National Assistive Technology Act Data System

Annual Progress Report - Full Report

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West Virginia 2025

General Information

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

State AT Program Title:

West Virginia Assistive Technology System (WVATS)

State AT Program Title:

State AT Program URL

http://wvats.cedwvu.org/

Mailing Address:

959 Hartman Run Rd

City:

Morgantown

State:

Zip Code:

26505

Program Email:

wvats@hsc.wvu.edu

Phone:

304-293-4692

TTY:

304-293-6496

Lead Agency

Agency Name:

West Virginia University, Center for Excellence in Disabilities

Mailing Address:

959 Hartman Run Rd

City:

Morgantown

State:

Zip Code:

26505

Program URL:

http://cedwvu.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:

Mailing Address:

City

State:

Zip Code:

Program URL:

Program Director and Other Contacts

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

Cumpston, Douglas

Title:

Principal Investigator

Phone:

304-293-4692

E-mail:

douglas.cumpston@hsc.wvu.edu

Program Director at Lead Agency (last, first):

Cumpston, Douglas

Title:

Principal Investigator

Phone:

304-2934692

E-mail:

douglas.cumpston@hsc.wvu.edu

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

Title:

Phone:

E-mail:

Person Responsible for completing this form if other than Program Director

Name (last, first):

Title:

Phone:

E-mail:

Certifying Representative

Name (last, first):

Cumpston, Douglas

Title:

Principal Investigator

Phone:

304-293-4692

E-mail:

douglas.cumpston@hsc.wvu.edu

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	50
C. Total	50

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	50

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	14	$5,749	$0	$5,749
Hearing	01	$230	$0	$230
Speech Communication	01	$155	$0	$155
Learning, Cognition and Developmental	03	$475	$0	$475
Mobility, Seating and Positioning	19	$33,582	$0	$33,582
Daily Living	05	$330	$0	$330
Environmental Adaptations	06	$824	$0	$824
Vehicle Modification & Transportation	00	$0	$0	$0
Computers and Related	02	$578	$0	$578
Recreation, Sports and Leisure	02	$2,083	$0	$2,083
Total	53	$44,006	$0	$44,006

D. Anecdote

The WVATS program had an individual donate a Special Tomato Stroller to the Pay It Forward program. We were able to get it cleaned and purchase the missing chest straps for the item. Once it was placed on our website, we had a family reach out asking if they could request the item. We got them set up on the website and the device under their account. They were located in the southern part of WV. We were able to meet them at Marshall University because of a previous engagement with their Speech and Hearing Department that day. The family was so appreciative, letting us know that this device would help allow them to take their child back out into the community safely. We later received photos of the child and her family participating in local events around the community, where she was able to sit comfortably and safely in her new stroller.

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.	02	00	09	11
2. AT was only available through the AT program.	05	01	29	35
3. AT was available through other programs, but the system was too complex or the wait time too long.	00	00	04	04
4. Subtotal	07	01	42	50
5. None of the above	00	00	00	00
6. Subtotal	07	01	42	50
7. Nonrespondent	00	00	00	00
8. Total	07	01	42	50
9. Performance on this measure	100%	100%	100%

F. Customer Satisfaction

Satisfaction
Customer Rating of Services	Number of Customers	Percent
Highly satisfied	50	100%
Satisfied	00	0%
Satisfied somewhat	00	0%
Not at all satisfied	00	0%
Nonrespondent	00	0%
Total Surveyed	50
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)	239
Serve as loaner during service repair or while waiting for funding	09
Provide an accommodation on a short-term basis for a time-limited event/situation	51
Conduct training, self-education or other professional development activity	37
Total	336

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	118	15	133
Family Members, Guardians, and Authorized Representatives	50	27	77
Representative of Education	34	23	57
Representative of Employment	03	04	07
Representatives of Health, Allied Health, and Rehabilitation	33	26	59
Representatives of Community Living	01	01	02
Representatives of Technology	00	01	01
Total	239	97	336

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	02	10
Hearing	02	04	06
Speech Communication	89	49	138
Learning, Cognition and Developmental	56	41	97
Mobility, Seating and Positioning	05	23	28
Daily Living	14	12	26
Environmental Adaptations	28	18	46
Vehicle Modification and Transportation	00	00	00
Computers and Related	58	02	60
Recreation, Sports and Leisure	39	18	57
Total	299	169	468

