National Assistive Technology Act Data System

Annual Progress Report - Full Report

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Florida 2025

General Information

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

State AT Program Title:

Florida Alliance for Assistive Services and Technology

State AT Program Title:

State AT Program URL

www.faast.org

Mailing Address:

2145 Delta Blvd, Suite 200

City:

Tallahassee

State:

Zip Code:

32303

Program Email:

info@faast.org

Phone:

1-844-353-2278

TTY:

1-877-506-2723

Lead Agency

Agency Name:

Florida Department of Education Division of Vocational Rehabilitation

Mailing Address:

325 W Gaines St. Suite 1144

City:

Tallahassee

State:

Zip Code:

32399

Program URL:

www.rehabworks.org/

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:

Florida Alliance for Assistive Services and Technology

Mailing Address:

2145 Delta Blvd, Suite 200

City

Tallahassee

State:

Zip Code:

32303

Program URL:

www.faast.org

Program Director and Other Contacts

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

Reed, Eric

Title:

Executive Director

Phone:

8504873278 x107

E-mail:

ereed@faast.org

Program Director at Lead Agency (last, first):

Patterson, Tametria

Title:

Contract Manager

Phone:

(850) 245-3369

E-mail:

Victoria.Aguilar@vr.fldoe.org

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

Reed, Eric

Title:

Executive Director

Phone:

8504873278

E-mail:

ereed@faast.org

Person Responsible for completing this form if other than Program Director

Name (last, first):

Anzo, Hannah

Title:

State AT Program Director

Phone:

8504873278

E-mail:

hanzo@faast.org

Certifying Representative

Name (last, first):

Reed, Eric

Title:

Executive Director

Phone:

8504873278

E-mail:

ereed@faast.org

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	58	04	62
Approved Not made	06	01	07
Rejected	00	00	00
Total	64	05	69

2. Income of Applicants to Whom Loans Were Made

Lowest/Highest Incomes
Lowest Income:	$3,957	Highest Income:	$120,000

Average Income
Sum of Incomes	Loans Made	Average Annual Income
$2,478,571	62	$39,977

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	10	15	17	08	07	05	62
Percentage of Loans	16.13%	24.19%	27.42%	12.9%	11.29%	8.06%	100%

3. Loan Type

Loan Type
Type of Loan	Number of Loans	Percentage of loans
Revolving Loans	58	93.55%
Partnership Loans
Without interest buy-down or loan guarantee	00	0%
With interest buy-down only	00	0%
With loan guarantee only	04	6.45%
With both interest buy-down and loan guarantee	00	0%
Total	62	100%

Loan Type Summary
Type of Loan	Number of Loans	Dollar Value of Loans
Revolving Loans	58	$283,836
Partnership Loans	04	$143,003
Total	62	$426,839

4. Interest Rates

Interest Rates
Lowest	0%
Highest	7%

Interest Rate Summary
Sum of Interest Rates	Number of Loans Made	Average Interest Rate
336	62	5.41935483870968%

Number of Loans Made by Interest Rate
Interest Rate	Number of loans
0.0% to 2.0%	02
2.1% to 4.0%	00
4.1% to 6.0%	56
6.1% to 8.0%	04
8.1% - 10.0%	00
10.1%-12.0%	00
12.1%-14.0%	00
14.1% +	00
Total	62

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	02	$1,648
Hearing	54	$113,751
Speech communication	00	$0
Learning, cognition, and developmental	01	$400
Mobility, seating and positioning	09	$38,646
Daily living	00	$0
Environmental adaptations	03	$24,631
Vehicle modification and transportation	16	$245,621
Computers and related	03	$2,142
Recreation, sports, and leisure	00	$0
Total	88	$426,839

6. Defaults

Defaults
Number Loans in default	00
Net loss for loans in default	$0

B. State Financing Activities that provide consumers with resources and services that result in the acquisition of AT devices and services

1. Overview of Activities Performed

How many other state financing activities that provide consumers with access to funds for the purchase of AT devices and services were included in your approved state plan?

C. State Financing Activities that Allow Consumers to Obtain AT at Reduced Cost

1. Overview of Activities Performed

How many state financing activities that allow consumers to obtain AT at a reduced cost were included in your approved state plan?

