National Assistive Technology Act Data System

Annual Progress Report - Full Report

Back to state program information page

Mississippi 2025

General Information

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

State AT Program Title:

Project START

State AT Program Title:

State AT Program URL

www.mdrs.ms.gov/assistive-technology/project-start (www.mdrs.ms.gov)

Mailing Address:

1281 Highway 51 North

City:

Madison

State:

Zip Code:

39110

Program Email:

jtucker@mdrs.ms.gov

Phone:

601-853-5248

TTY:

Lead Agency

Agency Name:

Mississippi Department of Rehabilitation Services

Mailing Address:

PO Box 1698

City:

Jackson

State:

Zip Code:

39215

Program URL:

www.mdrs.ms.gov

Implementing Entity

Does your Lead Agency contract with an Implementing Entity to carry out the Statewide AT Program on its behalf? (Check if Yes)

Name of Implementing Agency:

Mailing Address:

City

State:

Zip Code:

Program URL:

Program Director and Other Contacts

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

Tucker, Jamie

Title:

Director

Phone:

601-853-5248

E-mail:

jtucker@mdrs.ms.gov

Program Director at Lead Agency (last, first):

Taylor, Billy

Title:

Executive Director

Phone:

601-853-5200

E-mail:

btaylor@mdrs.ms.gov

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

Tucker, Jamie

Title:

Project START Director

Phone:

601-853-5248

E-mail:

jtucker@mdrs.ms.gov

Person Responsible for completing this form if other than Program Director

Name (last, first):

Title:

Phone:

E-mail:

Certifying Representative

Name (last, first):

Taylor, Billy

Title:

Executive Director

Phone:

601-853-5200

E-mail:

btaylor@mdrs.ms.gov

State Financing

Did your approved state plan for this reporting period include any State Financing?

Did your approved state plan for this reporting period include conducting a Financial Loan Program?

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

1. Overview of Activities Performed

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

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

1. Overview of Activities Performed

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

D. Anecdote

Impact Area Education Employment Community Living

E. Performance Measures

Performance Measures
Response	Primary Purpose for Which AT is Needed			Total
Response	Education	Employment	Community Living	Total
1. Could only afford the AT through the AT program.	00	00	00	00
2. AT was only available through the AT program.	00	00	00	00
3. AT was available through other programs, but the system was too complex or the wait time too long.	00	00	00	00
4. Subtotal	00	00	00	00
5. None of the above	00	00	00	00
6. Subtotal	00	00	00	00
7. Nonrespondent	00	00	00	00
8. Total	00	00	00	00
9. Performance on this measure	NaN%	NaN%	NaN%

F. Customer Satisfaction

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

G. Notes:

Reutilization

Did your approved State Plan for this reporting period included conducting any device reuse activities?

A. Number of Recipients of Reused Devices

Activity	Number of Individuals Receiving a Device from Activity
A. Device Exchange	00
B. Device Refurbish/Repair - Reassign and/or Open Ended Loan	47
C. Total	47

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	47

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

B. Device Exchange Activities

Device Exchange
Type of AT Device	Total Estimated Current Purchase Price	Total Price for Which Device(s) Were Exchanged	Savings to Consumers
Vision	$0	$0	$0
Hearing	$0	$0	$0
Speech Communication	$0	$0	$0
Learning, Cognition and Developmental	$0	$0	$0
Mobility, Seating and Positioning	$0	$0	$0
Daily Living	$0	$0	$0
Environmental Adaptations	$0	$0	$0
Vehicle Modification & Transportation	$0	$0	$0
Computers and Related	$0	$0	$0
Recreation, Sports and Leisure	$0	$0	$0
Total	$0	$0	$0

C. Device Refurbish/Repair - Reassignment and/or Open Ended Loan Activities

Device Reassign/Repair/Refurbish and/or OEL
Type of AT Device	Number of Devices Reassigned/Refurbished and Repaired	Total Estimated Current Purchase Price	Total Price for Which Device(s) Were Sold	Savings to Consumers
Vision	00	$0	$0	$0
Hearing	00	$0	$0	$0
Speech Communication	00	$0	$0	$0
Learning, Cognition and Developmental	00	$0	$0	$0
Mobility, Seating and Positioning	01	$1,317	$0	$1,317
Daily Living	01	$269	$0	$269
Environmental Adaptations	00	$0	$0	$0
Vehicle Modification & Transportation	00	$0	$0	$0
Computers and Related	45	$19,350	$0	$19,350
Recreation, Sports and Leisure	00	$0	$0	$0
Total	47	$20,936	$0	$20,936