E. Anecdote

An instructor from a West Virginia technical college reached out to us about a student he would soon have in his welding course. This student is legally deaf, and there were concerns about him being able to receive the spoken information. In the classroom setting, they could provide an ASL interpreter as the student had asked for. They discussed also using the interpreter in the workshop where they would be welding, but they were concerned with the efficiency and safety of this option. Having an additional, untrained person in the workshop could be a hazard, not to mention the student paying attention to the interpreter (who would need to remain at a safe distance from welders) would mean that the student would not be as focused on his task as he should be for his own safety. We discussed possibly using our XRAI captioning glasses, but this did not seem ideal due to the fact the student would already be wearing safety goggles, and the words on the glasses would affect his field of vision. After looking at some other options, we found the Caption Companion, which we quickly purchased to add to our library. This is a tablet that puts the captions on the screen in adjustable fonts, sizes, and colorways. An add-on option includes four wireless mics that multiple speakers can use so the spoken words are translated clearly and correctly, no matter where the speakers are in the workshop or classroom. The Caption Companion could be set up more directly in the line of vision of the student, so he does not need to look around for the instructor or the interpreter. It also has an option for the student to type replies that the device would then read aloud for him to communicate with the instructor easily and more directly. We added this item and the additional mics to our library.

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	51	00	130	181
Decided that an AT device/ service will not meet needs	01	00	02	03
Subtotal	52	00	132	184
Have not made a decision	28	00	24	52
Subtotal	80	00	156	236
Nonrespondent	01	01	01	03
Total	81	01	157	239
Performance on this measure	65%	0%	84.62%

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.	06	00	09	15
2. AT was only available through the AT program.	33	00	32	65
3. AT was available through other programs, but the system was too complex or the wait time too long.	04	01	03	08
4. Subtotal	43	01	44	88
5. None of the above	02	00	00	02
6. Subtotal	45	01	44	90
7. Nonrespondent	05	00	02	07
8. Total	50	01	46	97
9. Performance on this measure	95.56%	100%	100%

H. Customer Satisfaction

Satisfaction
Customer Rating of Services	Number of Customers	Percent
Highly satisfied	254	75.6%
Satisfied	78	23.21%
Satisfied somewhat	03	0.89%
Not at all satisfied	00	0%
Nonrespondent	01	0.3%
Total Surveyed	336
Response rate %	99.7%

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	02
Hearing	00
Speech Communication	20
Learning, Cognition and Developmental	01
Mobility, Seating and Positioning	10
Daily Living	01
Environmental Adaptations	13
Vehicle Modification and Transportation	00
Computers and Related	00
Recreation, Sports and Leisure	00
Total # of Device Demonstrations	47

B. Types of Participants

Type of Participant	Decision-Makers	Other Participants	Total
Individuals with Disabilities	25	09	34
Family Members, Guardians, and Authorized Representatives	22	40	62
Representatives of Education	00	00	00
Representatives of Employment	00	00	00
Health, Allied Health, Rehabilitation	00	74	74
Representative of Community Living	00	00	00
Representative of Technology	00	00	00
Total	47	123	170

C. Number of Referrals

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

D. Anecdote

WVATS attends a Multi-Displinary Clinic that takes place at the WVU Speech and Hearing Clinic on Wednesdays. The clinic allows an individual to be evaluated by a Speech Therapist, an Occupational Therapist, a Physical Therapist, and an Assistive Technology Professional all at once. During this time, the WVATS team can introduce and demonstrate various assistive technologies that we bring with us. We are given information about the client beforehand, allowing us to tailor the items that we bring to demonstrate to the individuals, families, and caregivers. During this particular clinic time, we were able to demonstrate various shower chairs and speech devices we have available. After the clinic time, the parent reached out regarding the shower chairs we have available in our lending library. We were able to let her borrow one of the shower chairs from our earlier demonstration during the clinic time. After borrowing the shower chair, the family provided data to the insurance company that they would greatly benefit from having a specific shower chair that supported their daughter in the bathtub, versus the standard-issued shower chair. A few months later, the family reached out regarding a stander for their daughter. We asked that the physical therapist they are working with reach out to us, so we can ensure that the device they are interested in is appropriate for the child. After going over the various standers we had available in our Pay It Forward (Reutilization), we were able to find one that would fit the child and be appropriate for their therapeutic goals. The family is on their way to having holiday moments in the kitchen and working on crafts together.

