Annual Report - Independent Living Services For Older Individuals Who Are Blind

RSA-7-OB for Arizona Rehabilitation Services Administration - H177B170003 report through September 30, 2017

Instructions

Introduction

The revised ED RSA-7-OB form incorporates revisions to the four established performance measures for the Independent Living Services for Older Individuals who are Blind (IL-OIB) program. Added in 2007, these measures aim to better reflect the program’s impact on individual consumers and the community.

Added to capture information that may be required to meet GPRA guidelines, the performance measures can be found under Part VI: Program Outcomes/Performance Measures as follows:

Measure 1.1

Of individuals who received AT (assistive technology) services and training, the percentage who regained or improved functional abilities previously lost as a result of vision loss.

Measure 1.2

Of individuals who received orientation and mobility (O & M) services, the percentage who experienced functional gains or maintained their ability to travel safely and independently in their home and/or community environment.

Measure 1.3

Of individuals who received services or training in alternative non-visual or low vision techniques, the percentage that experienced functional gains or were able to successfully restore and maintain their functional ability to engage in their customary life activities within their home environment and community.

Measure 1.4

Of the total individuals served, the percentage that reported that they are in greater control and are more confident in their ability to maintain their current living situation as a result of services.

Revisions to these established program performance measures consists of the following additional five items:

E1. Enter the Number of individuals served who reported feeling that they are in greater control and are more confident in their ability to maintain their current living situation as a result of services they received (Closed/inactive cases only)

E2. Enter the number of individuals served who reported feeling that they have less control and confidence in their ability to maintain their current living situation as a result of services they received (closed/inactive cases only)

E3. Enter the number of individuals served who reported no change in their feelings of control and confidence in their ability to maintain their current living situation as a result of services they received (closed/inactive cases only)

E4. Enter the number of individuals served who experienced changes in lifestyle for reasons unrelated to vision loss. (closed/inactive cases only)

E5. Enter the number of individuals served who died before achieving functional gain or experiencing changes in lifestyle as a result of services they received. (closed/inactive cases only)

Submittal Instructions

OIB grantees are expected to complete and submit the 7-OB Report online through RSA’s website (https://rsa.ed.gov), unless RSA is notified of pertinent circumstances that may impede the online submission.

To register with RSA’s MIS, please go to https://rsa.ed.gov and click on Info for new users. The link provides instructions for obtaining an agency-specific username and password. Further instructions for completing and submitting the 7-OB Report online will be provided upon completion of the registration process.

OIB grantees submitting the 7-OB Report online are not required to mail signed copies of the 7-OB Report to RSA, but they must certify in the MIS that the signed and dated 7-OB Report and lobbying certification forms are retained on file.

The Report submittal deadline is no later than December 31 of the reporting year.

Part I: Funding Sources for Expenditures And Encumbrances — Instructions

Please note: Total expenditures and encumbrances for direct program services in Part I (C) must equal the total funds spent on service in Part IV. Part I C must equal the sum of Part IV A1+B1+C1+D1.

A. Funding SourceS for Expenditures and encumbrances in reported fy

A1. Enter the total amount of Title VII-Chapter 2 funds expended or encumbered during the reported FY. Include expenditures or encumbrances made from both carryover funds from the previous FY and from the reported FY grant funds.

A2. Enter the total of any other federal funds expended or encumbered in the Title VII-Chapter 2 program during the reported FY. Designate the funding sources and amounts in (a) through (e).

A3. Enter the total amount of state funds expended or encumbered in the Title VII - Chapter 2 program. Do not include in-kind contributions (e.g., documented value of services, materials, equipment, buildings or office space, or land).

A4. Enter the total amount of third party contributions including local and community funding, non-profit or for-profit agency funding, etc. Do not include in-kind contributions (e.g., documented value of services, materials, equipment, buildings or office space, or land).

A5. Enter the total amount of in-kind contributions from non-federal sources. Include value of property or services that benefit the Title VII-Chapter 2 program (e.g. the fairly evaluated documented value of services, materials, equipment, buildings or office space or land).

A6. Enter the total matching funds (A3 + A4 + A5). Reminder: The required non-federal match for the Title VII-Chapter 2 program is not less than $1 for each $9 of federal funds provided in the Title VII-Chapter 2 grant. Funds derived from or provided by the federal government, or services assisted or subsidized to any significant extent by the federal government, may not be included in determining the amount of non-federal contributions.

A7. Enter the total amount of all funds expended and encumbered (A1 + A2 + A6) during the reported fiscal year.

B. Total expenditures and encumbrances allocated to administrative, support staff, and general overhead costs

Enter the total amount of expenditures and encumbrances allocated to administrative, support staff, and general overhead costs. Do not include costs for direct services provided by agency staff or the costs of contract or sub-grantee staff that provide direct services under contracts or sub-grants. If an administrator spends a portion of his or her time providing administrative services and the remainder providing direct services, include only the expenditures for administrative services.

C. Total expenditures and encumbrances for direct program services

Enter the total amount of expenditures and encumbrances for direct program services by subtracting line B from line A7.

Part II: Staffing — Instructions

Base all FTE calculations upon a full-time 40-hour workweek or 2080 hours per year. Record all FTE assigned to the Title VII-Chapter 2 program irrespective of whether salary is paid with Title VII-Chapter 2 funds.

A. Full-time Equivalent (FTE) Program Staff

A1. Under the “Administrative & Support” column (A1a), enter the full-time equivalent (FTE) of all administrative and support staff (e.g. management, program directors, supervisors, readers, drivers for staff, etc.) assigned to the Title VII-Chapter 2 program from the State agency. (For example, if 20% or 8 hours per week of a staff person’s time were spent on administrative and support functions related to this program, the FTE for that staff person would be .2). Under the “Direct Services” column (A1b), enter the FTE of all direct service staff (e.g. rehabilitation teacher, IL specialist, orientation and mobility specialist, social worker, drivers for individuals receiving services, etc.) assigned to the Title VII-Chapter 2 program from the State agency. If administrative or support staff of the State agency also provide direct services, report the FTE devoted to direct services in the “Direct Services” column (A1b). (For example, if 80% of a staff person’s time were spent in providing direct services, the FTE for that person would be 8). Finally, add across the “Administrative & Support” FTE (A1a) and “Direct Service” FTE (A1b) to enter the total State agency FTE in the TOTAL (A1c) column.

A2. Under the “Administrative & Support” column (A2a), enter the full-time equivalent (FTE) of all administrative and support staff (e.g. management, program directors, supervisors, readers, drivers for staff, etc.) assigned to the Title VII-Chapter 2 program from contractors or sub-grantees. Under the “Direct Services” column (A2b), enter the FTE of all direct service staff (e.g. rehabilitation teacher, IL specialist, orientation and mobility specialist, social worker, driver for individuals receiving services, etc.) assigned to the Title VII-Chapter 2 program from contractors and sub-grantees. If administrative staff of the contractors or sub-grantees also provides direct services, report the FTE devoted to direct services in the “Direct Services” column (A2b). Finally, add across the “Administrative & Support” FTE (A2a) and “Direct Service” FTE (A2b) to enter the total contractor or sub-grantee FTE in the TOTAL (A2c) column.

A3. Add each column for A1 and A2 and record totals on line A3.

B. Employed or advanced in employment

B1. Enter the total number of employees (agency and contractor/sub-grantee staff) with disabilities (include blind and visually impaired not 55 or older), including blindness or visual impairment, in B1a. Enter the FTE of employees with disabilities in B1b. (To calculate B1b, add the total number of hours worked by all employees with disabilities and divide by 2080 to arrive at the FTE)

B2. Enter the total number of employees (agency and contractor/sub-grantee staff) who are blind or visually impaired and age 55 and older in B2a. Enter the FTE of employees who are blind or visually impaired and age 55 or older in B2b. (To calculate B2b, add the total number of hours worked by employees who are blind or visually impaired and age 55 and older and divide by 2080 to arrive at the FTE)

B3. Enter the total number of employees (agency and contractor/sub-grantee staff) who are members of racial/ethnic minorities in B3a. Enter the FTE of employees who are members of racial/ethnic minorities in B3b. (To calculate B3b, add the total number of hours worked by employees who are members of racial/ethnic minorities and divide by 2080 to arrive at the FTE)

B4. Enter the total number of employees (agency and contractor/sub-grantee staff) who are women in B4a. Enter the FTE of employees who are women in B4b. (To calculate B4b, add the total number of hours worked by women and divide by 2080 to arrive at the FTE)

B5. Enter the total number of employees (agency and contractor/sub-grantee staff) who are ages 55 and older, but not blind or visually impaired, in B5a. Enter the FTE of employees who are ages 55 and older, but not blind or visually impaired, in B5b. (To calculate B5b, add the total number of hours worked by employees who are ages 55 and older, but not blind or visually impaired, and divide by 2080 to arrive at the FTE)

C. Volunteers

C1. Enter the FTE of program volunteers in C1. (To calculate C1, add the total number of hours worked by all program volunteers and divide by 2080 to arrive at the FTE).

