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Assistive Technology Instructor (ATI)
Program Pilot Online Classroom
Submitted to: The May and Stanley Smith Charitable Trust
Date: 9 May 2011
Larry R. Dickerson, Ph.D., CRC
President and Chief Executive OfficerLions World Services for the Blind
2811 Fair Park Boulevard
Little Rock, Arkansas 72204-5044
501.664.7100 x220Anna Waller-Professor Barr-Rhet 4375
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Assistive Technology Instructor (ATI)
Program Pilot Online Classroom
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Table of ContentsExecutive Summary 3
Project Summary. 6
Problem Statement 8
Project Description. 10
Goals and Objectives. 16
Budget Summary. 22
Budget Narrative. 23
Evaluation Plan. 25
Management Plan. 27Key Biographies 30
Timeline................ 33
Bibliography 34
Appendix: Success Stories 35
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Executive SummaryProject Title:
Assistive Technology Instructor (ATI) Program Pilot Online Classroom
Contact Person:
Dr. Larry Dickerson, Ph.D., CRC
President and CEO Lions World Services for the Blind, Project Director
Telephone: (501) 664-7100 x220 - Fax: (501) 664-2743 - Email: [email protected]
Applicant Information:
Lions World Services for the Blind2811 Fair Park Boulevard
Little Rock, Arkansas 72204-5044
Mission Statement:
Lions World Services for the Blind (LWSB) operates as a private, nonprofit, residential rehabilitation and
vocational training center to serve blind and visually impaired adults. LWSB is accredited by the National
Accreditation Council for Agencies Serving People with Blindness or Visual Impairments and serves an
average of 150 clients per year ages 16-90+, 40% of who suffer from total vision loss. Since its founding
1947, LWSB has served over 9,500 individuals from all 50 states and 58 nations. The mission of Lions
World Services for the Blind is to educate adults who are blind or visually impaired for careers and
independent lives.
Problem Statement:
Over twenty-five million American adults over age 18 have reported experiencing significant vision loss,
a term that refers not only to those who are legally blind, but also to individuals who experience poor
eyesight, even when wearing glasses or contacts, according to the 2008 National Health Interview
Survey Provisional Report (Facts and Figures). There are 84,536 visually impaired adults ages 18 and
over in the state of Arkansas (State Specific). According to the representative study of non-
institutionalized, legally blind adults in America outlined in, Blind Adults in America: Their Lives and
Challenges, 20% of these individuals live in poverty, and a legally blind individual receives an average of
only 11.4 years of education (Zuckerman 5). In a September 2010 Current Population Survey, out of 2
million working age adults participants (ages 16-65) who reported blindness or vision loss, 1.2 million
adults, or 60%, reported they were, not in the labor force (Interpreting).
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The greater implication of these sobering statistics is how dependent these blind and visually impaired
individuals are forced to become. If the visually impaired cannot receive access to the appropriaterehabilitation services and the assistance they need, their living conditions will worsen, confidence will
diminish, and, important mostly, their potential contributions and value to our society will be lost.
Summary Statement:
The Assistive Technology Instructor (ATI) program seeks to expand its assistive technology (AT)
equipment in order to create a specialized learning lab to support an online classroom. The proposed
online classroom within the ATI program will be the first of its kind and will not only serve the 12
currently enrolled, on-campus trainees, but will also be expanded to reach trainees in rural Arkansas
locations and around the globe.
The proposed activities for the Assistive Technology Instructor Program development include the
following:
Purchase of necessary assistive technology (AT) equipment Creation of specialized learning lab Implementation and integration of AT equipment into a curriculum Establishment of online classroom Expansion of the ATI Program to include rural trainees and beyond
Expected Results:
Job placement for graduates of the program will increase by at least 15% from the current 55% job
placement rate, bringing total job placement rates to 70% within 90 days of completing the program.
Graduates will also increase their weekly earnings by at least $100 per week.
Once the online classroom is expanded, blind and visually impaired individuals will have access to
vocational training, regardless of location. As a result, a potentially unlimited number of blind and
visually impaired individuals from all over the world will be able to attain stable, competitive
employment with fair wages, and lead independent lives.
Our Investment:
LWSB will provide $186,128.12 though in-kind services including staff labor of equipment installation,
curriculum development, program maintenance and evaluation.
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Funding Request:
$27,792.50 is requested to fund the purchase of assistive technology equipment in order to support thecreation of the specialized learning lab and pilot of the online classroom.
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Project SummaryThe mission of Lions World Services for the Blind is to educate adults who are blind or visually impaired
for careers and independent lives. LWSB accomplishes this mission by providing services including a
complete personal adjustment program, college preparatory program, independent living skills program
for the elderly, vision rehabilitation clinic, assistive technology learning center, and most significant and
unique, a selection of 10 vocational courses as well as job placement assistance. The aim of all of these
services, and especially Assistive Technology Instructor (ATI) program, is to equip the visually impaired
with the resources and skills to function independently in the workplace.
The Assistive Technology Instructor (ATI) Program at LWSB provides an especially valuable vocational
opportunity in which individuals are trained to work as instructors of assistive technology at a
rehabilitation center, sales representatives for a vendor of assistive technology or as consultants of
analysis, instruction, or problem solving. In this way, the ATI program not only allows trainees to acquire
a set of skills that aids them with their present, personal disabilities, but equips them to teach and serve
other blind and visually impaired individuals for years to come.
