Federal Quota Test Page | American Printing House

Why is the Federal Quota Important?

Students who are blind deserve the same opportunities as their sighted peers, especially when it comes to education. Thanks to US Code, Title 20, Chapter 6, APH is able to produce accessible educational materials to help them on their journey of learning and to prepare them to enter and find success in the workforce.

How are the Quota Funds used?

Federal funds are distributed across many programs covering all grade levels, as well as preschool and post-graduate programs. Typically, the funds are used by schools for the blind, rehabilitation programs, multiple disabilities programs, and state departments of education.

How does the Federal Quota Program work?

There are designated Trustees in all of the United States and outlying areas who manage Federal Quota accounts and the registration of the students in their program. These trustees participate in a yearly census and then, based on the final registration of students, the government provides federal funds for the purchase of specialized educational materials. The funds, based on the registration count provided by the Trustee, go into an account that the Trustee uses to purchase educational materials for the students they have registered.

Most Trustees use a loan program to maximize the use of different products each year since the funds are limited. Once the materials are no longer needed by a student, they are returned to the Trustee and shared with another student. This process happens every year a student is registered.

Who is Eligible for Federal Quota?

In order for students to be eligible for registration in The Federal Quota Program, they MUST meet the requirements as outlined in An Act to Promote the Education of the Blind.

All eligible students must:

Meet the definition of blindness (MDB)—a central visual acuity of 20/200 or less (using a Snellen chart or an acuity determined in Snellen equivalents) in the better eye with the best correction or a peripheral field of vision no greater than 20 degrees,

-or-

Function at the definition of blindness (FDB)—when visual function meets the definition of blindness as determined by an eye care specialist (ophthalmologist or optometrist) or other medical doctor such as a neurologist. Students in this category manifest unique visual characteristics often found in conditions referred to as neurological, cortical, or cerebral visual impairment (e.g. brain injury or dysfunction).

NOTE: Educational vision assessments are not acceptable documentation and medical diagnosis are not accepted to verify eligibility.

-or-

If neither are met, school-aged students may also be eligible because they:

Qualify under the Individuals with Disabilities Education Act (IDEA) definition of blindness: an impairment in vision, that, even with correction, adversely affects a child’s educational performance (34 CFR §300.8(c)(13)).*
NOTE: School-aged students should be registered as MDB or FDB first if there is a choice. IDEA is to be reported for school-aged students who qualify but do not meet MDB or FDB.

Additionally, eligible students must:

Be enrolled in a formally organized public or private, nonprofit educational program of less than college level.
School-aged students including infants, toddlers and preschool students must be enrolled with the registering school or agency on the first Monday in January.
Adult students must complete 120 hours of documented educational work in the preceding calendar year.

The educational programs providing services to these students can include public, private, and parochial schools.

There is NO chronological age limit for eligibility. Federal law limits registration to persons working at less than college level but places no restriction on the ages of eligible students.

And:

Eligibility of Adults
There are two types of adults eligible for registration in the Federal Quota Program:

School-aged students registered with the Department of Education, aged 22 and over, are required by the federal government to be registered as adults in their grade field. If these students have a guardian, even though they are over age 18, they must have a guardian permission on file.
Adults in vocational or rehabilitation programs who have received a minimum of 120 hours of documented instruction in the previous calendar year also qualify for registration in this program. Social and leisure programs do not qualify as instruction. Student practice to develop skills can be included in instructional hours. These students should be registered by an agency serving adults in a vocational or rehabilitation program. Adults with a guardian must have parent/legal guardian permission.

Eligibility of Infants—Eligible infants (birth to three) can be registered if they are enrolled in a formally organized, regularly scheduled educational or training program and have a written education plan. An individualized family service plan (IFSP) or any other written plan may be used. They can be registered with a note from their pediatrician, or any eye care specialist, stating they meet the definition of blindness since an actual acuity is impossible to obtain at this age. Parent permissions are required for all students in the birth to three age group.

Eligibility of School-Aged Students—Eligible children (preschool through high school) can be registered if they are enrolled in a formally organized, regularly scheduled educational or training program and have a written education plan. An IFSP, an individualized education program (IEP) under the Individuals with Disabilities Education Act, or any other written education plan may be used. Parent permissions are required for all students in preschool through their eighteenth birthday. If the child has a guardian, a parent/legal guardian is still required no matter the age.

Eligibility of Homebound Students—Eligible homebound students can be registered if they are enrolled in a formally organized, regularly scheduled educational or training program, have a written education plan, and parent permission.

Home Schooled Students—In order for students who are blind and low vision and are home schooled to prove eligible for registration, the home school program should meet the guidelines and/or procedures in effect within each individual state. Students must have a written education plan and parent permission.

How Do I Register My Student?

To register a student, you must speak with the Trustee who manages the account where the student resides in your state. APH maintains a directory of EOTs in each state and the accounts they manage.

Search Our Trustees

Trustee Directory

Each agency for people who are blind that participates in the Federal Quota Program must designate an Ex Officio Trustee of the American Printing House for the Blind. You can search for Ex Officio Trustees with the link below.

Search Our Trustees

Census Data & Map

These annual reports detail the Distribution of Eligible Students and also list the agencies for the education of the blind and low vision who can continue their great work because of the Federal Quota.

Census Maps

Advisory Committees & Reports

APH works closely with Ex Officio Trustees through two advisory committees that provide feedback and recommendations on APH’s products and services. This give us valuable information and insight directly from the people who are doing the tough work in the trenches.

