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SLIDE 1:
AT Data Collection Instrument & Performance Report - Day 2
NISAT Data Collection Meeting
November 16 & 17, 2006
Phoenix, Arizona
SLIDE 2:
Training
Instructional events, usually planned in advance for a specific purpose or audience
Designed to increase participants' knowledge, skills, and competencies regarding AT.
Large or small groups
In-person, or via telecommunications or other distance education mechanisms.
Participants can be individually identified and can complete an evaluation of training.
Examples: classes, workshops, and presentations that have a goal of increasing
skills, knowledge, and competency.
SLIDE 3:
Training
If the purpose of a training is to create awareness, the training session should
be counted under public awareness, not under training.
Working with individual consumers on how to use a particular AT device or
troubleshooting problems with devices should be reported under Public Awareness
as "Individual Assistance."
SLIDE 4:
Training Participants:
Number & Types
SLIDE 5:
Training Participants:
Number & Types
SLIDE 6:
Training Participants:
Number & Types
SLIDE 7:
Geographic Distribution
SLIDE 8:
Geographic Distribution
Enter # of individuals who participated in training by Rural Urban Continuum Code
Determining RUCC
Consumers – county where they reside
Representative- generally county where they provide services
Unknown for those you can’t determine a county
SLIDE 9:
Training Topics
SLIDE 10:
Training Topics
SLIDE 11:
Training Topics
SLIDE 12:
Training Topics
SLIDE 13:
Training Topics
SLIDE 14:
Training Topics
SLIDE 15:
Description of Training Activities - Narrative
Describe an innovative or high-impact training activity that is not related to
transition.
Briefly describe one innovative or high-impact training* activity conducted
during this reporting period. Note:
Who conducted the training (e.g., type of expertise of staff)
Characteristics of the audience (including number that attended).
In one sentence, describe the topic, content, and/or approach of the training.
In one sentence, summarize the positive result or intended impact of the training.
Do not include overall descriptions of conferences held, unless the conference
had a unique purpose and outcome.
SLIDE 16:
Transition Activity- Narrative
Describe a training activity related to transition conducted during this
reporting period. Note:
Who conducted the training* (e.g., type of expertise of staff)
Characteristics of the audience (including number that attended).
In one sentence, describe the topic, content, and/or approach of the training.
In one sentence, summarize the positive result or intended impact of the training.
Do not include overall descriptions of conferences held, unless the conference
had a unique purpose and outcome.
SLIDE 17:
Notes
Describe any unique issues that may affect the data in this section, (e.g.,
reasons why particular topics or audiences were emphasized or were not
included during this reporting period).
SLIDE 18:
Technical Assistance
SLIDE 19:
Technical Assistance
Direct problem-solving service provided to assist programs and agencies in
improving their services, management, policies, and/or outcomes.
TA may be provided in person, by electronic media such as telephone, video, or
e-mail, and by other means.
TA may include multiple contacts/interactions over an extended period of time.
Examples of TA
Needs assessment, program planning or development, curriculum or materials
development, administrative or management consultation, program evaluation and
site reviews of external organizations, and policy development.
SLIDE 20:
TA versus Training
TA designed to help entities (not individuals) improve their policies, practices,
and procedures and generally involves problem solving
Training is designed to teach, present, or guide individuals in order to impart
knowledge, skills, and competencies to individuals
Training may be a component of TA - report as training. If training is the only
TA activity can be reported as either training or TA –NOT both.
Mandatory transition activities that are technical assistance are reported in this
section; mandatory transition activities that are training are reported in the
training section
SLIDE 21:
Frequency and Nature of Technical Assistance
Report on major technical assistance activity.
Option to report on more than one activity to report.
Identify the primary recipient of technical assistance:* (check one):
Education
Employment
Health, Allied Health, Rehabilitation
Community Living
Technology (Information Technology, Telecommunications, Assistive Technology)
Identify the policy expertise areas and product/service expertise areas that
were addressed.
If TA included policy and product/service expertise, option to select both.
SLIDE 22:
Policy TA
Identify the policy areas on which the technical assistance* focused. Choose
all that apply.