D. Anecdote

Project START's computer refurbishment program continues to be an integral part of education, employment and community living as all individuals with disabilities are eligible. Donated laptops, Chromebooks and PCs are wiped clean, and the latest operating system and virus protection are installed during the refurbishment process. This allows students to complete assignments, clients to gain employment and community members to be involved in a virtual setting that they otherwise would not have the opportunity to do. In addition, after a fall the simple act of taking a bath had become fearful and frustrating for a client. A refurbished and sanitized padded tub transfer bench was donated and was more than a piece of medical equipment to the client. It was safety and dignity, returning a small but vital piece of her independence.

Impact Area Education Employment Community Living

E. Performance Measures

Performance Measures
Response	Primary Purpose for Which AT is Needed			Total
Response	Education	Employment	Community Living	Total
1. Could only afford the AT through the AT program.	00	00	01	01
2. AT was only available through the AT program.	41	00	00	41
3. AT was available through other programs, but the system was too complex or the wait time too long.	04	00	01	05
4. Subtotal	45	00	02	47
5. None of the above	00	00	00	00
6. Subtotal	45	00	02	47
7. Nonrespondent	00	00	00	00
8. Total	45	00	02	47
9. Performance on this measure	100%	NaN%	100%

F. Customer Satisfaction

Satisfaction
Customer Rating of Services	Number of Customers	Percent
Highly satisfied	33	70.21%
Satisfied	00	0%
Satisfied somewhat	14	29.79%
Not at all satisfied	00	0%
Nonrespondent	00	0%
Total Surveyed	47
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)	70
Serve as loaner during service repair or while waiting for funding	02
Provide an accommodation on a short-term basis for a time-limited event/situation	13
Conduct training, self-education or other professional development activity	08
Total	93

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	50	11	61
Family Members, Guardians, and Authorized Representatives	09	03	12
Representative of Education	09	09	18
Representative of Employment	01	00	01
Representatives of Health, Allied Health, and Rehabilitation	01	00	01
Representatives of Community Living	00	00	00
Representatives of Technology	00	00	00
Total	70	23	93

C. Length of Short-Term Device Loans

Length of Short-Term Device Loan in Days	30

D. Types of Devices Loaned

Types of Devices Loaned
Type of AT Device	Number of Devices
Type of AT Device	Desicion-making	All other Purposes	Total
Vision	08	05	13
Hearing	01	00	01
Speech Communication	20	05	25
Learning, Cognition and Developmental	10	01	11
Mobility, Seating and Positioning	24	12	36
Daily Living	13	02	15
Environmental Adaptations	00	00	00
Vehicle Modification and Transportation	00	00	00
Computers and Related	09	00	09
Recreation, Sports and Leisure	00	00	00
Total	85	25	110

E. Anecdote

A middle school student presented with bilateral hearing loss. He currently uses both a cochlear implant and hearing aids, but he was beginning to prep for academic competitions in both engineering and robotics. He already uses a Roger pen that works in many scenarios, but he is a little embarrassed by the use of this pen. The academic competitions were set to take place as a team competition in a very large open concrete room, and the acoustics were not going to be sufficient to allow the child to hear and understand his teammates to compete. He was loaned an iPad mini with Ava close captioning system. They were able to take the AT device to competition and have a system in place where the child could receive the information from his teammates, and they went on to place in the top five in both Engineering and Robotics!

