National Assistive Technology Act Data System

Annual Progress Report - Full Report

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Mississippi 2024

General Information

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

State AT Program Title:

Project START

State AT Program Title:

State AT Program URL

www.msprojectstart.org

Mailing Address:

1281 Highway 51 North

City:

Madison

State:

Zip Code:

39110

Program Email:

jtucker@mdrs.ms.gov

Phone:

601-853-5248

TTY:

Lead Agency

Agency Name:

Mississippi Department of Rehabilitation Services

Mailing Address:

PO Box 1698

City:

Jackson

State:

Zip Code:

39215

Program URL:

www.mdrs.ms.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):

Tucker, Jamie

Title:

Director

Phone:

601-853-5248

E-mail:

jtucker@mdrs.ms.gov

Program Director at Lead Agency (last, first):

Taylor, Billy

Title:

Executive Director

Phone:

601-853-5200

E-mail:

btaylor@mdrs.ms.gov

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

Tucker, Jamie

Title:

Project START Director

Phone:

601-853-5248

E-mail:

jtucker@mdrs.ms.gov

Person Responsible for completing this form if other than Program Director

Name (last, first):

Title:

Phone:

E-mail:

Certifying Representative

Name (last, first):

Taylor, Billy

Title:

Executive Director

Phone:

601-853-5200

E-mail:

btaylor@mdrs.ms.gov

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	64
C. Total	64

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	64

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	00	$0	$0	$0
Speech Communication	00	$0	$0	$0
Learning, Cognition and Developmental	00	$0	$0	$0
Mobility, Seating and Positioning	11	$25,101	$0	$25,101
Daily Living	06	$16,335	$0	$16,335
Environmental Adaptations	00	$0	$0	$0
Vehicle Modification & Transportation	00	$0	$0	$0
Computers and Related	47	$20,340	$550	$19,790
Recreation, Sports and Leisure	00	$0	$0	$0
Total	64	$61,776	$550	$61,226

D. Anecdote

Project START's computer refurbishment program continues to be an integral part of education, employment and community living as all individuals with disabilities are eligible. Donated laptops, Chromebooks and PCs are wiped clean, and the latest operating system and virus protection are installed during the refurbishment process. This allows students to complete assignments, clients to gain employment and community members to be involved in a virtual setting that they otherwise would not have the opportunity to do.

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.	05	00	18	23
2. AT was only available through the AT program.	39	02	00	41
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	44	02	18	64
5. None of the above	00	00	00	00
6. Subtotal	44	02	18	64
7. Nonrespondent	00	00	00	00
8. Total	44	02	18	64
9. Performance on this measure	100%	100%	100%

F. Customer Satisfaction

Satisfaction
Customer Rating of Services	Number of Customers	Percent
Highly satisfied	64	100%
Satisfied	00	0%
Satisfied somewhat	00	0%
Not at all satisfied	00	0%
Nonrespondent	00	0%
Total Surveyed	64
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)	109
Serve as loaner during service repair or while waiting for funding	07
Provide an accommodation on a short-term basis for a time-limited event/situation	11
Conduct training, self-education or other professional development activity	07
Total	134

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	95	14	109
Family Members, Guardians, and Authorized Representatives	09	04	13
Representative of Education	02	05	07
Representative of Employment	00	00	00
Representatives of Health, Allied Health, and Rehabilitation	03	02	05
Representatives of Community Living	00	00	00
Representatives of Technology	00	00	00
Total	109	25	134

C. Length of Short-Term Device Loans

Length of Short-Term Device Loan in Days	45

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	35	08	43
Hearing	01	00	01
Speech Communication	14	08	22
Learning, Cognition and Developmental	19	15	34
Mobility, Seating and Positioning	51	09	60
Daily Living	19	02	21
Environmental Adaptations	00	00	00
Vehicle Modification and Transportation	00	00	00
Computers and Related	03	01	04
Recreation, Sports and Leisure	00	00	00
Total	142	43	185

E. Anecdote

The North MS Regional Center's TAD Center continues to be an integral part of the of the Project START mission and valuable subcontractor in the efforts to put assistive technology in the hands of individuals with disabilities. Twin eight-year-old girls came into the center who have a diagnosis of Autistic Disorder. English is a second language for the family. They produced some echolalia and rote speech (e.g. "one, two, three go") in both English and Spanish. They attended a demonstration due to their insurance requiring a trial with a communication device prior to purchasing. Although the had been using LAMP Words for Life low tech board in the classroom this didn't qualify for the trial. We were able to loan a device to the school for the girls to trial in the classroom. Both girls did well with the device, especially in one-on-one situations, learning to make requests and identify items and emotions. The speech-language pathologist relayed the following story: During the eclipse lesson in class the therapist did therapy in the classroom setting. Child "A" did not want to use the device, and the therapist prompted her to identify emotions and why she was upset. She proceeded to say afraid and attempted to say sun. She was able to express how she was feeling about the eclipse video she was watching in class. We all sometimes have difficulty expressing our emotions, but this is especially challenging for individuals with Autist Disorder. Using the trial communication device, she was able to communicate how she felt when no one would have known she was afraid without it.