D. Anecdote

SL was approved for his third loan with FAAST. The prior two loans which helped him get a driving evaluation, hand-controls and a low cost vehicle required a co-borrower due to a low credit score and bankruptcy. SL successfully paid off both loans with no repayment issues on the FAAST loan or any other personal debt. SL approached FAAST for funding of a home house generator after a decline in health resulted in full-time oxygen use as well as reduced mobility. Because of the excellent credit history with FAAST, SL’s credit score was now high enough to support an individual loan without the co-borrower.

Impact Area Education Employment Community Living

GP is a long-time public school teacher with a disability that impacts her mobility. When she got to the school over the summer, she realized she would not be able to navigate the somewhat unaccessible campus easily and needed a new powerchair in order to work successfully. She came to FAAST for help with financing a new chair with seat elevator so she is able to safely get around her classroom as well as reach the board, shelving, etc safely and easily. FAAST was able to approve the loan and get funding completed as quickly as possible, getting GP into the classroom just days after the start of the school year.

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	12	21	33
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.	01	00	02	03
4. Subtotal	01	12	23	36
5. None of the above	00	01	06	07
6. Subtotal	01	13	29	43
7. Nonrespondent	00	07	12	19
8. Total	01	20	41	62
9. Performance on this measure	100%	60%	56.1%

F. Customer Satisfaction

Satisfaction
Customer Rating of Services	Number of Customers	Percent
Highly satisfied	37	59.68%
Satisfied	03	4.84%
Satisfied somewhat	03	4.84%
Not at all satisfied	00	0%
Nonrespondent	19	30.65%
Total Surveyed	62
Response rate %	69.35%

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	01
B. Device Refurbish/Repair - Reassign and/or Open Ended Loan	38
C. Total	39

Performance Measure
D. Excluded from Performance Measure because AT is provided to or on behalf of an entity that has an obligation to provide the AT such as schools under IDEA or VR agencies/clients.	00
E. Number of Individuals Included in Performance Measures	39

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

B. Device Exchange Activities

Device Exchange
Type of AT Device	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	01	$15,000	$0	$15,000
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	01	$15,000	$0	$15,000

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	01	$581	$0	$581
Hearing	00	$0	$0	$0
Speech Communication	00	$0	$0	$0
Learning, Cognition and Developmental	00	$0	$0	$0
Mobility, Seating and Positioning	33	$11,765	$0	$11,765
Daily Living	00	$0	$0	$0
Environmental Adaptations	00	$0	$0	$0
Vehicle Modification & Transportation	04	$3,708	$0	$3,708
Computers and Related	00	$0	$0	$0
Recreation, Sports and Leisure	00	$0	$0	$0
Total	38	$16,054	$0	$16,054

D. Anecdote

FAAST has exhibited and presented at the Annual Family Cafe Conference for many years. We have clients who know we will be there and bring devices to the conference to donate to our reuse program. This year we had a special interaction, where two individuals were in the right place at the right time. We had a presentation about Assistive Technology and FAAST Services 101, where we taught the participants about how technology may help them as well as how FAAST can help them explore those options. We highlighted our reuse services and one of the attendees asked if we had any Dedicated AAC Eye gaze systems as they have exhausted many options to acquire one. As we went to explain that it depends on availability of what has been donated, another member of the audience shared they had brought their used one to this conference to find a new home and would be happy to give it to them that same day. The family was overjoyed by this news and the two parties exchanged the device later that day. The device needed a bit of work to be ready to use. Our Training and Community Development Director, was able to update the system, do some troubleshooting, and calibrate it to the user. She also provided training to the user and parents on how to use the device, along with best practices to create the most robust communication opportunities for the user. The device needed new batteries to be able to function without being plugged in, so we shared the other side of the reuse program where we could replace the battery to be able be used on the go.

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	01	29	30
2. AT was only available through the AT program.	01	00	03	04
3. AT was available through other programs, but the system was too complex or the wait time too long.	00	00	03	03
4. Subtotal	01	01	35	37
5. None of the above	00	00	02	02
6. Subtotal	01	01	37	39
7. Nonrespondent	00	00	00	00
8. Total	01	01	37	39
9. Performance on this measure	100%	100%	94.59%

F. Customer Satisfaction

Satisfaction
Customer Rating of Services	Number of Customers	Percent
Highly satisfied	37	94.87%
Satisfied	01	2.56%
Satisfied somewhat	00	0%
Not at all satisfied	00	0%
Nonrespondent	01	2.56%
Total Surveyed	39
Response rate %	97.44%

