National Assistive Technology Act Data System

Annual Progress Report - Full Report

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South Dakota 2024

General Information

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

State AT Program Title:

DakotaLink

State AT Program Title:

State AT Program URL

http://www.dakotalink.net

Mailing Address:

P.O. Box 218

City:

Sturgis

State:

Zip Code:

57785

Program Email:

atinfo@dakotalink.net

Phone:

605-977-1779

TTY:

605-347-5212

Lead Agency

Agency Name:

South Dakota Department of Human Services

Mailing Address:

3800 East Hwy 34 Hillsview Plaza, C/O 500 E. Capitol

City:

Pierre

State:

Zip Code:

57501

Program URL:

http://dhs.sd.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:

Black Hills Special Services Cooperative

Mailing Address:

P.O. Box 218

City

Sturgis

State:

Zip Code:

57785

Program URL:

https://bhssc.org

Program Director and Other Contacts

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

Hudson, Page

Title:

Program Director

Phone:

605-977-1779

E-mail:

phudson@dakotalink.net

Program Director at Lead Agency (last, first):

Weiss, Eric

Title:

Director, Division of Rehabilitation Services

Phone:

605-773-4644

E-mail:

eric.weiss@state.sd.us

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

Hauge, Joe

Title:

Executive Director

Phone:

605-347-4467

E-mail:

jhauge@bhssc.tie.net

Person Responsible for completing this form if other than Program Director

Name (last, first):

Title:

Phone:

E-mail:

Certifying Representative

Name (last, first):

Rechtenbaugh, Shawnie

Title:

Secretary, South Dakota Dept. of Human Services

Phone:

605-773-5990

E-mail:

Shawnie.Rechtenbaugh@state.sd.us

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	00	00	00
Approved Not made	00	00	00
Rejected	00	00	00
Total	00	00	00

2. Income of Applicants to Whom Loans Were Made

Lowest/Highest Incomes
Lowest Income:	$0	Highest Income:	$0

Average Income
Sum of Incomes	Loans Made	Average Annual Income
$0	00	$0

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	00	00	00	00	00	00	00
Percentage of Loans	0%	0%	0%	0%	0%	0%	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	00	0%
With interest buy-down only	00	0%
With loan guarantee only	00	0%
With both interest buy-down and loan guarantee	00	0%
Total	00	100%

Loan Type Summary
Type of Loan	Number of Loans	Dollar Value of Loans
Revolving Loans	00	$0
Partnership Loans	00	$0
Total	00	$0

4. Interest Rates

Interest Rates
Lowest	5%
Highest	5%

Interest Rate Summary
Sum of Interest Rates	Number of Loans Made	Average Interest Rate
00	00	0%

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

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	00	$0
Speech communication	00	$0
Learning, cognition, and developmental	00	$0
Mobility, seating and positioning	00	$0
Daily living	00	$0
Environmental adaptations	00	$0
Vehicle modification and transportation	00	$0
Computers and related	00	$0
Recreation, sports, and leisure	00	$0
Total	00	$0

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?

Activity 1

How would you describe this state financing activity?

Lease-To-Own program

2. Geographic Distribution, Number of Individuals Who Acquired AT Devices and Services and Number for whom Performance Measure Data are Collected

County of Residence	Individuals Served
A. Metro (RUCC 1-3)	103
B. Non-Metro (RUCC 4-9)	73
C. Total Served	176

Performance Measure
D. Excluded from Performance Measure	0
E. Number of Individuals Included in Performance Measures	176

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 of Devices Funded	Value of AT Provided
Vision	176	$545,600
Hearing	0	$0
Speech communication	0	$0
Learning, cognition, and developmental	0	$0
Mobility, seating and positioning	0	$0
Daily living	0	$0
Environmental adaptations	0	$0
Vehicle modification and transportation	0	$0
Computers and related	0	$0
Recreation, sports, and leisure	0	$0
Total	176	$545,600