ADA/504
IDEA Part C
IDEA Part B
Section 508 and Section 255
WIA/Rehabilitation Act/VR
Medicaid
Medicare
Private insurance
HAVA
Older Americans Act
SSI/SSDI/Work Incentives
Olmstead
Other (specify)
SLIDE 23:
Product/Service TA
Identify the product/service areas on which the TA focused. (Choose all that apply)
Web accessibility
Accessible IT procurement
AT purchasing (cost-effective options)
Accessible voting systems
AT eligibility determinations
AT personnel development
AT resource allocation
AT service delivery options
AT legislation/policy development
Specific AT device assistance
Transition–education
Transition–community living
Other (specify)
SLIDE 24:
Frequency and Nature of Technical Assistance
Duration of TA during this reporting period:
Less than 3 months
3 to 5 months
6 to 8 months
9 to 12 months
other (specify)
Approximate number of person hours expended by AT program staff to deliver the
technical assistance:* (Numeric field)
Option to repeat for additional entries
SLIDE 26:
Description of TA Activities
Describe an innovative or high-impact technical assistance* activity that is not
related to transition.
Choose a TA activity that had an outcome.
Describe a TA activity related to transition.
The transition technical assistance activity is not required to have an outcome.
For both descriptors provide detail
Who provided the TA (e.g., type of expertise of staff) and characteristics of the
recipient agency.
In two sentences: (1) describe the topic, content, and/or approach of the TA and
(2) summarize the impact of the TA.
SLIDE 27:
Notes
Describe any unique issues with data in this section (e.g., reasons why particular
topics or audiences were emphasized or were not included during this reporting
period).
SLIDE 28:
Public Awareness & Information and Assistance
SLIDE 29:
Public Awareness & Information and Assistance
PA designed to reach large numbers of people. Activities include public service
announcements, radio talks shows and news reports, newspaper stories and columns,
newsletters, brochures, and public forums.
Actual numbers of recipients are often difficult to know for certain, but should
be reported when known, and in other cases estimated as accurately as possible.
PA vs. Training -Outcome focused
Presentations made for the purpose of general awareness reported under PA.
Sessions with the intended outcome of participants applying new knowledge or
skills in AT device/service issues report as training
SLIDE 29:
Information and assistance
I&A includes provision of information and supports to individuals and
provision of referrals to other entities.
Referrals made as part of Demo services should be reported under Device Demo.
May be provided in person, over the telephone, via email, or other effective
communication mechanism
SLIDE 30:
Public Awareness Activities
SLIDE 31:
Public Awareness Activities
SLIDE 32:
Information & Assistance (I&A)
Activities in which AT program responds to requests for information and/or puts
individuals in contact with other agencies, organizations, or companies that
can provide them with needed information on AT products, devices, services,
funding sources, or other related disability topics, or providing intensive
assistance to individuals about AT products, devices, services, funding sources,
or other related disability topics.
Information may be provided in person, over the telephone, via email, or by some
other means.
SLIDE 33:
I & A Reporting
Report the number of individuals who you provided information and assistance
services
Report by type of individual or entity and content of the information and
assistance provided.
Differentiate between I&A about
AT devices or services
AT Funding
Other related disability topics, such as: locating an interpreter; responding
to questions about IDEA that are not AT related or assisting an individual
access personal attendant services when no AT is involved.
SLIDE 34:
I & A Notes
Describe any unique issues with your data
SLIDE 35:
Coordination & Collaboration
State shall coordinate state-level and state leadership activities among
public and private entities
responsible for policies, procedures, or funding for the provision of AT devices
and services to individuals with disabilities, service providers, and others
to improve access to assistive technology devices and assistive technology
services for individuals with disabilities of all ages in the State.
SLIDE 37:
Coordination & Collaboration
Provide information on most significant coordination and collaboration for AT
LEAST one state level activity and AT LEAST one state leadership activity.
May report on coordination and collaboration for every state level and state
leadership activity.
If you have a Title III grant for an alternative financing program, do NOT
report the mandatory roles of your community based organization or financial
institution in operation of your financial loan program as coordination and
collaboration.
SLIDE 38:
Coordination & Collaboration
Same set of questions for reporting Coordination & Collaboration on State
Level & State Leadership Activities
1. Identify the State Level activity for which you are reporting coordination
and collaboration. (check one)
State Financing
Reutilization
Demonstration
Device Loan
SLIDE 39:
Coordination & Collaboration
2. What was the intended result of the coordination and collaboration? (check one)
Establish a new program or service
Expand a program or service to serve more individuals (e.g. expand
geographically or include a group not previously served)
Eliminate duplicative programs or services
SLIDE 40:
Coordination & Collaboration
3. With whom did you primarily coordinate and collaborate? (check one entity
type)
Education
Employment
Health, Allied Health, Rehabilitation
Community Living
Technology (Information Technology, Telecommunications, Assistive Technology)
SLIDE 41:
Coordination & Collaboration
4. In three or four sentences, describe the collaboration and coordination
including whether you achieved the result intended. (Narrative)
5. Do you want to report on coordination and collaboration for another State
Level activity?