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	15	04	88	107
Decided that an AT device/ service will not meet needs	01	00	00	01
Subtotal	16	04	88	108
Have not made a decision	00	00	01	01
Subtotal	16	04	89	109
Nonrespondent	00	00	00	00
Total	16	04	89	109
Performance on this measure	100%	100%	98.88%

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.	01	00	13	14
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.	05	00	05	10
4. Subtotal	06	00	18	24
5. None of the above	01	00	00	01
6. Subtotal	07	00	18	25
7. Nonrespondent	00	00	00	00
8. Total	07	00	18	25
9. Performance on this measure	85.71%	NaN%	100%

H. Customer Satisfaction

Satisfaction
Customer Rating of Services	Number of Customers	Percent
Highly satisfied	126	94.03%
Satisfied	06	4.48%
Satisfied somewhat	00	0%
Not at all satisfied	00	0%
Nonrespondent	02	1.49%
Total Surveyed	134
Response rate %	98.51%

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	08
Hearing	00
Speech Communication	65
Learning, Cognition and Developmental	20
Mobility, Seating and Positioning	40
Daily Living	06
Environmental Adaptations	00
Vehicle Modification and Transportation	56
Computers and Related	23
Recreation, Sports and Leisure	02
Total # of Device Demonstrations	220

B. Types of Participants

Type of Participant	Decision-Makers	Other Participants	Total
Individuals with Disabilities	190	33	223
Family Members, Guardians, and Authorized Representatives	29	40	69
Representatives of Education	01	06	07
Representatives of Employment	00	02	02
Health, Allied Health, Rehabilitation	00	00	00
Representative of Community Living	00	02	02
Representative of Technology	00	00	00
Total	220	83	303

C. Number of Referrals

Referrals
Type of Entity	Number of Referrals
Funding Source (non-AT program)	16
Service Provider	00
Vendor	01
Repair Service	00
Others	07
Total	24

D. Anecdote

Our coastal demo and loan center, IDS, provided a client with the necessary skills and confidence to effectively use a floating beach wheelchair, ensuring they could enjoy beach environments easily and independently. Its unique features, including its buoyancy and all-terrain wheels for sandy and aquatic environments were emphasized as well as the wheelchair's purpose in providing safe and comfortable mobility on beaches and in shallow water. Demonstration of Key Functions: Seat Adjustment: how to adjust the seat for optimal comfort and support, showing how to modify the height and angle as needed. Wheel Operation: the function of the large, floatation-enhanced wheels, including how to maneuver them effectively on sand and water. Safety Features: Highlighted safety features such as the seatbelt, armrests, and braking system, highlighting their importance in ensuring stability and security.

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	59	21	123	203
Decided that an AT device/ service will not meet needs	04	01	04	09
Subtotal	63	22	127	212
Have not made a decision	04	00	01	05
Subtotal	67	22	128	217
Nonrespondent	00	00	03	03
Total	67	22	131	220
Performance on this measure	94.03%	100%	96.95%

F. Customer Satisfaction

Satisfaction
Customer Rating of Services	Number of Customers	Percent
Highly satisfied	44	14.52%
Satisfied	175	57.76%
Satisfied somewhat	06	1.98%
Not at all satisfied	01	0.33%
Nonrespondent	77	25.41%
Total	303
Response rate %	74.59%

G. Notes:

The number of demos reported in FY24 is significantly higher than FY23. The increase in this reporting period is due to subcontractors' new coordinator efficiently submitting data.