Part III: Data on Individuals Served — Instructions

Provide data in all categories on program participants who received one or more services during the fiscal year being reported.

A. Individuals Served

A1. Enter the number of program participants carried over from the previous federal fiscal year who received services in this reported FY (e.g. someone received services in September (or any other month) of the previous FY and continued to receive additional services in the reported FY).

A2. Enter the number of program participants who began receiving services during the reported fiscal year irrespective of whether they have completed all services.

A3. Enter the total number served during the reported fiscal year (A1 + A2).

B. Age

B1-B10. Enter the total number of program participants served in each respective age category.

B11. Enter the sum of B1 through B10. This must agree with A3.

C. Gender

C1. Enter the total number of females receiving services.

C2. Enter the total number of males receiving services.

C3. Enter the sum of C1 and C2. This must agree with A3.

D. Race/Ethnicity

Hispanic or Latino means a person of Cuban, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin, regardless of race.

D1. Enter the number of individuals served who are Hispanic/Latino of any race or Hispanic/Latino only. Hispanic/Latino means a person of Cuban, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin, regardless of race.

D2. Enter the number of individuals served who are American Indian or Alaska Native. American Indian or Alaska Native means a person having origins in any of the original peoples of North and South America (including Central America), and who maintains tribal affiliation or community attachment.

D3. Enter the number of individuals served who are Asian. Asian means a person having origins in any of the original peoples of the Far East, Southeast Asia, or the Indian subcontinent including, for example, Cambodia, China, India, Japan, Korea, Malaysia, Pakistan, the Philippine Islands, Thailand, and Vietnam.

D4. Enter the number of individuals served who are Black or African American. Black or African American means a person having origins in any of the black racial groups of Africa. Terms such as “Haitian” may be used.

D5. Enter the number of individuals served who are Native Hawaiian or Other Pacific Islander. Native Hawaiian or Other Pacific Islander means a person having origins in any of the original peoples of Hawaii, Guam, Samoa, or other Pacific Islands.

D6. Enter the number of individuals served who are White or Caucasian. White means a person having origins in any of the original peoples of Europe, the Middle East, or North Africa.

D7. Enter the number of individuals served who report two or more races but who are not Hispanic/Latino of any race.

D8. Enter “race and ethnicity unknown” only if the consumer refuses to identify race and ethnicity.

D9. Enter the total of D1 through D8. This number must agree with A3.

E. Degree of Visual Impairment

E1. Enter the number of individuals served who are totally blind (e.g. have light perception only or no light perception).

E2. Enter the number of individuals served who are legally blind (excluding those recorded in E1).

E3. Enter the number of individuals served who have severe visual impairment.

E4. Add E1 + E2 + E3 and enter the total. This number must agree with A3.

F. Major Cause of Visual Impairment

(Please note that the primary site for the definitions of diseases is http://www.nia.nih.gov/AboutNIA/StrategicPlan/ResearchGoalA/Subgoal1.htm.)

Enter only one major cause of visual impairment for each individual served.

F1. Enter the number of individuals served who have macular degeneration as the major cause of visual impairment. Age-related macular degeneration (AMD) is a progressive disease of the retina wherein the light-sensing cells in the central area of vision (the macula) stop working and eventually die. The cause of the disease is thought to be a combination of genetic and environmental factors, and

It is most common in people who are age 60 and over. AMD is the leading cause of legal blindness in senior citizens.

F2. Enter the number of individuals served who have diabetic retinopathy as the major cause of visual impairment. Diabetic retinopathy is the leading cause of new cases of legal blindness among working-age Americans and is caused by damage to the small blood vessels in the retina. It is believed that poorly controlled blood sugar levels are related to its progression. Most persons with diabetes have non-insulin-dependent diabetes mellitus (NIDDM) or what is commonly called “adult-onset” or Type II diabetes, and control their blood sugar with oral medications or diet alone. Others have insulin-dependent diabetes mellitus (IDDM), also called "younger or juvenile-onset" or Type I diabetes, and must use insulin injections daily to regulate their blood sugar levels.

F3. Enter the number of individuals served who have glaucoma as the major cause of visual impairment. Glaucoma is a group of eye diseases causing optic nerve damage that involves mechanical compression or decreased blood flow. It is permanent and is a leading cause of blindness in the world, especially in older people.

F4. Enter the number of individuals served who have cataracts as the major cause of visual impairment. A cataract is a clouding of the natural lens of the eye resulting in blurred vision, sensitivity to light and glare, distortion, and dimming of colors. Cataracts are usually a natural aging process in the eye (although they may be congenital) and may be caused or accelerated by other diseases such as glaucoma and diabetes.

F5. Enter the number of individuals served who have any other major cause of visual impairment.

F6. Enter the sum of F1 through F5. This number must agree with A3.

G. Other Age-Related Impairments

Enter the total number of individuals served in each category. Individuals may report one or more non-visual impairments/conditions. The National Institute on Aging (NIA) Strategic Plan identifies age-related diseases, disorders, and disability including the following categories.

G1. Hearing Impairment: Presbycusis is the gradual hearing loss that occurs with aging. An estimated one-third of Americans over 60 and one-half of those over 85 have some degree of hearing loss. Hearing impairment occurs when there is a problem with or damage to one or more parts of the ear, and may be a conductive hearing loss (outer or middle ear) or a sensorineural hearing loss (inner ear) or a combination. The degree of hearing impairment can vary widely from person to person. Some people have partial hearing loss, meaning that the

Ear can pick up some sounds; others have complete hearing loss, meaning that the ear cannot hear at all. One or both ears may be affected, and the impairment may be worse in one ear than in the other.

G2. Diabetes: Diabetes is a disease in which the body does not produce or properly use insulin, a hormone that is needed to convert sugar, starches and other food into energy needed for daily life. Type 2 diabetes, which results from insulin resistance and abnormal insulin action, is most prevalent in the older population. Diabetes complications, such as heart disease and loss of sight, increase dramatically when blood sugar is poorly controlled and often develop before diabetes is diagnosed.

G3. Cardiovascular Disease and Strokes: Diseases of the heart and blood vessels are the leading cause of hospitalization and death in older Americans. Congestive heart failure is the most common diagnosis in hospitalized patients aged 65 and older.

G4. Cancer: The second leading cause of death among the elderly is cancer, with individuals age 65 and over accounting for 70 percent of cancer mortality in the United States. Breast, prostate, and colon cancers, are common in older people.

G5. Bone, Muscle, Skin, Joint, and Movement Disorders: Osteoporosis (loss of mass and quality of bones), osteoarthritis (inflammation and deterioration of joints), and sarcopenia (age-related loss of skeletal muscle mass and strength) contribute to frailty and injury in millions of older people. Also contributing to loss of mobility and independence are changes in the central nervous system that control movement. Cells may die or become dysfunctional with age, as in Parkinson's disease. Therefore, older people may have difficulty with gross motor behavior, such as moving around in the environment, or with fine motor skills, such as writing.

G6. Alzheimer’s Disease/Cognitive Impairment: Alzheimer’s disease is the most common type of dementia (a brain disorder that significantly affects an individual’s ability to carry out daily life activities) in older people. It and other cognitive impairments impact parts of the brain that control thought, memory, and language.

G7. Depression is widespread, often undiagnosed, and often under-treated in the elderly. It is believed to affect more than 6.5 million of the 35 million Americans who are 65 or older. Depression is closely associated with dependency and disability. Symptoms may include: loss of interest in normally pleasurable activities, persistent, vague or unexplained somatic complaints, memory complaints, change in weight, sleeping disorder, irritability or demanding behavior, lack of attention to personal care, difficulty with concentration, social withdrawal, change in appetite, confusion, delusions or hallucinations, feeling of worthlessness or hopelessness, and thought about suicide.

G8. Other Major Geriatric Concerns: Several conditions can compromise independence and quality of life in older persons including weakness and falls, urinary incontinence, benign prostatic hyperplasia, and co morbidity (co morbidity describes the effect of all other diseases an individual might have on the primary disease).

H. Type of Residence

H1. Enter the number of individuals served who live in private residence (house or apartment unrelated to senior living).

H2. Enter the number of Individuals served who live in senior living/retirement community (e.g. housing designed for those age 55 and older).