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	07	00	39	46
Decided that an AT device/ service will not meet needs	00	00	00	00
Subtotal	07	00	39	46
Have not made a decision	00	00	01	01
Subtotal	07	00	40	47
Nonrespondent	00	00	00	00
Total	07	00	40	47
Performance on this measure	100%	NaN%	97.5%

F. Customer Satisfaction

Satisfaction
Customer Rating of Services	Number of Customers	Percent
Highly satisfied	74	43.53%
Satisfied	96	56.47%
Satisfied somewhat	00	0%
Not at all satisfied	00	0%
Nonrespondent	00	0%
Total	170
Response rate %	100%

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.	08	00	18	26
2. AT was only available through the AT program.	38	01	61	100
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	50	02	86	138
5. None of the above	02	00	00	02
6. Subtotal	52	02	86	140
7. Nonrespondent	05	00	02	07
8. Total	57	02	88	147
9. Performance on this measure	88.46%	50%	91.86%	90%
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	58	00	169	227
Decided that an AT device/ service will not meet needs	01	00	02	03
Subtotal	59	00	171	230
Have not made a decision	28	00	25	53
Subtotal	87	00	196	283
Nonrespondent	01	01	01	03
Total	88	01	197	286
Performance on this measure	67.82%	0%	87.24%	80.99%
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	99.46%	95%	Met
Response Rate	99.82%	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	16
Family Members, Guardians and Authorized Representatives	107
Representatives of Education	168
Representatives of Employment	00
Rep Health, Allied Health, and Rehabilitation	190
Representatives of Community Living	79
Representatives of Technology	00
Unable to Categorize	103
TOTAL	663

Geographic Distribution of Participants
Metro	Non Metro	Unknown	TOTAL
553	110	00	663

B. Educational/Training Activity Topics

Educational/Training Activities by Topic
Primary Topic of Educational/Training Activities	Participants
AT Products/Services	490
AT Funding/Policy/ Practice	00
Combination of any/all of the above	53
Information Technology/Telecommunication Access	54
Transition	66
Total	663

C. Description of Educational/Training Activities

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

WVATS connected with the WV Birth to Three program at a conference as vendors. During that time, the individual expressed that they would love to host us as a presenter on their monthly “Lunch and Learn” series. During this time, parents, providers, and other state agency representatives can log on to Zoom to learn about a resource available to everyone in the state. During our session, participants learned about assistive technology, the services the program provides, and how we can support them as a parent, provider, or state agency.

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

The Regional Transition Navigator Services (RTNS) program, which is also housed at the WVU Center for Excellence in Disabilities, reached out to us to collaborate on a research project. The Program Manager and the caseworker for the RTNS program, along with our WVATS team, began calling transitional recovery residences across the state that self-reported that they were accessible. When asking these residences if they could accommodate someone who was in a wheelchair or had any mobility impairments, the residences would disclose that they could not due to building-specific issues. The team collected this data, compared it to the state reporting website for transitional recovery residences, and presented this data. The team was able to present this data at the Association of University Centers on Disabilities Conference. During this presentation of data, we were able to provide information on how improvements could be made, how assistive technology could provide support to these recovery residences, and what services our programs provide to the state.

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

In an effort to adhere to policy changes and improve the university's digital accessibility across campus, the West Virginia University Library system had the WVATS program provide training to its staff. Through a series of training sessions, WVATS provided an overview of digital accessibility, what it means to create documents that are accessible to all, and how to make these changes within Microsoft PowerPoint and Word. The training sessions were well attended, and several individuals asked questions, including whether we could review particular documents they were working on to ensure they utilized the tools correctly. Through this partnership, the WVATS program has been asked to conduct another series of training sessions that cover Adobe accessibility. Improving digital accessibility for all is a vital piece of services for assistive technology; everybody deserves to have access to digital information.

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	54
No known outcome at this time	00
Nonrespondent	00
Total	54
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	14%
Employment	33%
Health, Allied Health, Rehabilitation	00%
Community Living	53%
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:

WVATS communicated with the Appalachian Center for Independent Living about a client that needed low vision assistive technology. After our information was relayed to this individual, they were able to navigate our website and have been a consistent consumer with our loan and reuse libraries ever since. Through our collaboration efforts with the CIL, we were able to successfully help an individual access AT and develop a relationship with a local provider.