SLIDE 42:
State Improvement Outcomes
SLIDE 43:
State Improvement Outcomes
Data Reporting Requirement:
Report on “the outcomes of any improvement initiatives carried out by the
State
Including a description of any written policies, practices, and procedures that
the State has developed and implemented regarding access to, provision of, and
funding for, assistive technology devices, and assistive technology services
In the contexts of education, health care, employment, community living, and
information technology and telecommunications, including e-government.”
SLIDE 44:
State Improvement Outcomes
General Information
Do you have state improvement outcomes* to report? Yes No
Option to complete multiple times as needed
Examples
Worked with your state Information Technology Office to implement an Executive
Order related to web accessibility
Worked with State Medicaid office to streamline procedures for obtaining wheeled
mobility devices.
SLIDE 45:
State Improvement Outcomes
In one or two sentences, describe the outcome. Identify what changed as a result
of the AT program’s initiative.
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 policies, practices, and procedures, explain why.
Was the primary outcome of the state improvement initiative outcome* in a policy
area? Drop-down box: (1) yes; (2) no
SLIDE 46:
State Improvement Outcomes
Identify the policy area in which the state improvement outcome* had its primary
impact. ADA/504 (select one)
IDEA Part C
IDEA Part B
Section 508 and Section 255
WIA/Rehabilitation Act/VR
Medicaid
Medicare
Private insurance
HAVA
Older Americans Act
SSI/SSDI/Work Incentives
Olmstead
Other (specify)
Example- Streamline procedures for obtaining Wheeled mobility policy area=Medicaid
Policy Area
SLIDE 47:
State Improvement Outcomes
What was the role of the statewide AT program in achieving the outcome (e.g., primary
leader, partner, participant) and means (e.g., technical assistance) were used to
achieve the outcome? (Narrative field)
Option to report additional outcomes in this section?
SLIDE 48:
Additional & Leveraged Funds
SLIDE 49:
Additional & Leveraged Funds
Required to report on the source of leveraged funding or other contributed
resources, including:
resources provided through subcontracts or other collaborative resource-sharing
agreements, from and with public and private entities to carry out State
activities described in subsection…
SLIDE 50:
Leveraged Funding for State Plan Activities (Previously Reported)
Report on partnerships and leveraged funds to support implementation of required
AT Act activities as described in State Plan.
Report the sources and amounts of non-AT Act funds received.
Report resources received in the reporting period received,; report even if not
all of the funds were expended in that reporting period.
Do not report AFP endowments or matching funds.
Identify which state level or leadership activity the funds were allocated to
support.
If funds received to support more than one activity, report an amount for each
activity according to funding allocations.
The number of individuals served by the funds or other outcomes should have
already been reported in the appropriate previous sections.
SLIDE 51:
Additional & Leveraged Funds
SLIDE 52:
Leveraged Funds –Non State Plan Related
Statewide AT Programs may leverage funds to support activities not required by
the AT Act or other activities not included in a State Plan.
This section is limited to only non-State Plan approved activities that do not
have information on individuals served or other outcome data reported in
previous sections.
Examples:
Contracting with your state Vocational Rehabilitation Agency to conducting
evaluations or assessments.
Developing a training curriculum for an agency on a non-AT topic.
If an activity is approved as part of your state plan, it should NOT be reported
here but should be reported in the appropriate previous section.
SLIDE 53:
Leveraged Funds –Non State Plan Related
Report funds to support these activities by entering the sources and amounts of
non-AT Act funds that you received during this reporting period.
Report each source and amount in the reporting period that it was received,
report even if not all of the funds were expended in that reporting period.
Do not report AFP endowments or matching funds. Identify which activities those
funds were allocated to support.
Report the number of individuals served by each funding source identified or
describe other outcomes if individuals served is not an appropriate measure.
Example: contracting with VR to provide assessments - report the number of
individuals provided with evaluations or assessments or describe the end
product developed for training.
SLIDE 54:
Leveraged Funds –Non State Plan Related
SLIDE 55:
Notes
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).
SLIDE 56:
Performance Measures Access
An increase in the percentage of appropriate targeted individuals and entities
who accessed device demonstration programs and/or device loan programs and
made a decision about an AT device or service for educational purposes as a
result of the assistance they received.