The Assistive Technology Instructor program seeks to expand its assistive technology (AT) equipment in
order to create a specialized learning lab which will support a pilot online classroom. The creation of the
online classroom within the ATI program will be the first of its kind and will not only serve the currently
enrolled on-campus trainees by allowing them a new medium to practice teaching skills, but also expand
to reach trainees in rural Arkansas locations and across the globe. The specialized learning lab, which
will consist of a secure, isolated network of computers especially set-up to meet the needs of the blind
and visually impaired, will also be open to members of the blind and visually impaired general public.
Development of this ATI online classroom will be carried out by the purchase and implementation of
Adobe eLearning Suite, Dolphin EasyConverter, and Andrea Monaural Headsets for Naturally Speaking
or applications, Jaws 12 assistive technology, new student PCs, and firewall protection in the new
specialized learning lab.
The activities for the Assistive Technology Instructor Program development include the following:
Purchase of necessary assistive technology (AT) equipment Creation of specialized learning lab Implementation and integration of AT equipment into a curriculum Establishment of online classroom Expansion of the ATI Program to include rural trainees and beyond
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The outcome of this project is that an increased number of blind and visually impaired individuals mayreceive vocational training, regardless of location, in order that they can acquire jobs, live
independently, and use their acquired skills to train other blind and visually impaired individuals
The project success will be measured against existing success indicators of the Projects With Industry
federal grant LWSB currently receives which maintains that 55% of program graduates must receive job
placement within 90 days of graduation and increase their weekly earnings by at least $100 per week.
Through the implementation of ATI program pilot online classroom, LWSB aims to increase job
placement statistics by 15%, bringing total job placement rates up to 70% within 90 days of completing
the program as well as maintaining the provision that graduates will increase their weekly earnings by at
least $100 per week.
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Problem StatementOver twenty-five million American adults over age 18 have reported experiencing significant vision loss,
a term that refers not only those who are legally blind, but also to individuals who experience poor
eyesight, even when wearing glasses or contacts, according to the 2008 National Health Interview
Survey Provisional Report (Facts and Figures). Of these 25.2 million adults with vision loss,
approximately 1.3 million of these individuals are considered legally blind, a term which is defined as,
Visual acuity of 20/200 or worse, with the best possible correction, or a visual field of 20 degrees or
less (Visual Impairment).The greater implication of these sobering statistics is how dependent these
individuals are forced to become.
A majority of visually impaired individuals in America experience fewer opportunities than non-disabled
individuals for higher education and employment, which causes 20% of these individuals to live in
poverty (Zuckerman 5). A legally blind individual receives an average of only 11.4 years of education
(Zuckerman 5). In a September 2010 Current Population Survey, out of 2 million working age adults
participants (ages 16-65) who reported blindness or vision loss, 1.2 million adults, or 60%, reported they
were, not in the labor force (Interpreting).
Many individuals who enter the ATI program have previously experienced few opportunities to attain
higher education and job placement. Of the 12 individuals who have been enrolled in the ATI program
since July 1, 2010, two (16.7%) have a bachelors degree, one (8.3%) has an associates degree, four
(33.3%) have some college credit and five (41.7%) have earned a high school or GED diploma. Only four
of the twelve (33.3%) had been employed within six months before entering the ATI program. The
average hourly wage for these individuals upon program entry was approximately $7.60.
Most legally blind adults do not receive therapy, rehabilitation, or occupational training to help them
learn to manage their disability, according to the representative study of non-institutionalized, legally
blind adults in America outlined in, Blind Adults in America: Their Lives and Challenges. For example,
only 13% report having ever received vocational rehabilitation, 3% report receiving occupational therapy
in the last year and only 28% report using visual equipment, including canes, Braille, telescopic lenses
and guide dogs (Zuckerman 9).
Unfortunately, too many times these intelligent and capable individuals, who have much to offer and
add to our communities, are devalued, and their potential goes untapped. These visually impaired
individuals deserve the opportunity to acquire necessary skills and access to resources so that they can
meet their challenges and become contributing, independent members of society.
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The Lions World Services for the Blind in Little Rock, Arkansas is an organization whose goal is just that.LWSB strives to reach and serve the 84,536 visually impaired adults ages 18 and over in the state of
Arkansas (State Specific).
LWSB is a unique organization devoted to a significant need whose work must be supported in order to
continue to offer the best services to the visually impaired. If the visually impaired cannot receive access
to the appropriate rehabilitation services and assistance they need, their living conditions will worsen,
confidence will diminish, and, important mostly, their potential contributions and value to our society
will be lost.
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Project DescriptionI. Introduction
Mission and Work of Lions World Services for the Blind
Lions World Services for the Blind (LWSB) operates as a private, nonprofit, fully-residential rehabilitation
and vocational training center to serve blind and visually impaired adults. LWSB serves an average of
150 clients per year ages 16-90+, 40% of who suffer from total vision loss. Since its founding 1947, LWSB
has served over 9,500 individuals from all 50 states and 58 nations. The mission of Lions World Services
for the Blind is to educate adults who are blind or visually impaired for careers and independent lives.
LWSB is accredited by the National Accreditation Council for Agencies Serving People with Blindness or
Visual Impairments, and is the first rehabilitation center to be reaccredited 8 times. LWSB has served as
a national leader in the development of new vocational programs that utilize assistive technology
equipment to bring more job opportunities to people who are blind or visually impaired. The bottom
line of vocational training at LWSB, however, is not acclaim, but successful job placement of its
graduates. LWSB is proud of an above-average job placement record in all of its vocational courses.
LWSB has gradually expanded its services to become the most comprehensive rehabilitation center in
the world by offering a complete personal adjustment program, college preparatory program,
independent living skills program for the elderly, vision rehabilitation clinic, assistive technology learning
center, and most significant and unique, a selection of 10 vocational courses as well as job placement
assistance. The aim of all of these services, and especially Assistive Technology Instructor program, is to
equip to the visually impaired with the resources and skills to function independently in the workplace.