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

After trying out the CloverBook, recommended by DakotaLink, my student finally received his own CloverBook. I can not explain to you in words the huge impact this assistive device has had, not only on my student, but for his teachers in the district. Before, STUDENT, had different vision board that was bulky, heavy, stiff, and outdated. Everyone who helped with this device hated to move it from class to class, especially the student whom it was necessary for. The old device had limited features, which helped STUDENT, but as a growing teen and with more demands and academic expectations, the old device was almost more limiting than helpful. STUDENT had assessment from DakotaLink. The school then asked if DakotaLink had a CloverBook for the student to try out at school to make sure the device would be a good fit. Within a matter of a week or so, the device was delivered. DakotaLink helped STUDENT and staff with the features of the device, and it was a wonderful moment. I personally knew at that time how the CloverBook would change my students school experience. From that day one, my student is so much more engaged in the classroom and the on-task behaviors have drastically increased. The students independence has increased along with his confidence. The student can simultaneously look at the front of the classroom and work on a paper assignment, which they could not do before. STUDENT can work with two different paper medias at a time, and the STUDENT can track a teacher walking around the room. I don’t know if you have ever had low vision difficulties, as I have not, but I have seen first hand the limitations faced with low vision in the classroom and I have seen how those limitations can be defeating. This device has changed this student for the better.

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.	105	25	46	176
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	105	25	46	176
5. None of the above	00	00	00	00
6. Subtotal	105	25	46	176
7. Nonrespondent	00	00	00	00
8. Total	105	25	46	176
9. Performance on this measure	100%	100%	100%

F. Customer Satisfaction

Satisfaction
Customer Rating of Services	Number of Customers	Percent
Highly satisfied	130	73.86%
Satisfied	20	11.36%
Satisfied somewhat	00	0%
Not at all satisfied	00	0%
Nonrespondent	26	14.77%
Total Surveyed	176
Response rate %	85.23%

G. Notes:

We did not have any loan applications this fiscal year.

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	04
B. Device Refurbish/Repair - Reassign and/or Open Ended Loan	56
C. Total	60

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	60

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	04	$13,545	$0	$13,545
Hearing	00	$0	$0	$0
Speech Communication	00	$0	$0	$0
Learning, Cognition and Developmental	00	$0	$0	$0
Mobility, Seating and Positioning	00	$0	$0	$0
Daily Living	00	$0	$0	$0
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	$13,545	$0	$13,545

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	21	$54,667	$0	$54,667
Hearing	00	$0	$0	$0
Speech Communication	00	$0	$0	$0
Learning, Cognition and Developmental	15	$5,958	$0	$5,958
Mobility, Seating and Positioning	02	$6,249	$0	$6,249
Daily Living	02	$16,410	$0	$16,410
Environmental Adaptations	00	$0	$0	$0
Vehicle Modification & Transportation	00	$0	$0	$0
Computers and Related	18	$15,688	$0	$15,688
Recreation, Sports and Leisure	00	$0	$0	$0
Total	58	$98,972	$0	$98,972

D. Anecdote

KJ, a client of SBVI, was approved for an Amigo HD 8, along with additional items. Due to the Amigo HD 8 being on backorder with no estimated time of arrival, she was temporarily provided with a repossessed Amigo HD 7. KJ expressed satisfaction with this interim solution, as it will meet her needs until the new device is delivered.

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.	27	05	07	39
2. AT was only available through the AT program.	00	01	05	06
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	27	06	12	45
5. None of the above	08	00	07	15
6. Subtotal	35	06	19	60
7. Nonrespondent	00	00	00	00
8. Total	35	06	19	60
9. Performance on this measure	77.14%	100%	63.16%

F. Customer Satisfaction

Satisfaction
Customer Rating of Services	Number of Customers	Percent
Highly satisfied	60	100%
Satisfied	00	0%
Satisfied somewhat	00	0%
Not at all satisfied	00	0%
Nonrespondent	00	0%
Total Surveyed	60
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)	24
Serve as loaner during service repair or while waiting for funding	08
Provide an accommodation on a short-term basis for a time-limited event/situation	01
Conduct training, self-education or other professional development activity	00
Total	33