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)	1,332
Serve as loaner during service repair or while waiting for funding	64
Provide an accommodation on a short-term basis for a time-limited event/situation	491
Conduct training, self-education or other professional development activity	271
Total	2,158

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	712	151	863
Family Members, Guardians, and Authorized Representatives	237	52	289
Representative of Education	60	75	135
Representative of Employment	05	04	09
Representatives of Health, Allied Health, and Rehabilitation	290	537	827
Representatives of Community Living	17	04	21
Representatives of Technology	11	03	14
Total	1,332	826	2,158

C. Length of Short-Term Device Loans

Length of Short-Term Device Loan in Days	35

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	120	35	155
Hearing	34	09	43
Speech Communication	221	475	696
Learning, Cognition and Developmental	147	101	248
Mobility, Seating and Positioning	334	40	374
Daily Living	268	88	356
Environmental Adaptations	138	78	216
Vehicle Modification and Transportation	10	04	14
Computers and Related	497	334	831
Recreation, Sports and Leisure	111	54	165
Total	1,880	1,218	3,098

E. Anecdote

George, a resident of Palm Beach County with a vision impairment, discovered the FAAST program while attending an event in Orlando, FL. Intrigued by the possibilities, he reached out to the Southeast Regional Demonstration Center (SERDC) for a tour and to learn more about the assistive technology loan program. During his visit, George participated in an AT consultation and explored various visual assistive technology devices. Among them was the Explorer 8, a portable video magnifier. After borrowing the device through FAAST’s loan program, George quickly realized its life-changing potential. The Explorer 8 enabled him to return to his love of reading books and enjoy hobbies he thought were lost to him—assembling puzzles, building Lego sets, and working with his tools. Encouraged by his success with the Explorer 8, George transitioned to using the Reveal 16, a larger desktop magnifier. This device has further enhanced his ability to complete tasks independently, allowing him to engage in even more activities he once had difficulty with. He is now exploring options to obtain his own device through the FAAST New Horizon program. Recently, George and his wife visited the SERDC center to personally thank the staff for their support. He shared how the assistive technology has transformed his daily life, giving him the ability to do so many things on his own again. FAAST is proud to have been part of George’s journey, and we are excited to see him continue thriving with the support of assistive technology!

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	350	32	752	1,134
Decided that an AT device/ service will not meet needs	07	02	39	48
Subtotal	357	34	791	1,182
Have not made a decision	37	10	41	88
Subtotal	394	44	832	1,270
Nonrespondent	25	03	34	62
Total	419	47	866	1,332
Performance on this measure	90.61%	77.27%	95.07%

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.	179	07	113	299
2. AT was only available through the AT program.	42	03	15	60
3. AT was available through other programs, but the system was too complex or the wait time too long.	13	03	27	43
4. Subtotal	234	13	155	402
5. None of the above	271	10	40	321
6. Subtotal	505	23	195	723
7. Nonrespondent	72	05	26	103
8. Total	577	28	221	826
9. Performance on this measure	46.34%	56.52%	79.49%

H. Customer Satisfaction

Satisfaction
Customer Rating of Services	Number of Customers	Percent
Highly satisfied	1,986	92.03%
Satisfied	79	3.66%
Satisfied somewhat	10	0.46%
Not at all satisfied	06	0.28%
Nonrespondent	77	3.57%
Total Surveyed	2,158
Response rate %	96.43%

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	220
Hearing	94
Speech Communication	713
Learning, Cognition and Developmental	324
Mobility, Seating and Positioning	446
Daily Living	399
Environmental Adaptations	123
Vehicle Modification and Transportation	13
Computers and Related	136
Recreation, Sports and Leisure	76
Total # of Device Demonstrations	2,544

B. Types of Participants

Type of Participant	Decision-Makers	Other Participants	Total
Individuals with Disabilities	1,461	306	1,767
Family Members, Guardians, and Authorized Representatives	343	259	602
Representatives of Education	104	45	149
Representatives of Employment	20	00	20
Health, Allied Health, Rehabilitation	582	223	805
Representative of Community Living	28	27	55
Representative of Technology	06	03	09
Total	2,544	863	3,407

C. Number of Referrals

Referrals
Type of Entity	Number of Referrals
Funding Source (non-AT program)	23
Service Provider	129
Vendor	11
Repair Service	01
Others	06
Total	170

