National Assistive Technology Act Data System

Annual Progress Report - Full Report

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New York 2024

General Information

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

State AT Program Title:

NYS TRAID Program

State AT Program Title:

State AT Program URL

https://www.justicecenter.ny.gov/traid-program

Mailing Address:

401 State Street

City:

Schenectady

State:

Zip Code:

12305

Program Email:

Melinda.Dolezal@justicecenter.ny.gov

Phone:

518-549-0220

TTY:

Lead Agency

Agency Name:

New York State Justice Center for the Protection of People with Special Needs

Mailing Address:

161 Delaware Avenue

City:

Delmar

State:

Zip Code:

12054

Program URL:

https://www.justicecenter.ny.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):

Dolezal, Melinda

Title:

TRAID Director

Phone:

518-549-0220

E-mail:

Melinda.Dolezal@Justicecenter.ny.gov

Program Director at Lead Agency (last, first):

Title:

Phone:

E-mail:

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):

Lisi-Murray, Maria

Title:

Executive Director

Phone:

518-549-0200

E-mail:

maria.lisi-murray@justicecenter.ny.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?

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)	149
B. Non-Metro (RUCC 4-9)	7
C. Total Served	156

Performance Measure
D. Excluded from Performance Measure	0
E. Number of Individuals Included in Performance Measures	156

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	83	$912	$0	$912
Hearing	0	$0	$0	$0
Speech communication	95	$4,070	$0	$4,070
Learning, cognition, and developmental	84	$1,699	$0	$1,699
Mobility, seating and positioning	15	$306	$0	$306
Daily living	205	$1,821	$0	$1,821
Environmental adaptations	177	$615	$0	$615
Vehicle modification and transportation	0	$0	$0	$0
Computers and related	8	$432	$0	$432
Recreation, sports, and leisure	70	$748	$0	$748
Total	737	$10,603	$0	$10,603

D. Anecdote

A therapist reached out to TRAID to look for options for a student, who was having limited success with direct computer access via hand use or eye gaze. Following an evaluation done by the Department of Education, pursuing further options with the hand use was recommended. TRAID staff created a basic keyguard, but the student was unable to target the core vocabulary symbol "more" with any consistency. The staff modified the original keyguard by attaching a second keyguard with hinges. This allowed the student to practice, and the therapist could flip it to the side to have the ability to provide the equally important Aided Language Stimulation. The therapist was then able to model how to use the device for communication which is a best practice for improved success for the student.

Impact Area Education Employment Community Living

A woman contacted TRAID to see if they could come up with a solution to prevent one of her clients from putting her hands through the holes in the side of the wheelchair. She was afraid that this could cause injury to her client. The staff looked at some resources they had in their fabrication supplies and found some foam sheets they repurposed. They were able to cut them to size and attach them to the side of her chair, preventing hands from getting stuck in the holes. The therapist was pleased with the solution and glad the staff were able to come up with something so quickly to implement.

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.	11	02	44	57
2. AT was only available through the AT program.	50	02	28	80
3. AT was available through other programs, but the system was too complex or the wait time too long.	02	03	05	10
4. Subtotal	63	07	77	147
5. None of the above	02	00	01	03
6. Subtotal	65	07	78	150
7. Nonrespondent	01	00	05	06
8. Total	66	07	83	156
9. Performance on this measure	95.45%	100%	92.77%

F. Customer Satisfaction

Satisfaction
Customer Rating of Services	Number of Customers	Percent
Highly satisfied	155	99.36%
Satisfied	01	0.64%
Satisfied somewhat	00	0%
Not at all satisfied	00	0%
Nonrespondent	00	0%
Total Surveyed	156
Response rate %	100%

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	03
B. Device Refurbish/Repair - Reassign and/or Open Ended Loan	2,025
C. Total	2,028

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	2,028

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

B. Device Exchange Activities

Device Exchange
Type of AT Device	Number of Devices Exchanged	Total Estimated Current Purchase Price	Total Price for Which Device(s) Were Exchanged	Savings to Consumers
Vision	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	02	$5,000	$0	$5,000
Daily Living	02	$1,100	$0	$1,100
Environmental Adaptations	00	$0	$0	$0
Vehicle Modification & Transportation	00	$0	$0	$0
Computers and Related	00	$0	$0	$0
Recreation, Sports and Leisure	00	$0	$0	$0
Total	04	$6,100	$0	$6,100