H3. Enter the number of individuals served who live in assisted living facility (e.g. housing that provides personal care and services which meet needs beyond basic provision of food, shelter and laundry).

H4. Enter the number of individuals served who live in nursing homes/long-term care facility (e.g. any facility that provides care to one or more persons who require nursing care and related medical services of such complexity to require professional nursing care under the direction of a physician on a 24 hour a day basis).

H5. Enter the number of individuals served who are homeless

H6. Enter the sum of H1, H2, H3, H4 and H5. This number must agree with A3.

I. Source of Referral

I1. Enter the number of individuals served referred by an ophthalmologist or optometrist.

I2. Enter the number of individuals served referred by a medical provider other than an ophthalmologist or optometrist.

I3. Enter the number of individuals served referred by a state vocational rehabilitation agency.

I4. Enter the number of individuals served referred by a government or social services agency defined as a public or private agency which provides assistance to consumers related to eligibility and securing entitlements and benefits, counseling, elder law services, assistance with housing, etc.

I5. Enter the number of individuals served referred by the Veterans Administration

I6. Enter the number of individuals served referred by a senior program defined as a community-based educational, recreational, or socialization program operated by a senior center, nutrition site, or senior club.

I7. Enter the number of individuals served referred by an assisted living facility defined as housing that provides personal care and services which meet needs beyond basic provision of food, shelter and laundry.

I8. Enter the number of individuals served referred by a nursing home/long-term care facility defined as any facility that provides care to one or more persons who require nursing care and related medical services of such complexity to require professional nursing care under the direction of a physician on a 24 hour a day basis.

I9. Enter the number of individuals served referred by a faith-based (religious affiliated) organization.

I10. Enter the number of individuals served referred by an independent living center (ILC) defined as a consumer-controlled, community-based, cross-disability, nonresidential private nonprofit agency that is designed and operated within a local community by individuals with disabilities, and provides an array of independent living services.

I11. Enter the number of individuals referred by a family member or friend.

I12. Enter the number of individuals who were self-referred.

I13. Enter the number of individuals referred from all other sources aside from those listed above.

I14. Enter the sum of I1, I2, I3, I4, I5, I6, I7, I8, I9, I10, I11, I12, and I13. This number must agree with A3

Part IV: Types of Services Provided and Resources Allocated — Instructions

Please note: Total expenditures and encumbrances for direct program services in Part I C must equal the total funds spent on services in Part IV. Part I C must equal the sum of Part IV A1+B1+C1+D1.

In addition, salary or costs associated with direct service staff or contractors providing

direct services should be included in the cost of services provided in A, B, C, and D.

A. Clinical / Functional Vision Assessments and Services

A1. Enter the total cost from Title VII-Chapter 2 federal grant funds (A1a) and the total cost from all other sources of program funding (A1b) for clinical and/or functional vision assessments and services, whether purchased or provided directly.

A2. Enter the total number of program participants who received clinical vision screening or vision examinations from qualified or certified professionals such as ophthalmologists or optometrists, and who received functional vision assessments or low vision evaluations to identify strategies for enhancing visual performance both without and with optical and low vision devices and equipment. Assessment areas may include functional visual acuity and fields, efficiency of vision in the performance of everyday tasks, and evaluation for low vision aids or equipment. These assessments are typically provided by skilled professionals or those who are certified or have a master’s degree in low vision rehabilitation. Do not include evaluations for orientation and mobility. These should be included in C3.

A3. Enter the total number of program participants who received surgical or therapeutic treatment to prevent, correct, or modify disabling eye conditions; and, hospitalizations related to such services. Include prescription optics in this service category. Nonprescription optics should be reported in B2.

B. Assistive Technology Devices, Aids, Services and Training

B1. Enter the total cost from Title VII-Chapter 2 federal grant funds (B1a) and the total cost from all other sources of program funding (B1b) for the provision of assistive technology devices, aids, services and training.

B2. Enter the total number of program participants who received one or more assistive technology devices and aids. As defined in Section 3(4) of the Assistive Technology Act of 2004 (Pub. L. 108-364), “assistive technology device means any item, piece of equipment, or product system whether acquired commercially, modified, or customized that is used to increase, maintain, or improve functional capabilities of individuals with disabilities.” Assistive technology devices may include such items as canes, slates, insulin gauges, CCTVs, computers, adaptive software, magnifiers, adaptive cooking items, adaptive recreational items, handwriting guides, Braillers, large button telephones, etc.

B3. Enter the total number of program participants who received one or more assistive technology services and training. As defined in Section 3(5) of the Assistive Technology Act of 2004 (PL 108-364), “assistive technology service means any service that directly assists an individual with a disability in the selection, acquisition, or use of an assistive technology device.” Services may include the evaluation of assistive technology needs of an individual, services related to acquisition of technology, costs of loan programs, maintenance and repair of assistive technology, training or technical assistance for the individual or professionals related to the use of assistive technology, programs to expand the availability of assistive technology, low vision therapy services related to the use of optical aids and devices, and other services related to the selection, acquisition, or use of an assistive technology device.

C. Independent Living and Adjustment Training and Services

C1. Enter the total cost from Title VII-Chapter 2 federal grant funds (C1a) and the total cost from all other sources of program funding (C1b) for the provision of services and adjustment training leading to independent living. Evaluation and assessment services (excluding those included in A2 or B3) leading to the planning and implementation of services and training should be included in these costs.

C2. Enter the total number of individuals who received orientation and mobility (O & M) services or travel training (i.e. learning to access public or private transportation and to travel safely and as independently as possible in the home and community with or without the use of mobility aids and devices).

C3. Enter the total number of individuals who received communication skills training (e.g. reading and writing Braille, keyboarding and computer literacy, computer skills training, using the telephone, handwriting guides, telling time, using readers, use of audio and tactile technologies for home, recreational or educational use; etc.). Training in the use of newspaper reading services and radio services should be included.

C4. Enter the total number of individuals who received personal management and daily living skills training (e.g. training in the use of adaptive aids and assistive technology devices for personal management and daily living, blindness and low vision alternative techniques for food preparation, grooming and dress, household chores, medical management, shopping, recreational activities, etc.)

C5. Enter the total number of individuals who received supportive services (e.g. reader services, transportation, personal attendant services, support service providers, interpreters, etc.) while actively participating in the program or attaining independent living goals.

C6. Enter the total number of program participants who participated in advocacy training or support network activities such as consumer organization meetings, peer support groups, etc.

C7. Enter the total number of individuals who received counseling (peer, individual or group) to assist them in adjusting to visual impairment and blindness.

C8. Enter the total number of program participants that received information and referral to other service providers, programs, and agencies (e.g. senior programs, public and private social service programs, faith-based organizations, consumer groups, etc.) to enhance adjustment, independent living, and integration into the community. Do not include individuals who received only information and referral and for whom no other services were provided.

C9. Enter the total number of individuals served who were provided any other service not listed above.

D. Community Awareness Activities / Information and Referral

D1. Enter the total cost from Title VII-Chapter 2 federal grant funds (D1a) and the total cost from all other sources of program funding (D1b) for providing information and referral services and community awareness activities/events to individuals for whom this was the only service provided (i.e. training for other professionals, telephone inquiries, general inquiries, etc.).

D2. Enter the number of individuals receiving information and referral services for whom this is the only service provided. (optional)

D3. Enter the number of community awareness events/activities in which the Chapter 2 program participated during the reported year (D3a) and the number or estimated number of individuals who benefited from these activities (D3b).

Part V: Comparison of Prior Year Activities to Current Reported Year — Instructions

A1. Program Expenditures and Encumbrances (all sources) Enter the total cost of the program for the prior fiscal year (A1a), and the fiscal year being reported (A1b). The total cost of the program can be found in Part I A7. Calculate the change (plus or minus) from the prior year to the reported year (A1c).

A2. Number of Individuals Served Enter the total number of eligible individuals served in the prior year (A2a), and in the current reported year (A2b). The total number of individuals served can be found in Part III A3. Calculate the change (plus or minus) in the numbers served from the prior year to the reported year (A2c).

A3. Number of Minority Individuals Served Enter the total number of minority individuals served in the prior year (A3a), and in the fiscal year currently being reported (A3b). The total number of minority individuals served is the total of Part III D1+D2+D3+D4+D5 +D7. Calculate the change (plus or minus) in the numbers served from the prior year to the reported year (A3c).

A4. Number of Community Awareness Activities Enter the number of community awareness activities or events in which the Chapter 2 program participated during the prior year (A4a), and in the fiscal year currently being reported (A4b). The number of community awareness activities is found in Part IV D3a. Calculate the change (plus or minus) in the number of events from the prior year to the year being reported (A4c).

