Virtual Reality for Individualized Student Learning & Well-Being

Public libraries can play a critical, essential role in facilitating and enhancing learning. Public libraries such as Hubbard Public Library (HPL) can serve as partners to facilitate and to foster the well-being of learners and the people who support them at home and in their communities.  What is proposed herein, and what is actually already occurring at HPL, is offering library patrons and students additional programs and resources for creative and innovative experiential and hands-on learning. Other ways in which public libraries such as HPL can enhance and support accelerating learning, student success, achievement and empowerment, and beyond include: creative learning opportunities and tools; providing opportunities for student engagement and interactions when schools are not open (e.g., after-school, summers, and school breaks); assisting schools, libraries and community organizations to provide opportunities and support to students in need.  The specific problem being addressed in this solution is the use of virtual reality technology, including Oculus Quest headsets and virtual reality applications and software to individualize and enhance student learning and well-being, including neurodiverse individuals.  This project is in collaboration with the local Hubbard School District and includes development of headset kits and software and applications for use by teachers in classrooms.  Quest Oculus virtual headsets are already available at the Library for in-library use as well as being available for lending and use at home.  Goals of this program are to provide skills and knowledge that students and individuals need in order to thrive in their community and in today’s world, including literacy, problem-solving, life skills, and social and emotional skills. In With respect to the scale of the problem, the primary audience is neurodivergent individuals, especially tweens and teens and students; i.e., neurodivergent students with disabilities such as autistic spectrum disorders/autism, dyslexia, attention deficit/hyperactivity disorder (ADHD), obsessive-compulsive disorder (OCD), Tourette Syndrome, other learning disabilities and/or other patterns of thinking and learning that may differ from the neurotypical ‘norm.’  Virtual reality is an exciting accommodation for students on the autism spectrum and other neurodiverse challenges. Locally, the Hubbard Exempted Village School District has 1780 students in K-12, and 9.3% have one or more learning disabilities and are neurodivergent.  Moreover, there are 192 students who receive IEP (Individualized Education Plan) services in K-12.  In Ohio, there are 249,539 students with disabilities, representing 15.4% of the overall student population in Ohio's public schools; i.e., that more than one in seven students has a documented disability.

The solution and the scope of work is reaching and empowering students with neurodiverse learning styles. No two individuals with special needs are alike, and this project will focus on use of virtual reality (specifically, Oculus Quest 2 VR headsets) to individualize academic subject offerings as well as training for social interactions, vocational offerings and other life skills. Virtual reality can open new horizons and increase students’ engagement and interaction in the learning process, especially for neurodiverse individuals. Virtual reality (VR) is effective in technical training, subjects involving 3-D information (e.g., technical trades, virtual field trips, and immersive visual learning experiences). It is an innovative, effective teaching and learning tool because it creates and uses a virtual environment in which students interact in an immersive experience. This VR assists students with various learning styles to prepare for life, ongoing education, career training, and development.  This program will provide access to high-quality, portable, and easy-to-use Oculus Quest 2 headsets in HPL’s circulating materials and allow patrons to check them out, making these accessible to everyone who has an interest. This program will facilitate and foster academic education, empower students, library patrons and the community, and use of virtual reality as an additional learning aid and tool, especially among the young adult/teens in high school, including neurodiverse students.  This project is in collaboration with the local Hubbard School District and includes development of headset kits and software and applications for use by teachers in classrooms.  Quest Oculus virtual headsets are already available at the Library for in-library use as well as being available for lending and use at home.  Currently, appropriate virtual reality software and applications (approximately 30 programs and applications) are being purchased for use with the Oculus headsets.  In addition, a kit for teachers (including 12 headsets) to use in their classrooms, together with instruction manuals, is being assembled and tested. The proposed timeline, 9/1/24-11/30/25, is fifteen months, for introduction and use in local school classrooms. This includes an entire school year, and the summer between two school years. This facilitates thorough implementation and evaluation of program/project activities and resources.