An individual who receives vocational training at LWSB is given the opportunity to pursue multiple
diverse career paths including several positions with the IRS and Microsoft, and well as work as a
Desktop Support Technician, Small Engine Repair Person, and Assistive Technology Instructor. Three of
the IRS vocational courses including Contact Collection Representative, Service Center Collection
Representative and Taxpayer Service Representative boast statistics of almost 100% of job placement
upon training completion.
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Assistive Technology Instructor Program
The Assistive Technology Instructor (ATI) Program at LWSB provides an especially valuable vocationalopportunity in which individuals are trained to work as instructors of assistive technology at a
rehabilitation center, sales representatives for a vendor of assistive technology or as consultants of
analysis, instruction and problem solving. By learning a comprehensive set of hands-on skills in 9
months, including working with all kinds of assistive technology devices, practicing professional teaching
skills, trouble-shooting computer problems, installing hardware/software, and producing easy-to-read
training manuals, trainees acquire a set of skills that not only aid them with their present, personal
disabilities, but equip them to teach and serve other blind and visually impaired individuals for years to
come.
II. Proposed ProjectPilot Online Classroom
The Assistive Technology Instructor program seeks to expand its assistive technology (AT) equipment in
order to create a specialized learning lab which will support a pilot online classroom. The proposed
online classroom within the ATI program will be the first of its kind and will not only serve the currently
enrolled on-campus trainees by allowing them a new medium to practice teaching skills, but also expand
to reach trainees in rural Arkansas locations and across the globe.
The activities for the Assistive Technology Instructor Program development include the following:
1. Purchase of necessary assistive technology (AT) equipment2. Creation of specialized learning lab3. Implementation and integration of AT equipment into a curriculum4. Establishment of online classroom5. Expansion of the ATI Program to include rural trainees and beyond
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Year 2:
Project Month 13 14 15 16 17 18 19 20 21 22 23 24
Activity
Maintain pilot online
classroom/collect student
scores and track progressX X X
Pilot classroom completed X
Evaluate effectiveness of
online classroom by
comparing jobpreparedness and
placement with student
opinions and statistics
from the previous years in
a traditional classroom
environment
X X X X X X X X X X
Continue to evaluate job
placement statistics of
new trainees after 3, 6 and
9 months of completing
the pilot online course
X X X X
Goal 5: Expand classroom
to include rural trainees
and beyond
X
1. Purchase of necessary assistive technology (AT) equipmentProject Coordinator Jan Lynch will contract the vendor to purchase AT equipment during project
month 1. Development of this ATI online classroom will be carried out by the purchase and
implementation of Adobe eLearning Suite, Dolphin EasyConverter, and Andrea Monaural
Headsets for Naturally Speaking or applications, Jaws 12 assistive technology and licensure for
40 users, Sonicwall protection and 25 new student PCs. These specific AT products will allow forthe creation of the specialized learning lab. All new equipment installation will be performed by
Project Coordinators Jan Lynch and Tina Lewis.
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2. Creation of specialized learning labThe specialized learning lab will be established in the first project month by Tina Lewis and JanLynch as soon as the AT equipment is purchased, and be completed by the end of project month
2.
When complete, the specialized learning lab will consist of a secure, isolated network of
computers especially set-up to meet the needs of the 12 currently-enrolled blind and visually
impaired ATI Program trainees. This environment will also be open to any other blind and
visually impaired members of the general public.
The main point of the creation of the specialized learning lab is to allow trainees a place where
they have the ability to freely learn without fear of, messing up the network. In other words,trainees need a place where they can learn from their mistakes without risking the systems that
support the center.
3. Implementation and integration of AT equipment into a curriculumJan Lynch will begin drafting plans for building the new curriculum for the online classroom
during project month 2 and continue curriculum development through months 3 and 4 until it is
completed at the end of month 5. The curriculum will consist of the same materials and skill
objectives (including working with all kinds of assistive technology devices, practicing
professional teaching skills, trouble-shooting computer problems, installing hardware/software,
and producing easy-to-read training manuals) as from the original, tradition classroom, with theexception of the new online location and format.
The curriculum will be built into an online classroom that will be supported by two major
technology platforms: JAWS and Blackboard. JAWS, an innovative software application for
computers that reads all information on a monitor screen, will be implemented to allow the
blind and visual impaired students to compensate their lack of sight with hearing. Blackboard--a
platform for online learning that hosts online classrooms, file storage, video demonstrations, a
messaging communication center and other resources that can be accessed from any computer
at any time with a simple internet connection--will be used as the base of the online classroom.
Together, JAWS and Blackboard will create a unique pilot online classroom that will allow forpotentially unlimited access and enrollment of blind and visual impaired students from all over
the world.
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4. Establishment of pilot online classroomOnce the AT equipment has been purchased, the specialized learning lab is set-up and thecurriculum is fully written and enabled online, the pilot online classroom will begin at the start
of month 6 and run for 9 months until project month 15. The initial online classroom will consist
of a sample of both experienced trainees who have already completed the traditional classroom
ATI program and the new trainees who have never been through the program. Throughout the
course of the pilot classroom experience, students will be evaluated on their proficiencies and
earned certifications, and this data will be documented in the Efforts Yield Outcomes (EYO)
database. At the completion of the course and into the following project months (months 15-
24), student data from the pilot course will be compiled and compared with student data,
evaluation, testimonies and job placement statistics from the previous, traditional classroom
course experience.