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	24	$6,041	$0	$6,041
Hearing	11	$4,814	$0	$4,814
Speech Communication	49	$50,599	$0	$50,599
Learning, Cognition and Developmental	27	$4,831	$0	$4,831
Mobility, Seating and Positioning	1,194	$341,434	$0	$341,434
Daily Living	1,353	$135,653	$0	$135,653
Environmental Adaptations	44	$13,612	$0	$13,612
Vehicle Modification & Transportation	00	$0	$0	$0
Computers and Related	71	$21,433	$0	$21,433
Recreation, Sports and Leisure	26	$3,481	$0	$3,481
Total	2,799	$581,898	$0	$581,898

D. Anecdote

A man was being discharged from the hospital back home, but he was not sure what equipment he needed to ensure he was safe and supported. His daughter contacted TRAID about equipment that was available and what they thought would be best for him. The staff was able to provide a commode, shower chair, transport chair, gait belt, and grab bars for the man to have when he left the hospital. This saved the family time, stress, and money, for which they were very grateful.

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.	25	07	1,139	1,171
2. AT was only available through the AT program.	19	00	413	432
3. AT was available through other programs, but the system was too complex or the wait time too long.	27	08	232	267
4. Subtotal	71	15	1,784	1,870
5. None of the above	05	02	135	142
6. Subtotal	76	17	1,919	2,012
7. Nonrespondent	00	00	16	16
8. Total	76	17	1,935	2,028
9. Performance on this measure	93.42%	88.24%	92.2%

F. Customer Satisfaction

Satisfaction
Customer Rating of Services	Number of Customers	Percent
Highly satisfied	1,705	84.07%
Satisfied	264	13.02%
Satisfied somewhat	01	0.05%
Not at all satisfied	00	0%
Nonrespondent	58	2.86%
Total Surveyed	2,028
Response rate %	97.14%

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)	2,830
Serve as loaner during service repair or while waiting for funding	125
Provide an accommodation on a short-term basis for a time-limited event/situation	853
Conduct training, self-education or other professional development activity	33
Total	3,841

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	2,568	858	3,426
Family Members, Guardians, and Authorized Representatives	166	93	259
Representative of Education	58	19	77
Representative of Employment	01	02	03
Representatives of Health, Allied Health, and Rehabilitation	31	24	55
Representatives of Community Living	05	12	17
Representatives of Technology	01	03	04
Total	2,830	1,011	3,841

C. Length of Short-Term Device Loans

Length of Short-Term Device Loan in Days	60

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	33	14	47
Hearing	31	14	45
Speech Communication	331	75	406
Learning, Cognition and Developmental	163	24	187
Mobility, Seating and Positioning	1,724	641	2,365
Daily Living	1,489	464	1,953
Environmental Adaptations	44	36	80
Vehicle Modification and Transportation	05	00	05
Computers and Related	131	93	224
Recreation, Sports and Leisure	48	12	60
Total	3,999	1,373	5,372

E. Anecdote

The foster mom for a little boy visited TRAID to borrow a tumble form seat with a tray, a sensory lamp, and a few switches. She contacted TRAID to tell the staff how well he is doing with the seating device. Eating had become much less difficult as the little boy was finally positioned properly, which made feeding time more enjoyable for both him and his foster mom. He was responding well and able to use a spinner cup. He also enjoyed reaching for and interacting with the switch toys that had been borrowed.