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.	06	00	31	37
2. AT was only available through the AT program.	39	02	00	41
3. AT was available through other programs, but the system was too complex or the wait time too long.	05	00	05	10
4. Subtotal	50	02	36	88
5. None of the above	01	00	00	01
6. Subtotal	51	02	36	89
7. Nonrespondent	00	00	00	00
8. Total	51	02	36	89
9. Performance on this measure	88.24%	100%	86.11%	87.64%
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	74	25	211	310
Decided that an AT device/ service will not meet needs	05	01	04	10
Subtotal	79	26	215	320
Have not made a decision	04	00	02	06
Subtotal	83	26	217	326
Nonrespondent	00	00	03	03
Total	83	26	220	329
Performance on this measure	95.18%	100%	97.73%	97.26%
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	98.34%	95%	Met
Response Rate	84.23%	90%	Not 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	163
Family Members, Guardians and Authorized Representatives	00
Representatives of Education	70
Representatives of Employment	00
Rep Health, Allied Health, and Rehabilitation	00
Representatives of Community Living	00
Representatives of Technology	29
Unable to Categorize	310
TOTAL	572

Geographic Distribution of Participants
Metro	Non Metro	Unknown	TOTAL
402	170	00	572

B. Educational/Training Activity Topics

Educational/Training Activities by Topic
Primary Topic of Educational/Training Activities	Participants
AT Products/Services	457
AT Funding/Policy/ Practice	00
Combination of any/all of the above	87
Information Technology/Telecommunication Access	04
Transition	24
Total	572

C. Description of Educational/Training Activities

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

Dr. Stratton- Gadke presented on the NSF funded grant that started the process of creating a virtual reality driver training program. In January T.K. Martin Center received a National Science Foundation Convergence Accelerator grant to develop a low fidelity prototype to improve independent driving for persons with disabilities (anxiety, ASD, intellectual and physical disabilities). DriVR is a virtual reality software application that prepares individuals with disabilities to drive in the real world, offering customized driving experiences and scenarios tailored to their needs and abilities. By building confidence, reducing anxiety, and providing real-time feedback, DriVR enhances autonomy, access to employment and improves the overall quality of life for people with disabilities. DriVR is driven by team science, and we realize that in order to improve the lives of individuals with disabilities at a broad scale we need a multi-disciplinary team of experts, consultants, and those familiar with the driving sector for persons with disabilities to provide their input and guidance on our project. As well we strive for universal design and a strong focus on the end-user providing feedback on our product. Further, it’s important that DriVR be accessible to individuals at a low to no cost.

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

Project START's subcontractor, Mississippi State University's T.K. Martin Center for Technology and Disability, hosted an event for students with disabilities to experience hands-on career exploration activities during the job extravaganza from virtual driving to budgeting games. More than 20 students participated and engaged in interactive simulators, AT devices and activities designed to promote technical and practical skills used in the workplace. Additionally, Chick Fil A and Build Mississippi facilitated breakout sessions covering job exploration counseling, workplace readiness training and self-advocacy. This event was meticulously designed to be inclusive and engaging, showcasing a variety of career opportunities through fun and tailored activities with each station. This marked the first in a series planned by the center in partnership with MDRS as an inclusive outreach to students with disabilities in Northeast MS.

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

Project START director/staff is working closely with the Mississippi Department of Rehabilitation Services' Office of Communication who currently runs the MDRS website and social media platforms to reiterate the importance, development, application, and integration of accessibility of said sites. We've addressed accessibility issues in the past after meeting with an outside company to provide accessibility to our personal site and noticed issues with our parent state agency site. This site is now accessible. We are merging our website over to the MDRS domain for increased traffic on our page, and we will assist in the development of accessible documents for online application submissions and multimedia.

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	04
Training or Technical Assistance will be developed or implemented	00
No known outcome at this time	00
Nonrespondent	00
Total	04
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	58%
Employment	12%
Health, Allied Health, Rehabilitation	18%
Community Living	12%
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:

Our ATP worked with an OT regarding AT options that have been hard to find for a child with significant physical impairments. They were directed to the MountnMover website for available technology and informed of the limitations of other AT they are searching for.

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

Our ATP consulted with a high school student and staff regarding AT for learning. A referral was made to MDRS in order for the student to receive permanent equipment.

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. Project START partnered with Mississippi Department of Rehabilitation Services Office of Communication to participate in a "lunch and learn" training on disability etiquette and assistive technology for managers at a local financial institution. The purpose of the event was to raise awareness on not only disability etiquette, but the services provided by MDRS and Project START. Sixteen (16) participants were able to get hands-on experience with several types of DME we showcased. We had a "come roll with me" portion where they experienced being a chair user while trying to navigate through doorways, carpeted hallways and floors, enter non-accessible bathrooms, etc. While this event was both innovative and high impact, the group voiced how much they enjoyed the presentation and hands on activities. We received great questions, positive feedback, a request to return and requests from loans and future demos.