This solution will serve all students, and especially neurodiverse students. All students, including neurodiverse students who have learning differences that neurotypical students may not have, can benefit greatly from creative, innovative uses of technology including, as proposed herein, virtual reality. In addition, ‘low-tech’ options, including meaningful volunteer opportunities and incentives for students to participate in such; providing students with exposure to career, college and other post high-school training and education opportunities; providing after-school tutoring and/or supplemental programs and activities; assisting families with access to technology (e.g., mobile hot spot lending programs; access to online learning); availability of free ‘essentials’ (e.g., school supplies, snacks, hygiene products); removal of potential barriers to learning; and more.  And, the primary focus of this project, is to accelerate learning and address learning issues, particularly for students with neurodiverse learning styles. HPL will also continue its programs to prepare all students for future success and life beyond high school.  No two individuals, with or without differences in learning styles, thinking styles and related, are alike and the use of virtual reality as proposed herein is a significant means to individualize and enhance the education and well-being (mental, emotional and social) of individuals. As noted in previous sections, virtual reality is an exciting accommodation for students on the autism spectrum and other neurodiverse challenges. Specifically and locally, the Hubbard Exempted Village School District has 1780 students in K-12, and 9.3% have one or more learning disabilities and are neurodivergent.  Moreover, there are 192 students who receive IEP (Individualized Education Plan) services in K-12.  In Ohio, there are 249,539 students with disabilities, representing 15.4% of the overall student population in Ohio's public schools; i.e., that more than one in seven students has a documented disability. Anticipated outcomes for students with neurodiverse learning styles are empowering every student in realms of academics, careers, essential life skills and soft skills. This project will use VR technology, including Oculus Quest 2 VR headsets and relevant VR programming, software and applications, to individualize student learning and enhance student learning and well-being. Again, no two individuals are alike, and this project will focus on use of virtual reality to individualize academic subject offerings as well as training for social interactions, vocational offerings and other needed skills.  Virtual reality is being used increasingly in education, and can open new horizons and increase students’ engagement and interaction in the learning process, especially for neurodiverse individuals. Life skills can be effectively taught to help students prepare for life, ongoing education, career training, and professional development. This project will empower

students.

Our team is an ideal team to design and deliver this solution as we are a team of diverse individuals with the skills, knowledge and competencies to address issues of student education and well-being, including neurodiverse students and individuals.  In particular, the team includes educators at all levels, K-12 and higher education with relevant experience working with students who have learning and thinking differences as well as with neurotypical students. This project, as noted, is in the ‘Prototype’ stage of development and has already received significant input and support from the local Hubbard schools (including the system Superintendent and Special Education supervisor, school librarian, and other), local library personnel (including the Library Director, Adult Librarian and Supervisor, Teen Librarian, and the Library’s Technology Specialist), local Hospital System’s Medical Librarian, and retired University Professor who is also a current mentor and tutor for neurodiverse K-12 students.  These team members and others have been meeting regularly over the past year and one-half to devise this solution and begin creating and implementing the necessary resources and programs.  The local schools (Hubbard Exempted Village School District) and Hubbard Public Library have a long-standing tradition of collaborations and programs on behalf of students, and this team is another example of a successful collaboration and team which is well-positioned to deliver this solution.  It is significant that this program has already received support from several other external sources, including the American Library Association and Constellation Energy’s Community Champions program.  In fact, the Library has already acquired more than 20 Quest Oculus virtual reality headsets for students and individuals to use in-library and/or at home by checking headsets out from the library.  This project will also make VR headsets and software available to teachers and HPL staff for specific programs. One of the most important and significant aspects of mobile VR technology is its flexibility and accommodations of the learning experience. VR is very effective for academic subjects and for practical and life skills. This facilitates the individual’s learning process, enhances problem-solving and more.

The current stage of this solution is most accurately described as ‘prototype,’ i.e., an initial working version of a solution that may be in the process of getting initial feedback or testing with users.  We are beyond the first level of ‘concept;’ that is, we are beyond the initial stages of exploring and identifying the specific tools to be used to address the problem of individualizing and enhancing student education and well-being, including those students who are neurodiverse.  Increasingly, educators and others are recognizing and acknowledging that traditional K-12 education needs reform and transformation especially as the ‘one-size-fits-all’ model may not serve students in general, and particularly those who are neurodiverse and not neurotypical.  The initial working version will soon be ready for testing and feedback.  That is, as noted elsewhere in this solution package, the Library has already acquired more than twenty Oculus Quest Virtual Reality headsets, and is in the process of acquiring appropriate software and applications for use in classrooms.  These headsets are already available to students for use, both in-library and at home.  Next steps include the kit being developed for use by teachers in their classrooms at the school; specifically, a kit containing twelve headsets pre-loaded with the relevant virtual reality software will be available for K-12 teachers at the beginning of Fall 2024.  This kit will come with a manual (developed by library staff) for implementation and use in classrooms.  More than thirty virtual reality software and applications have been identified for this testing and use.  Topics of this software and applications include language learning (e.g., American Sign Language; more than thirty spoken languages); soft and life skills such as public speaking, science (nature, astronomy); art; history, geography; and much more.  Virtual reality technology can provide creative, innovative experiential and hands-on learning.  It provides immersive and safe environment for academic subjects, vocational and trades training, and, importantly, life and social skills. This is true for all students, including students and individuals who are neurodiverse individuals, e.g., students with learning differences, autism, attention deficit disorders, dyslexia, obsessive compulsive disorders and other diverse patterns of learning and thinking.  We will be testing the feasibility and goals of this solution to provide skills that students and individuals need to thrive in their community and in today’s world, including literacy, problem-solving, social skills, and emotional skills.