A5. Number of Collaborating Agencies and Organizations Enter the number of collaborating organizations or agencies (formal agreements or informal activity) other than Chapter 2 paid sub-grantees or contractors in the prior year (A5a), and in the fiscal year currently being reported (A5b). Calculate the change (plus or minus) from the prior year to the year being reported (A5c).

A6. Number of Sub-grantees/Contractors If you provide services through sub-grantee agencies or contract, enter the number of sub-grantees or contracts in the prior year (A6a), and in the fiscal year currently being reported (A6b). Calculate the change (plus or minus) from the prior year to the year being reported (A6c). If you do not use sub-grantees, enter 0 in A6a, A6b, and A6c.

Part VI: Program Outcomes/Performance Measures — Instructions

A. Enter the number from Part IV B3 in A1. From available program data and evaluations, enter the number of individuals receiving AT (assistive technology) services and training who maintained or improved functional abilities that were previously lost or diminished as a result of vision loss in A2. (closed/inactive cases only).

In A3, from available program data and evaluations, enter the number of individuals for whom functional gains have not yet been determined at the close of the reporting period (This number would not include those individuals who are no longer receiving services and who either did not make functional gains or maintain functional ability before case closure or inactivity).

B. Enter the number from Part IV C2 in B1. From available program data and evaluations, of those receiving orientation and mobility (O & M) services, enter the number of individuals who experienced functional gains or maintained their ability to travel safely and independently in their residence and/or community environment as a result of services in B2 (closed/inactive cases only).

In B3, from available program data and evaluations, enter the number of individuals for whom functional gains have not yet been determined at the close of the reporting period (This number would not include those individuals who are no longer receiving services and who either did not make functional gains or maintain functional ability before case closure or inactivity).

C. Enter the number from Part IV C3 in C1. From available program data and evaluations, of those receiving communication skills training, enter the number of individuals who gained or maintained their functional abilities as a result of services they received in C2 (Closed/inactive cases only).

In C3, from available program data and evaluations, enter the number of individuals for whom functional gains have not yet been determined at the close of the reporting period (This number would not include those individuals who are no longer receiving services and who either did not make functional gains or maintain functional ability before case closure or inactivity).

D. Enter the number from Part IV C4 in D1. From available program data and evaluations, of those receiving daily living skills training, enter the number of individuals that experienced functional gains or successfully restored or maintained their functional ability to engage in their customary daily life activities as a result of services or training in personal management and daily living skills In D2 (Closed/inactive cases only).

In D3, enter the Number of individuals for whom functional gains have not yet been determined at the close of the reporting period (This number would not include those individuals who are no longer receiving services and who either did not make functional gains or maintain functional ability before case closure or inactivity).

E1. Enter the Number of individuals served who reported feeling that they are in greater control and are more confident in their ability to maintain their current living situation as a result of services they received (Closed/inactive cases only).

E2. Enter the number of individuals served who reported feeling that they have less control and confidence in their ability to maintain their current living situation as a result of services they received (Closed/inactive cases only).

E3. Enter the number of individuals served who reported no change in their feelings of control and confidence in their ability to maintain their current living situation as a result of services they received (Closed/inactive cases only).

E4. Enter the number of individuals served who experienced changes in lifestyle for reasons unrelated to vision loss (Closed/inactive cases only). “Change in lifestyle” is defined as any non-vision related event that results in the consumer’s reduced independence, such as moving from a private residence (house or apartment) to another type of residence e.g. living with family, senior living community, assisted living facility, nursing home/long-term facility, etc. Reduced independence could also result in employing a caregiver to enable the consumer continue to live in his/her home. Examples of events that could result in reduced independence of the consumer include loss of spouse and onset or worsening of other health conditions such as diabetes, cancer, heart disease, etc.

E5. Enter the number of individuals served who died before achieving functional gain or experiencing changes in lifestyle as a result of services they received (Closed/inactive cases only).

Part VII: Training and Technical Assistance — Instructions

On July 22, 2014, Public Law 113-128, the Workforce Innovation and Opportunity Act (WIOA) was enacted and included a new requirement under Section 751A that the RSA Commissioner shall conduct a survey of designated State agencies that receive grants under section 752 regarding training and technical assistance needs in order to determine funding priorities for such training and technical assistance. Please enter a brief description of training and technical assistance needs that you may have to assist in the implementation and improvement of the performance of your Independent Living Services for Older Individuals Who Are Blind grant (for example, financial management, reporting requirements on the 7-OB, program management, data analysis and program performance, law and applicable regulations, provision of services and service delivery, promising practices, resources and information, outreach, etc.).

Part VIII: Narrative — Instructions

Self-explanatory.

Part IX: Signature Instructions

Please sign and print the name, title and telephone number of the IL-OIB Program Director.

Part I: Funding Sources And Expenditures

Title VII-Chapter 2 Federal grant award for reported fiscal year657,431
Other federal grant award for reported fiscal year0
Title VII-Chapter 2 carryover from previous year642,940
Other federal grant carryover from previous year0
A. Funding Sources for Expenditures in Reported FY
A1. Title VII-Chapter 21,175,360
A2. Total other federal583,000
(a) Title VII-Chapter 1-Part B0
(b) SSA reimbursement142,123
(c) Title XX - Social Security Act440,877
(d) Older Americans Act0
(e) Other0
A3. State (excluding in-kind)73,048
A4. Third party0
A5. In-kind0
A6. Total Matching Funds73,048
A7. Total All Funds Expended1,831,408
B. Total expenditures and encumbrances allocated to administrative, support staff, and general overhead costs583,000
C. Total expenditures and encumbrances for direct program services1,248,408

Part II: Staffing

FTE (full time equivalent) is based upon a 40-hour workweek or 2080 hours per year.

A. Full-time Equivalent (FTE)

Program Staff a) Administrative and Support b) Direct Service c) Total
1. FTE State Agency 3.8500 5.8500 9.7000
2. FTE Contractors 4.4100 8.0100 12.4200
3. Total FTE 8.2600 13.8600 22.1200

B. Employed or advanced in employment

a) Number employed b) FTE
1. Employees with Disabilities 17 7.2700
2. Employees with Blindness Age 55 and Older 7 2.8300
3. Employees who are Racial/Ethnic Minorities 14 5.2200
4. Employees who are Women 41 19.2000
5. Employees Age 55 and Older 16 8.5300

C. Volunteers

0.00

Part III: Data on Individuals Served

Provide data in each of the categories below related to the number of individuals for whom one or more services were provided during the reported fiscal year.

A. Individuals Served

1. Number of individuals who began receiving services in the previous FY and continued to receive services in the reported FY301
2. Number of individuals who began receiving services in the reported FY394
3. Total individuals served during the reported fiscal year (A1 + A2) 695

B. Age

1. 55-5955
2. 60-6464
3. 65-6982
4. 70-7492
5. 75-79100
6. 80-84105
7. 85-89112
8. 90-9467
9. 95-9916
10. 100 & over2
11. Total (must agree with A3)695

C. Gender

1. Female489
2. Male206
3. Total (must agree with A3)695

D. Race/Ethnicity

For individuals who are non-Hispanic/Latino only

1. Hispanic/Latino of any race64
2. American Indian or Alaska Native17
3. Asian3
4. Black or African American38
5. Native Hawaiian or Other Pacific Islander0
6. White570
7. Two or more races0
8. Race and ethnicity unknown (only if consumer refuses to identify)3
9. Total (must agree with A3)695

E. Degree of Visual Impairment

1. Totally Blind (LP only or NLP)72
2. Legally Blind (excluding totally blind)342
3. Severe Visual Impairment281
4. Total (must agree with A3)695

F. Major Cause of Visual Impairment

1. Macular Degeneration346
2. Diabetic Retinopathy52
3. Glaucoma116
4. Cataracts4
5. Other177
6. Total (must agree with A3)695

G. Other Age-Related Impairments

1. Hearing Impairment127
2. Diabetes110
3. Cardiovascular Disease and Strokes175
4. Cancer40
5. Bone, Muscle, Skin, Joint, and Movement Disorders189
6. Alzheimer's Disease/Cognitive Impairment25
7. Depression/Mood Disorder42
8. Other Major Geriatric Concerns97

H. Type of Residence

1. Private residence (house or apartment)541
2. Senior Living/Retirement Community105
3. Assisted Living Facility46
4. Nursing Home/Long-term Care facility2
5. Homeless1
6. Total (must agree with A3)695

I. Source of Referral

1. Eye care provider (ophthalmologist, optometrist)21
2. Physician/medical provider54
3. State VR agency7
4. Government or Social Service Agency48
5. Veterans Administration0
6. Senior Center8
7. Assisted Living Facility0
8. Nursing Home/Long-term Care facility1
9. Faith-based organization1
10. Independent Living center28
11. Family member or friend71
12. Self-referral416
13. Other40
14. Total (must agree with A3)695

Part IV: Types of Services Provided and Resources Allocated

Provide data related to the number of older individuals who are blind receiving each type of service and resources committed to each type of service.