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	14	00	48	62
Decided that an AT device/ service will not meet needs	04	00	00	04
Subtotal	18	00	48	66
Have not made a decision	03	00	00	03
Subtotal	21	00	48	69
Nonrespondent	01	00	00	01
Total	22	00	48	70
Performance on this measure	85.71%	NaN%	100%

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.	04	00	03	07
2. AT was only available through the AT program.	00	00	01	01
3. AT was available through other programs, but the system was too complex or the wait time too long.	04	01	07	12
4. Subtotal	08	01	11	20
5. None of the above	01	00	01	02
6. Subtotal	09	01	12	22
7. Nonrespondent	00	00	01	01
8. Total	09	01	13	23
9. Performance on this measure	88.89%	100%	91.67%

H. Customer Satisfaction

Satisfaction
Customer Rating of Services	Number of Customers	Percent
Highly satisfied	84	90.32%
Satisfied	09	9.68%
Satisfied somewhat	00	0%
Not at all satisfied	00	0%
Nonrespondent	00	0%
Total Surveyed	93
Response rate %	100%

I. Notes:

Device Demonstration

A. Number of Device Demonstrations by Device Type

Type of AT Device / Service	Number of Demonstrations of AT Devices / Services
Vision	08
Hearing	01
Speech Communication	101
Learning, Cognition and Developmental	10
Mobility, Seating and Positioning	45
Daily Living	08
Environmental Adaptations	00
Vehicle Modification and Transportation	70
Computers and Related	08
Recreation, Sports and Leisure	01
Total # of Device Demonstrations	252

B. Types of Participants

Type of Participant	Decision-Makers	Other Participants	Total
Individuals with Disabilities	193	55	248
Family Members, Guardians, and Authorized Representatives	58	34	92
Representatives of Education	00	32	32
Representatives of Employment	00	00	00
Health, Allied Health, Rehabilitation	00	00	00
Representative of Community Living	01	22	23
Representative of Technology	00	00	00
Total	252	143	395

C. Number of Referrals

Referrals
Type of Entity	Number of Referrals
Funding Source (non-AT program)	142
Service Provider	06
Vendor	03
Repair Service	00
Others	17
Total	168

D. Anecdote

The Activator Pro is a brand-new refreshable Braille display that uses active touch technology to create a more natural use of the display. Each pin is equipped with a sensor that allows the device to keep up with were the user is reading. As they user finishes one line of text, the device automatically displays the next line. No more scrolling down to access each line. The Pro is also the very first to offer split screen or multiple simultaneous device use. The user can choose how many of the cells they want to use for each output. The Activator will sense which one they are reading and allow for navigation and input onto that device. Toggling between devices is not required. Cheryl Saucier from Mountain View Low Vision Services brought the very first Activator Pro in the US to TKMC on Thursday for us to see, try and to use for and evaluation. Currently there are two of these devices in the US with a third being shipped. There were a few features we were working through with the individual from the demo. His word for the device is EPIC! It was really surprising to see how well it could move between devices and lines of text. For this individual it will be a huge benefit for him to be able to work at a more efficient rate. As with everything we work with, this is not a device for everyone, but it is a very impressive device. I had no clue we would be able to secure access to the first one in the US. There is a possibility that this was the first evaluation in the US completed with the device. At that time, it had only been in here a few weeks and shown at professional events.

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	113	46	81	240
Decided that an AT device/ service will not meet needs	06	00	00	06
Subtotal	119	46	81	246
Have not made a decision	03	00	02	05
Subtotal	122	46	83	251
Nonrespondent	00	00	01	01
Total	122	46	84	252
Performance on this measure	97.54%	100%	96.43%

F. Customer Satisfaction

Satisfaction
Customer Rating of Services	Number of Customers	Percent
Highly satisfied	84	21.27%
Satisfied	298	75.44%
Satisfied somewhat	10	2.53%
Not at all satisfied	00	0%
Nonrespondent	03	0.76%
Total	395
Response rate %	99.24%