We are applying to SOLVE because our program/project/solution aligns perfectly with SOLVE Global Learning Challenge, i.e., “We believe that to achieve a more sustainable and equitable future for all, we need new voices and ideas.”  [from the MIT Solve website]  As stated in the ‘Challenge Overview,’ “The world faces persistent gaps in learning and educational opportunities. … In addition, the skills taught—in school or via other informal pathways—may not allow people to thrive in a rapidly changing world.”  [MIT Solve website]  In recent years, especially since COVID-19, many studies and research have focused on the need to reexamine the ways we think about education.  For instance, while traditional K-12 education suits the needs of many, increasingly, this traditional ‘one-size-fits-all’ does not address the needs of all students, particularly neurodiverse students.  The solution proposed herein focuses specifically on this topic, i.e., this solution will increase use of VR technology to individualize and enhance education of all students, including neruodiverse individuals. This project will make VR headsets and software available to teachers and Hubbard Public Library staff for specific programs. One of the most important and significant aspects of mobile VR technology is its flexibility and accommodations of the learning experience. VR is very effective for academic subjects and for practical, social, emotional and life skills. This facilitates the individual’s learning process, enhances problem-solving and more. This solution also focuses on student well-being (social, emotional, and mental) as well as on the learning and thinking educational components. This solution includes components across diverse community sectors, including schools, libraries, the community in general.  As stated in the ‘Challenge Overview’ on the MIT Solve website, “Technology in education works best when centered on the needs of communities and learners, and when designed to complement rather than replace human interaction.”  The proposed solution aligns ideally with this principle and is based on use of virtual reality technology for partners including the schools, library staff and beyond. This use of virtual reality will also facilitate development of work-related social skills relevant to obtaining and maintaining employment (e.g., job interview skills). The end goals are student learning, growth and success and student well-being.  This solution will “…ensure engagement and better outcomes for learners with disabilities and neurodivergent learners, while benefiting all learners;” and “provide the skills that people need to thriving in both their community and a complex world, including social-emotional competencies, problem-solving, and literacy around new technologies such as AI.”  [from the MIT Solve website]

This solution is innovative for several reasons.  First, it is based on a relatively new technology, i.e., virtual reality, which has evolved to the point where it can be used efficiently and effectively to provide individualized educational experiences.  The Oculus Quest virtual reality headsets are state-of-the-art and can be used with a large, diverse variety of virtual reality software and applications for learning and training in academic subjects, vocational and trade subjects, and life and social skills to help students learn, think and, importantly, succeed.  This solution is based on the use of virtual reality (VR) technology to individualize education of students and to enhance their well-being (mental, social, emotional).  VR headsets and software till be available to teachers, library staff and community members for specific programs and learning opportunities and programs.  One of the most important and significant aspects of mobile VR technology (e.g., the headsets) is its flexibility and accommodations of the learning experience.  VR is very effective for academic subjects and for practical life and job skills.  VR provides an immersive learning experience in a safe and interesting environment.  This facilitates the individual’s learning and thinking processes, enhances problem-solving and more.  This empowers the individual student, including neurodiverse students, and enhances his/her well-being.  Secondly, this solution includes a focus on the needs of neurodiverse individuals.  In traditional classroom education, the ‘one-size-fits-all’ approach may not address the needs that neurodivergent individuals may have.  Diversities are important and essential when addressing a student’s learning and thinking styles and skills.  As K-12 education continues to evolve nationally and internationally, the increasing numbers of neurodiverse individuals (e.g., versus neurotypical individuals, whatever that may mean) and their needs are issues that must be addressed.  “Neurodiversity describes the idea that people experience and interact with the world around them in many ways, with no one ‘right’ of thinking, learning and behaving, and differences are not deficits.  Neurodiversity refers to the diversity of all people, but it is often used in the context of autism spectrum disorder and other neurological or developmental disorders such as ADHD or dyslexia.  Referring to someone as neurodiverse or neurodivergent is a way to focus on the positive aspects of their differences and what that can bring to the group setting.”  [Network of the National Library of Medicine website, www.nnlm.gov/reading-club/topic/331]  Thirdly, this solution is inclusive and is designed to “ensure engagement and better outcomes for learners with disabilities and neurodivergent learners, while benefiting all learners (emphasis added).” [from the MIT Solve website]  No two brains are alike, no two students/individuals are alike, and learning and thinking styles vary accordingly.  This solution addresses this reality and benefits all individuals; this solution celebrates neurodiversity in a positive, powerful and empowering way.