A. Clinical/functional vision assessments and services

Cost Persons Served
1a. Total Cost from VII-2 funds 0
1b. Total Cost from other funds 0
2. Vision screening / vision examination / low vision evaluation 333
3. Surgical or therapeutic treatment to prevent, correct, or modify disabling eye conditions 0

B. Assistive technology devices and services

Cost Persons Served
1a. Total Cost from VII-2 funds 516,626
1b. Total Cost from other funds 82,253
2. Provision of assistive technology devices and aids 420
3. Provision of assistive technology services 420

C. Independent living and adjustment training and services

Cost Persons Served
1a. Total Cost from VII-2 funds 267,678
1b. Total Cost from other funds 27,898
2. Orientation and Mobility training 529
3. Communication skills 588
4. Daily living skills 600
5. Supportive services (reader services, transportation, personal 1
6. Advocacy training and support networks 442
7. Counseling (peer, individual and group) 59
8. Information, referral and community integration 394
. Other IL services 0

D. Community Awareness: Events & Activities

Cost a. Events / Activities b. Persons Served
1a. Total Cost from VII-2 funds 0
1b. Total Cost from other funds 0
2. Information and Referral 394
3. Community Awareness: Events/Activities 23 689

Part V: Comparison of Prior Year Activities to Current Reported Year

A. Activity

a) Prior Year b) Reported FY c) Change ( + / - )
1. Program Cost (all sources) 1,410,894 1,831,408 420,514
2. Number of Individuals Served 805 695 -110
3. Number of Minority Individuals Served 131 122 -9
4. Number of Community Awareness Activities 29 23 -6
5. Number of Collaborating agencies and organizations 67 58 -9
6. Number of Sub-grantees 8 8

Part VI: Program Outcomes/Performance Measures

Provide the following data for each of the performance measures below. This will assist RSA in reporting results and outcomes related to the program.

Number of persons Percent of persons
A1. Number of individuals receiving AT (assistive technology) services and training 420 100.00%
A2. Number of individuals receiving AT (assistive technology) services and training who maintained or improved functional abilities that were previously lost or diminished as a result of vision loss. (closed/inactive cases only) 14 3.33%
A3. Number of individuals for whom functional gains have not yet been determined at the close of the reporting period. 301 71.67%
B1. Number of individuals who received orientation and mobility (O & M) services 529 100.00%
B2. Of those receiving orientation and mobility (O & M) services, the number of individuals who experienced functional gains or maintained their ability to travel safely and independently in their residence and/or community environment as a result of services. (closed/inactive cases only) 26 4.91%
B3. Number of individuals for whom functional gains have not yet been determined at the close of the reporting period. 377 71.27%
C1. Number of individuals who received communication skills training 588 100.00%
C2. Of those receiving communication skills training, the number of individuals who gained or maintained their functional abilities as a result of services they received. (Closed/inactive cases only) 143 24.32%
C3. Number of individuals for whom functional gains have not yet been determined at the close of the reporting period. 393 66.84%
D1. Number of individuals who received daily living skills training 600 100.00%
D2. Number of individuals that experienced functional gains or successfully restored or maintained their functional ability to engage in their customary daily life activities as a result of services or training in personal management and daily living skills. (closed/inactive cases only) 142 23.67%
D3. Number of individuals for whom functional gains have not yet been determined at the close of the reporting period. 393 65.50%
E1. Number of individuals served who reported feeling that they are in greater control and are more confident in their ability to maintain their current living situation as a result of services they received. (closed/inactive cases only) 166 n/a
E2. Number of individuals served who reported feeling that they have less control and confidence in their ability to maintain their current living situation as a result of services they received. (closed/inactive cases only) 12 n/a
E3. Number of individuals served who reported no change in their feelings of control and confidence in their ability to maintain their current living situation as a result of services they received. (closed/inactive cases only) 0 n/a
E4. Number of individuals served who experienced changes in lifestyle for reasons unrelated to vision loss. (closed/inactive cases only) 9 n/a
E5. Number of individuals served who died before achieving functional gain or experiencing changes in lifestyle as a result of services they received. (closed/inactive cases only) 3 n/a

Part VII: Training and Technical Assistance Needs

During the 2017 Federal fiscal year, the Arizona OIB program worked with Mississippi State University Technical Assistance Center to work on issues discussed in the 2016 7-OB report. Through this collaboration, the AZ ILB was able to develop meaningful metrics, create the new Arizona Client Satisfaction Survey, developed curriculum and guidelines for group training, and revised and developed improved client case management forms that will reduce the duplication of information collected which will increase accountability once we migrate into a new case management system.

Part VIII: Narrative

A. Briefly describe the agency's method of implementation for the Title VII-Chapter 2 program (i.e. in-house, through sub-grantees/contractors, or a combination) incorporating outreach efforts to reach underserved and/or unserved populations. Please list all sub-grantees/contractors.

The Arizona Rehabilitation Services Administration (AZRSA) Independent Living Blind Program (ILB) employs staff directly with the state agency; Arizona Independent Living Blind (ILB) Program, as well as individuals and agencies who contract to provide local and itinerant services, to administer the Title VII, Chapter II Independent Living Older Blind Program. During this reporting period, the Arizona ILB Program had fourteen internal staff, six contractors, and two agencies with thirty three direct and indirect service employees, for a total of fifty-three individuals who provided services statewide to our elderly blind clients. The services provided helped our clients live as safely and independently as possible in their homes or communities. Their service was delivered either in one-on-one basis or in a group setting, and training was provided either at their own home, or at the provider’s facility. AGENCY/ORGANIZATION PROVIDERS: AZRSA Independent Living Blind providers consist of fourteen state agency employees and eight providers (including two agencies) as follows: State Agency Employees: 1. Garcia, Vasant (Certified Vision Rehabilitation Therapist) 2. Gunn, Suzi (Certified Orientation and Mobility Specialist and Certified Teacher for the Visually Impaired) 3. Lindley, Pam (Certified Vision Rehabilitation Therapist) 4. Miller, Anna (Certified Vision Rehabilitation Therapist/Certified Rehabilitation Counselor) 5. Sanchez, Eve (Certified Rehabilitation Teacher) 6. Steen, Todd (Certified Vision Rehabilitation Therapist and Certified Orientation and Mobility Specialist) 7. Byllesby, Amanda (Vision Rehabilitation Therapist) 8. Crist, Lanelle (Vision Rehabilitation Therapist) 9. Shapiro, Beatrice (Assistive Technology Specialist) 10. Bones, Nataly (Certified Orientation and Mobility Specialist) Four Administrative Support Staff Provider Agencies: 1. Arizona Center for the Blind and Visually Impaired (ACBVI) 2. Southern Arizona Association for the Visually Impaired (SAAVI) Individual Providers: 1. Arnold, Patty (Certified Vision Rehabilitation Therapist/Certified Low Vision Therapist) 2. Bishop-Amavillah, Tamara (Certified Orientation and Mobility Specialist) 3. Hanna, Georgeanne (Certified Vision Rehabilitation Therapist and Certified Low Vision Therapist) 4. Copado, Hector (Certified Orientation and Mobility Specialist, certified Low Vision Therapist, and Assistive Technology Specialist) 5. Nelson, Mark (Assistive Technology Specialist) 6. Vangueety, Venu (Assistive Technology Specialist)

B. Briefly describe any activities designed to expand or improve services including collaborative activities or community awareness; and efforts to incorporate new methods and approaches developed by the program into the State Plan for Independent Living (SPIL) under Section 704.