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	220	23	2,422	2,665
Decided that an AT device/ service will not meet needs	15	01	26	42
Subtotal	235	24	2,448	2,707
Have not made a decision	24	01	38	63
Subtotal	259	25	2,486	2,770
Nonrespondent	40	00	20	60
Total	299	25	2,506	2,830
Performance on this measure	90.73%	96%	98.47%

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.	19	18	452	489
2. AT was only available through the AT program.	18	01	140	159
3. AT was available through other programs, but the system was too complex or the wait time too long.	13	08	195	216
4. Subtotal	50	27	787	864
5. None of the above	16	01	113	130
6. Subtotal	66	28	900	994
7. Nonrespondent	07	00	10	17
8. Total	73	28	910	1,011
9. Performance on this measure	75.76%	96.43%	87.44%

H. Customer Satisfaction

Satisfaction
Customer Rating of Services	Number of Customers	Percent
Highly satisfied	3,522	91.69%
Satisfied	198	5.15%
Satisfied somewhat	14	0.36%
Not at all satisfied	00	0%
Nonrespondent	107	2.79%
Total Surveyed	3,841
Response rate %	97.21%

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	53
Hearing	08
Speech Communication	365
Learning, Cognition and Developmental	120
Mobility, Seating and Positioning	604
Daily Living	364
Environmental Adaptations	08
Vehicle Modification and Transportation	00
Computers and Related	79
Recreation, Sports and Leisure	19
Total # of Device Demonstrations	1,620

B. Types of Participants

Type of Participant	Decision-Makers	Other Participants	Total
Individuals with Disabilities	1,318	32	1,350
Family Members, Guardians, and Authorized Representatives	166	339	505
Representatives of Education	65	234	299
Representatives of Employment	03	02	05
Health, Allied Health, Rehabilitation	48	171	219
Representative of Community Living	16	118	134
Representative of Technology	04	04	08
Total	1,620	900	2,520

C. Number of Referrals

Referrals
Type of Entity	Number of Referrals
Funding Source (non-AT program)	146
Service Provider	11
Vendor	70
Repair Service	00
Others	07
Total	234

D. Anecdote

A woman who had experienced a traumatic brain injury contacted TRAID. After the TBI the woman experienced episodic fluent aphasia. She would get anxious when it happened and wanted to explore Alternative Augmentative Communication as a solution. She had already tried the app Cough Drop, but she wanted to see what other options were available. TRAID staff corresponded with her and held a remote meeting to show her a variety of apps that had features that she may or may not want. She decided against text-to-speech apps like Proloquo4Text or Predictable and also preferred picture supported vocabulary and messages. She decided to look at free or lite apps as a money saver. She thought a more advanced system that gave her pre-programmed phrases and sentences likely to be needed in specific environments/interactions. She ended up borrowing an iPad with two apps: TouchChat & TD Snap.

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	378	38	926	1,342
Decided that an AT device/ service will not meet needs	06	04	72	82
Subtotal	384	42	998	1,424
Have not made a decision	57	00	67	124
Subtotal	441	42	1,065	1,548
Nonrespondent	28	02	42	72
Total	469	44	1,107	1,620
Performance on this measure	81.88%	95.45%	90.15%

F. Customer Satisfaction

Satisfaction
Customer Rating of Services	Number of Customers	Percent
Highly satisfied	2,265	89.88%
Satisfied	190	7.54%
Satisfied somewhat	16	0.63%
Not at all satisfied	04	0.16%
Nonrespondent	45	1.79%
Total	2,520
Response rate %	98.21%

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.	55	27	1,635	1,717
2. AT was only available through the AT program.	87	03	581	671
3. AT was available through other programs, but the system was too complex or the wait time too long.	42	19	432	493
4. Subtotal	184	49	2,648	2,881
5. None of the above	23	03	249	275
6. Subtotal	207	52	2,897	3,156
7. Nonrespondent	08	00	31	39
8. Total	215	52	2,928	3,195
9. Performance on this measure	68.27%	57.69%	75.94%	75.14%
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	598	61	3,348	4,007
Decided that an AT device/ service will not meet needs	21	05	98	124
Subtotal	619	66	3,446	4,131
Have not made a decision	81	01	105	187
Subtotal	700	67	3,551	4,318
Nonrespondent	68	02	62	132
Total	768	69	3,613	4,450
Performance on this measure	85.03%	95.65%	95.91%	94.1%
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	99.58%	95%	Met
Response Rate	97.54%	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	3,008
Family Members, Guardians and Authorized Representatives	628
Representatives of Education	4,019
Representatives of Employment	510
Rep Health, Allied Health, and Rehabilitation	1,229
Representatives of Community Living	1,121
Representatives of Technology	36
Unable to Categorize	562
TOTAL	11,113