This solution will have an impact on the problem, e.g., global learning, because it addresses the different learning and thinking styles of all learners/students at the individual’s level, and for all learners/students.  In addition, this solution includes many community components, including schools, libraries, family members and others as opposed to focusing on a single sector such as K-12 public education.  For example, public libraries such as Hubbard Public Library, can play a critical and vital role in facilitating and enhancing student learning and well-being (emotional, mental and social).  This is particularly true when the libraries work in collaboration/partnership with local schools and other community organizations to foster the well-being and education of learners/students and the people and families who support them at home and in their communities.  The use of VR technology (e.g., the Oculus Quest headsets and VR software and applications as proposed herein) can individualize and enhance student learning and well-being.  VR provides a creative, innovative experiential and hands-on learning experience.  VR provides an immersive and safe environment for teaching/learning of academic subjects, vocation and trades training, and, importantly, life and social skills and can be incorporated into classroom teaching and more. This is true for all students, including students and individuals who are neurodiverse individuals who may have learning differences such as autism, attention deficit disorders, dyslexia, obsessive compulsive disorders and other diverse patterns of learning and thinking.  This solution includes Hubbard Public Library, the local school district and other partners and includes development of headset kits and software for use by teachers in the classroom.  In addition, VR are already available at the library for students and others for in-library use as well as being available for lending and use at home.  In addition, this model is one which can be replicated in other communities, so the impact can be extended to other individuals beyond the area.  This solution and its goals will provide skills that students and individuals need to thrive in their education and in their community and in today’s world more generally, including literacy skills, problem-solving skills, social and emotional skills, and beyond.  Again, this solution includes enhancing/facilitating student learning and the overall well-being of the individual.

The impact goals for this solution are reaching and empowering students with neurodiverse learning styles. No two individuals with special needs are alike, and this project will focus on use of virtual reality (specifically, Oculus Quest 2 VR headsets) to individualize academic subject offerings as well as training for social interactions, vocational offerings and other life skills. Virtual reality can open new horizons and increase students’ engagement and interaction in the learning process, especially for neurodiverse individuals. Virtual reality (VR) is effective in technical training, subjects involving 3-D information (e.g., technical trades, virtual field trips, and immersive visual learning experiences). It is an innovative, effective teaching and learning tool because it creates and uses a virtual environment in which students interact in an immersive experience. This VR assists students with various learning styles to prepare for life, ongoing education, career training, and development.  Anticipated outcomes for students with neurodiverse learning styles are empowering every student in realms of academics, careers, essential life skills and soft skills. The evaluation of, and metrics and measurements of success, is described by the following process.  Data are routinely collected and processed for a wide variety of activities, e.g., HPL contributes data annually to the State Library of Ohio for publication in “Ohio Library Statistics.” Detailed data collected for this report include programs and events, attendance at programs and events; and other data categories. These data are submitted to the state annually, and also used in grant preparation, grant reporting; program development and evaluation, needs assessment and strategic planning and other planning purposes. Evaluation efforts are ongoing, and all programs provide participants with surveys to complete and return to the librarians at the end of programs. For this solution, evaluation metrics used will include CDC metrics and other metrics for students with developmental disabilities and learning disabilities. Data and quantitative measures for programs and activities associated with this grant will be collected, evaluated and reported. For example, local Hubbard schools collect data on their student population, including those with learning differences, performances, students with IEPs (Individual Education Program), and more.  Measurable outcomes will include metrics such as course grades/progress/performance; student input on their well-being and success (e.g., course performance); input from library staff, Hubbard teachers, qualified volunteers on changes in student behavior and progress. For students with learning disabilities, metrics, assessments, and evaluations as used by the CDC for students and individuals with developmental disabilities and other learning disability criteria will be evaluated and tracked. 