An increase in the percentage of appropriate targeted individuals and entities
who accessed device demonstration programs and/or device loan programs and
made a decision about an AT device or service for employment purposes as a
result of the assistance they received.
An increase in the percentage of appropriate targeted individuals and entities
who accessed device demonstration programs and/or device loan programs and
made a decision about an AT device or service for community living as a
result of the assistance they received.
An increase in the percentage of appropriate targeted individuals and entities
who accessed device demonstration programs and/or device loan programs and
made a decision about an AT device or service that meets an information
technology/ telecommunications need as a result of the assistance they received.
SLIDE 57:
Acquisition Goals
An increase in the percentage of appropriate targeted individuals and entities
who obtained devices or services from state financing activities or
reutilization programs for educational purposes who would not have obtained
the AT device or service.
An increase in the percentage of appropriate targeted individuals and entities
who obtained devices or services from state financing activities or
reutilization programs for employment purposes who would not have obtained
the AT device or service
An increase in the percentage of appropriate targeted individuals and entities
who obtained devices or services from state financing activities or
reutilization programs for community living purposes who would not have
obtained the AT device or service.
SLIDE 58:
Use of Performance Measure Questions
Two documents are provided to gather performance measure data:
One for “access” measure, and one for the “acquisition”
measure.
Forms approved by Office of Management and Budget (OMB), they cannot be modified.
Make the documents available in accessible formats
Translate them into other languages as long as the questions remain consistent
with the OMB approved language.
Programs may elect to incorporate the performance measure questions into their
own data collection system, so long as the language is not modified.
For example, programs may include the questions in application forms or may
ask the questions of program participants as part of their interaction with
the program or service. Programs may also add items or questions that do not
in any way change the performance measure questions.
SLIDE 59:
Who Must Provide Obtain Performance Measure Data
Consumers served by state financing activities and recipients of reutilized
devices who are identified as those included in the performance measure
(see Reutilization, section B table) must provide a response to the acquisition
questions. There are two primary reasons the number of individuals receiving
devices through reutilization may not match the number for whom performance
measure data can be collected.
Many device exchange programs have little direct contact with device buyers.
As a result it may not be possible to collect performance measure data on
these exchanges from either the buyer or the seller.
Some organizations that have an obligation to provide AT may provide it via
reutilization but are unable to respond to the performance measure questions.
For example, a school that has an obligation to provide an AT device identified
in a child’s IEP may obtain the device through the reutilization program.
The school is not able to respond affirmatively to any of the performance measure
questions because the issue of affordability or availability are not allowable
reasons to limit access to AT under IDEA.
States that solely administer a device exchange program and do not operate, or
opt for comparability for another acquisition activity such as device
recycling/refurbishing/repair or state finance activity are strongly encouraged
to collect acquisition performance measure data on those using the exchange program.
Otherwise, the state will not have data to report related to the acquisition
performance measurement.
For device loan, states will collect performance measure data only from customers
who obtained device loans for decision-making purposes. Device loans that
served as “loaners” while another device was repaired or while the
customer waited for funding and device loans made to provide a short-term
accommodation will not be included in the performance measures.
When device loans or device demonstrations are provided to multiple participants:
(a) If the end user is directly involved, performance measure data is collected
about the end-user only, not the other participants. For example, if an
individual’s family accompanies him or her to a demonstration, performance
measure data would not be collected about the family members;
(b) If an intermediary is borrowing a device or having a demonstration on behalf
of multiple end-users, the performance measure data may be collected from
either the intermediary or from the end-user. For example, a speech pathologist
may borrow on behalf of 5 students. You may collect performance information
related to the speech pathologist’s borrowing experience alone, or you
may ask for data on all 5 students separately.
SLIDE 60:
How and When to Collect Performance Measure Data
Programs may collect performance measure data in a manner that best meets their
needs.
Data can be collected in person, via phone, via mail, or online, including being
integrated into an online exchange system.
Collect data at the appropriate time
Use judgment - some information can be obtained during intake, while other
information cannot be obtained until after the service has been delivered.
Device loans - service delivery is considered complete when the device is returned.
Device demonstrations - service delivery is complete when the device demonstration
has concluded.
To produce valid data, you should try to obtain as high a response rate as possible.
SLIDE 61:
Receipt of Data
Do not include individual performance data if it is received after the current
reporting period ends.
Include individual performance measure data in the following reporting period.
SLIDE 62:
Nonresponders
Performance measure data elements and consumer satisfaction data elements include
nonresponders. Reporting and use of nonresponse information is different for
the performance measure data as compared to consumer satisfaction data. How to
Record Nonrespondents
Nonrespondents will not be included in the denominator for calculation of
performance on the customer satisfaction measures. However, the reporting
system will calculate a response rate for the consumer satisfaction data for
informational purposes.