Geographic Distribution of Participants
Metro	Non Metro	Unknown	TOTAL
10,873	240	00	11,113

B. Educational/Training Activity Topics

Educational/Training Activities by Topic
Primary Topic of Educational/Training Activities	Participants
AT Products/Services	8,371
AT Funding/Policy/ Practice	120
Combination of any/all of the above	1,584
Information Technology/Telecommunication Access	236
Transition	802
Total	11,113

C. Description of Educational/Training Activities

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

TRAID staff hosted a DIY AT Workshop at the Clinton County Department of Health Early Intervention staff members. The purpose of this workshop was to spread awareness of assistive technology and teach attendees simple, low-tech ways to adapt everyday items to meet the needs of individuals. DIY projects were created during the workshop, and registrants were able to take their creations home. The DIY items chosen for this workshop included a tabletop communication device, clothespin straw, universal cuff, pool noodle grip, and sensory bags.

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

TRAID provided a training on transition points through an individual’s lifespan of and how assistive technology can be a valuable resource to support a person’s needs at various points in life. Presenters included Beth Heyd from the Westchester Institute for Human Development (EI/transitioning from EI to CPSE,) Melinda Dolezal from the NYS Justice Center (high school to post-high school/college/employment,) and April Diffee from the Southern Adirondack Independent Living Center (transition out of nursing homes.) Topics covered by each presenter included commonly requested and recommended AT examples for key transition points. Example for EI aged children included seating and sensory devices that support development and autonomy. AT loan policies were discussed as well as potential obstacles to accessing/purchasing equipment and strategies/best practices for applying for services and support. Each of the presenters brought their expertise on the various age groups and their insights on how individuals with disabilities, parents, teachers, team members, and circles of support can work together to support independence. Feedback from the training was very positive with attendees noting that they were pleased to see many examples of assistive technology and the benefits of using it for various needs. Attendees were also provided resources and contact information for support agencies within each of the three targeted transition points.

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

An educational opportunity was conducted for Disability Resource Coordinators, Career One-Stop staff, and other employment related staff to provide important information and details on the basics of digital accessibility. The materials presented covered the important role of promoting and ensuring accessibility in order to improve an individual’s job success and enhance their experience. It covered WCAG guidelines and the use of assistive technology to help individuals seeking employment and enhance their experience. The staff in attendance have access to some commonly used assistive technology such as screen reader software and computer peripherals, so a focus of the educational opportunity was the use of these devices. Valuable resources were provided for the staff to take home for their use and to share with stakeholders. The feedback from the 250 attendees representing 48 counties in New York was very positive.

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	236
Training or Technical Assistance will be developed or implemented	00
No known outcome at this time	00
Nonrespondent	00
Total	236
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	26%
Employment	00%
Health, Allied Health, Rehabilitation	19%
Community Living	39%
Technology (IT, Telecom, AT)	16%
Total	100%

B. Description of Technical Assistance

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

A Physical Therapist from the Citizen's Advocates and Adirondack ARC contacted the North Country TRAID Center. They wanted to discuss ways to support individuals from ARC to access events in the community who wouldn't be able to attend the events because of inaccessible restrooms. They discussed different options and eventually settled on folding portable patient lifts to meet the individuals’ transfer and personal care needs when participating in community events. The PT borrowed one of the lifts to use at an event which was not accessible, allowing for attendance and participation. The PT also took time to show some of the managers at the provider agency supporting the individuals that portable lifts could be useful in increasing access to other community activities. As a result of the collaboration, the provider agency purchased several devices for their programs. The PT later wrote: "We value the services that the TRAID center provides... Thank you for supporting our community."

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

Staff from the lower Hudson Valley TRAID program worked with a school district in their region to ensure that students had insurance funded AAC systems before they leave high school. The TRAID staff met with the speech therapists on the high school team as well as the head speech therapist. They worked together to put a process in place where students in their second to last year of high school would receive a referral for an AAC evaluation through Medicaid. This process facilitates that the necessary devices can be acquired the year before the students’ final year of high school, providing the student and therapists a year of transition training and ensures that a device in place when the transition occurs. New and additional vocabulary files can be added, and the students have time to receive training on how to manage the operational functions of the new device, thus helping them successfully transition into the next phase of their lives.