5. Expansion of ATI Program to include rural trainees and beyondAfter the trial run of the pilot online classroom (the end of project month 15), the results and
job placement statistics will be evaluated during the following 9 months (up until project month
24). Research will continue to take place on the number of eligible trainees accepted into the
ATI program versus those ineligible and on what ground in order to determine the degree of
rural need/interest in expansion of the program.
The project success and the decision to maintain and expand the online classroom will be
measured against existing success indicators set in place by the Projects With Industry federalgrant LWSB currently receives which maintains that 55% of program graduates must receive job
placement within 90 days of graduation and increase their weekly earnings by at least $100 per
week. Through the implementation of ATI program pilot online classroom, LWSB aims to
increase job placement statistics by 15%, bringing total job placement rates up to 70% within 90
days of completing the program as well as maintaining the provision that graduates will increase
their weekly earnings by at least $100 per week.
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Goals and O bjectivesGoal #1: Purchase assistive technology equipment
What will happen? How will it happen
(method, strategy)?
When will it
happen?
For how many or
how much?
With what result or
benefit?
Purchase new AT
equipment
Research the best
products, prices and
vendor from who to
who purchase
equipment
Project
Month 1
For 12 current
trainees/exponential
number of potential
trainees at a cost of
$27, 792.50
Successful purchase of
equipment will allow the
establishment of
specialized learning lab
Objective #1: Prepare ATI classroom for establishment of specialized learning lab
What will happen? How will it happen
(method, strategy)?
When will it
happen?
For how
many or how
much?
With what result or
benefit?
Tina and Jan will uninstall
old equipment/install new
equipment
Tear down old
equipment/set -up new
equipment; recycle old
AT equipment
Project Month
1 and 2
12 currently
enrolled
trainees
ATI room is technologically
renovated, paving the way
for the online classroom
Goal #2: Establish specialized learning lab
What will happen? How will it happen
(method, strategy)?
When will it
happen?
For how
many or how
much?
With what result or
benefit?
Fully install purchased
equipment
Students given
opportunity to usability
test equipment,
suggest changes to
environment
Project Month
2
12 currently
enrolled
trainees
Successful installation of
equipment will allow the
establishment of
specialized learning lab
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Objective #1:
Ensure that specialized learning lab is accessible and usable for trainees and the generalpublic.
What will happen? How will it happen
(method, strategy?)
When will it
happen?
For how
many or how
much?
With what result or
benefit?
Ensure that the specialized
learning lab is accessible
and usable for the trainees
and blind/visual impaired
general public
Involve trainees in the
installation and
usability testing
process by giving them
a hand-on, first look
into the new learning
environment
Project
Months 2-5
12 currently
enrolled
trainees
Any potential problems or
obstacles to the specialized
learning lab will be
identified and solved.
Students are able to
become familiar with new
equipment
Goal #3: Implement and integrate AT equipment into new curriculum for online classroom
What will happen? How will it happen
(method, strategy?)
When will it
happen?
For how
many or how
much?
With what result or
benefit?
Project Coordinator Jan
Lynch will implement andintegrate AT equipment
into new curriculum for
online classroom
Research and
compiling materials
from previous
curriculum,
collaborating with
students to
determining effective
learning strategies
Project
Months 2-5
12 currentlyenrolled
trainees
Information and resources
from the original curriculum
will be fully accessible on
the online platform,
potentially without any
limitation on number or
location of students to be
enrolled
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Objective #1:
Select a sample of experienced and new trainees to participate in the pilot program
What will happen? How will it happen
(method, strategy?)
When will it
happen?
For how
many or how
much?
With what result or
benefit?
Select a sample of
experienced and new
trainees to participate in
the pilot program
Select a few former
students who have
already completed the
program and are
working as interns in
the ATI program to act
as TAs for the new
classroom/select a
majority of trainees
from a pool of new
applicants
Project
Months 3
For as many
applicants can
be accepted at
the time
The experienced students
will practice their teaching
skills on the new students.
The experienced students
will be able to share
effective methods based on
past experience
Objective #2:Give orientation for incoming trainees
What will happen? How will it happen
(method, strategy?)
When will it
happen?
For how
many or how
much?
With what result or
benefit?
Orientation for
firsttime trainees
New ATI students will
become familiar with
teaching and classroom
model
Project Month
5
For as many
new students
as there are
Students will becomefamiliar with equipment
and classroom procedures
before the class starts,
which will cut down on
confusion and
disorientation at the
beginning of the semester
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Goal #4: Begin pilot online classroom
What will happen? How will it happen(method, strategy?)
When will ithappen?
For howmany or how
much?
With what result orbenefit?
Once the curriculum is
complete, the pilot online
classroom will begin
Students will access the
online platform
Project Month
6
For as many
new and
experienced
students as
there are
Potentially, an exponential
number of students from all
locations will be able to
receive ATI vocational
training
Objective #1: Instill competence and confidence in the trainees through an education of how to use AT
What will happen? How will it happen
(method, strategy?)
When will it
happen?
For how
many or how
much?
With what result or
benefit?
Instill competence and
confidence in the trainees
through an education of
how to use AT
Implement practical,
hands-on learning
strategies that foster
independence,
confidence and real-
world skills
Project
Months 6-15
For as many
students
present in the
classroom
Trainees will be equipped
to lead independent lives as
well as maintain careers in
a competitive workforce.
Objective #2:Implement practical, hands-on learning strategies that foster independence, confidence
and real-world skills.
What will happen? How will it happen
(method, strategy?)
When will it
happen?
For how
many or how
much?
With what result or
benefit?
Implement practical,
hands-on learning
strategies that foster
independence, confidenceand real-world skills
Develop curriculum
that fosters ingenuity
and self-expression by
routinely engaging
trainees inpresentational class
assignments
Project
Months 6-15
For as many
students
present in the
classroom
Trainees will be equipped
to lead independent lives as
well as maintain careers in
a competitive workforce.