A core technology that powers this proposed solution is virtual reality (VR).  As defined in Britannica encyclopedia, virtual reality (VR) is “the use of computer modeling and simulation that enables a person to interact with an artificial three-dimensional (3-D) visual or other sensory environment. VR applications immerse the user in a computer-generated environment that simulates reality through the use of interactive devices, which send and receive information and are worn as goggles, headsets, gloves, or body suits. In a typical VR format, a user wearing a helmet with a stereoscopic screen views animated images of a simulated environment. The illusion of “being there” (telepresence) is effected by motion sensors that pick up the user’s movements and adjust the view on the screen accordingly, usually in real time (the instant the user’s movement takes place).” [www.britannics.com] One important area of use for VR is training for real-life activities, as VR can be used to provide high-quality training in an immersive and safe environment.  In recent years, the use of VR in the entertainment realm has become well-known in gaming and related arenas as well.  Recent advances in the technology and its application, including for example, the Oculus Quest headsets and associated software and applications, have made the technology more accessible and easier-to-use.  Use of VR technology is increasingly being explored in K-12 education, particularly in the United Kingdom and Europe.  This use includes the realms of academic subjects, vocational and trade training, and, importantly, life and social skills training to empower students, and optimize student/learner success and empowerment. The solution as proposed herein is a feasible, accessible and innovative approach to enhance and facilitate K-12 education of neurodiverse individuals and all students.  This solution will support student learning and well-being both in and outside of the classroom, create positive learning environments, and engage students and learners throughout the community (e.g., schools, libraries, and community organizations).  This, in turn, will enhance student well-being and success in today’s complex world.  Students today need additional resources, tools, and approaches above and beyond those of traditional classroom education in order to learn and succeed.  In addition to the innovative use of VR provided by this solution, however, ‘low-tech’ components of this solution will include individual mentoring and tutoring (some provided by volunteers) and incentives and prizes to encourage students to participate and maintain interest, and more.  Incentives and prizes have worked extremely well in the past for HPL programs for these purposes. 

All workers associated with this solution team are associated with public and special (e.g., medical) libraries, public schools, and/or Friends of the Library non-profit organization.  Nobody will receive a salary from this project at this time.  

The team, including myself, have been working on this solution for approximately two years.

Our Solution’s leadership team includes individuals with many years of experience and expertise in the realms of K-12 education (and higher education as well) across diverse fields of librarianship, education, medical education/librarianship, K-12 education, special education, neurodiversity (e.g., with respect to learning, thinking and behavior) and more.  We seek input from the schools’ teachers, professionals, students and more.  Our goals, plans and commitment are perfectly aligned with MIT Solve’s “Diversity, Equity, and Inclusion Statement” and MIT’s definitions of diversity, equity, and inclusion.  Specifically, “…diversity is the social, cultural, and identity-based human attributes represented within a group; equity is access to opportunity and advancement for all members of a group, and is distinct from equality and fairness (equitable environments address disparities and strive to eliminate unique and systemic barriers that have prevented the full participation of marginalized groups); and inclusion is the act of creating environments in which all members of a group are welcomed, respected, supported, and valued.”  [from the MIT website]  This solution, in fact, addresses issues of diversity, equity and inclusion throughout as neurodiversity is a core value, principle and goal.  This solution addresses issues of enhancing and facilitating education and well-being of neurodiverse individuals and all students.  No two individuals, no two neurodiverse individuals are alike, no two brains are alike.  This inherent diversity and impacts on learning, thinking, and behavior are at the essence of this solution.  Virtual reality tools will be used to enhance learning and education for all students, neurodiverse and neurotypical, so that all members of the community, students, in-class and out-of-class, can learn, thrive and succeed.  These students will be empowered, respected, and valued.  In terms of team members, and all those who participate in this solution, we seek participation of everyone.  The relevant policy in-place at Hubbard Public Library (HPL) reflects our commitment to ensure that our team is diverse, minimizes barriers to opportunity for staff, and provides a welcoming and inclusive environment for all team members.  That policy states that “HPL does not and shall not discriminate on the basis of race, color, religion (creed), gender, gender expression, age, national origin (ancestry), disability, marital status, sexual orientation, or military status, in any of its activities or operations. These activities include, but are not limited to, hiring and firing of staff, selection of volunteers and vendors, and provision of services. We are committed to providing an inclusive and welcoming environment for all members of our staff, patrons, volunteers, and vendors.  The Hubbard Public Library is an equal opportunity employer. We will not discriminate and will take affirmative action measures to ensure against discrimination in employment, recruitment, advertisements for employment, compensation, termination, upgrading, promotions, and other conditions of employment against any employee or job applicant on the bases of race, color, gender, national origin, age, religion, creed, disability, veteran's status, sexual orientation, gender identity or gender expression.”