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. TRAID staff attended the Luma festival in downtown Binghamton, NY to promote awareness of the TRAID program and their program’s unique sensory room. They brought examples of a variety of assistive technology for attendees to see and learn more about. They also set up 4 pop-up sensory tents where they had various items to learn about and try such as fidget toys, fans, cushions, and weighted plush items. The sensory tents were very popular with attendees, especially when it got dark because of the unique way the tents would glow from the colorful lighting. The staff had the opportunity to meet several people who said they will be reaching out for more information on how to borrow devices. Earlier that same week, the staff had provided a pediatric wheelchair to a family with an 8-year-old son who tired easily due to an autoimmune disease. The family borrowed the chair to attend the Luma festival and when the boy and his family saw the staff during the event they were very happy.

2. TRAID staff attended the 3rd Annual Get Outdoors and Get Together Day at the 5 Rivers Environmental Educational Center in Delmar. The event was part of a statewide initiative to promote accessible outdoor recreational activities for people of all abilities and is hosted by the Department of Environmental Conservation and NYS Parks. The 5 Rivers location had creative activities such as rock painting, making binoculars from paper towel rolls, and more. The staff did public Awareness on the TRAID program and had a table with examples of outdoor AT equipment and fun activities, which people were interested in learning about. The table was also popular with children and their family who were curious about the Joy 4 All cat, which is an interactive robotic animal. People asked about TRAID services including training opportunities for parents and professionals. This event led to TRAID also participating in another public awareness community event called Fall Fest at 5 Rivers.

Information And Assistance

Information And Assistance Activities by Recipient
Types of Recipients	AT Device/ Service	AT Funding	Total
Individuals with Disabilities	178	37	215
Family Members, Guardians and Authorized Representatives	801	353	1,154
Representative of Education	841	180	1,021
Representative of Employment	60	07	67
Representative of Health, Allied Health, and Rehabilitation	639	89	728
Representative of Community Living	154	129	283
Representative of Technology	221	319	540
Unable to Categorize	35	22	57
Total	2,929	1,136	4,065

Referral Types:

New York’s TRAID program has been actively increasing its public awareness presence at large events where AT users and borrowers from diverse service settings may be. These include local and state sponsored resource fairs, employment conferences, and family focused community events. Some examples this year where we had meaningful interactions with a variety of stakeholders include tabling at the DREAM event in New York State’s capitol, presenting at the Justice Center’s online Summit, and providing a tour and overview to the new Office of the Chief Disability Officer. TRAID has also been invited to join two new statewide committees that will have an impact on New York state policies and service delivery. These include the Interagency Coordinating Council for Individuals who are Deaf, Deaf Blind and Hard of Hearing as well as the Library Accessibility Advisory Committee Meeting. This will broaden the audience of professional who are aware of TRAID and its services and will take this information back to their networks resulting in more referrals to those who can benefit from TRAID services.

Referral Sources:

The majority of referrals to the TRAID centers come from the network of providers and programs connected to the funding streams of the New York State agencies with whom the Justice Center has a Memorandums of Understanding. These include the State Education Department (ACCES-VR) and the Department of Health (Early Intervention and Money Follows the Person.) There are 62 counties in NY, and each is covered by one of the twelve TRAID Centers. The MOUs with our state partners and funding sources require at least quarterly contact with key stakeholders in each TRAID region, such as vocational rehabilitation counselors and early intervention officials. This contact focuses on the development of relationship that facilitate collaboration between TRAID Centers and local service providers for outreach strategies, in-demand devices to purchase, and training opportunities. Other referrals to TRAID include state and local disability and aging related agencies like the Offices for the Aging, Independent living centers, and local schools/the State Education Department.

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? *

TRAID Centers across New York regularly meet with individual school districts and educators to provide trainings and resources related to assistive technology. These educational events sometimes lead to larger initiatives (please see technical assistance with a school district in the lower Hudson Valley) while others target regional needs of specific school districts.

Outreach was conducted with the Vocational Rehabilitation 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?