Vision Rehabilitation Therapists and managers provide community outreach through in-service presentations to local health fairs, senior centers, nursing homes, retirement communities, medical facilities, hospitals, Veterans Special Needs events, and Assistive Technology Events. The focus of these outreach efforts is to educate interested individuals about the needs of seniors who are blind or visually impaired, including providing information on accessing RSA and community blindness related services. The RSA ILB staff and contractors completed twenty three in-service presentations throughout Arizona, and six hundred eighty nine clients, friends, family members, and service providers were given information about vision-related services. Some of the organizations we collaborated during FFY 2017 include, but are not limited to the following: 1. American Foundation for the Blind (AFB) 2. Ability 360 3. Area Agency on Aging 4. Arizona Council of the Blind (ACB) 5. Arizona Low Vision 6. Arizona State Pioneers’ Home, 7. Arizona Technology Assistance Program 8. Arizona Telecommunications Equipment Distribution Program 9. Association for Education and Rehabilitation of the Blind and Visually Impaired (AER) 10. Backway’s Physical Therapy, PLLC, 11. Beattitudes Low Vision Support Group, 12. Braille and Talking Book Library 13. Brookdale Prescott (senior & assisted living residence) 14. Cascades of Tucson Assisted Living 15. Center for Disability Law 16. Chaparral Winds community support group 17. City of Mesa Fair Housing Conference, 18. City of Phoenix 19. Connecting Tucson Community expo 20. Dependable Health Fair 21. Desert Low Vision Center 22. Digital Apex 23 DUET — Parish Nurse Training 24. East Valley Dial a Ride 25. Eschenbach 26. Fellowship Square health and wellness expo 27. Foundation for Blind Children —Low Vision Optometrist and social worker 28. Governor’s Council on Blindness and Visual Impairment 29. Guide Dogs for the Blind 30. Hadley School for the Blind 31. La Sienna Low Support group, 32. Las Fuentes Senior Living 33. Low Vision Plus 34. LS & S Low Vision Products 35. Maricopa County Public Library (large Print materials) 36. Mississippi State University Rehabilitation Research Training Center 37. National Blind Diabetes Group 38. National Federation of the Blind 39. Next Level, Assistive Technology 40. Parish Nurses East 41. Parish Nurses West 42. Phoenix Dial a Ride 43. Pima Council on Aging: 44. Prescott Valley United Methodist Church 45. Sedona Winds Low Vision Support group, 46. Spofit Disability Sport Fitness Center 47. Sun Sounds of Arizona 48. Sun City Grand Low Vision Support Group 49. The Bureau of Engraving and Printing 50. Tucson Society for the Blind (TSB) 51. Tucson Sun Van Transit 52. University of Mass Boston 53. University of Arizona TVI Introduction to Blindness Summer Class 54 U.S. Med 55. Veterans Affairs 56. ViewFinder Low Vision 57. Vision Rehabilitation and Assistive Technology Expo (VRATE) 58. White Cane Day Some of the activities completed with these agencies are as follows: 1. Arizona Technology Assistance Program Working together regarding the most appropriate and beneficial technology for older clients with multiple disabilities. That would best meet their special needs. Collaboration for blind clients included special access for cell phones for people with limited dexterity, information on cell phones for people with limited dexterity, computer access for people with limited dexterity, special walkers for people severely disabled from Parkinson’s disease and other equipment available for persons with vision loss. This collaboration was in the form of discussions, resources, consultation, brainstorming and actual loan of equipment. 2. Hadley Institute for the Visually Impaired Collaboration included quarterly Hadley Ambassador meetings on new curriculum and programs at Hadley and distribution of information on the Low Vision Focus program for older persons with vision loss. Information about this program has been given to low vision support groups for information, education and discussion. Plus it has been used with our clients for reference as a follow up after blind rehabilitation services. 3. Area Agencies on Aging Collaboration included resource information and referrals for our older persons with vision loss who face other life issues in addition to their vision loss. These issues include housing, financial, physical, mental and cognitive issues. 4. National Blind Diabetes Group Collaboration with experts in the field of blindness and diabetes in conjunction with U.S. Med to provide accessible glucometers for persons with vision loss and diabetes, plus education on living successfully with diabetes and weekly peer support meetings. 5. Mississippi State University Technical Assistance Collaboration with MSU to improve the Arizona OIB program. 6. Arizona Telecommunication Equipment Distribution Program Collaboration included the provision of amplified phones for persons with combined hearing and vision loss, plus consultation. 7. Ability 360 Consultation for older blind clients needing resources for other life issues including housing, financial, hearing, cognitive, mental and physical; plus involvement in the peer mentoring program. People with vision loss can become a mentor for others with vision loss or can receive a mentor to help in their adjustment to vision loss.

C. Briefly summarize results from any of the most recent evaluations or satisfaction surveys conducted for your program and attach a copy of applicable reports.

For this evaluation reporting period we piloted the new Client Satisfaction Survey developed in collaboration with the Mississippi State University Technical Support. Since the survey was approved after this reporting period ended, closed clients were contacted via phone to facilitate the collection of the needed information. Approximately 70 people were contacted and 27 surveys were completed which is 39% of all attempts. The new survey has only 7 questions and 5 of them measure responses on a scale of 1 to 5 as follows: 5 = strongly agree 4 = agree 3 = neutral, neither agree or disagree 2 = disagree 1 = strongly disagree The last two questions are open so client can express anything they need. The results of the surveys are shown below: Client Satisfaction Survey October 1, 2016 — September 30, 2017 1. I received information regarding other services available for persons with vision loss which was helpful for me. Scale 1 2 3 4 5 Total Total 4 4 0 8 11 27 Percent 14.81% 14.81% 0 29.64% 40.74% 100% 2. My Teacher was attentive and interested in my well-being, and was very knowledgeable regarding techniques, aids/devices and resources used by people who are blind or visually impaired Scale 1 2 3 4 5 Total Total 0 0 1 3 23 27 Percent 0% 0% 3.70% 11.11% 85.19% 100.00% 3. My teacher listened and sympathized with my feelings and concerns; they connected me with other resources which might be helpful for me Scale 1 2 3 4 5 Total Total 0 6 1 5 15 27 Percentage 0% 22.22% 3.70% 18.52% 55.56% 100 4. The services as well as the aids/devices I received from the independent living blind program addressed the need I expressed when I first contacted the program Scale 1 2 3 4 5 Total Total 0 2 1 5 19 27 Percent 0% 7.41% 3.70% 18.52% 70.37% 100 5. After receiving blind rehabilitation services I am more confident and better able to complete my desired daily living tasks: Scale 1 2 3 4 5 Total Total 2 0 3 5 17 27 Percent 7.41% 0% 11.11% 18.52% 62.96% 100 6. What is one thing you would change to improve blind rehabilitation services for you and future consumers? Answer Total Percentage No Changes 18 66.67% Increase length of training 2 7.41% Smaller and portable devices 1 3.70% Change the name of the services, it’s misleading. You can’t rehabilitate eye sight 1 3.70% Services that help with chores 1 3.70% Waiting area is too crowded and hectic 1 3.70% More services with less qualifications 1 3.70% Hold meetings for people who are Blind, support groups 1 3.70% Better devices/more upgraded 1 3.70% 7. What is the greatest impact Independent Living Blind services has made in your life? Short Answer It encouraged me to not sit back, and to learn things It hasn’t, my quality of life has remained the same Talking books Lights, moving around in the house Seeing and reading a book Using a magnifier Lighting, couldn't live without it Magnisight Having ways to cope Reading better, Able to do things for myself Understanding and reading things again Enjoying life again Made life easier Better ease of living iPad Telling time Can get around on my own Books- reading again Reading better None Improved state of mind, I can do the things I want to do Having aids, being able to read and see more things Confidence in self and disability overcoming being blind Confidence to live on my own They were helpful to me being able to live Knowing her own house again Having someone to talk to that understands

D. Briefly describe the impact of the Title VII-Chapter 2 program, citing examples from individual cases (without identifying information) in which services contributed significantly to increasing independence and quality of life for the individual(s).