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Objective #3:Enable trainees to become familiar with the AT equipment that will allow them to work
independently and stick with them through their entire career.What will happen? How will it happen
(method, strategy?)
When will it
happen?
For how
many or how
much?
With what result or
benefit?
Enable trainees to become
familiar with the AT
equipment that will allow
them to work
independently and stick
with them through their
entire career
Curriculum
development,
Hands-on training
Project
Months 6-15
For as many
students
present in the
classroom
Graduating trainees are
better trained and
equipped and have a
greater opportunity for
employment and advancing
their career
Objective #4: Equip trainees to attain job placement in positions such as IRS Contact Collection
Representative, Microsoft Computer Systems Engineer, Desktop Support Technician, and Assistive
Technology Instructor.
What will happen? How will it happen
(method,strategy?)
When will
it happen?
For how
many or how
much?
With what result or
benefit?
Increase job placement
opportunities for trainees
who complete the program
Enable trainees to
become familiar with the
AT equipment that will
allow them to work
independently stick with
them through their entire
career; Track success of
job placement in a
database
Project
Months 15-24
For as many
students
present in the
classroom
Graduating trainees are
better trained and
equipped and have a
greater opportunity for
employment and advancing
their career
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Objective #5: Evaluate effectiveness of online classroom by comparing job preparedness and placement
scores as well as student opinions with statistics from the previous years in a traditional classroomenvironment.
What will happen? How will it happen
(method, strategy?)
When will it
happen?
For how
many or how
much?
With what result or
benefit?
Evaluate effectiveness of
online classroom by
comparing job
preparedness and
placement scores as well
as student opinions with
statistics from the
previous years in a
traditional classroom
environment
Maintain student job
preparedness/placement
scores, certification
achievement, teaching
hours and personal
reflections in EYO
database.
Project
Months 6-24
For as many
students
present in theclassroom
LWSB personnel will be
able to determine best
strategies to assess
greatest needs as well as ifthe project is a success
that should be maintained
Goal #5:Expand classroom to include rural trainees and beyond
What will happen? How will it happen
(method, strategy?)
When will it
happen?
For how
many or how
much?
With what result or
benefit?
Expand classroom to
include rural trainees and
beyond
More staff hired to
facilitate online
classroom
Project Month
24 and beyond
Unlimited
number of
trainees
Exponential numbers of
visually impaired individuals
have the opportunity to
receive specialized training
and lead independent
careers in the real world,
regardless of location
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Budget Summary
Line Item Description Grant Request In-Kind
Project
Total
Personnel 158,128.12
Equipment
Dolphin Easy Converter (1) 1X1,400 = 1,400
Andrea Monaural Headsets (10) 10X40 = 400Adobe eLearning Suite (2) 2X1,799 = 3,598
Jaws 12 with 40-user License (1) 1X6,000 = 6,000
Sonicwall NSA 3400 (1) 1X3,395 = 3,395
HP Pavilion Slimline Desktop/AMD Athlon II
Processor(25)
HP-20 Widescreen Flat-Panel LCD Monitor
(25)
25X419.9
= 10,499.75
25X99.99
= 2,499.75
Indirect 28,000
TOTAL $27,792.50 $186,128.12 $213,920.62
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Budget Narrative1. Personnel (in-kind):**Due to privacy issues, personnel salary and benefit costs are unable to be broken down
individually.
Total annual salary and benefits of Project Director Dr. Larry Dickerson, Project Coordinator of ATI
Program Jan Lynch, and Project Coordinator of Online Technical Solutions is $197,660.15.
Dr. Dickerson will supervise the project at 5% of his time. Jan Lynch will supervise the project at 25% of her time. Tina Lewis will supervise the project at 10% of her time.
Thus, a combined total of 40% these 3 individuals workplace activities will be focused on
completing the project.
$197,660.15 X .40 = $79,064.06 X 2 years =
$158,128.12 = Personnel in-kind expenses over 2 years Total: $158,128.12
2. Equipment (grant request):A) Dolphin Easy Converter, 1 @ $1,400 $1,400B) Andrea Monaural Headsets, 10 @ $40 $400C) Adobe eLearning Suite, 2 @ $1,799 $3,598D) Upgrade to Jaws 12 Assistive Technology
with 40-user Site License, 1 @ $6,000 $6,000
E) Sonicwall NSA 3500 Network Security Appliance, 1 @ $3,395 $3,395F) HP Pavilion Slimline Desktop/ AMD Athlon II, 25 @ $419.99 $10,499.75G) HP-20 Widescreen Flat-Panel LCD Monitor, 25 @ $99.99 $2,499.75
Total:
$27,792.50
This amount will be used to purchase the hardware and software necessary to establish a
specialized learning lab consisting of a fully-equipped computer lab which will be open to in-house
trainees as well as blind/visual impaired members of the general public.
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3. Direct Costs of Project for 2 years:Total direct cost is the sum of line items 1 and 2. Total: $185,920.62
4. Indirect Costs (in-kind):Indirect cost refers to the sum of utilities it takes for the ATI building to operate for 1 year.
The indirect cost is approximately $14,000 per year.