Currently, I am enrolled in the online course, “Business and Impact Planning for Social Enterprises.”  Although I have not yet completed the course, based on the information provided in materials I have completed to-date, I would state that the business model applicable to this proposed solution aligns and fits most closely in  the ‘integrated’ category.  That is, (1) business activities overlap with the social programs; and (2) the business is created as a funding mechanism and to expand/enhance the mission of the organization.  In this solution, however, elements from the ‘embedded’ model also apply; e.g., the solution is created to serve individuals in a manner that is perfectly aligned with the organization’s mission.  Thus, the solution includes elements of both models; as the solution grows and evolves, the business model will certainly evolve and grow as well, in terms of impact and revenue.  It can be noted also that the “Social Business Model Canvas—The Business Model Canvas Reinvented for Social Business” mentioned in this question is very useful and will continue to play a role as our business model evolves.

Long-term sustainability for our solution includes several components; e.g., attracting sufficient and diverse funding (including cash and non-cash funds); effectively and efficiently using funding to achieve our solution goals, objectives and outcomes (both short-term and long-term); recruiting and retaining adequate numbers of volunteers to continue and grow our services; ongoing grant proposal writing and other fundraising efforts; and more.  In addition, sustainability, financial and otherwise, is an integral component of our strategic plan.  For example, on the American Library Association (ALA) website, the basic definition of “sustainable,” is explained as “…the use and stewardship of resources today that preserves them for tomorrow, and a sustainable community is one that is healthy and prosperous over the long term.”  Moreover, three components of a sustainable community were given, i.e., economy, ecology, and equity.  “Economy is the management, or stewardship, of the resources; Ecology is the relationship of the community with its environment, particularly the natural environment; and Equity is fairness to all.” [https://libguides.ala.org/SustainableLibraries/sustainability]  Our solution herein exemplifies all three components of this definition.  First, economy:  we will continue to attract ongoing and new funding for this solution.  Second, ecology:  this new, innovative solution—use of virtual reality to individual and enhance student learning and well-being—focuses on creating and building a beautiful and inclusive approach to K-12 education and will be a unique community resource (replicable elsewhere also).  This solution embraces respect all individuals, and encourages compassion and care for all humans.  Third equity:  this solution will be open and available to everyone, irrespective of culture, gender status, age, race, color, mental or physical status/ability/disability, neruodiverse status, or any other difference.

Evidence supporting the success of this solution to date includes meetings with solution constituencies (e.g., library staff, Hubbard school staff, and other solution team members) on a regular basis, and presentations to the school board members and other community organizations, including, for example, the Hubbard CTT (City Transformation Team) and Hubbard C.A.R.E. (Community Awareness Response and Education).  And, in terms of funding support, this program/project/solution received a grant from the American Library Association (ALA) in 2022-2023 for its “Libraries Transforming Communities (Accessible Small and Rural Communities)” program [“Use of Virtual Reality for Student Education and Well-Being,” amount $10,000].  Funds from this grant award were used primarily to purchase virtual reality Oculus Quest headsets and selected VR software and applications.  In addition, a grant award from Constellation Energy’s Community Champions program was used to purchase two headsets.  We will continue to seek funding for this solution (grants and otherwise), from ongoing and new sources, as stated previously, in order to maintain and grow this solution. We completely recognize the need for sustainability of this solution, especially to assist in replication and implementation of this solution to other communities.