2. Project START celebrated National Assistive Technology Awareness Day in our central location at the MS Department of Rehab Services office. Employees, advisory council members and others were invited to our lending library for a tour and demos of various types of AT. We had informational videos playing in several stations throughout based on the category of equipment/devices as it was a come and go event. On the day of the event, we had two individuals utilize us for loans.

Information And Assistance

Information And Assistance Activities by Recipient
Types of Recipients	AT Device/ Service	AT Funding	Total
Individuals with Disabilities	03	00	03
Family Members, Guardians and Authorized Representatives	08	00	08
Representative of Education	04	00	04
Representative of Employment	00	00	00
Representative of Health, Allied Health, and Rehabilitation	02	00	02
Representative of Community Living	00	00	00
Representative of Technology	00	00	00
Unable to Categorize	03	01	04
Total	20	01	21

Referral Types:

Program director is part of a SPOTT (Specialized Planning and Options to Transition) team that meets every other week with representatives from Department of Mental Health and other disability advocacy groups that come together to assist Mississippians with disabilities receive services they may need in all aspects of care. Although this is often related to finding placements for individuals in homes or mental health facilities it often brings about referrals to the state AT program for assistive technology needs. We were able to loan DME to an individual who was being transitioned out of a mental health facility to the care of family members.

Referral Sources:

Referrals are made from representatives on the SPOTT team such as MS State Hospital, Department of Mental Health, Open Doors Homeless Coalition, Department of Child Protective Services, Medicaid, Mental Health Centers, etc.

Notes:

Coordination/Collaboration and State Improvement Outcomes

Overview of Coordination/Collaboration Activities

Outreach was conducted with the State Education Agency *

Yes

Was collaboration implemented? *

Why was collaboration not implemented? *

The director of Policy and Programmatic Supports with the Department of Education's Office of Special Education allowed us to be a part of their weekly virtual office hour with all of the state's special education directors. We discussed how the Tech Act Grant Program can collaborate in AT accessibility for students in need. In turn, the director joined our Advisory Council to become a part of our mission and further a future collaboration with the Department of Education.

Outreach was conducted with the Vocational Rehabilitation Agency *

Yes

Was collaboration implemented? *

Why was collaboration not implemented? *

Project START is housed under MS Department of Rehabilitation Services and Vocational Rehabilitation. We've always worked closely with rehabilitation counselors, but there is no official collaboration with VR. We speak at district and regional meetings to keep VR up to date on the latest technology and consistently receive referrals.

Outreach was conducted with the Aging Agency *

Yes

Was collaboration implemented? *

Why was collaboration not implemented? *

While Project START has contacts with the Department of Human Services there is no contractual collaboration in place. Individuals in home and community-based services are informed through various outlets (including Office of Special Disability Programs) regarding AT assistance for different functional limitations. We strive to assist in facilitation of aging in place to help provide independence although no formal collaboration has been established.

Outreach was conducted with the Medicaid Agency *

Yes

Was collaboration implemented? *

Why was collaboration not implemented? *

A preliminary "information and assistance" type discussion was made with staff at the Medicaid office, but nothing substantial has come to fruition as of now. The Office of Special Disabilities Programs (OSDP) with the Department of Rehabilitation Services works with Medicaid, and referrals frequently come in for AT that is not covered under Medicaid.

Additional Coordination/Collaboration activities

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?

The Arc of Mississippi, in partnership with Project START at The Mississippi Department of Rehabilitation, continues the effort to keep people receiving services in residential and other programs or who may be in isolated situations, connected with their families and friends. COVID-19 has affected everyone in some way, but the impact on people who receive services and supports on a daily basis has been especially difficult. Often, the technology and resources are not available for people to remain in touch with their families and friends and may not understand the reasons for the isolation. STAY CONNECTED provides I-Pads and the related technology and resources to providers and facilities for the use of the residents/participants. Each location has a person on site who is responsible for the safe usage of the equipment. The level of independence in using the technology is person-centered, and grant funding included in the partnership contract is used.

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.

