O S E R O S E R S S Proposed Assistive Technology Proposed Assistive Technology Act Data Collection Act Data Collection June 12, 2006 June 12, 2006 Jeremy Buzzell Jeremy Buzzell Program Specialist Program Specialist Rehabilitation Services Administration Rehabilitation Services Administration Office of Special Education and Rehabilitative Services Office of Special Education and Rehabilitative Services U.S. Department of Education U.S. Department of Education
Office of Special Education and Rehabilitative ServicesOffice of Special Education and Rehabilitative ServicesU.S. Department of EducationU.S. Department of Education
These comments are incorporated into the These comments are incorporated into the package submitted to OMB.package submitted to OMB.
OMB will review and take comment for 60 OMB will review and take comment for 60 days.days.
Likely outcome: Approval around October Likely outcome: Approval around October 1, 2006.1, 2006.
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The TimelineThe Timeline
• Reporting period = federal fiscal Reporting period = federal fiscal year, October 1 through September year, October 1 through September 30.30.
• Data entry would be complete by Data entry would be complete by December 30 of each year.December 30 of each year.
• First reporting period should be First reporting period should be October 1, 2006, through September October 1, 2006, through September 30, 2007, with data entry complete 30, 2007, with data entry complete by December 30, 2007.by December 30, 2007.
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General: Missing DataGeneral: Missing Data
• Enter “MD” (missing data) for any data Enter “MD” (missing data) for any data you are unable to provide. you are unable to provide.
• MD should be used only in rare MD should be used only in rare circumstances beyond your control. circumstances beyond your control.
• Explain why data is missing under Explain why data is missing under “Notes” at the end of each section.“Notes” at the end of each section.
• Minimize use of “Other” and “Unable to Minimize use of “Other” and “Unable to Categorize”Categorize”
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General: AnecdotesGeneral: AnecdotesAnecdotes can be about consumers or Anecdotes can be about consumers or professionals (as appropriate).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 Do not use any information that allows a consumer to be identified. consumer to be identified.
• Be sure the example clearly fits the AT Act.Be sure the example clearly fits the AT Act.
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General: AnecdotesGeneral: AnecdotesAnecdotes should be specific and include: 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 What barrier(s) did your program help the consumer overcome?overcome?
• If applicable, how did your program collaborate with If applicable, how did your program collaborate with other entities?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 How did it improve the consumer’s access to education, employment, community living or education, employment, community living or telecommunications/information technology?telecommunications/information technology?
Geographic distribution is required under training and Geographic distribution is required under training and state financing.state financing.
• You need to collect the county of residence of an You need to collect the county of residence of an individual receiving services or training. individual receiving services or training.
• For professionals, you need the county in which the For professionals, you need the county in which the professional works (meaning provides services).professional works (meaning provides services).
• Using county information, determine the Rural Urban Using county information, determine the Rural Urban Continuum Code (RUCC) for that county. Continuum Code (RUCC) for that county.
• The OMB metro and nonmetro categories are divided The OMB metro and nonmetro categories are divided into three metro and six nonmetro categories, for 9 into three metro and six nonmetro categories, for 9 RUCCs RUCCs
1 - Counties in metro areas of one million population or more 1 - Counties in metro areas of one million population or more
2 - Counties in metro areas of 250,000 to one million population 2 - Counties in metro areas of 250,000 to one million population
3 - Counties in metro areas of fewer than 250,000 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 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 5 - Urban population of 20,000 or more, not adjacent to a metro area area
6 - Urban population of 2,500 to 19,999, 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 7 - Urban population of 2,500 to 19,999, not adjacent to a metro area area
8 - Completely rural or less than 2,500 urban population, adjacent 8 - Completely rural or less than 2,500 urban population, adjacent to a metro area to a metro area
9 - Completely rural or less than 2,500 urban population, not 9 - Completely rural or less than 2,500 urban population, not adjacent to a metro area adjacent to a metro area
To simplify this, data collection codes are combined To simplify this, data collection codes are combined into three levels: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 Categorize individuals into one of these three levels based on the RUCC for their county. based on the RUCC for their county.
Tally how many individuals fall into each level of RUCC Tally how many individuals fall into each level of RUCC and provide the final number. and provide the final number.
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Go to InternetGo to Internet
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General: Classification of General: Classification of DevicesDevices
There are 10 categories for classifying devices.There are 10 categories for classifying devices.
·· VisionVision
·· HearingHearing
·· Speech communicationSpeech communication
·· Learning, cognition, and developmentalLearning, cognition, and developmental
·· Mobility, seating, and positioningMobility, seating, and positioning
·· Vehicle modification and transportationVehicle modification and transportation
·· Computers and relatedComputers and related
·· Recreation, sports, and leisureRecreation, sports, and leisure
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General: Classification of General: Classification of DevicesDevices
• Choose one category where a device Choose one category where a device belongs.belongs.
• Do not count a device twice. Do not count a device twice.
• Devices that can be used in multiple Devices that can be used in multiple categories should be classified based on the categories should be classified based on the functional need that is served by the “assistive” functional need that is served by the “assistive” aspect of the device. aspect of the device.