14,000 X 2 years= $28,000 Total: $28,000
5. Total Project Costs:Total grant request is the sum of line items 3 and 4.
$185,920.62 + $28,000 = $213,920.62 Total: $213,920.62
6. Total Grant Request: Total: $27,792.50
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Evaluation PlanOne of the most prominent ways that LWSB will evaluate success of the online classroom project will be
to launch an initial pilot class consisting both of experienced trainees who have already completed the
traditional classroom ATI program and the new trainees who have never been through the program. The
assessment and certification scores and job placement statistics from the two groups of trainees will
then be compared in order to reach a consensus of what teaching strategies and learning environments
produce the best outcomes as well as determine methods on how to develop the most comprehensive
and practical curriculum for the trainees . The ultimate measure of success will be determined by the
increased number of job placements that trainees receive, so as to remain consistent with the goals of
the project that the greatest number of trainees are given the greatest opportunity to receive
competitive jobs in which they are highly qualified for.
LWSB will continue to follow the indicators of success set forward by their current Projects With
Industries (PWI) grant from the U.S. Department of Education Rehabilitation Services Agency as
measures of providing effective and beneficial services for their clients. The indicators of success include
that for all trainees who complete a vocational course, 55% of trainees must be employed within 90
days, and must receive an increase in income of $100 per week.
All trainee evaluation data will be gathered and stored within a highly customizable performance
management soft-ware product known as Efforts Yield Outcomes (EYO). EYO is especially designed for
tracking the data of nonprofit organizations who aid disabled individuals. EYO organizes and stores
everything from individual trainee assessment scores to a classroom progress statistics for the purpose
of, connecting efforts to outcomes, and making this information visible and accessible through a web-
based media to share with key stakeholders and funders.
An internal team of evaluators will be responsible ensure that goals and objectives retain focus
throughout the duration of the project and find the most effective methods of success. The data to be
gathered in order evaluate the success of the project includes:
Comparison data relating the documentation of enrollment, test scores, earned certifications,practice teaching hours, job placement (including salary), and other relevant demographics of
the experienced vs. inexperienced students in the pilot classroom to assess viability of the new
online curriculum.
Scores relating level of proficiency of trainees in individual components of the curriculumincluding use of adaptive equipment, installation of hardware and software, instruction to find
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solutions to computer equipment problems, production of training manuals in accessible
format, and professional teaching skills. Logs and evaluation of student-teaching hours Testimonies from current and former trainees regarding their newly acquired independent life
skills, vocational training and workplace experience
Monthly progress reports are made for each individual trainee to be sent to his/her state rehabilitation
agency, which set in place transparency and evaluation measures necessary for determining successful
outcomes.
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Management Plan
Lions World Services for the Blind has proved many years of successful fiscal management of grant
funding while pioneering as providers of remarkable services for the blind and visual impaired in our
local community and far beyond. LWSB is currently in its third year (out of five) of managing a Projects
With Industry (PWI) grant though the U.S. Department of Education Rehabilitation Services Agency,
which provides approximately $315,000 per year. Since 1987, LWSB has met/exceeded the annual
success indicators set forward in the requirements of their current PWI grant which has allowed for
continual funding since that time.
These indicators of success for the PWI grant include that for all trainees who complete a vocational
course, 55% of trainees must be employed within 90 days, and must receive an increase in income of
$100 per week. LWSB indeed met these indicators as evidenced by the fact that of the 79 individuals
with significant disabilities served during October 2009-September 2010, 44 were placed in jobs upon
Board of Directors
CEO/Project Director: Dr. Larry Dickerson
Project Coordinator for
Online Classroom/
Technical Solutions:
Tina Lewis
Project Coordinator ofAssistive Technology:
Jan Lynch
Technical Solutions
Vendor: Network Data
Services, or lowest
bidder
Assistive Technology
Vendor/SME: to be
determined
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completion of their vocational course. These individuals average weekly earnings rose significantly
from $29.65/week to $576.22/week at time of job placement.
LWSBs efforts to provide vocational training and job placement for the visual impaired have repeatedly
shown successful outcomes and have never received audit or evaluation exceptions.
Dr. Larry Dickerson, the CEO of LWSB and Project Director, will be responsible for all financial
administration of the project, including expenditures. During Dr. Dickersons 43 years of experience
working with rehabilitation and higher learning, he has procured more than $10 million in grants and
contracts, funding more than 50 projects. Dr. Dickerson has been responsible for developing more than
eight degree programs, including the nationally accredited UALR Rehabilitation Counseling graduate
program, which was the first fully online degree program provided by any institution of higher educationin Arkansas. This program has been cited by the U.S. News and World Report as one of the top
rehabilitation counseling masters programs in the country.
The Board of Directors will provide fiscal oversight to Dr. Dickersons decisions. All financial records will
be held in the business office of LWSB. A separate general ledger will be set up to track expenditures
against the grant. Annual audits of expenditures will be made by an independent third party CPA firm.
LWSB records will be open for review at any time during normal business hours.
Under Project Director Dr. Larry Dickerson, Tina Lewis and Jan Lynch will act as Project Coordinators of
the Online Classroom/Technical Solutions and Assistive Technology, respectively. Tina Lewis willcollaborate with a vendor to identify technical solutions for the online classroom, implement the
purchased hard-ware and soft-ware and establish the new learning environment.
Jan Lynch is an Assistive Technology Teaching Instructor who has worked at LWSB since 1978. Jan has
created and developed the, Train the Trainer Program, which instructs trainees on hardware
(including identification and usage), software (including operating systems and applications), teaching
techniques, how to create curriculums and instruction manuals as well as qualifies each student for 180
hours of practice teaching. Jan will partner with a vendor such as eLearning Innovations to evaluate and
upgrade current AT equipment as well as develop the online curriculum.
Each goal and objective set forth in the goals and objectives section will serve as both a vision of
guidance and measure of evaluation for the project. Project evaluation will include documentation of
enrollment, job placement, test scores and practice teaching hours and other demographic data.