The Executive Director of the Arc of MS states, "our world of support was forever changed due to the impact of Covid 19 for the people we support. We were unable to personally ride by and check on individuals, due to the dangers of face-to-face interactions. Many of whom lost contact with families and other outside supporters because of the difficulties with quarantining in place, like the government was requiring. Because of our partnership with project START and our “Staying Connected” project, the Arc was able to share connected iPads with regional centers and community partners and some individuals to “stay connected” with their loved ones. To date, we would estimate, several hundred interactions that would not have taken place, have in fact happened because of this partnership. Participants have connected with family, friends and providers of service using these devices. We continue to be proud of this service and in this post-covid era the skills learned are still being used today. One of the participants from Westpoint MS said, “without calling you, I would not have anyone to talk to outside of my house. Thank you, project START, for making this happen for me.” There are many more quotes that could be shared and all are positive as to the impact of this partnership. One of the highlights continues to be project "Success", a crisis intervention project of Boswell regional center in Magee MS. Boswell was a recipient of two devices and they continue to use them today for their clients who are in their program for short periods of time- to get their behaviors under control. They are able to stay connected with their families and caregivers back in the programs that they came from. The devices have been used to send pictures and videos throughout their stay, in an effort to stay connected with the program/families that they will be returning to." He also stated, "we, here at The Arc of Mississippi, continue to be proud of our involvement with person’s who experience disability daily and of our continued partnership with project START and their leadership in serving people statewide who have a disability."

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

Community Participation and Integration; Information and Communication Technology / Remote Connectivity;

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

Device Loan;

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

A. Leveraged Funding for State Plan Activities

Fund Source	Amount	Use of Funds	Data Reported

For any leveraged funding reported above for which data could not be reported, please describe the extenuating circumstances that precluded data from being reported and efforts to remediate the situation in future reporting periods.

B. 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:

$79,659.00

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	0.09
Outreach and Awareness Specialist	0.00
Training Specialist	0.10
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	0.41
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 University of Southern Mississippi Institute for Disability Studies, in partnership with Project START, implemented an after-school tutoring program for students with disabilities. 20 students and 10 parents participated. The eligibility criteria were students in elementary schools who have an IEP and are at risk of repeating the current grade level. Benefits for elementary school students 1. Personalized Learning: Tailored tutoring sessions that address individual learning styles and specific academic needs help students grasp challenging concepts more effectively. 2. Improved Academic Skills: Focused assistance in core subjects like reading, math, and writing enhances overall academic performance and builds a strong foundation for future learning. 3. Boosted Confidence: Regular support and positive reinforcement help students gain confidence in their abilities, fostering a more positive attitude towards learning. 4. Social Skills Development: Opportunities to interact with peers in a structured setting promote teamwork, communication, and social skills essential for personal growth. 5. Goal Setting/Achievement: Students learn to set achievable goals and celebrate their progress, instilling a sense of accomplishment and motivation. 6. Access to Specialized Resources: Participation provided access to educational materials and resources designed specifically for students with disabilities 7. Enhanced Problem-Solving Skills: Engaging activities encouraged critical thinking and problem-solving abilities, helping students become more independent learners. 8. Consistent Routine: Structured environment offered a consistent routine that can be comforting and beneficial for students’ overall well-being. 9. Mentorship Opportunities: Interaction with dedicated tutors and mentors allowed students to form positive relationships with adults who can guide and inspire them academically and personally. 10. Preparation for Future Success: By building foundational skills and positive learning habits, students are better prepared for future academic challenges and lifelong learning. 11. A computer lab was available. Benefits for parents of participants 1.Weekly meetings provided parents with detailed insights into their child's academic and social progress, fostering a strong connection between home and the tutoring program. 2. Parents received access to educational resources, tools, and strategies to support their child's learning at home. 3. Parents connected with other families, share experiences, and build a support network, fostering community. 4. Regular workshops on advocacy, special education rights, and effective parenting strategies empowered parents and enhanced their skills. 5. Parents provided feedback on the program, helping shape future initiatives and addressing their needs and concerns. 6. Regular recognition of student milestones and accomplishments during meetings fostered a positive environment celebrating big and small progress. 7. Facilitating support groups where parents can share challenges and successes, providing emotional support and practical advice. 8. Various communication methods (e.g., phone calls, emails, virtual meetings) offered to accommodate different schedules and preferences for engagement. How the After-School Program enhanced public health among all participants: From 6/24/24-9/30/24, the IDS staff implemented the program aimed to enhance learning and promote well-being by blending academic support with vital life skills. It began with tailored tutoring sessions, focusing on math problems and engaging reading materials. Staff organized interactive workshops to teach students communication and teamwork skills, creating a safe space to express themselves and build connections. Public health was a key focus, with nutrition, physical activity, and mental health awareness sessions. Students learned about making healthy choices in both food and mind care. Mindfulness and stress management were also introduced, empowering students with tools and enhancing emotional regulation. Community engagement projects were conducted to strengthen community ties and develop a sense of responsibility and belonging. Regular meetings with parents ensured that families were engaged in their child's progress, providing updates and shared resources. The program advanced students' academic skills while nurturing their physical and emotional health. By fostering a well-rounded development approach, the program aimed to prepare students for future challenges while instilling a sense of community and well-being.

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).