Success Stories submitted by state agency staff members and contractors: Suzi Gunn, state employed Certified Orientation and Mobility Specialist, Teacher of the Visually Impaired: R, age 67, lives alone since the death of her husband. She is severely visually impaired due to age related macular degeneration. Her activities are limited due to kidney dialysis three times a week. With an outgoing personality, she is generally optimistic and realistic, possessing a good sense of humor. She is one of those people who always has a good word for others. Being an avid reader prior to her visual impairment, at the beginning of her blind rehabilitation training she expressed great disappointment that she could no longer read. During her blind rehabilitation training, she was first issued a desktop video magnifier to enable her to read her mail and increase her independence. She quickly adapted to learning the device and now proudly shows it to all her friends that come to visit. She is very pleased with her skill and the access the desktop video magnifier provided. She stated she never dreamed she would be able to handle her finances and read a newspaper again. In addition to the desktop video magnifier she received a talking calculator. She was amazed that such a device existed. She established an account with the Arizona Talking Book Library, listening to all the books she desired on the player provided by the library. Due to her weakened state resulting from the dialysis, she was provided with a portable book reader which is about the size of a deck of cards. She can now download books directly to the device from the internet providing her with a large amount of listening materials during her long hours of dialysis. She generously shares her books with other patients also receiving treatment. She happily described herself as being a dynamic star of the clinic. R stated the blind rehabilitation training she received has greatly enriched her life. She was provided with other helpful devices and acquired new adaptive skills. The ones mentioned in this story are the most important to her. While she learned much through this training, she continues to learn and grow in a new way of living despite vision loss. EvaMarie Sanchez, state employed Certified Rehabilitation Teacher B is a 71 year old female who has lived her life with faith and determination. In recent years, her life has brought changes she did not foresee. After her husband’s death she planned to stay in the small house where they had retired. Health problems ensued and she currently resides in a transitional rehabilitation facility after foot surgery. Recovery has not gone well and she has been in this facility for over two years. With her many health issues, including diabetes, she has struggled. Since going into this facility she also lost her vision due to diabetic retinopathy. B thought she would spend the rest of her life lying in bed, unable to move or even see to read. She was just existing. B learned about blind rehabilitation services from the Older Individuals Who are Blind program. When she began her training, she had three simple goals that she considered essential. The first was providing a talking clock so she could keep track of time independently giving her a feeling of self-control. The second was a simple pair of tinted glasses to reduce the strain on her eyes from the glare of the bright lights in the hospital type setting. The most important item provided for B was a Talking Book player from the Arizona Talking Books Library and instruction on its operation. She mainly wanted to use this player to listen to the Bible. Her new ability to read her scriptures has brought her peace while in a tumultuous situation. B knows when she is finally able to return home, there are blind rehabilitation services available for her to assist her with independent living. She knows that while the physical circumstances may hold her back, blindness never will. Lanelle Crist, state employed Vision Rehabilitation Therapist D is a 79 year old man who experienced progressive vision loss due to macular degeneration. At the first meeting he appeared anxious and despondent. He felt he couldn’t do anything. He didn’t want to cook stating he would be unsafe. He also felt he couldn’t use his phone. He had always been a hard worker, independent, and physically active. He felt isolated and unsafe and he would stay home when his wife ran errands or went to church. He felt he was a burden to her. The introduction of a few simple devices made a world of difference for D. The lighting in his home was inadequate and dim. The provision of a task light really boosted his morale. He was able to see his food. A handheld magnifier also thrilled him because he was able to see his thermostat and identify his medications. He needed strong magnification, but he quickly mastered using it and finding the right focal distance. He was able to read information, tinker with things under the magnifier and be content. Receiving a talking clock and talking watch further boosted his morale, as well as his motivation to develop skills. Not having to rely on someone else for the time and date really made D happy. D and his wife use flip phones and he has no desire to get a smart phone. His phone had some built-in accessibility features. Changing a few settings helped him to access his phone quite a bit. Additionally, making a tactile mark on the voice command button and a simple, large print list of the commands made him confident to stay home alone when his wife needed to go out. In the past, all of his calls went to his wife’s phone, now he answers his own calls. A desktop video magnifier with speech opened up a world of possibility for D, which thrilled him. He learned to use the features quickly, being able to read the newspaper, mail or work on a simple word search puzzle increased his independence and enhanced his quality of life. D went from feeling he couldn’t do anything to quickly demonstrating his proficiency with operating the device. When asked if he thought he needed more training on the device, D confidently stated “I’ve got it down!” The provision of a compartment wallet and currency reader made him eager to run errands with his son because he wouldn’t have to ask for help to pay for items. Wearing tints made a big difference for D and he began walking his dog more frequently. Receiving a talking meat thermometer and large print sheet of recommended safe temperatures, in addition to a heat resistant Ove Glove, made D eager to fire up his grill and cook for his wife. Learning to use the talking book player gave D much needed entertainment and distraction. The change in D’s morale and his increased motivation and confidence make it apparent that his quality of life has been greatly increased. It is also apparent that his increased happiness and confidence have made his wife happier as well. She no longer has to worry about leaving him home alone, giving her peace of mind in knowing that he is happy. Vasant Garcia, state employed Certified Vision Rehabilitation Therapist M is an 87 year old woman with Macular degeneration. She requested blind rehabilitation services because she was no longer able to use her self-purchased desktop video magnifier which she had depended on for reading her mail, Bible, and other reading needs. This device was over 10 years old and had a small monitor and was totally inadequate for her needs. While she could still read with it, it was quite tedious and frustrating for her. M was provided with a brand new desktop video magnifier and quickly learned to use it. She was absolutely delighted to learn about the natural colors feature. Her prior antiquated device only magnified materials in black and white. She was very excited to see old family photographs which she had not been able to see for years. It was much easier and less tiresome for her eyes to read her mail and daily Bible reading. M was also provided with a handheld magnifier to use when she was out in the community shopping and in restaurants. She was thrilled to talk about the first time she used it to read a restaurant menu independently when she was eating out with friends. As the primary care giver for her husband who has Parkinson’s disease, M is responsible for all the cooking and cleaning in their home. Tactually marking her oven and microwave controls assisted her with using these appliances confidently. The provision of an electric grill allowed her to easily cook the fish and chicken she and her husband enjoyed eating. Lastly, receiving a talking watch helped her manage their daily schedule comfortably. At the end of her blind rehabilitation training M was more relaxed and confident in her ability to manage her and her husband’s needs and their home. Anna Miller, state employed Certified Vision Rehabilitation Therapist J lives in an independent living facility. At age 72, she has lived 3 years with age related macular degeneration. Additionally, J has several medical issues including Parkinson’s disease which was beginning to affect her ability to maintain her daily living tasks. During her blind rehabilitation assessment, J stated her main difficulties included: completing handwriting activities such as making lists and signing her name, using the small appliances in her kitchen, and reading activities such as her mail and food package directions. Significantly, J indicated she was a lifelong reader of books, and feared that she would have to give up this activity since she could no longer read for an extended period of time. To address the difficulties she was having with handwriting tasks, J was provided with instruction in the use of several adaptive handwriting templates and bold lined paper and adaptive methods for signing her name. To assist her in using her small appliances more effectively, she was provided instruction in techniques and materials that can be used for labeling items such as her toaster oven and microwave, as well as the thermostat in her apartment. To address her difficulties with reading, J was provided instruction and support in several ways. First, she was provided with a lighted stand magnifier for spot reading tasks. Second, she was provided with several options for task lighting and a posture right lap desk which enabled her to complete writing tasks with greater ease. Finally, J was assisted with signing up for services with the Arizona State Talking Book Library along with training on their app for downloading books to her iPad. This gave her something to do while waiting for her many doctor appointments. As a result of receiving blind rehabilitation services from the Older Individuals who are Blind program, J reported that she feels increased confidence in her ability to complete her daily living tasks. J indicated that she felt she had increased independence in her life. Due to the fact that she also has other significant medical issues which make physical functioning difficult, she was particularly thankful that she was able to read books and religious materials from her church again. Pam Lindley, state employed Certified Vision Rehabilitation Therapist Diagnosed with macular degeneration approximately 15 years ago and glaucoma over a decade ago, N is an 89 year old woman who is legally blind. She has also been monitored by a retinal specialist for temporal arteritis. Living most of her adult life on a ranch in rural Arizona, N moved to a senior independent living facility in a large city after the death of her husband. Since N’s move away from her ranch, the primary responsibility for monitoring her finances and medical appointments have fallen on her daughter who lives in Alaska. While N is a very friendly and outgoing person who enjoys the activities and socialization in her new home, she depended on the front office staff and her daughter to manage her life and keep her schedule. In addition, reading and writing were still important to N. She was provided and instructed on the use of a desktop video magnifier with speech. As a quick learner, she was amazed at how the device enabled her to choose meals and activities to attend in her residential facility. If she didn’t like what was being offered on the menu, she could now shop and prepare her own foods which she still enjoyed doing. Using a talking label wand with labels, adaptive aids for the kitchen and marking appliances, N began feeling increasingly comfortable about preparing more foods. She received a pair of yellow tints for reducing glare when she decided to eat meals in the bright dining hall. N enjoyed shopping trips and outings on the residential bus, she received a