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	17	08	25
Family Members, Guardians, and Authorized Representatives	00	00	00
Representative of Education	05	00	05
Representative of Employment	00	01	01
Representatives of Health, Allied Health, and Rehabilitation	02	00	02
Representatives of Community Living	00	00	00
Representatives of Technology	00	00	00
Total	24	09	33

C. Length of Short-Term Device Loans

Length of Short-Term Device Loan in Days	14

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	15	06	21
Hearing	01	00	01
Speech Communication	00	00	00
Learning, Cognition and Developmental	01	00	01
Mobility, Seating and Positioning	03	00	03
Daily Living	02	00	02
Environmental Adaptations	00	00	00
Vehicle Modification and Transportation	00	01	01
Computers and Related	04	02	06
Recreation, Sports and Leisure	00	00	00
Total	26	09	35

E. Anecdote

The customer is temporarily using our iPhone as a loaner device until her TAD unit can be shipped/repaired. To set up the loaner device, we performed a data transfer from her original phone using Apple’s Transfer Assist. The SIM card was also moved over to activate service, which we verified with a successful test call. All applications, iCloud data, and accessibility settings were successfully transferred and are active on the loaner device. Due to delays in receiving a shipping label for her original device, the customer requires an extended loan period. The label may take up to a week to arrive, followed by additional time for repair and return shipping. As a result, the loan period has been extended to 28 days.

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	03	01	04	08
Decided that an AT device/ service will not meet needs	00	00	02	02
Subtotal	03	01	06	10
Have not made a decision	05	00	07	12
Subtotal	08	01	13	22
Nonrespondent	01	00	01	02
Total	09	01	14	24
Performance on this measure	37.5%	100%	46.15%

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	01	01
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	01	01
5. None of the above	03	01	04	08
6. Subtotal	03	01	05	09
7. Nonrespondent	00	00	00	00
8. Total	03	01	05	09
9. Performance on this measure	0%	0%	20%

H. Customer Satisfaction

Satisfaction
Customer Rating of Services	Number of Customers	Percent
Highly satisfied	29	87.88%
Satisfied	01	3.03%
Satisfied somewhat	01	3.03%
Not at all satisfied	01	3.03%
Nonrespondent	01	3.03%
Total Surveyed	33
Response rate %	96.97%

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	96
Hearing	04
Speech Communication	08
Learning, Cognition and Developmental	57
Mobility, Seating and Positioning	13
Daily Living	02
Environmental Adaptations	08
Vehicle Modification and Transportation	00
Computers and Related	24
Recreation, Sports and Leisure	00
Total # of Device Demonstrations	212

B. Types of Participants

Type of Participant	Decision-Makers	Other Participants	Total
Individuals with Disabilities	196	16	212
Family Members, Guardians, and Authorized Representatives	06	62	68
Representatives of Education	06	24	30
Representatives of Employment	01	06	07
Health, Allied Health, Rehabilitation	01	08	09
Representative of Community Living	01	11	12
Representative of Technology	01	02	03
Total	212	129	341

C. Number of Referrals

Referrals
Type of Entity	Number of Referrals
Funding Source (non-AT program)	25
Service Provider	11
Vendor	00
Repair Service	00
Others	03
Total	39