D. Anecdote

During an appointment at the FAAST Central Regional Demonstration Center (CRDC) in Tampa, a woman diagnosed with Parkinson’s Disease and her husband experienced a positive interaction with assistive technology designed to ease many daily life challenges. One challenge she specifically mentioned was mobility. Her husband highlighted the struggles his wife faced when getting out of their car, stating she would rock back and forth with no apparent comfort or sense of security. We spent time discussing and demonstrating several assistive technology solutions such as the Seat Assist, Car Cane, and the Handy Bar. We also offered them the opportunity to try the different adapted vehicle devices with their own vehicle parked right outside, allowing for hands-on exploration of each option. After testing the devices, the couple quickly realized the increased independence and confidence these tools could provide. Ultimately, they were delighted with the results, feeling empowered by the experience and more equipped to tackle daily activities together. Two more highly satisfied consumers at the FAAST CRDC!

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	759	119	1,189	2,067
Decided that an AT device/ service will not meet needs	06	39	32	77
Subtotal	765	158	1,221	2,144
Have not made a decision	41	54	231	326
Subtotal	806	212	1,452	2,470
Nonrespondent	06	01	67	74
Total	812	213	1,519	2,544
Performance on this measure	94.21%	74.18%	80.38%

F. Customer Satisfaction

Satisfaction
Customer Rating of Services	Number of Customers	Percent
Highly satisfied	2,703	79.34%
Satisfied	597	17.52%
Satisfied somewhat	43	1.26%
Not at all satisfied	14	0.41%
Nonrespondent	50	1.47%
Total	3,407
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.	179	20	163	362
2. AT was only available through the AT program.	43	03	18	64
3. AT was available through other programs, but the system was too complex or the wait time too long.	14	03	32	49
4. Subtotal	236	26	213	475
5. None of the above	271	11	48	330
6. Subtotal	507	37	261	805
7. Nonrespondent	72	12	38	122
8. Total	579	49	299	927
9. Performance on this measure	43.79%	52.27%	66.3%	51.7%
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	1,109	151	1,941	3,201
Decided that an AT device/ service will not meet needs	13	41	71	125
Subtotal	1,122	192	2,012	3,326
Have not made a decision	78	64	272	414
Subtotal	1,200	256	2,284	3,740
Nonrespondent	31	04	101	136
Total	1,231	260	2,385	3,876
Performance on this measure	93.03%	74.71%	85.58%	87.21%
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	98.62%	95%	Met
Response Rate	97.41%	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	3,757
Family Members, Guardians and Authorized Representatives	1,472
Representatives of Education	1,461
Representatives of Employment	414
Rep Health, Allied Health, and Rehabilitation	2,333
Representatives of Community Living	835
Representatives of Technology	20
Unable to Categorize	1,820
TOTAL	12,112

Geographic Distribution of Participants
Metro	Non Metro	Unknown	TOTAL
10,517	1,541	54	12,112

B. Educational/Training Activity Topics

Educational/Training Activities by Topic
Primary Topic of Educational/Training Activities	Participants
AT Products/Services	10,029
AT Funding/Policy/ Practice	22
Combination of any/all of the above	764
Information Technology/Telecommunication Access	07
Transition	1,290
Total	12,112

C. Description of Educational/Training Activities

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

Empowering Future Careers Through FAAST Assistive Technology Training The FAAST Southwest Regional Demonstration Center (SWRDC) at CIL Gulfcoast is empowering young adults with disabilities to pursue meaningful careers through innovative assistive technology training. One shining example of this impact comes from recent sessions with Project SEARCH interns from Lee and Charlotte Counties. These interns participated in interactive, hands-on trainings designed to build job readiness skills and boost workplace confidence. One engaging activity centered around the Goblin Tools website, where interns used the Magic To-Do List to learn how to break down complex tasks into manageable steps. By creating their own step-by-step guide on how to apply for a job, they developed essential organizational and planning skills. Effective communication was also a key focus. Interns practiced professional writing using Formalizer, a tool that transforms casual phrases into workplace-appropriate language. They applied their new skills in a real-world context by crafting and sending professional emails to their skills instructors—such as, requesting time off. This exercise reinforced the value of respectful, clear communication on the job. Another impactful training introduced interns to the Can Plan app, a visual task organizer for iOS devices. With support from FAAST staff, each intern created customized task lists using both images and text, providing a practical and accessible way to stay organized throughout their day. These experiences did more than just teach Project SEARCH interns how to use assistive technology—they empowered them with strategies, confidence, and tools to succeed in the workplace. By combining real-world scenarios with assistive tech, the FAAST SWRDC at CIL Gulf Coast continues to open doors to employment and independence for young adults with disabilities.

