1. O S E R S Proposed Assistive Technology Act Data Collection June 12, 2006 Jeremy Buzzell Program Specialist Rehabilitation Services Administration Office of Special Education and Rehabilitative Services U.S. Department of Education

2. O S E R S 1 REALITY CHECK 7 Is it worth it? How often does it happen?

3. O S E R S 2 The Timeline Comments are accepted by the Department until July 31, 2006. Comments go to: Comments go to: ICDocketMgr@ed.gov These comments are incorporated into the package submitted to OMB. OMB will review and take comment for 60 days. Likely outcome: Approval around October 1, 2006.

4. O S E R S 3 The Timeline Reporting period = federal fiscal year, October 1 through September 30. Reporting period = federal fiscal year, October 1 through September 30. Data entry would be complete by December 30 of each year. Data entry would be complete by December 30 of each year. First reporting period should be October 1, 2006, through September 30, 2007, with data entry complete by December 30, 2007. First reporting period should be October 1, 2006, through September 30, 2007, with data entry complete by December 30, 2007.

5. O S E R S 4 General: Missing Data Enter “MD” (missing data) for any data you are unable to provide. Enter “MD” (missing data) for any data you are unable to provide. MD should be used only in rare circumstances beyond your control. MD should be used only in rare circumstances beyond your control. Explain why data is missing under “Notes” at the end of each section. Explain why data is missing under “Notes” at the end of each section. Minimize use of “Other” and “Unable to Categorize” Minimize use of “Other” and “Unable to Categorize”

6. O S E R S 5 General: Anecdotes Anecdotes can be about consumers or professionals (as appropriate). 500 words or less. 500 words or less. Understandable to an uninformed audience. Understandable to an uninformed audience. Do not repeat the same anecdote. Do not repeat the same anecdote. Do not use any information that allows a consumer to be identified. Do not use any information that allows a consumer to be identified. Be sure the example clearly fits the AT Act. Be sure the example clearly fits the AT Act.

7. O S E R S 6 General: Anecdotes Anecdotes should be specific and include: What did the consumer need? What did the consumer need? How did your program help the consumer obtain it? How did your program help the consumer obtain it? What barrier(s) did your program help the consumer overcome? What barrier(s) did your program help the consumer overcome? If applicable, how did your program collaborate with other entities? If applicable, how did your program collaborate with other entities? How did this improve that consumer’s life? How did this improve that consumer’s life? How did it improve the consumer’s access to education, employment, community living or telecommunications/information technology? How did it improve the consumer’s access to education, employment, community living or telecommunications/information technology?

8. O S E R S 7 General: Geographic Distribution Geographic distribution is required under training and state financing. You need to collect the county of residence of an individual receiving services or training. You need to collect the county of residence of an individual receiving services or training. For professionals, you need the county in which the professional works (meaning provides services). For professionals, you need the county in which the professional works (meaning provides services). Using county information, determine the Rural Urban Continuum Code (RUCC) for that county. Using county information, determine the Rural Urban Continuum Code (RUCC) for that county. The OMB metro and nonmetro categories are divided into three metro and six nonmetro categories, for 9 RUCCs The OMB metro and nonmetro categories are divided into three metro and six nonmetro categories, for 9 RUCCs

9. O S E R S 8 General: Geographic Distribution 1 - Counties in metro areas of one million population or more 2 - Counties in metro areas of 250,000 to one million population 3 - Counties in metro areas of fewer than 250,000 population 4 - Urban population of 20,000 or more, adjacent to a metro area 5 - Urban population of 20,000 or more, not adjacent to a metro area 6 - Urban population of 2,500 to 19,999, adjacent to a metro area 7 - Urban population of 2,500 to 19,999, not adjacent to a metro area 8 - Completely rural or less than 2,500 urban population, adjacent to a metro area 9 - Completely rural or less than 2,500 urban population, not adjacent to a metro area

10. O S E R S 9 General: Geographic Distribution To simplify this, data collection codes are combined into three levels: Codes 1-3 are considered “metro” Codes 1-3 are considered “metro” Codes 4-7 are considered “urban” Codes 4-7 are considered “urban” Codes 8-9 are considered “rural” Codes 8-9 are considered “rural” Categorize individuals into one of these three levels based on the RUCC for their county. Tally how many individuals fall into each level of RUCC and provide the final number.