D. Anecdote

AB is an Apple user. He does very well with his MacBook Pro. I had him demonstrate to me his computer abilities. His far succeed any that I have done an assessment for. I did more with him to refine them and to add to them with the addition of Morphic. This is an app that brings your accessibility features to the forefront with out having to search and remember shortcut keys. This also has a built-in screen reader. He found that this could be useful for him. He uses his finger gestures very well to zoom in and out. He also uses the magnifier well to better assist him when he needs it. He is very aware of what if offered in apple accessibility. He uses his laptop as his main computer source for work and schooling. He has a workstation at both work and home. He has a tv that he uses as a monitor at his home office. He has a 27” at his office at work but said that they are going to replace it with a bigger 32”-36” here soon. I spoke with AB about several different types of assistive technologies. He is very knowledgeable of what is out there for him and where it will assist him or not. I did demo a few options for him. He did like the OrCam Read 3. He chose this due to its small size and discreteness. He liked that he can then plug it into his computer and turn it into a CCTV with AI features. He thought that this was one piece of assistive technology that can do more for him that just one thing. I asked him about screen reader for his computer. He said that he was good with the process that he has not with zooming in and out and the addition of Morphic was going to be enough for in at this point in time. He said that he also plays music on the side and was curious about anything that would assist him with switch control. I did address this with him and told him about

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	65	42	59	166
Decided that an AT device/ service will not meet needs	01	00	03	04
Subtotal	66	42	62	170
Have not made a decision	17	10	14	41
Subtotal	83	52	76	211
Nonrespondent	01	00	00	01
Total	84	52	76	212
Performance on this measure	78.57%	80.77%	81.58%

F. Customer Satisfaction

Satisfaction
Customer Rating of Services	Number of Customers	Percent
Highly satisfied	319	93.55%
Satisfied	14	4.11%
Satisfied somewhat	02	0.59%
Not at all satisfied	01	0.29%
Nonrespondent	05	1.47%
Total	341
Response rate %	98.53%

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.	132	30	54	216
2. AT was only available through the AT program.	00	01	05	06
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	132	31	59	222
5. None of the above	11	01	11	23
6. Subtotal	143	32	70	245
7. Nonrespondent	00	00	00	00
8. Total	143	32	70	245
9. Performance on this measure	92.31%	96.88%	84.29%	90.61%
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	68	43	63	174
Decided that an AT device/ service will not meet needs	01	00	05	06
Subtotal	69	43	68	180
Have not made a decision	22	10	21	53
Subtotal	91	53	89	233
Nonrespondent	02	00	01	03
Total	93	53	90	236
Performance on this measure	75%	81.13%	76.4%	76.92%
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	99.13%	95%	Met
Response Rate	94.75%	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	303
Family Members, Guardians and Authorized Representatives	69
Representatives of Education	24
Representatives of Employment	05
Rep Health, Allied Health, and Rehabilitation	11
Representatives of Community Living	11
Representatives of Technology	00
Unable to Categorize	01
TOTAL	424

Geographic Distribution of Participants
Metro	Non Metro	Unknown	TOTAL
254	170	00	424

B. Educational/Training Activity Topics

Educational/Training Activities by Topic
Primary Topic of Educational/Training Activities	Participants
AT Products/Services	381
AT Funding/Policy/ Practice	00
Combination of any/all of the above	00
Information Technology/Telecommunication Access	11
Transition	32
Total	424

C. Description of Educational/Training Activities

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

The South Dakota Bureau of Information and Technology collaborates with DakotaLink to maintain a Standard Assistive Technology List, updated annually. This software enables state employees to access Information and Communication Technology (ICT) tools, such as email, web browsing, and other communication technologies, primarily through computers. Under a formal agreement with the Bureau, DakotaLink provides training sessions to state employees, ensuring effective utilization of the assistive technology. Additionally, DakotaLink is involved in the ongoing use and evaluation of a web-based file management system introduced by the Department of Human Services. This evaluation includes input from departmental personnel and the software provider. During the process, DakotaLink identifies potential issues, offers recommendations for improvements, and collaborates to implement enhancements as needed.

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

DakotaLink's involvement in "Catch the Wave" events reflects its commitment to supporting high school students in their transition to college. These events are designed to provide students—particularly those with disabilities or unique needs—insights and tools to successfully navigate post-secondary education. DakotaLink helps by showcasing assistive technology solutions, discussing accommodations, and guiding students on how to advocate for their needs in college. Their participation ensures that students are not only aware of the available resources but also empowered to access them, fostering independence and academic success as they progress to the next stage of their education.

