Narrative: d. 1.

(d) Coordination with Education Officials

The pandemic caused extensive workforce reductions in Florida’s important industry sectors and triggered a digital shift with new online and hybrid training programs emerging within various industries as part of efforts to fill the workforce gap. As students and youth gain invaluable exposure to the jobs of the future while in high school, they will enter college campuses with a clearer vision of their desired career pathways.

Executive Order 19-31 outlines actions designed to make Florida number one in the nation in workforce education by 2030, which includes ensuring students are prepared for the jobs of the future. House Bill 1507, the Reimagining Education and Career Help (REACH) Act of 2021, creates a system-wide approach to improve equity and access to workforce training and education for all Floridians. It is a bold step to modernize the pathway for students into the future of work while providing a new framework for greater collaboration between high schools, community colleges, workforce agencies and industries. FDBS aligned its mission and priorities with both the Executive Order and HB 1507 in view of a more integrated and efficient workforce system.

Pathway projects from the classroom to workplace include the following elements:

1) Increase opportunities for all Floridians to reskill or upskill through vendors, public postsecondary institutions and the Florida Ready to Work program with a focus on employability skills;

2) Continue to track measurable skills gains of postsecondary credential attainment within the Aware (accessible web-based activity and reporting environment)  case management system;

3) Continue to track credential attainment measures for students with disabilities within the Aware case management system;

4) Increase collaboration and implementation of one seamless referral intake form for the Department of Economic Opportunity (DEO), Department of Education (DOE), and DCF to create a “no wrong door” entry strategy where Floridians have access to services from multiple workforce partners via one platform;

5) Continue to serve the underserved populations to improve the economic mobility for Floridians; and

6) Increase the collaboration with FDBS of Career, Technical, and Adult Education to ensure engagement of program review processes and provide transparent new workforce programs to Floridians.

There is an interagency cooperative agreement between the Local Educational Agencies (LEAs), Division of Public Schools (DPS), FDBS, and the Division of Vocational Rehabilitation (DVR) to assist students with disabilities in successfully transitioning to postsecondary training programs, education, and competitive integrated employment. The FDBS and the DVR offer Pre-ETS to prepare students with disabilities ages 14-21 for success in 21st century careers. The LEAs collaborate for transition services under IDEA that meet the required Pre-ETS. Students who only need Pre-ETS may receive these services from DVR or FDBS without making an application for other partner services. Pre-ETS are also available to students with disabilities who apply for partner services.

Section 511 of the Rehabilitation Act, 14(c), states businesses referred to as “employers” are prohibited from employing individuals with disabilities 24 years of age or younger at subminimum wage. Under the State Educational Agreement (SEA) , educational agencies will not contract with entities that provide work experiences at or under subminimum wage. The LEAs must provide documentation to the vocational rehabilitation (VR) agency of the provision of transition services under the Individuals with Education Act (IDEA) or Pre-ETS for students who may be seeking subminimum wage employment.

The FDBS works jointly with FDBS of Career and Adult Education (DCAE) to increase apprenticeship and pre-apprenticeship participation for individuals who are blind or visually impaired under the Perkins grant. Under WIOA, FDBS staff began to strengthen the focus on career pathways for clients. This includes assisting clients with earning credentials and certifications in fields consistent with labor market demands.

The Last Mile College Completion Program is for students who left college within 12 or fewer credit hours of obtaining a degree. This program creates greater collaboration between the FDBS and the Florida College System. Early review of the data indicates there are consumers who may benefit from this program. The FDBS tracks educational goals via the Aware case management system. There are 488 students currently enrolled in college supported by FDBS.

The FDBS pays post-secondary tuition rates for qualifying consumers. Counselors work with staff from each college when determining how much of the total cost for tuition the Division will sponsor. This ensures there is no duplication of funding. Counselors assist students in navigating the college system, including receiving support through the Office of Student Disability Services.

High school students who participate in work-based learning experiences and career and technical education can earn credits toward graduation requirements. FDBS will continue to collaborate with DCAE and students with visual impairments to encourage dual enrollment and increase student involvement in this program.

To implement the Florida statutes and federal laws/regulations, the FDBS and the DPS agree to coordinate activities in serving students who are blind and visually impaired through the following:

• The development of the Florida State Plan under Part B of the Individuals with Disabilities Education Act. The FDBS collaborates with the Bureau of Exceptional Student Education (BESE), the DVR, and the Florida School for Deaf and Blind to ensure the students with multiple disabilities including blindness have an Individual Education Plan (IEP). If the student has a disability that is not eligible for special education through IDEA, a 504 plan might be appropriate.
• The preparation and implementation of guidelines, policies, rules, and regulations, which affect the interests of students with visual impairments through joint planning committees and publications, as appropriate. FDBS participates in joint workgroup committees with BESE to work on increasing staff knowledge of evidence-based practices to support the engagement of students during the transition planning process.
• The development of new programs or the initiation of new services for students with visual impairments. As a part of FDBS’s joint workgroup, the committee will develop a statewide family mentoring program that fully involves families in transition planning efforts. FDBS works with BESE to increase collaborative program planning/development at the local level and to increase the provision of adult advocates for students at risk of dropping out.
• Interchange of information on the monitoring and evaluation of special programs for students with visual impairments. FDBS collaborates with all partners to align policies/procedures across agencies, reduce duplication of services within relevant systems (e.g., mental health, vocational rehabilitation), and develop an integrated data system.
• Promotion and provision of training for teachers and FDBS staff who work with students who are blind and visually impaired. The Division collaborates with BESE to meet its goal of increasing staff knowledge of how to align post-secondary goals with the pathway to graduation and a career. The agencies use activities outlined in the interagency agreement to increase opportunities for cross-agency professional development. 
• The dissemination of information and other activities to increase public awareness of visual disabilities and services available to students with visual impairments. FDBS provides information on transition services to students and their families in various languages. An increase in responses to the Exceptional Student Education (ESE) Parent Survey will serve as one method to determine if marketing efforts are successful.