11. O S E R S 10 Go to Internet

12. O S E R S 11 General: Classification of Devices There are 10 categories for classifying devices. · Vision · Hearing · Speech communication · Learning, cognition, and developmental · Mobility, seating, and positioning · Daily living · Environmental adaptations · Vehicle modification and transportation · Computers and related · Recreation, sports, and leisure

13. O S E R S 12 General: Classification of Devices Choose one category where a device belongs. Choose one category where a device belongs. Do not count a device twice. Do not count a device twice. Devices that can be used in multiple categories should be classified based on the functional need that is served by the “assistive” aspect of the device. Devices that can be used in multiple categories should be classified based on the functional need that is served by the “assistive” aspect of the device. A component of a larger system should be classified by the larger system. A component of a larger system should be classified by the larger system. Services are classified according to the category associated with the service. Services are classified according to the category associated with the service.

14. O S E R S 13 General: Classification of Individuals and Entities Individuals with disabilities Individuals with disabilities Family Family Educational organizations Educational organizations Employers and businesses Employers and businesses Providers of employment/training Providers of employment/training Health, allied health and rehab Health, allied health and rehab Other Other Classify professionals by place of employment

15. O S E R S 14 Coordination and Collaboration 1. Did you coordinate or collaborate among public and private entities that are responsible for policies, procedures, or funding for the provision of AT devices and services to carry out state financing activities? 1. Did you coordinate or collaborate among public and private entities that are responsible for policies, procedures, or funding for the provision of AT devices and services to carry out state financing activities? Drop-down box: (1) yes; (2) Drop-down box: (1) yes; (2) 2. How did this coordination or collaboration affect your implementation of state financing activities (e.g., did it enable you to serve a larger area or avoid duplication of services)? If there has been no effect yet, you may also report that information here. (Narrative field) 2. How did this coordination or collaboration affect your implementation of state financing activities (e.g., did it enable you to serve a larger area or avoid duplication of services)? If there has been no effect yet, you may also report that information here. (Narrative field)

16. O S E R S 15 Coordination and Collaboration 3. Did this coordination or collaboration result in a state improvement outcome (i.e., improved policies, practices, or procedures)? 3. Did this coordination or collaboration result in a state improvement outcome (i.e., improved policies, practices, or procedures)? Drop-down box: (1) yes; (2) no (If “Yes” to Item 3) Complete this section for the outcome you want to report. If you have more than one outcome to report, you will need to complete this section more than once. After you have completed your first entry, you will be given an opportunity to repeat this section in order to report additional outcomes. (Respondents who choose “1” will receive balance of section.)

17. O S E R S 16 Coordination and Collaboration 4. 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. 4. 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. 5. 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. If there are no written policies, practices, and procedures, explain why. (Narrative field) 5. 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. If there are no written policies, practices, and procedures, explain why. (Narrative field) 6. Was the primary outcome of the state improvement initiative in a policy area? 6. Was the primary outcome of the state improvement initiative in a policy area? Drop-down box: (1) yes; (2) no

18. O S E R S 17 Coordination and Collaboration 7. If “yes” to Item (6) Identify the policy area in which the state improvement outcome had its primary impact. Choose only one policy area for each outcome. 7. If “yes” to Item (6) Identify the policy area in which the state improvement outcome had its primary impact. Choose only one policy area for each outcome. Example of how to determine primary impact area: If an improvement initiative resulted in coverage of hearing aids for adults under Medicaid, Medicaid would be the policy impact area. Drop-down box: (1) ADA/504; (2) IDEA Part C; (3) IDEA Part B; (4) Section 508 and Section 255; (5) WIA/Rehabilitation Act/VR; (6) Medicaid; (7) Medicare; (8) Private insurance; (9) HAVA; (10) Older Americans Act; (11) SSI/SSDI/Work Incentives; (12) Olmstead; (13) other (specify)

19. O S E R S 18 Coordination and Collaboration 8. Describe the role of the statewide AT program in achieving the outcome and what means (e.g., technical assistance) you used to achieve the outcome? (Narrative field) 8. Describe the role of the statewide AT program in achieving the outcome and what means (e.g., technical assistance) you used to achieve the outcome? (Narrative field) 9. Do you have additional outcomes to report? If so, select “Yes” and the system will repeat this section. If you select “no,” it will take you to the next section of the reporting form. 9. Do you have additional outcomes to report? If so, select “Yes” and the system will repeat this section. If you select “no,” it will take you to the next section of the reporting form. Drop-down box: (1) yes; (2) no (Respondents who choose “1” will repeat Items 4 through 9.)