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

DakotaLink has a proven history of partnering with the State Bureau of Information and Technology and the Department of Human Services to ensure website accessibility in alignment with Section 508 and W3C standards. The State Bureau of Information and Technology has formally adopted and published an Accessibility Policy, accompanied by a dedicated web resource designed to support other departments in achieving compliance with Section 508 and W3C standards.

D. IT/Telecommunications Educational/Training Activity Performance Measure

IT/Telecommunications Educational/Training Activity Performance Measure
Outcome/Result From IT/Telecommunications Educational/Training Activities Received	Number
IT and Telecommunications Procurement or Dev Policies	00
Training or Technical Assistance will be developed or implemented	09
No known outcome at this time	00
Nonrespondent	02
Total	11
Performance Measure Percentage	81.8%
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	00%
Employment	09%
Health, Allied Health, Rehabilitation	00%
Community Living	91%
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:

DakotaLink provides technical assistance to a wide audience, including both students and state employees, as part of its ongoing mission. Over the years, DakotaLink has established a partnership with the State Bureau of Information and Technology (BIT) and the Department of Human Services to promote website accessibility. These collaborations aim to ensure compliance with Section 508 of the Rehabilitation Act and the Web Content Accessibility Guidelines (WCAG) developed by the World Wide Web Consortium (W3C). The State Bureau of Information and Technology has taken proactive steps to support accessibility by adopting a comprehensive Accessibility Policy. This policy is publicly available and serves as a guideline for other state departments and agencies. To further assist with accessibility efforts, the BIT has also developed a dedicated web page. This resource provides guidance and tools to help other departments achieve and maintain compliance with Section 508 and W3C standards, f

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

DakotaLink actively participates in all "Catch the Wave" events, which are designed to assist high school students in identifying the resources and accommodations they may require to transition successfully to college. With the challenges of the COVID-19 pandemic now behind us, we were pleased to resume full, in-person participation in these events. This allowed us to engage directly with students, offering tailored guidance and support to help them navigate the next steps in their educational journey.

C. Notes:

DakotaLink has an extensive history of partnering with the State Bureau of Information and Technology and the Department of Human Services to ensure website accessibility in alignment with Section 508 and W3C standards. The State Bureau of Information and Technology has formally issued an Accessibility Policy and established a dedicated webpage to support other departments in achieving compliance with these standards.

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. DakotaLink engages in a variety of outreach activities, including presentations, expos, and conferences, to maximize its reach and raise awareness about Assistive Technology (AT). These efforts are designed to educate individuals, families, educators, and professionals about the availability and benefits of AT solutions. Key components of DakotaLink’s public awareness strategy include: 1. Presentations and Expos: DakotaLink regularly participates in local and statewide expos, presenting the latest advancements in Assistive Technology. These events provide hands-on demonstrations of devices and tools designed to improve the quality of life for individuals with disabilities. Presentations at these events are tailored to address the specific needs of different audiences, including students, parents, healthcare providers, and vocational rehabilitation professionals. 2. Conferences: DakotaLink takes an active role in regional and national conferences related to disability services, vocational rehabilitation, and special education. At these events, DakotaLink experts share best practices, and engage with professionals from various sectors to exchange ideas and discuss new developments in Assistive Technology. These conferences also provide networking opportunities to foster collaborations that can further enhance AT access.

2. DakotaLink is involved community outreach campaigns that educate the general public, healthcare professionals, and people with disabilities about the benefits and availability of AT devices and services. This involves: Public Workshops or Presentations: DakotaLink organizes and participates in events where individuals can learn about the latest AT solutions, such as screen readers for the visually impaired, communication devices for non-verbal individuals, or mobility aids for people with physical disabilities and learning technologies such as speech to text, text to speech, math assistance, grammar assistance, etc. Social Media Campaigns: DakotaLink leverages platforms like Facebook, X, and Instagram to share stories, videos, and resources related to Assistive Technology, showcasing real-life examples of how AT empowers people to live independently.

