehabilitation Conference, with MDTAP hosting a session on ensuring AT access during the secondary transition process. The title of the session was From Highschool to Beyond: AT in the Secondary Transition Process. Attendees to this session included VR counselors, Pre-ETS counselors, provider agencies, and families.

Through the continued collaboration with the SATC, MDTAP has successfully connected with VR partners who are able to help us share updates and information around Transition Services, connecting with Disability Support Service staff at MD universities & colleges, and advocating for our AT in Transition Checklist tool.

2.a Please include URL for initiative if available

https://mdod.maryland.gov/education/Pages/Education-Home.aspx

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

Education, Employment, Transition (school to work or congregate care to community),

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

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

Outreach was conducted with the Aging Agency *

Yes

Was collaboration implemented? *

Yes

MDTAP's High Tech AT Reuse Program developed a collaboration with the MD Department of Aging's statewide reuse program, ensuring a streamlined support system for clients who reach out to either program for equipment or services. This collaboration resulted in a statewide PR campaign, MD Equips, focused on building awareness for a one-stop solution to DME and assistive technology for people with disabilities.

MD Equips has facilitated a holistic collaboration between MDTAP and MDoA, with results including needs-based questions on both applications to ensure appropriate referral, formalizing a process for shared donation & pick up sites, and establishing the framework for a statewide equipment reuse taskforce. This work will generate more outcomes in FY25, but has been so successful that we've generated local news interest, including a full radio show interview and highlight on WYPR's On The Record, the Maryland public radio affiliate.

2.a Please include URL for initiative if available

https://aging.maryland.gov/Pages/MarylandEquips.aspx

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

Housing/Home Automation, Community Participation and Integration, Recreation/Leisure, Health, Aging, Aging and Disability Network/No Wrong Door,

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

Reuse, Information & Assistance, Public Awareness, Technical Assistance,

Outreach was conducted with the Medicaid Agency *

Why was outreach not conducted? *

MDTAP is still working to identify the appropriate contacts within Maryland Medicaid to build meaningful collaborations.

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.

Previously, in 2017, MDTAP coordinated with all of the Maryland Access Point programs (AAA Maps), to develop Assistive Technology Toolkits to make available to their clients. In December 2023, after conducting a needs assessment with all Maryland MAP coordinators, MDTAP hosted an AT Toolkit refresher training. This training covered overviews of all the technology in the kits as well as updates on services and programs in the state that can support MAP clients with disabilities. For many of the MAP Coordinators, this was brand new content and re-established their internal processes for demonstration and loan of the equipment in the toolkits.

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.)

As a result of this training, a formal overview of all AT Toolkit devices was provided to MAP coordinators, as well as resources to follow up with MDTAP. More details on this activity can be provided by James Whitney, AT Clinician, james.whitney1@maryland.gov. Additional information regarding MAPs can be found here - https://aging.maryland.gov/Pages/maryland-access-point.aspx.

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 2024, MDTAP worked closely with the Comptroller of Maryland (COM) Office to build awareness of and familiarity with Assistive Technology in the workplace. The Comptrollers office was initially concerned about the intersection of Assistive Technology and IT Security, especially as they provided accommodations for staff with both vision and hearing impairments. Although the initial request was to create a document outlining Technology Tool Standards, further in-depth meetings and training demonstrated the value in one-on-one AT consultations and device trials.

After the initial training to COM ADA and IT staff, MDTAP created an AT for Employment Factsheet and standard overview recorded training, both of which are housed on the MDTAP website. Continued referrals and follow up have been provided to COM, with custom consultations for employees and additional conversations held with federal agencies on vetted AT practices for high-security finance positions. Fact sheet - https://mdod.maryland.gov/mdtap/Documents/AT%20For%20Business-%20At%20a%20Glance.docx; Webinar - https://youtu.be/cxiYIaCotBw?si=um6Zs8-R93i7VnAP

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

Employment

Additional And Leveraged Funds

A. Leveraged Funding for State Plan Activities

Fund Source	Amount	Use of Funds	Data Reported
Federal	$3,938	Public Awareness, I&A	True
	Amount: $3,938

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:

$3,938.00

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	1.00
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 AT & Public Health Coordinator continued development of a number of initiatives in FY24 related public health including developing, in partnership with the Maryland Department of Health’s Center for Harm Reduction Services, a presentation on the intersection of disability, mental health and substance abuse disorders. The focus of the training covers disability & substance abuse statistics, overdose signs and response steps, and in depth focus on: contributing factors; assistive technologies to support social isolation, depression, anxiety; health & monitoring technologies; and resources for financial insecurity. Additional work through in this role includes the development and delivery of a statewide 911 First Responder Training (in partnership with the MD Department of Disabilities), the development of Sensory Kits to be included in Maryland’s Emergency Response AT Toolkits, and the framework to create long-term emergency AT kits to be housed at Maryland Crisis Intervention Centers.

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).