SLIDE 63:
How to Record Nonrespondents
For state financing, recycling, device exchange, and device demonstration, all
nonrespondents (individuals who are included in the performance measure data
collection but for whom you are unable to obtain data) will be included in the
denominator for calculation of performance on the measure.
For device loan, nonrespondents in excess of 35 percent will be included. For
example, suppose that your program served 100 customers and obtained responses
from 55 of them. This means that 45 percent of your customers were nonrespondents.
Ten percent, or 10, of the nonrespondents would be included in the denominator.
SLIDE 64:
Determining Primary Purpose for Which AT Devices or Services Are Needed
The performance measures require that customers indicate the primary purpose for
which AT devices or services are needed. Brief descriptions of these categories
are as follows:
Employment: The individual or entity requested services from the AT program
primarily for purposes related to employment. This category includes seeking
employment, maintaining current employment or expanding employment options. It
includes participating in employment training programs, vocational rehabilitation
programs and other programs related to employment.
Education: The individual or entity requested services from the AT program
primarily for purposes related to education. This category includes participating
in any type of educational program, including early childhood, elementary,
secondary, special education, remedial education, adult basic education,
continuing education, and post-secondary programs.
Community living: The individual or entity requested services from the AT program
primarily for purposes related to community living. This category includes
carrying out daily activities, participating in community activities (e.g.,
social and recreational activities), using community services (e.g., public
transportation and libraries) and living independently.
Information technology/telecommunications: The individual or entity requested
services from the AT program primarily for purposes related to information
technology/ telecommunications. This category includes using computers,
software, Web sites, telephones, office equipment, and media. (Note that this
category is not applicable to the acquisition measure.)
SLIDE 65:
The survey instrument asks customers to identify a single primary purpose for
which AT devices/services are needed. For example:
(1) A consumer uses her computer in almost all aspects of her life, including
e-mail communication, participating as a community volunteer, doing homework
for a class she is taking and in her work as a teacher. However, her progressive
disability is making it increasingly hard for her to type. Through demonstration
activities, she tries out different kinds of dictation software and makes a
choice about which software to purchase. Her access to AT through demonstration
activities could fit into any of the four primary purposes (Employment, Education,
Community Living, and Information Technology/Telecommunications). In a conversation
with a staff member about determining the primary purpose, she notes that the class
she is taking is related to advancing in her job. She decides that employment is the
primary purpose at this time.
(2) Another consumer also uses his computer in nearly all aspects of his life,
and he obtains a refurbished computer through reutilization activities. Although
he plans to use the computer in a job search when he finishes his training program
next year, he decides that his immediate goal at this point in time is to further
his education, and he chooses education as the primary purpose.
SLIDE 66:
Customer Satisfaction Surveys
Must use survey instrument provided by RSA to collect customer satisfaction data.
Instrument has been approved by the Office of Management and Budget (OMB)- questions
cannot be modified in any way.
States should make survey instruments available in accessible formats.
Can translate into other languages - questions must remain consistent with OMB
approved language.
SLIDE 67:
Customer Satisfaction Survey
States can incorporate customer satisfaction survey questions into their own survey
tools where other questions are asked
OMB approved questions cannot be modified
SLIDE 68:
Customer Satisfaction
Who to Survey
Customer satisfaction data, must be reported separately for state-level
activities - state financing, reutilization, device loans and device demonstration.
Cannot do a general program customer satisfaction
Must survey all program participants and/or individuals reported as served, not
just those who were identified as included in performance measure data collection.
SLIDE 69:
How and When to Survey
Administer survey at any time after services are provided
Survey in a manner that best meets their needs.
Survey can be administered in-person, via phone, via mail, or online, including
being integrated into an online exchange system
Customer should be able to remain anonymous if they so choose. To produce valid
data, you should try to obtain as high a response rate as possible.
Surveys can and should be identified as associated with a particular reporting
period.
Survey responses received after submission of satisfaction data for a particular
reporting period should NOT be reported in the next period.
Those responses should be used for program improvement purposes only.
SLIDE 70:
Nonrespondents
Nonrespondents will not be included in the denominator for calculation of
performance on the customer satisfaction measures.
However, the reporting system will calculate a response rate for the consumer
satisfaction data for informational purposes.
SLIDE 71:
NISAT Power Points
http://www.ataporg.org