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.	04	00	04	08
2. AT was only available through the AT program.	41	00	01	42
3. AT was available through other programs, but the system was too complex or the wait time too long.	08	01	08	17
4. Subtotal	53	01	13	67
5. None of the above	01	00	01	02
6. Subtotal	54	01	14	69
7. Nonrespondent	00	00	01	01
8. Total	54	01	15	70
9. Performance on this measure	83.33%	0%	35.71%	72.46%
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	127	46	129	302
Decided that an AT device/ service will not meet needs	10	00	00	10
Subtotal	137	46	129	312
Have not made a decision	06	00	02	08
Subtotal	143	46	131	320
Nonrespondent	01	00	01	02
Total	144	46	132	322
Performance on this measure	95.8%	100%	97.73%	97.2%
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	95.49%	95%	Met
Response Rate	99.44%	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	153
Family Members, Guardians and Authorized Representatives	00
Representatives of Education	49
Representatives of Employment	105
Rep Health, Allied Health, and Rehabilitation	26
Representatives of Community Living	14
Representatives of Technology	36
Unable to Categorize	00
TOTAL	383

Geographic Distribution of Participants
Metro	Non Metro	Unknown	TOTAL
152	231	00	383

B. Educational/Training Activity Topics

Educational/Training Activities by Topic
Primary Topic of Educational/Training Activities	Participants
AT Products/Services	125
AT Funding/Policy/ Practice	67
Combination of any/all of the above	141
Information Technology/Telecommunication Access	03
Transition	47
Total	383

C. Description of Educational/Training Activities

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

Assistive Technology staff participated in an environmental control unit training with the founder of ImproveAbility who has been doing consumer ECU for over 10 years. Home automation and creating a system that works for the client were the main topics, and we delved deep into the many options available on the market. We also discussed the best way to evaluate the exact needs of the clients from the most basic of systems to the more in-depth systems. AT and Project START staff feel well equipped to address the needs of Mississippians with disabilities to allow them to live more independently in their homes.

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

"Planning with a Purpose- Transition Conference for Families, Educators and Professionals" was hosted on Mississippi State University's campus. T.K. Martin Center's ((Project START subcontractor) director opened the conference and shared MIoD's (MS Institute on Disabilities) mission highlighting services and supports available through its four centers as well as how the Tech Act Grant Program can assist with assistive technology acquisition. A.C.C.E.S.S. (MS's only federally approved Comprehensive Transition Post-Secondary program) spoke on specialized college services for supporting the transition from high school to college with a focus on MSU's inclusive programs for students with autism and intellectual or developmental disabilities. MDRS VR director spoke on how to prepare students with disabilities for employment and independence. Disability Rights of MS shared practical strategies for navigating the transition from high school to adulthood, including goal setting, resources and advocacy tips for families and students. MS Division of Medicaid explained their services and helped families understand eligibility, applications and supports. A special needs planning attorney also shared strategies on benefits eligibility, special needs trusts and planning tools that secure long-term stability for individuals with disabilities.

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

A Recite Me representative held a Zoom training with Project START and MDRS Office of Communication staff to show the difference between the current accessibility tools used on the MDRS website (Userway) and the formerly used accessibility tools (Recite ME) used on the Project START stand-alone site. After polling some visually impaired advisory council members to look at sites using the different software, it was brought to my attention that the current MDRS tools aren't very user friendly, and this concerned me. It's not very compatible with most screen readers so I wanted to bring in the webhosts of our parent agency to become more informed.

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	03
Training or Technical Assistance will be developed or implemented	00
No known outcome at this time	00
Nonrespondent	00
Total	03
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	70%
Employment	00%
Health, Allied Health, Rehabilitation	08%
Community Living	13%
Technology (IT, Telecom, AT)	09%
Total	100%

B. Description of Technical Assistance

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

The program coordinator at TKMC helped a dialysis coordinator find a way for a deaf patient to receive needed feedback regarding alarms on the machines. The use of an Apple watch with a custom sound recognition was discussed in detail.

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

A meeting with the disability resource center on the Mississippi State University campus was held to discuss assistive technology available, how to get referrals for evaluations and concerns regarding the technology. Of special note is the discussion regarding how some types of technology that can be used as AT have an AI component that could compromise academic integrity.

C. Notes:

Public Awareness

Public Awareness Activities

Public Awareness Narratives

Describe in detail at least one and no more than two innovative or high-impact public awareness activities conducted during this reporting period. Highlight the content/focus of the awareness information shared, the mechanism used to disseminate or communicate the awareness information, the numbers and/or types of individuals reached, and positive outcomes resulting from the activity. If quantative numbers are available regarding the reach of the activity, please provide those: however, quantative data is not required.