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

Representatives from the FAAST Central Regional Demonstration Center (CRDC) in Tampa attended a Hillsborough County Public Schools transition event, where they had the opportunity to meet with the Team Lead for an organization named Guardian Haven Academy. This connection led to a collaborative effort to develop an onsite training session at the CRDC. During this meeting, both teams demonstrated how their programs could mutually benefit from shared resources and innovative solutions. One of the key outcomes was the exchange of ideas on how to enhance learning and support for individuals with disabilities. The CRDC team introduced tools like LessonPix overlays to improve simple communication solutions, and they also shared apps such as ChatterBoards and Speech Assistant AAC, which can support more personalized communication for individuals at the Academy using materials already onsite. These tools are particularly useful for students with speech or communication challenges, offering practical solutions to help them express themselves more effectively. Additionally, the FAAST team provided valuable information on DIY solutions to help improve the quality of work within the Academy’s program. These solutions are cost-effective and tailored to meet the specific needs for their clients with disabilities. The session became an enriching experience for all involved, fostering a spirit of collaboration and resource-sharing, and highlighting the positive impact that communication and technology can have on the learning environment for those with special needs. The success of this collaboration demonstrates how a shared commitment can lead to tangible improvements in the way services are delivered to individuals with disabilities, creating an inclusive and supportive environment for all.

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

The Gulf Coast Regional Demonstration Center in Pensacola, FL, trained poll workers in Escambia County on accessible voting practices, including how to use the accessible voting machine and assist voters using it. This allowed for voters to have equitable voting opportunities and access the information on the ballot.

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	07
No known outcome at this time	00
Nonrespondent	00
Total	07
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	00%
Employment	00%
Health, Allied Health, Rehabilitation	00%
Community Living	100%
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:

FAAST worked directly with the state’s protection and advocacy organization, Disability Rights Florida, to create literature and enhance their information and assistance related to assistive technology. Collaboration included meetings between the organizations, discussions related to enhancing the knowledge of assistive technology resources and programs within state agencies, and providing reviews of information and materials being created.

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

FAAST exhibited and provided a presentation at the Florida APSE conference. This activity allowed for VR service providers, job coaches, employment agencies, and others to learn about the benefits of incorporating AT services into their work with individuals with disabilities to help achieve better and more enriching employment outcomes.

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. During the reporting period, FAAST celebrated its 30th anniversary as a nonprofit. We used this milestone to raise awareness of the work we have done for the community in the past 3 decades and will continue to do. We hosted a statewide open house, where on the same day, all of our 11 locations were open to the public. We invited clients, partners, state representatives, and past employees. We connected with old partners and clients while also spreading awareness to new ones who hadn't been into one of our locations. We had local organizations host exhibit tables to share their related mission while also learning about how our teams can work together. We provided tours of our libraries and had stations that the visitors could interact with and explore AT options we had available. We also commemorated the event by creating an anniversary booklet to highlight the journey of FAAST. We had sponsored ad space in the book to raise funds to support the continuation of our efforts and expand our AT libraries. We shared this booklet with our social media, email network, and in person at the event. We also had a fundraising campaign for the celebration online. We made a custom 30th anniversary FAAST logo and spread it throughout our online distribution channels.

Information And Assistance

Information And Assistance Activities by Recipient
Types of Recipients	AT Device/ Service	AT Funding	Total
Individuals with Disabilities	3,373	254	3,627
Family Members, Guardians and Authorized Representatives	1,954	152	2,106
Representative of Education	612	03	615
Representative of Employment	83	01	84
Representative of Health, Allied Health, and Rehabilitation	1,523	82	1,605
Representative of Community Living	379	14	393
Representative of Technology	24	01	25
Unable to Categorize	393	100	493
Total	8,341	607	8,948

Referral Types:

This year, we started a community partnership series during our monthly meetings with our Regional Demonstration Centers to help break down the process of partnering with local offices of larger organizations and agencies. Each of these organizations have different structures and breaks the state into different regions than our program. To help make it easier for the staff at the centers, the series focuses on knowing who to reach out to, what regions overlap with ours, and what services/departments are the best fit for a natural partnership. We created an internal SharePoint page to act as a resource for our staff to lean on when they need to refresh on these networking opportunities. We started with Centers for Independent Living (CIL), Vocational Rehabilitation (VR), and Early Steps. While working on the VR series, we realized how many different avenues there were to integrate into their agencies' work. So we reached out to understand more and were able to partner with their Learning and Development Office. Together we were to create content to be included in their onboarding process so all new VR counselors would receive materials about our program. As well as creating video content for their current counselors to be included in their video resource library, educating them on assistive technologies that can help their clients but also how FAAST can help them. What started as an effort to help our team understand other agencies deeper, ended up as a partnership where we are not only helping their current staff but also integrated into their future staff to come.

Referral Sources:

Over 30% of our referrals came from in person outreach; this is due to the community events the local centers participate in on a regular basis. The centers table at events and share resources with the attendees. These events may over lap with some of the other agencies listed on the data system. These events also strengthen the partnership with other organizations as as they are attending the same events and share the program with the staff who is presenting their programs.

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?

FAAST has made coordinated efforts to become more engaged with both school districts and early learning coalitions across the state, with significant pursuits taking place from state headquarters as a template for all contract partners to use across the state. Providing direct training opportunities to ESE departments, department leads, and educators directly helps break down the barriers sometimes faced by schools, as the state's DOE has an AT department with a lending library limited compared to FAAST resources. With being allowed to present and be supported by the school districts and agencies, the professionals are more likely to seek FAAST services to broaden their knowledge and access to AT to better equip their students. FAAST used state contract money, which includes federal AT Act dollars.

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?

Measurable results include training of approximately 40 individuals at a regional DOE early learning department event and meeting with 70 individuals at a district-wide ESE event. Additional measurable results include 135 device loans for the purpose of education being recorded for the year. By focusing on the school districts and early learners, AT services are being disseminated to those with direct work and need for them. The results are also being used as the springboard for all of the contract partners to create similar outreach efforts, with FAAST HQ acting as the liaison to proper contacts and DOE AT leadership when needed. FAAST’s long-term relationship with DOE AT leaders helps to strengthen and benefit the ongoing work, and providing more local contact and introductions to the DOE staff to contract partners will help in increasing overall services moving forward.

2.a Please include URL for initiative if available

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

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

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

Device Loan, Technical Assistance,

Outreach was conducted with the Vocational Rehabilitation Agency *

Yes

Was collaboration implemented? *

Yes

This year, FAAST approached VR leadership with the request to reach counselors in a more direct and ongoing way. Through these discussions, FAAST was able to create informational materials that have been incorporated into the onboarding process for VR counselors. The materials provide a summary of why A.T. is important to persons with disabilities seeking employment, how FAAST's services help a participant and their counselor find the right A.T. fit, and where V.R. counselors can find their local FAAST Center. All new counselors receive this introduction to both FAAST and AT upon hire. FAAST used state contract money, which includes federal AT Act dollars.

This program was created throughout the year and eventually implemented in the 4th quarter, so there is no data collection for the results. However, VR is continually bringing on counselors, so the information is being shared and acts as the first introduction to FAAST. This has also led to next steps, initiated by VR for FAAST to expand upon the introduction and begin creating more in-depth training and resources for not only counselors but also others within the department who work with clients. These efforts will lead to more clients learning about AT options from the better-equipped counselors. With the continued training of VR staff, they are made aware of the ability to send clients to FAAST to learn about, try, and borrow AT to determine what may be the best solution for employment. Often, they are able to determine through comparison of different equipment, what will work before the state spends money on purchasing and the increased efforts will lead to more savings by the state. These activities continue.

2.a Please include URL for initiative if available

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

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

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

Information & Assistance, Technical Assistance,

Outreach was conducted with the Aging Agency *

Yes

Was collaboration implemented? *

Yes

FAAST approaches collaboration with Aging Agencies in a number of ways. Regional Demonstration Centers across the state provide information to all AAA's as needed. Through the state HQ, the local AAA, which serves multiple counties, is provided monthly updates on FAAST at local meetings, and FAAST formally presents to all attendees at a minimum of once per year. FAAST also participates in the statewide annual Florida Council on Aging conference, both as an exhibitor and a presenter. The 2025 conference included an FAAST presentation focused on Smart Home Technology and the power it can have for independence and aging in place. Providing all of these services targeted at the aging community helps other organizations learn how to serve this population better; helps caregivers learn ways to lessen their burden and provide independence to loved ones; provides direct opportunities for seniors to find ways to remain independent. State VR and Federal AT Act funding were used for these public awareness initiatives.