The ACCES-VR program provides funding to TRAID to support job seekers who will benefit from assistive technology and other support to obtain or maintain successful employment. This partnership between Access-VR and TRAID requires TRAID staff to provide and report on the number of device loans, demonstrations, and trainings that supported individuals related to employment. For the data year there were 155 ACCES-VR loans, 50 demonstrations, and 46 reutilization activities documented. TRAID continues to serve as a representative on the State Rehabilitation Council, providing feedback to the state vocational rehabilitation agency.

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 previous year there has been a focused effort statewide on connecting with vocational rehabilitation counselors across the local areas to build relationships and to gain a better understanding of how the two entities can combine efforts to better serve individuals. They have had increased efforts to provide education and training about assistive technology and the services TRAID provides, with a goal to help counselors understand the evaluation process and how AT can support students and jobseekers. This partnership is ongoing and as relationships are built and communication about the needs of individuals are more consistently shared with TRAID, TRAID staff will be able to purchase AT in high demand by students and job seekers and target outreach and education to the ACCES-VR network.

2.a Please include URL for initiative if available

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

Education, Employment, 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,

Outreach was conducted with the Aging Agency *

Yes

Was collaboration implemented? *

Yes

The NYS TRAID AT Public Health Workforce grant project supported public health workers and the older adult community by providing training and resources on telehealth accessibility and its benefits. The goal was to help maximize the use of telehealth as a viable option and keeping vulnerable older adults connected to needed healthcare supports and services will support transition and diversion from congregate settings to community living, health and wellness programs, and activities that address social determinants of health and wellbeing of older adults and people with disabilities. Each TRAID Center was responsible for providing at least one training to staff that support older adults so they could be a resource for telehealth related questions.

The training was presented to 383 individuals across New York, the majority of whom (277) reported that information was highly beneficial. Awareness was increased not just for AT, but for strategies and accessibility features that can help people be more comfortable using telehealth devices if they have limited experience doing so. Because the training materials were created for the TRAID Centers, the information was uniform and attendees received consistent information. Videos were also created and uploaded to YouTube to help walk users through using an iPad for telehealth, including accessibility settings. The training will remain available to anyone interested in the topic.

2.a Please include URL for initiative if available

https://youtu.be/7si2_2C94Jg?si=BwskGg1aYP99Gd1x

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

Health, Aging, Aging and Disability Network/No Wrong Door, Information and Communication Technology/Remote Connectivity,

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

Training, Information & Assistance,

Outreach was conducted with the Medicaid Agency *

Yes

Was collaboration implemented? *

Yes

The Justice Center has a Memorandum of Understanding with Money Follows the Person (MFP.) MFP provides yearly funding to support individuals transition out of nursing homes and long-term care facilities. This partnership requires TRAID staff to provide and report device loans and demonstrations.

Regional TRAID staff have provided resources and education to families, facility staff, and people interested in assistive technology for themselves. Five of the TRAID Centers are located within Independent Living Centers, so they are able to provide additional referrals inhouse. In the current data year there were 3,703 loans, 650 demonstrations, and 1,567 reutilization activities documented. This initiative is ongoing.

2.a Please include URL for initiative if available

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

Housing/Home Automation, Community Participation and Integration, Health, Aging, Transition (school to work or congregate care to community), Aging and Disability Network/No Wrong Door,

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

Device Loan, Demo, Reuse, 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?

Additional And Leveraged Funds

A. Leveraged Funding for State Plan Activities

Fund Source	Amount	Use of Funds	Data Reported
Public/State Agency	$200,000	Demonstration	True
Public/State Agency	$80,000	Technical Assistance	True
Public/State Agency	$100,000	Public Awareness, I&A	True
Public/State Agency	$189,000	Reuse	True
Public/State Agency	$150,000	Training	True
Public/State Agency	$235,000	Device Loan	True
Public/State Agency	$50,000	State Financing	True
	Amount: $1,004,000

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:

$80,000.00

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)	0.00
Program Manager	0.50
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.

No FTEs were added for the TRAID ATPH project. The funds were used to educate and support staff that works with people with disabilities to better understand telehealth accessibility.

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).