section 4-organization skills

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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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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


(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


(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.


(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


(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


(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


(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


(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.


(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.


(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.


(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


(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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section 4-organization skills

Documents