National Assistive Technology Act Data System

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

Lead Agency

Implementing Entity

Program Director and Other Contacts

Person Responsible for completing this form if other than Program Director

Certifying Representative

2. Income of Applicants to Whom Loans Were Made

3. Loan Type

4. Interest Rates

5. Types and Dollar Amounts of AT Financed

6. Defaults

G. Notes:

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

G. Notes:

I. Notes:

G. Notes:

C. Description of Educational/Training Activities

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

Expanding a team’s knowledge and confidence with assistive technology is no small task for rural educators. Long distances, spotty connectivity, and ongoing teacher and therapist shortages make it hard to go the extra mile for students with complex needs. That’s why we were delighted when an entire team from Anaconda—including school-based therapists—made the trip to visit us. We spent a couple of hours not only discussing MonTECH’s free services and exploring exciting new devices available for loan, but also getting hands-on with tools that support students with learning disabilities and communication challenges. The dedicated time together opened the door to meaningful conversations about real-world dilemmas in schools—for example: How do we support students who need help with note-taking when recording devices are prohibited and we want to avoid the stigma of assigning an adult assistant? It’s a tough question without a perfect answer, but there are certainly creative solutions. One thing is clear: this team is committed, resourceful, and ready to keep pushing for the supports their students deserve. Go Copperheads!

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

The Montana Youth Leadership Forum is all about empowering kids with disabilities to become strong advocates, self-advocates, and leaders. MonTECH is invited every summer to spend time with the campers. We teach them about our free services and how assistive tech can bolster success in school, work, and the business of life. The tricky part is holding their attention until we get to the fun, hands-on work with tools supporting learning disabilities and other challenges. This year, MonTECH staff members Michelle and Haley solved that with a Family Feud showdown. Between dings, buzzers, and intense competition to guess what “the survey said”, campers were fully engaged and left knowing a lot more about assistive tech and how it can expand opportunity and support success.

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

MonTECH’s Program Director was selected as a Fulbright Specialist and returned to Indonesia in September 2025 to provide additional training on universal design for learning and assistive technology. The project focused on increasing skills and knowledge for pre- and in-service teachers in Jember, on the island of Java. One specific workshop open to current lecturers and students at the Universitas Jember detailed entry-level digital accessibility skills. The attendees were eager to learn more about how to make their classrooms and curriculums more inclusive for students with disabilities.

E. Notes:

B. Description of Technical Assistance

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

The devastating wildfires in California these past few years have taught a horrific lesson: emergency management must be better prepared to help people with disabilities in times of natural disaster. In 2025, MonTECH’s associate director participated in a focus group to help shape an emergency management course for regional responders that would be inclusive of people with disabilities. Working with the Preparedness Field Assignee for Montana’s Public Health and Emergency Preparedness, Shawna Hanson reviewed curriculum from California, Colorado, and Nevada. Together, the group considered and listed Montana’s resources and challenges. Challenges of note included a wide-spread population across 147,000 square miles and poor connectivity for emergency communications. Edits to the course slide deck were suggested and followed by a final review and opportunity for comments. This project takes us one step closer to ensuring Montanans with disabilities aren’t abandoned or lost durin

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

College is full of so many transitions and for students with disabilities the challenges don't exist just in the classroom. This year, a young employee with the University of Montana's dining services department was struggling. Dining services would have to let their young student worker go if he couldn’t learn to modulate his voice in the work environment and stay on task. Last ditch effort: contact MonTECH for some technical assistance. “They really cared and they came back several times,” MonTECH ATP Michelle Allen reported, noting that UM Dining was interested in education on what devices might assist all their employees, with and without disabilities. Work Autonomy and the ChoiceWorks apps were tried, but what helped the most? The Yacker Tracker and a Time Timer. These simple devices were so helpful, Dining Services purchased them. “I think Dining Services is going to use MonTECH more,” Michelle said. “They’ll be able to employ more young people of all abilities because they kn

C. Notes:

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. Telling the story of MonTECH in innovative spaces and places each year can be a challenge. This year, we were lucky enough to be approached by the Western Heritage Center in Billings, Montana to be part of their latest museum exhibit. They created a beautiful display highlighting first person interviews of people with disabilities and exploring local advances in accessibility entitled “Capable Montanans: Contemporary Voices from Communities with Disabilities.” MonTECH inventory items were on display for four months in a creative, interactive exhibit that shared our story to new audiences on a daily basis.

2. MonTECH’s offices are in Missoula and Billings. It takes special effort to reach Montanans in Eastern Montana or on the Hi-Line. When Julia Arnold, program manager with the state’s Disability Employment and Transition Division/Independent Living, invited MonTECH to participate in a series of service fairs in rural eastern-montana towns, we jumped at the opportunity! For three days, we hung out with other service providers in Sidney, Miles City, and Hardin. The fairs were promoted by local health departments and programs, and we were pleased to travel with the Montana Family to Family Health Information Center, Children’s Special Health Services, and other tremendous programs that support Montanans with physical, developmental, or mental-health challenges. We connected in meaningful ways with community members who face long distances to access disability resources. Seeing them engage with assistive tech they’d normally only see in pictures (if at all)—and introducing them to our online support—made every mile of the journey completely worthwhile.

Notes:

Overview of Coordination/Collaboration Activities

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.

The Sandbox Project is a collaboration between the State of Montana's birth-to-five services and MonTECH. It is intended to provide education to early childhood providers about universal design for learning and the use of assistive technology.

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.)

All licensed early childhood providers now have access to for-credit training on universal design for learning specific to working in birth-to-five. This 2-hour training is provided free of cost and includes information on how to access MonTECH's services, including newly expanded inventory for this population. More info here: https://montech.ruralinstitute.umt.edu/the-sandbox-project/

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

Education