• A component of a larger system should be A component of a larger system should be classified by the larger system. classified by the larger system.
• Services are classified according to the Services are classified according to the category associated with the service. category associated with the service.
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General: Classification of Individuals General: Classification of Individuals and Entitiesand Entities
• Individuals with disabilitiesIndividuals with disabilities
• Employers and businessesEmployers and businesses
• Providers of employment/trainingProviders of employment/training
• Health, allied health and rehabHealth, allied health and rehab
• OtherOther
Classify professionals by place of employmentClassify professionals by place of employment
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Coordination and CollaborationCoordination and Collaboration
1. Did you coordinate or collaborate among public 1. Did you coordinate or collaborate among public and private entities that are responsible for policies, and private entities that are responsible for policies, procedures, or funding for the provision of AT devices procedures, or funding for the provision of AT devices and services to carry out state financing activities? and services to carry out state financing activities?
2. How did this coordination or collaboration affect 2. How did this coordination or collaboration affect your implementation of state financing activities (e.g., your implementation of state financing activities (e.g., did it enable you to serve a larger area or avoid did it enable you to serve a larger area or avoid duplication of services)? If there has been no effect duplication of services)? If there has been no effect yet, you may also report that information here. yet, you may also report that information here. (Narrative field)(Narrative field)
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Coordination and CollaborationCoordination and Collaboration
3. Did this coordination or collaboration result in a 3. Did this coordination or collaboration result in a state improvement outcomestate improvement outcome (i.e., improved policies, (i.e., improved policies, practices, or procedures)? practices, or procedures)?
(If “Yes” to Item 3) (If “Yes” to Item 3) Complete this section for the Complete this section for the outcome you want to report. If you have more than one outcome you want to report. If you have more than one outcome to report, you will need to complete this outcome to report, you will need to complete this section more than once. After you have completed section more than once. After you have completed your first entry, you will be given an opportunity to your first entry, you will be given an opportunity to repeat this section in order to report additional repeat this section in order to report additional outcomes. outcomes.
(Respondents who choose “1” will receive balance of (Respondents who choose “1” will receive balance of section.)section.)
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Coordination and CollaborationCoordination and Collaboration
4. In one or two sentences, describe the outcome. 4. In one or two sentences, describe the outcome. Be as specific as possible about exactly what changed Be as specific as possible about exactly what changed during this reporting period as a result of the AT during this reporting period as a result of the AT program’s initiative. program’s initiative.
5. In one or two sentences, describe the written 5. In one or two sentences, describe the written policies, practices, and procedures that have been policies, practices, and procedures that have been developed and implemented as a result of the AT developed and implemented as a result of the AT program’s initiative. If there are no written policies, program’s initiative. If there are no written policies, practices, and procedures, explain why. practices, and procedures, explain why. (Narrative (Narrative field)field)
6. Was the primary outcome of the state 6. Was the primary outcome of the state improvement initiative in a policy area?improvement initiative in a policy area?
Coordination and CollaborationCoordination and Collaboration
7. If “yes” to Item (6) Identify the policy area in which 7. If “yes” to Item (6) Identify the policy area in which the state improvement outcome had its primary impact. the state improvement outcome had its primary impact. Choose only Choose only oneone policy area for each outcome. policy area for each outcome.
Example of how to determine primary impact areaExample of how to determine primary impact area: If : If an improvement initiative resulted in coverage of an improvement initiative resulted in coverage of hearing aids for adults under Medicaid, Medicaid would hearing aids for adults under Medicaid, Medicaid would be the policy impact area. be the policy impact area.
Drop-down box: (1) ADA/504; (2) IDEA Part C; (3) Drop-down box: (1) ADA/504; (2) IDEA Part C; (3) IDEA Part B; (4) Section 508 and Section 255; (5) IDEA Part B; (4) Section 508 and Section 255; (5) WIA/Rehabilitation Act/VR; (6) Medicaid; (7) Medicare; WIA/Rehabilitation Act/VR; (6) Medicaid; (7) Medicare; (8) Private insurance; (9) HAVA; (10) Older Americans (8) Private insurance; (9) HAVA; (10) Older Americans Act; (11) SSI/SSDI/Work Incentives; (12) Olmstead; Act; (11) SSI/SSDI/Work Incentives; (12) Olmstead; (13) other (specify)(13) other (specify)
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Coordination and CollaborationCoordination and Collaboration
8. Describe the role of the statewide AT program in 8. Describe the role of the statewide AT program in achieving the outcome and what means (e.g., achieving the outcome and what means (e.g., technical assistance) you used to achieve the technical assistance) you used to achieve the outcome? (outcome? (Narrative field)Narrative field)
9. Do you have additional outcomes to report? If so, 9. Do you have additional outcomes to report? If so, select “Yes” and the system will repeat this section. If select “Yes” and the system will repeat this section. If you select “no,” it will take you to the next section of the you select “no,” it will take you to the next section of the reporting form. reporting form.