1. Project START exhibited at MSDB (MS Deaf Blind School) for their "College Day" Fair where students with hearing and visual impairments received information from disability organizations that could assist them in their future endeavors. Students in grades 7-12 attended the event. Assistive devices were displayed, and information was dispersed on our services. We had a student ASL interpreter at our booth to ensure we could effectively communicate with the hearing-impaired individuals.

2. Project START hosted its 6th annual AT Conference, Technology Tools for Today: Assistive Technology for Everyone, where presenters shared their experiences with using AT to increase independence in their everyday lives. Many vendors were on site to demo and share information on their products and devices.

Information And Assistance

Information And Assistance Activities by Recipient
Types of Recipients	AT Device/ Service	AT Funding	Total
Individuals with Disabilities	184	02	186
Family Members, Guardians and Authorized Representatives	19	01	20
Representative of Education	26	00	26
Representative of Employment	01	00	01
Representative of Health, Allied Health, and Rehabilitation	02	00	02
Representative of Community Living	01	00	01
Representative of Technology	02	00	02
Unable to Categorize	00	00	00
Total	235	03	238

Referral Types:

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

Referral Sources:

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

Notes:

Coordination/Collaboration and State Improvement Outcomes

Overview of Coordination/Collaboration Activities

Outreach was conducted with the State Education Agency *

Yes

Was collaboration implemented? *

Why was collaboration not implemented? *

We are slowly but surely building relationships with SPED directors in schools and districts. Our sub-contractor TKMC has contracts with multiple schools and has been involved with schools all year. They’ve attempted to have regular training geared specifically towards teachers, but the sign up is always low and teachers are prevented from coming due to the availability of substitute teachers. SPED directors are being contacted to see if they could do the trainings on staff development days.

Outreach was conducted with the Vocational Rehabilitation Agency *

Yes

Was collaboration implemented? *

Why was collaboration not implemented? *

Project START is housed under MS Department of Rehabilitation Services and Vocational Rehabilitation. We've always worked closely with rehabilitation counselors, but there is no official collaboration with VR. We speak at district and regional meetings to keep VR up to date on the latest technology and consistently receive referrals. However, a collaboration hasn’t been formally created to increase the funding for device demonstration, loan, reuse.

Outreach was conducted with the Aging Agency *

Yes

Was collaboration implemented? *

Why was collaboration not implemented? *

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

Outreach was conducted with the Medicaid Agency *

Why was outreach not conducted? *

After a preliminary "information and assistance" type discussion was made in 2024 with staff at the Medicaid office nothing substantial has come to fruition as of now. The Office of Special Disabilities Programs (OSDP) with the Department of Rehabilitation Services works with Medicaid, and referrals frequently come in for AT that is not covered under Medicaid. We continue to support Mississippians with disabilities by “filling in the gap” who are waiting on permanent accommodations.

Additional Coordination/Collaboration activities

A. Coordination/Collaboration

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

The Arc of Mississippi, in partnership with Project START at The Mississippi Department of Rehabilitation, continues the effort to keep people receiving services in residential and other programs or who may be in isolated situations, connected with their families and friends.

2. As concisely as possible, describe the measurable results of the initiative and any lessons learned. How did access to AT change as a result of the coordination/collaboration/partnership? How did awareness of AT change as a result of the partnership? How did the reach of the state AT program change as a result of the partnership? What made the partnership successful? What would you change or wish you had done differently? Provided funding/resources are available, will the initiative continue or is this a one-time event? What advice would you give for replication of the initiative? Please include URL for initiative if available.

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

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

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

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

Device Loan;

Overview of State Improvement Activities

State improvement outcomes are not required. You may report up to two MAJOR state improvement outcomes for this reporting period. How many will you be reporting?

Additional And Leveraged Funds

A. Leveraged Funding for State Plan Activities

Fund Source	Amount	Use of Funds	Data Reported

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

B. Public Health Workforce Grant Award

All Section 4 AT Act grantees were awarded $80,000.00 in 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:

$79,659.00

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.

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

C. Describe any unique issues with your data in this section (e.g., the reason why you were unable to report the number of individuals served with additional or leveraged funds).