Information And Assistance

Information And Assistance Activities by Recipient
Types of Recipients	AT Device/ Service	AT Funding	Total
Individuals with Disabilities	298	06	304
Family Members, Guardians and Authorized Representatives	74	03	77
Representative of Education	19	00	19
Representative of Employment	26	00	26
Representative of Health, Allied Health, and Rehabilitation	08	00	08
Representative of Community Living	17	01	18
Representative of Technology	05	00	05
Unable to Categorize	29	00	29
Total	476	10	486

Referral Types:

Referrals to DakotaLink originate from a wide array of sources, reflecting extensive outreach efforts. These include television commercials, the Dakota At Home program (https://dakotaathome.org/), and partnerships with various state and federal organizations. Key collaborators include the Department of Rehabilitation Services, Department of Social Services, Department of Human Services, Department of Veterans Affairs, and the Telephone Adaptive Device (TAD) program. Additional partners are the Division of Service to the Blind and Visually Impaired (SBVI), Deaf Blind Program, iCanConnectSD program, Strengthening Families Program, Family Support 360, Hearing Aid Assistance Program, Cochlear Implant Program, Department of Education Office of Special Education, Telecommunications Equipment Distribution Program, Independent Living Centers, Disability Rights South Dakota, and the South Dakota Benefits Specialist Network.

Referral Sources:

The distribution of referrals we receive is as follows: approximately 70% originate from the Department of Rehabilitation Services, making it our primary source. Around 20% are referred by the Department of Veterans Affairs. The remaining 10% represent a mix of referrals from other entities, including those mentioned above. This breakdown highlights the predominant role of the Department of Rehabilitation Services in our referral network.

Notes:

Coordination/Collaboration and State Improvement Outcomes

Overview of Coordination/Collaboration Activities

Outreach was conducted with the State Education Agency *

Yes

Was collaboration implemented? *

Yes

1. As concisely as possible, describe the partnership initiative. What activities/services were provided? Who are the major collaborating organizations and what is their role? Who is served/benefited? What funding was used to implement the initiative?

Outreach was conducted with the State Education Agency during the Transition Summer Institute to provide training to Special Education Teachers, discuss IEP's (Individual Education Plans) gather feedback, and ensure alignment with state policies and regulations. 73 Special Education Students and teachers partook in this informational session.

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?

DakotaLink supplied nearly 50 assistive devices designed to address the diverse needs of students. These included adaptive keyboards, switches, weighted writing tools, sensory vests, speech communication aids, and cause-and-effect devices. By offering these tools through short-term student loan programs, DakotaLink facilitated greater access to essential technology, supporting students in exercising their right to a free and appropriate public education. This initiative also equipped IEP teams to more effectively assess and address individual student needs, resulting in enhanced educational outcomes throughout the district.

2.a Please include URL for initiative if available

https://www.surveymonkey.com/r/RWJG5BP We use Survey Monkey to measure our performance.

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

Education, Employment, Transportation, 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, State Financing, Training, Information & Assistance, Public Awareness, Technical Assistance,

Outreach was conducted with the Vocational Rehabilitation Agency *

Yes

Was collaboration implemented? *

Yes

Outreach was conducted with Vocational Rehabilitation (Department of Rehabilitation Services) to review program requirements, gather feedback, and ensure compliance with state policies and regulations. Regular meetings at conferences throughout the year facilitate the collection of essential information to support justification for VR funding. This funding enables DakotaLink to provide equipment and services to qualifying individuals, representing a significant advancement in promoting equitable access to assistive technology for students with diverse abilities.