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

A coffee shop in Kenova, West Virginia, reached out to WVATS asking for guidance on how to ensure that their employees were set up for success, and if assistive technology could assist them in this goal. Jack and the Bean employs individuals with disabilities, allowing them to work with the coffee shop on professional and life skills! The majority of these individuals have graduated from high school and are transitioning into the workforce, but with additional support to teach them these skills and prepare them for future positions. This coffee shop works in tandem with Diversified Assessment and Therapy Services to offer these young adults life skills and opportunities. The WVATS team provided some recommendations for devices based on the information gathered from the owner of the coffee shop. After exchanging several calls and emails, she invited us to visit and do a walk-through of the facility. She wanted us to be able to see her employees in action, see the space they are working

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. A co-worker at the Center for Excellence in Disabilities, where we are housed, reached out about a unit at the local hospital that may benefit from our lending library and was interested in learning more. The unit reached out to us via email, informing us that they are the Acute Inpatient Rehabilitation unit at the hospital, so they interact daily with patients who are in need of assistive technology. We scheduled a meeting with their entire unit so the team could explain our program, what services we provide, and how we could potentially support their patients. After this meeting, several providers and patients have requested ramps, wheelchairs, and daily living devices from our lending library. It has created a partnership, where they contact us to ask what is available from the lending library, but in turn, they are letting their patients know about our program and how we can support them throughout their lives.

Information And Assistance

Information And Assistance Activities by Recipient
Types of Recipients	AT Device/ Service	AT Funding	Total
Individuals with Disabilities	73	47	120
Family Members, Guardians and Authorized Representatives	95	37	132
Representative of Education	26	07	33
Representative of Employment	07	00	07
Representative of Health, Allied Health, and Rehabilitation	50	14	64
Representative of Community Living	14	04	18
Representative of Technology	01	02	03
Unable to Categorize	00	00	00
Total	266	111	377

Referral Types:

WVATS has been presenting to more insurance entities and health and rehabilitation agencies. This has lead to an increase in loans and funding questions about DME. WVATS has also experience more donations of DME that can be tracked to our increase in our Reuse numbers. With possible cuts to insurance and increases to insurance premiums West Virginians have been more mindful of looking for resources that can help them with DME. WVATS has even seen more calls from our WVU medicine recently due to coming changes.

Referral Sources:

WVATS made it a point to reach out to all 55 counties special education directors in the state. We have also reached out to 25 colleges and universities that were thought to need assistance with student accommodations. This has led to an increase in education AT being requested and trainings provided. WVATS will have to add additional education AT to Loan Library to meet additional requests in the next fiscal year. Colleges have requested annual trainings from WVATS and also dissemination materials that can be left out at the colleges that students can grab and request own AT through WVATS.

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? *

The WVATS team sent an email to each Director of Special Education for each county in WV, introducing our program and how our services can benefit them. If emails were not listed on the county page, we mailed the letter to the individual. We received some replies, asking about a specific device, what training we offered, and whether we have worked with IEP teams. No official partnership or collaboration has come from this outreach event yet.

Outreach was conducted with the Vocational Rehabilitation Agency *

Yes

Was collaboration implemented? *

Why was collaboration not implemented? *

Vocational Rehabilitation continue maintain a separate loan device service in the state that can be used by VR clients. WVATS has maintained relationships with VR by attending and presenting at conference for them. WVATS has offered to work and streamline their loan process and tracking to be closer to AT4ALL site.

Outreach was conducted with the Aging Agency *

Yes

Was collaboration implemented? *

Why was collaboration not implemented? *

WVATS reached out to senior center representatives across 13 counties (Boone, Lincoln, Wayne, Cabell, Greenbrier, Kanawha, Logan, Mercer, McDowell, Mingo, Raleigh, Summers, Wyoming) that were affected by floods to offer assistive technology support. Of the 17 representatives that were contacted, 5 responded; Boone county expressed interest but did not follow up, Lincoln county transferred our call to their Director’s line where a voicemail was left, Summers county confirmed they had sufficient

Outreach was conducted with the Medicaid Agency *

Yes

Was collaboration implemented? *

Why was collaboration not implemented? *

WVATS has not been able to implement a collaboration yet with our Medicaid Agency but have had meetings and also done work for their conferences. WVATS does have meeting schedule for next reporting cycle to bring Medicaid Agency's returned AT to the WVATS Loan Library site. This will allow West Virginians to see what equipment could be loaned from the Medicaid Agency in their part of the state.

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
Federal	$10,000	Public Awareness, I&A	True
	Amount: $10,000

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

B. Public Health Workforce Grant Award

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

$80,000.00

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.

Our Accessibility Expert did outreach to small business in the state that might be able to use accommodation for their employees. They also made social media posts to reach employees that might need accommodations in the state. Fact sheets and over dissemination materials were made by the Accessibility Expert to be handed out after the Public Health Workforce Grant Award has ended.

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).