portable electronic magnifier to assist in reading labels at stores. N did not care for technology and her only telephone was a landline. She had a convoluted and complicated system for her appointments. Her daughter scheduled her appointments and they were maintained by the front office of her senior residence. She had no way of knowing when she had appointments. N had an internet connection for her home so she was provided and instructed on a wireless internet connectivity device. This tool became her favorite and most useful item. She was able to communicate with it from her armchair with her voice. This device enabled her to play her favorite music and check her calendar for any appointments. She could request to call her daughter in Alaska. Her daughter was now able to monitor her shopping needs and order items as necessary. N was thrilled to learn all the different commands, especially enjoying the jokes, games, and conversation. Additionally, she utilized the device as a wake up alarm, a reminder for dinner, and any other events. Once totally dependent on her daughter and the front office, N can stay connected with her daughter but live an independent life of her own which she never thought was possible. Natally Bones, state employed Certified Orientation and Mobility Specialist, Vision Rehabilitation Therapist C is a 60 year old woman who desperately requested blind rehabilitation services this year. Her visual measurement and diagnosis was no light perception due to trauma 20 years ago. While she had received some blind rehabilitation previously, she was a new resident to Arizona with additional needs due to her lack of vision. C is the legal guardian and sole care giver of her daughter, age 19, with special needs and uses a wheelchair. C had many independent living needs due to her vision loss. She was using a broom handle for a mobility device, did not know what time it was, could not identify her money, had no idea what color clothing she and her daughter were wearing, and had no adaptive cooking devices and few adaptive cooking skills. . C was very motivated and had already secured transportation with paratransit services for herself and her daughter. After months of temporary living arrangements, she moved into her own place. She was provided with a long white mobility cane which now had a parking space next to the front door. After learning the routes, the cane was handy for safely going out, checking the mail, and taking out the trash. She dedicated a desk area for the adaptive aids which she received from the Older Individuals Who are Blind (OIB) program including: a talking clock and watch; digital recorder for note taking; a bar code scanner so there was no more canned surprise for dinner; money organizer wallet and money identifier for control of her cash; a color identifier so she and her daughter could look their best; and a Perkins Brailler because she loved to write. C also loved to cook and received adaptive devices to be safe and creative in the kitchen. These items included a double spatula, adaptive electric skillet, heat resistant gloves, talking timer, tactual marks for appliances, cut resistant glove, vegetable chopper, slicing knife with guard and adaptive measuring cups and spoons. Home maintenance became a breeze since she learned to: change her own batteries, tactually find the lock to insert her keys to unlock her door, tactually find the electric outlet to plug in electric items, adjust the thermostat, and change the air exchange filter. Through orientation and mobility training, C became familiar with her new city of residence and learned to take public transportation. She now travels with her daughter to her church, shopping, libraries, and appointments. She now also has found pleasure listening to community and national news on the radio reading service and reading books on her talking book player which were provided for her. C looks forward to her future. She exclaimed that Older Individuals who are Blind services have helped her to feel confident and have a full life, despite her vision loss. Arizona Center for the Blind and Visually Impaired (contracted vendor) Frank Vance, Licensed Counselor Two years ago, GH was at the top of his career field as a pilot for a major airline who had achieved the rank of Captain. In his 50’s, he had a fantastic income and a great deal of respect from others in the industry. As many people tend to do, GH measured his self-worth by his career status. Life took a sudden turn in the wrong direction for GH as he suffered a stroke which resulted in a significant loss of vision. He was no longer able to fly and his stellar career came to an end. He felt devastated and did not know where to turn. GH came to the Arizona Center for the Blind and Visually Impaired to learn what programs and services were available. He realized he needed something but didn’t even know what questions to ask. During his intake interview, GH was told about the Orientation and Adjustment to Disability services. He was encouraged to join a support group that is designed especially for individuals who are adjusting to vision loss. When GH started with this support group, he was immediately impressed with the knowledge that he was not alone. Blindness and impaired vision are experienced by far more people than he had realized. Many of his peers in the group were adjusting to circumstances even more challenging than his own. He learned that vision loss doesn’t have to define his self-worth and that he can still live a meaningful and rewarding life. Also, GH participated in the Fundamentals of Adaptive Skills Training class. During this time, he learned how to modify his routine daily activities so he could better hold on to his independence. He was taught how to organize food and medication. He also learned quite a bit about kitchen safety and household management. Perhaps best of all for GH, he learned how to use lighting and contrast to aid him in carrying out a number of tasks. GH also noticed a few of his peers were involved in wood turning. He was surprised people without sight can use sharp instruments and power tools such as a lathe for turning wood. These individuals were active in crafting pens, bottle openers, wine bottle stoppers and many other products that involved turned wood. Although he couldn’t fathom how this could be done by people who can’t see, he took advantage of the opportunity to learn. As he learned the techniques of turning and finishing wood products, GH became especially good at this process. His self-esteem improved markedly and GH began to realize that life is more than career status. He wanted to share his success with others and was trained to be one of the instructors in the wood turning program. He also learned the value of being patient with himself as well as with others and became one of the more highly regarded trainers. Since then, GH has helped many individuals to make similar discoveries in their own lives and has taken great pleasure in doing so. He now realizes that helping others is a fantastic way to feel good about one’s self. Recently, GH learned his mother, who lives in another state, was beginning to experience failing health. As an only child, he felt responsible to leave Phoenix to care for her. While others with impaired vision might have some doubts in their abilities to take on such a task, GH had complete confidence in his abilities and both he and his mother are enjoying a closer relationship than at any other time in their lives. As a result of participating in Orientation and Adjustment to Disability services, GH’s outlook has changed markedly and he has given himself permission to learn and to grow as a person who, among other things, has impaired vision. This is far different than looking at himself as a visually impaired person. While the vision loss is a part of his life, it doesn’t define his worth as a person or his ability to be a blessing to others. Hector Copado, contracted vendor, Certified Low Vision Specialist, Certified Vision Rehabilitation Therapist, Certified Orientation and Mobility Specialist V, an 86 year old female, living independently within a mobile home complex, developed macular degeneration. She is legally blind with visual acuities of 20/400 in both eyes. Her identified goals were; to access her banking information and checking account again via her computer, to read her Bible, and to read her mail and other short-term reading tasks. She is also experiences hearing loss and has short term memory issues. V received a desktop video magnifier for long and short-term reading tasks. With this device, she was able to read her Bible plus write her checks. For portable reading tasks V was provided with a 7X LED hand held magnifier. V Keeps it in her purse so it is always available when she is out and about. In addition, V benefitted from a 7X illuminated stand magnifier which she keeps on her kitchen table to review incoming mail, to review her calendar, and perform other short-term spot reading tasks. V also received a digital voice recorder which she uses to record lists of grocery items for when she is at the store. She also uses this voice recorder for important information at doctor appointments. Above all else, V loved to bake. She can now access her volumes of recipes with her desktop video magnifier and she can bake all her favorite cakes. V learned to access her checking account on her computer with some help from the operating system accessibility features. She now has no problems monitoring her checking account. V felt a good deal of satisfaction and independence in being able to accomplish her original goals. She stated how happy she is, and grateful for receiving blind rehabilitation services through the Older Individuals who are Blind (OIB) program. Georgeanne Hanna, contracted vendor, Certified Low Vision Specialist, Certified Vision Rehabilitation Therapist AB is a 70 year old retired teacher who gradually lost her vision beginning at age 23 due to retinitis pigmentosa. Later she developed age related macular degeneration and glaucoma. She is now totally blind. Since her husband’s death in 2013, AB has been living alone in a mobile home complex in rural Arizona. She requested Older Individuals who are Blind (OIB) services because she was having difficulty reading printed documents, using her old Perkins Braille writer, using kitchen appliances, monitoring her body weight , identifying clothing colors, traveling within her home and immediate mobile park environment, and using her computer for email and internet searches. Blind rehabilitation services provided for AB’s activities of daily living included instruction in the use of an OCR reading system for reading her mail and other documents, providing a new Perkins Braille writer with training in using its newer features for writing notes and phone numbers, learning to use a talking scale to keep track of her weight, providing tactile marking for her kitchen appliances so she can operate these independently, providing a color identifier with training so she can differentiate the colors of her clothes. In addition, AB received Orientation and Mobility services and computer access instruction from other OIB instructors. AB now feels comfortable and quite capable living alone as a result of receiving these OIB services.

E. Finally, note any problematic areas or concerns related to implementing the Title VII-Chapter 2 program in your state.

During this reporting period, AZRSA continues having several staff vacancies and also half of the individual contractors we had a couple of years ago were lost due to the high cost of insurance requested by the state. Arizona continues to struggle to fill vacancies due to the state salary range. These issues contributed to the increase in the number of people waiting for services. Also, last year, when conducting an audit of cases open for more than 2 years, it was found that approximately 200 cases were inactive for 2 years or more and were reported as receiving services in the previous years. Those 200 cases were closed, but were still reported as receiving services during the FFY 2016. The 2017 report shows that we served 110 clients less than last year but in reality, the 695 cases is just the true reflection of the actual active cases served during this reporting period.

Part IX: Signature

Please sign and print the name, title and telephone number of the IL-OIB Program Director below.

I certify that the data herein reported are statistically accurate to the best of my knowledge.

Signed byKristen Mackey
TitleAdministrator
Telephone602-364-2907
Date signed12/21/2017