This partnership highlights the transformative potential of strategic investments in assistive technology, demonstrating its ability to bridge critical gaps in special education. By empowering educators and equipping students with tools to succeed, it fosters meaningful improvements in both teaching and learning outcomes. Furthermore, by promoting collaboration and the efficient use of resources, such initiatives advance the overarching goal of equitable education for all learners. Importantly, they also contribute to enhancing individual independence, enabling learners to thrive both in their professional pursuits and in daily life.

2.a Please include URL for initiative if available

https://www.surveymonkey.com/r/RWJG5BP We use Survey Monkey to measure our performance.

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

Education, Employment, Housing/Home Automation, Transportation, Community Participation and Integration, Recreation/Leisure, Health, Aging, Transition (school to work or congregate care to community), Aging and Disability Network/No Wrong Door, Veterans, Information and Communication Technology/Remote Connectivity,

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

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

Outreach was conducted with the Aging Agency *

Yes

Was collaboration implemented? *

Yes

Homelessness can be addressed effectively when systems supporting housing, health, and community living collaborate to tackle housing instability. This Housing and Services Resource Center (HSRC) webinar highlights a successful collaboration in a county with high homelessness rates. The regional homelessness task force, county divisions on aging, health, and community-based organizations worked together to create a unified approach to reducing homelessness among populations they each served separately.

Reduction in Homelessness Rates: A measurable decrease in the number of individuals experiencing homelessness within the county over a specific period, such as a 12-24 month timeframe. This would show the direct impact of coordinated efforts. Increased Access to Housing: The number of people transitioned from homelessness into stable housing through the collaborative programs. This could be measured by tracking the number of individuals or households that moved into permanent housing. Improved Health Outcomes: A measurable reduction in emergency room visits, hospital admissions, or health-related complications among the homeless population, as health services become more accessible due to the collaboration. Enhanced Community Integration: Indicators such as the number of people participating in community activities or employed, demonstrating successful reintegration of formerly homeless individuals into the community. This could be assessed through surveys or follow-up interviews. Improved Service Coordination: The number of individuals receiving coordinated services, such as housing, healthcare, and aging support services, compared to previous periods when services were delivered in silos. This could be assessed by tracking client data across the different service providers. Reduction in Recidivism Rates: The number of people who cycle in and out of homelessness, showing whether the unified approach reduces the likelihood of individuals returning to homelessness after being housed. Increased Stakeholder Engagement: The number of new partnerships formed between community-based organizations, county divisions, and other stakeholders, along with an increase in joint projects or initiatives. Financial Savings: Tracking the cost savings from reduced emergency services, such as hospitalizations, law enforcement, or shelter services, that result from providing stable housing and coordinated care. These results would be assessed through data collection methods such as surveys, interviews, service usage tracking, and longitudinal studies.

2.a Please include URL for initiative if available

https://www.surveymonkey.com/r/RWJG5BP We use Survey Monkey to measure our performance.

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

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

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

Device Loan, Demo, Reuse, State Financing, Training, Public Awareness,

Outreach was conducted with the Medicaid Agency *

Why was outreach not conducted? *

Medicaid is actively involved in relevant councils and programs, but did not engage in any current outreach activities. The AT Program will continue to maintain open communication with Medicaid staff and offer support upon receiving referrals.

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.

We have formed a partnership with the LTSS Hope Waiver program. Our initial focus was to implement smart home technology, and we also explored the integration of SureHands lift systems. A contract has been created, and we collaborate with them to establish the referral process. They utilize a platform called TheraP. The completion of the contract and their commitment to offering training signify significant progress in our collaboration.

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 previously stated, the agreement with LTSS adheres to the Environmental Accessibility Adaptations Provider Provisions. You can find these standards at https://dhs.sd.gov/ltss/ltssproviders.aspx. We offer services under the rates and quantities specified for Environmental Accessibility Adaptations in the FY2024 LTSS Fee Schedule, which can be found at https://dhs.sd.gov/ltss/ltssproviders.aspx and is hereby included by reference.

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

Community Living

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:

$0.00

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	0.00
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.

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).