Trainees will be evaluated based on ability to pass requirements of the curriculum and attain necessary
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certifications. All trainee progress will be tracked and stored in Efforts Yield Outcomes (EYO), a highly
customizable performance management soft-ware program especially designed for nonprofitorganizations that will be used as a database for comprehensive assessment.
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Key Personnel BiographiesLarry R. Dickerson, Ph.D.
Current Position: President and CEO of Lions World Services for the Blind
Project Position: Project Director for Assistive Technology Instructor Program Online Classroom
Summary
During his 43 years of rehabilitation and higher education experience, Dr. Dickerson has been a
rehabilitation counselor and counselor educator working with disabled individuals, including the
visually impaired in Wisconsin, New York and Arkansas. In his 31 years at UALR, Dr. Dickerson has also
served as associate professor, professor and department chair of Rehabilitation and Special Education,director of the Center for Applied Studies in Education, and associate dean of the College of Education.
Experience
Dr. Dickerson has a long history with Lions World Services for the Blind going back to 1975 when the
organizations founder Dr. Roy Kumpe served as a mentor to Dr. Dickerson in his work as director of the
U of A-Fayetteville rehabilitation and continuing education program. Dr. Kumpe provided office space
for Dr. Dickerson and his staff for two years as he developed a graduate program in rehabilitation
teaching and orientation/mobility instruction for the blind at the University of Arkansas only the third
in the country at that time. The program later transferred to UALR. He has also served as a consultant
for LWSB in past years. Dr. Dickerson has served on the World Services for the Blind Foundation Board
and on the LWSB Board of Directors.
He has published more than 40 book chapters, monographs, research reports and journal articles and
has procured more than $10 million in grants and contracts funding more than 50 projects. Dr.
Dickerson has been responsible for developing more than eight degree programs, including the UALR
Rehabilitation Counseling program in which he taught. The online Rehabilitation Counseling graduate
degree program was the first fully online degree program provided by any institution of higher
education in Arkansas. The program is nationally accredited and has been cited by the U.S. News and
World Reportas one of the top rehabilitation counseling masters program in the country.
Professional Activities/Awards
Memberships: National Rehabilitation Association Association of Educators and Rehabilitation Practitioners for the Blind National Council on Rehabilitation Education American Educational Research Association.
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License/Certification:
Licensed psychologist in Arkansas since 1972 Certified Rehabilitation Counselor
Awards:
Recipient of the Distinguished Leadership Award from the Arkansas Educational LeadershipAcademy three different years
Kellogg Foundation Fellow in International Development through the Partners of the AmericasEducation
Bachelors degree in Psychology, University of Arkansas Fayetteville Master of Arts and Ph.D. degrees in Rehabilitation Counseling from the University of Iowa
Jan Lynch
Current Position: Assistive Technology Teaching Instructor
Project Position: Project Coordinator of Assistive Technology Instructor Program
Summary
Jan Lynch has worked at LWSB since 1977, where she has served as a Rehabilitation Teaching Instructor
(1977-1986), Assistive Technology Instructor (1887-1990) and Assistive Technology Teaching Instructor
(1990-Present).
Experience
During her 34 years of work at LWSB, Jan has been a pioneer for establishing innovative technology inthe classroom and teaching her students how to best utilize assistive technology in order to help them
cope with their visual impairments. As Rehabilitation Teaching Instructor, she taught communication
and independent living skills including keyboarding and Braille as well as served as an ophthalmologist
assistant. As Assistive Technology Instructor she developed programs to teach blind and visually
impaired individuals how to create speech and large print packages, software (including operating
systems and applications) and instruction manuals. During her current position as Assistive Technology
Teaching Instructor, Jan has created the, Train the Trainer Program, which instructs trainees on
hardware (including identification and usage), software (including operating systems and applications),
teaching techniques, how to create curriculums and instruction manuals, as well as qualifies each
student for 180 hours of practice teaching.
Professional Awards
2008 Champion of Digital Literary, presented by Certiport, 2008
Teacher of the Year, presented by Pulaski Heights Lions Club, 2007
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Education Principles of Low Vision, University of Arkansas Little Rock, 1973 Associate of Arts degree, Central Baptist College, 2010 Bachelor of Science degree, Central Baptist College, 2010-
Certifications:
Microsoft Certified Application Specialist (MCAS),2009 Microsoft Office Specialist (MOS), 2005 Internet and Computing Instructor (Ic3), 2002 Internet and Computing Core (Ic3 ), 2002 Microsoft Certified System Engineer (MCSE), 2001 A+ ,2001
Tina Lewis
Current Position: IT Specialist
Project Position: Project Coordinator for Online Technical Solutions
Summary
Tina Lewis joined Lions World Services for the Blind as the Vocational Coordinator in May 2008. She
stayed in that role until April of 2010, when she moved into the position as the IT Specialist. Before
coming to Lions World, Ms. Lewis was a small business owner teaching ex-offenders and battered woman
computer skills to gain employment.
Experience
At LWSB, Ms. Lewis responsibilities include being the on-site System Administrator for the centers data
management application and the liaison for the centers external service provider for IT services. She is
also responsible for all hardware and software technology as it relates to blindness, and administers
certification exams for vocational clients.