Report of the Trustee Advisory Committee to the American Printing House for the Blind – Fiscal Year 2024

Purpose

The purpose of the Trustee Advisory Committee (TAC) is:

To advocate for and support the administration of The Act by APH.
To advise APH in planning future federal initiatives based on innovative ideas and current trends by helping APH staff keep informed of trends and important discussions/debates occurring in the field.
To advise APH in establishing priorities, standards, and policies regarding publications and products.
To advise APH generally on topics relevant to the education and rehabilitation of persons who are blind and visually impaired.
To review research and development priorities, suggest additional areas of interest, and advise APH staff on the prioritization of needs and projects.
To review products under development and to consider approval of finished products for purchase with Federal Quota funds.
To provide oversight and leadership in the planning, evaluation, and delivery of product-related services provided by the Act to Promote the Education of the Blind.
To assist in the promotion of APH products through services and identify new services needed.
To advise APH on general operations and communications as they relate to the accountability of services provided.
To facilitate communications and partnerships between APH and appropriate entities.
To recommend consumers and professionals in the field to assist with research or field-testing or as project consultants.
To help keep APH staff informed of trends or important discussions/debates occurring in the field.

Introduction

In April 2024, the TAC met in Louisville, KY, at APH, to address the 2023 TAC report and to develop commendations and recommendations for the current fiscal year. To assist with this endeavor, presentations were made by APH’s leadership staff, including progress updates on the 2023 recommendations, operations, and information on new initiatives.

Commendations

The TAC commends APH for the following:

CATT: The success in expanding the CATT programs. We support APHs continued efforts to make this type of service and support equitably available to all states.
Global Innovation & Strategy, Outreach Services: The training structure created in preparation for the release of Monarch is amazing and ensures its success. We look forward to seeing how this support is scaled up.
Communications: Efforts to streamline communication to EOTs by decreasing emails and use of meaningful subject lines on email communications.
ConnectCenter & Hive: The Connect Center and Hive content are great resources.
Accessible Tests & Textbooks: Faster turnaround time for large print production.
Prison Braille Program: Increased number of prisons involved in braille and large print production.
All departments: Continued delivery of customer service, product development and ongoing business operation during the massive renovation and addition to the building.
Impact & Outreach: Efforts to advocate for additional funding.
Census: Change of eligibility and efforts to impact the lives of more students, including training.

Recommendations

Consistent with the Act to Promote the Education of the Blind (1879), the TAC recommends that APH:

Impact & Outreach:
- additional funding for additional regional CATT programs, it is critical for teachers across the country to have this support. With new technologies that ensure equal access to education for students who are blind/low vision, every state should have this level of support.
- Make regional outreach services equal across states and regions, provide EOTs with information on the roles of regional outreach staff. At Annual Meeting, when regional meetings are held with outreach staff provide information to EOTs on what outreach will be doing in the upcoming year, identify training support needed over the entire region, set up regularly scheduled meetings and identify how support is provided. By supporting schools and state level outreach teams the system might be more sustainable, purposeful and equitable.
- Provide training support on the new IDEA eligibility structure to EOTs. This should include background information on the 2017 OSEP letter and information on the ability of each state to structure how they allocate funds.
- Support new EOTs with onsite training and during the first day of Annual Meeting hold a conference session or social meetings with TAC and new EOTs to create some initial connections for mentoring.
GPRA Survey: When soliciting input on Government and Performance and Results Act (GPRA) reporting measures, send out initial surveys in late spring to avoid times when schools may not be in session and provide more information describing why these surveys are important.
Educational Product Innovation:
- Utilize standard braille sizing on all braille products.
- Explore a way to attain more information from EOTs and teachers regarding discontinuation of products and a mechanism for requesting discontinued items be produced again.
Accessible Tests & Textbooks: Consider providing a session at Annual Meeting on the processes and timelines related to the APH braille production process. Delays in processing braille materials are still occurring, even with some early submitted materials. A better understanding of the process may help EOTs avoid this situation.
Creative Services: Provide access to an EPUB catalog on the website along with existing PDF format. This would increase accessibility, functionality and allow embedded links to product information and related videos.
ConnectCenter: To increase participation in the family support calls, make connections through EOTS to link to existing state support networks and professionals.
Finance:
- Create a communication method for EOTs so that they can get updated account balance information from the finance department, pending the ability to receive accurate, real-time numbers through the website. This is necessary to ensure quarterly spending goals are met.
- With the flat funding for this year and increases in census numbers, provide EOTs with an estimated per student amount, as soon as possible after the census is completed.
Communications:
- As the rollout of the Monarch occurs, update EOTs on the process by providing information to EOTs on how it will be released, for instance “distribution be based on who orders first” so we can support teacher participation and connect to the unique systems in each state.
- When sending emails to EOTs, split out information pertinent only to EOTs and information for the field. This will allow easier dissemination of information through forwarded emails.
- Update the discontinued products page. Add to web site thumbs up, thumbs down, comment section for more communication regarding these products.
- Include information alignment of products with common core standards on the website. This has been available in the past and is currently available for science. Here is a link to the English Language Arts
  & Literacy in History/Social Studies, Science, and Technical Subjects Standards and the Common Core Standards.

Respectfully Submitted,

Trustee Advisory Committee 2024

Leslie Van Orman, Wyoming – Co-Chair
Dawn Soto, Wisconsin – Co-Chair
Patricia Beecher, New Mexico
Lynn Cragg, Oklahoma
Donna Cox, Virginia
Brian Darcy, Idaho
Gregory Gerhart, Pennsylvania
Robin King, Louisiana
Marty McKenzie, South Carolina
Pamela Parker, Washington
Beth Pieters, Iowa

Past Reports

Learn More About the Advisory Committees

Questions?

Email censusdata@aph.org.