The direct result of the SmartHome presentation at the annual Florida Council on Aging Conference was that 25 individuals attended and learned the important information. The other activities listed provide direct services to all individuals who participate. While information and public awareness are the initial impact and measurable result, reaching hundreds of individuals through the numerous events attended, any time senior-specific demos, loans, and trainings are provided to participants, it is reasonable that these are a result of the efforts maintained with the Aging Agency in Florida. With continued work and helping the different centers across Florida model the state HQ efforts, this collaboration continues to grow and strengthen, increasing awareness of AT and access to AT. These initiatives will continue with the same funding streams.

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, Recreation/Leisure, Health, Aging,

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

Information & Assistance, Public Awareness,

Outreach was conducted with the Medicaid Agency *

Yes

Was collaboration implemented? *

Yes

FAAST has collaborated with the Agency for Persons with Disabilities and other organizations who work with Medicare and Medicaid programs throughout the state. FAAST is a member of a Dual Diagnosis Training Work Group that is a collaboration among many partners to find more efficient ways for individuals to get the services needed in several different focus areas with the primary goal of easier navigation through the waiver and support systems of APD. Additionally, FAAST works directly with provider organizations through training opportunities and has built relationships that have resulted in regular and consistent presentations. Specifically, HQ and several contract partners provide training to children’s medical services and Sunshine Health to provide AT information to health care professionals, staff members, and service providers.. AHCA is the Medicare/Medicaid agency, and FAAST has referral relationships with AHCA,has had advisory council membership, and maintains contact through conference, events, and other disability projects.

Measurable results include the training of 70 care managers and behavioral health experts during training presentations across 16 counties. This provided the opportunity for FAAST to share specific AT info with APD staff and providers who may not have the background or daily interaction to the devices and services that can benefit their clients. This was a successful approach resulting in ongoing trainings and work towards similar projects throughout the state.

2.a Please include URL for initiative if available

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

Community Participation and Integration, Health, Transition (school to work or congregate care to community),

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

Information & Assistance, Public Awareness,

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
State Appropriations	$33,674	Public Awareness, I&A	True
State Appropriations	$5,094	Reuse	True
Private	$38,566	Training	False
State Appropriations	$123,300	Training	True
State Appropriations	$68,400	Demonstration	True
State Appropriations	$173,163	Device Loan	True
State Appropriations	$1,287	Technical Assistance	True
	Amount: $443,484

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.

$38,566 was received from a grant from the University of Miami. The funds for this program were used to create StepUpAT.org, a training and public awareness platform for the "Step Up AT" program hosted by the University of Miami through a grant from the US Departmentof Education. Step Up AT is an evidence-based customizable program that coaches teachers, teacher assistants, teacher supports specialists, school districts, and other agencies to adopt evidence-based assistive technology (AT) practices shown to improve early literacy outcomes for young children (ages 3-5) with disabilities. As the funds are used for creation of and hosting of their programs and website, there is no data reported.

B. Public Health Workforce Grant Award

All Section 4 AT Act grantees were awarded $80,000.00 in supplemental Public Health Workforce grant funding to increase the number of positions within the disability and aging network for public health professionals. Please document below the cumulative status of these funds, FY22 through FY25, as a final closeout report.

The status of these funds at the end of the FY25 (September 30, 2025) is as follows: (Check one) We did not utilize this funding. (Do not complete this section.)
We expended all or some of this funding (Complete the section below)

Please report the total amount expended (drawn down and liquidated) from FY22 through FY25:

$79,271.00

Please check all position types that were supported with these funds over the period of FY22-25. This can be a direct employee or contractual position.

Please describe the activities of the above FTE and how such activities advance public health.

In FY23, Our regional demonstration partners were tasked with sharing content related to COVID-19, Digital divide, and social isolation. This could be through public awareness activities or training. To ensure data and funding is kept separate, any training activities were not recorded in the data since they are already contracted to provide training.

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).