Education
Business training at the University of Arkansas at Little Rock and Philander Smith College
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Timeline
Project Month Activity
1 Goal 1: Purchase AT equipment
Contract vendor/SME from which to purchase equipmentGoal 2: Begin to Establish specialized learning lab
Ms. Lynch begins to draft curriculum for online classroom2 Goal 3:Implement and integrate AT equipment into new curriculum for online classroom
Install AT equipment
Continue to build specialized learning lab Mrs. Lynch continues to build curriculum and online classroom
3 Research and build curriculum and online classroom Select a sample of experienced and new trainees to participate in the pilot program
4 and 5 Continue building curriculum and preparing online classroom Give orientation for incoming trainees
6 Goal 4: Begin online classroom pilot
7-14 Maintain online classroom Research the number of eligible trainees accepted into the ATI program vs. those
ineligible and on what grounds in order to determine the degree of rural
need/interest in expansion of the program.
15-24 Pilot online classroom is completedGoal 5: Expand classroom to include rural trainees
Evaluate effectiveness of online classroom by comparing job preparedness andplacement scores as well as student opinions with statistics from the previous years
in a traditional classroom environment
Continue to evaluate job placement statistics of new trainees after 3, 6, and 9months of completing the pilot online course.
Determine if online class is a success If a success, make arrangements to expand program to include rural trainees and
beyond
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BibliographyWorks Cited
Facts and Figures on Adults with Visual Loss. afb.org. American Foundation for the
Blind, 2011. Web. 6 Feb. 2011.
Interpreting BLS Employment Data. afb.org. American Foundation for the
Blind, 2011. Web. 6 Feb. 2011.
State-Specific Statistical Information. afb.org. American Foundation for the
Blind, 2011. Web. 6 Feb. 2011.
Success Stories. lwsb.org.Lions World Services for the Blind, n.d. Web. 8 May, 2011.
Visual Impairment. cdc.gov. Centers for Disease Control and Prevention. 29 October
2004. Web. 16 April 2011.
Zuckerman, Diane M. Blind Adults in America: Their Lives and Challenges. National
Research Center for Women & Families (2004): 1-20. Web. 6 Feb. 2011.
Work Referenced
Blindness Statistics. nfb.org. National Federation of the Blind, 2010. Web 6 Feb 2011.
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Appendix: Success Stories (Success Stories)Jeff Smith: Former engineer from Detroit finds new hope and job with IRS after
vision loss.
Jeff Smith was a very successful engineer, working for a company in Detroit,
Michigan that built and serviced conveyors used in the automotive industry.
Jeff began losing his sight in the mid 90s due to a condition known as Usher
Syndrome II. He lost his ability to drive at night due to the danger it posed to
him and other motorists. Jeff was such a valuable asset to the company thathis employer allowed him to come in on weekends to make up any time lost
during the week. This worked for a couple of years but his vision continued
to worsen and by 2000 the doctors told Jeff that he should no longer drive.
At age thirty-five he lost his job and has never been able to acquire gainful
employment since that time.
In late 2009, Jeff learned about Lions World Services for the Blind (LWSB) and their successful
partnership with the IRS. He worked with his state rehabilitation counselor in Michigan to be admitted
to LWSB and receive training for a job with the IRS. He began his training in late October and by the
middle of December he had graduated from the course and was looking forward to moving his family toAtlanta, Georgia where he would be begin work for the IRS.
Jeff started this New Year with a new job and a new life with endless possibilities thanks to a partnership
that has been in place for over 40 years.
Jessica Snyder: Blind since childhood, determined 23-
year-old receives training and job from IRS.
Jessica Snyder was born three months premature and was diagnosed
with Retinopathy of Prematurity. When Jessica was eight, her retina
detached and she became legally blind. However, this did not stop her
determination and drive to continue her education and to make a better
life for herself. With the help of a devoted teacher for the visually
impaired, Jessica was able to graduate high school with honors in 2004,
in Parma, Ohio. Jessica then enrolled at Lake Erie College in Painesville,
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Ohio where she again graduated with honors and earned a BS in physiology.
For the next year following graduation, Jessica continued to seek a stable job but was unsuccessful. In
June of 2009, while doing research, Jessica discovered that the IRS had won many awards for hiring
visually impaired people. She learned about the successful partnership between the IRS and LWSB.
Jessica immediately got in touch with her state rehabilitation counselor in Ohio and started the
admission process for LWSB.
Jessica arrived at LWSB in August and was interviewed by IRS representatives a month later. She was
admitted to the Taxpayer Service Representative class and began training on September 8th. During
the course Jessica studied tax law and IRS account related information. She graduated on February 5thand began her new career with the IRS in Buffalo, NY later that month.
Jessica, now twenty-three, looks forward to her career with the IRS and hopes to move up the ladder
and soon attain a management level job. Jessicas family is very excited for the new opportunity and
proud of her for her never-ending determination. Jessica stated: Without this partnership my future
would be uncertain and I would not have such a promising career path.
Crystal Karre: After more than 20 years of vocational and financial struggle,
LWSB graduate is now happily employed and financially independent.
Crystal Karre was born on February 25, 1955 in Willmar, Minnesota with
a visual impairment caused by a birth defect in which the optical nerve is
underdeveloped. While growing up, her visual impairment was a
constant hindrance in her ability to do well in school and in her capability
to hold down a job when she got older. When Crystal was fortunate
enough to find a job, it was difficult to keep it. Finally in 1987, she saw no
other option but to enroll in Social Security Disability Insurance (SSDI) to
start receiving benefits.
With a new found vision of hope, Crystal continued to research avenues
and opportunities resulting in her journey to LWSB via OklahomaDepartment of Rehabilitation and Alternate Blind Learning Experience programs.
Crystal was admitted to LWSB on February 16, 2009 and after her month long evaluation she
enrolled in the Assistive Technology Instructor (ATI) course. This training is designed to prepare a
person to work as an instructor of assistive technology at a rehabilitation facility, as a sales
representative for an assistive technology vendor, or as an independent consultant for AT analysis,
instruction or problem solving.
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