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2014 Commission Report

Presented to Governor Rick Scott July 25, 2014

Table of Contents Executive Summary 3 The Role of the Commission: Building Tools to Improve Employment Outcomes

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Addressing the Disparity 7 Purpose of the Commission 9 2012 Report: Our Vision to Improving Employment Outcomes 11 2013 Recommendations: Strategies to Carry Out the Vision 13 Recommendation 1: Create a Single-Point of Contact for Employers 13 Recommendation 2: Create a Coalition of Agencies to Adopt a Long-Tem Communications Plan

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Recommendation 3: Increase Work Experiences for Students Receiving a Special Diploma

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Recommendation 4: Improve Transition IEP Process for Students with Disabilities

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Recommendation 5: Provide Follow-Along Services to Individuals with Mental Health Disorders

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The Employment First Initiative: Establishing a Long-Term Commitment 25 Executive Order 13-284 25 The Employment Partnership Coalition 26 The Employment First Initiative Interagency Cooperative Agreement 27 Moving Forward… 28 Recommendation 1: Establish Community Mobility Management Programs to Improve Transportation to Employment

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The Mobility Management Model 30 Applying Mobility Management to Florida Communities 32 Recommendation 2: Implement Employment First Cooperative Agreement 36 Recommendation 3: Improve and Track Employment Outcomes through the Use of Longitudinal Data

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The Florida Education and Training Placement Information Program (FETPIP)

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Recommendation 3a: Elevate the Use and Expand the Capacity of FETPIP through a Business Analyst Position

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Recommendation 3b: Collect Data on SSDI and SSI to Reduce Work Disincentives within Public Programs

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Governor’s Commission on Jobs for Floridians with Disabilities: 2012 Report Page 1

Recommendation 3c: Promote Awareness of the Benefits of the FETPIP System

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Recommendation 4: Continue Content Review Process for “Abilities Work” and Similar Initiatives Requiring Collaboration

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Recommendation 5: Ensure Development of Multiple Pathways to a Standard Diploma

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Recommendation 6: Continue Efforts to Gather Employer Input 50 Conclusion: Continue Building Tools for Success 52 Appendix A: Executive Order 13-284: Reaffirming Commitment to Employment for Floridians with Disabilities

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Appendix B: The Employment First Initiative Interagency Cooperative Agreement

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Appendix C: Employment First Initiative: 2014-15 Collaborative Strategic Action Implementation Plan

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Appendix D: Employment First Baseline Data 68 Appendix E: Report of Individual’s Unmet Transportation Needs 72


Executive Summary Individuals with disabilities, like everyone else, have innate abilities and skills to contribute to their communities and Florida’s economy. However, these talented individuals are confronted by unique barriers that prevent them from competing on a level playing field with their peers in the workforce, which inhibit their ability to be independent and pursue their dreams. These barriers also represent lost opportunities for employers in the state looking to expand their pool of talent. Despite the current disparity in employment confronting this population, this does not have to be the accepted status quo of persons with disabilities in Florida’s workforce. Given certain tools and opportunities, these individuals can overcome these barriers and become successful in achieving their employment and life goals in this state. It was for this reason Governor Scott created the Commission on Jobs for Floridians with Disabilities. The 2014 Report chronicles the Commission’s recommended strategies and efforts made by state leaders to carry out a sustainable approach to advancing employment opportunities for persons with disabilities. On October 8, 2013, the state witnessed the culmination of these efforts when Governor Rick Scott signed Executive Order 13-284, which directed his state agencies and organizations serving persons with disabilities to establish a long-term commitment to improving employment outcomes for this population through the “Employment First Initiative” Interagency Cooperative Agreement. This five-year agreement has been developed and took effect July 1, 2014. The 2014 Report provides an overview of the Cooperative Agreement and the strategies that were established to implement this commitment statewide. The Commission’s 2014 Recommendations are largely designed to assist the agencies and organizations (referred throughout this report as the “Partners”) in carrying out the Employment First Initiative and ensuring these efforts empower individuals with disabilities to succeed in Florida’s economy.

1. Throughout the Commission’s work, transportation was found to be the most significant barrier for many individuals with disabilities to both obtain and maintain employment, which impedes their ability to be mobile and live independently within their communities. This has also presented major challenges for many employers interested in hiring such individuals but cannot support their transportation needs. “Mobility Management” is a national model designed to help communities leverage resources and develop strategies to increase mobility options for individuals with disabilities and others who cannot transport themselves. The Commission believes this model could support Florida communities to address the diverse and unique transportation needs of persons with disabilities seeking employment and related activities. Further, this would advance the state’s efforts to facilitate coordinated services between community transportation providers and human service agencies through the Florida Commission for the Transportation Disadvantaged. Thus, the Commission recommends the Commission for the Transportation Disadvantaged help


communities establish Mobility Management programs, through their respective Community Transportation Coordinators, to accomplish the following objectives: 1) assist communities in developing strategies to increase mobility options for individuals with disabilities seeking employment; 2) facilitate collaboration between the transportation industry and the disability support system to identify such strategies; and 3) identify and resolve barriers and service gaps that hinder communities from creating more mobility options to help such individuals achieve employment outcomes.

2. As the state Partners carry out the Interagency Cooperative Agreement

within their own organizations, the Partners will also ensure the Employment First Initiative is embraced and implemented at the community level, where employment outcomes are achieved. To accomplish this, the Commission recommends the Partners develop and disseminate a collaborative memorandum (or individual memoranda) to inform their local agencies and other disabilities service organizations of the statewide efforts to improve employment outcomes, and encourage them to develop their own (or expand existing) Interagency Cooperative Teams. The memorandum should be disseminated no later than October 2014. Once the Interagency Cooperative Teams are established, there should be clear channels of communication and direction between the state Partners and local Teams for the purposes of continued collaboration and commitment among the local agencies in carrying out the Cooperative Agreement. The Partners should include the progress of these efforts as part of their annual report to the Governor.

3. As the state carries out a long-term commitment to improving employment

outcomes for persons with disabilities, decision-makers will need to track the progress of these efforts to ensure success. The Commission finds the state agency Partners within the Employment First Initiative Interagency Cooperative Agreement could better utilize longitudinal data to ensure individuals with disabilities are obtaining and maintaining their employment and life goals through the services they receive from the state. The Florida Education and Training Placement Information Program (FETPIP) is a longitudinal data system that collects and reports follow-up data on students, including persons with disabilities, who have exited the Florida K-20 Education system and/or have completed a work training program in the state. The Commission believes the Partners can elevate the use and expand the capacity of the FETPIP system to: 1) track the progress of employment outcomes of individuals served by the disability support system to ensure they reach their respective vocational and postsecondary goals; 2) identify other state programs serving these individuals that support their respective goals; 3) develop strategies to improve services and program accountability; and 4) assess the current capacity of FETPIP to ensure the data being delivered remains valuable to


decision-makers, and identify additional data sources that can further these efforts. To elevate the use and expand the capacity of the FETPIP system, the Commission recommends:

a) The Governor and Legislature fund at least one full-time equivalent

(FTE) position to serve as a business analyst within FETPIP that would assist the Partners in accomplishing the four objectives outlined above;

b) FETPIP work with the Social Security Administration to collect data on

individuals in this state who receive Social Security Disability Insurance (SSDI) or Supplemental Security Income (SSI) for the purposes of reducing the work disincentives within these programs and improving labor force participation for this particular population; and

c) The Florida Department of Education develop marketing strategies to

promote the benefits of the FETPIP system to facilitate expanded use among stakeholders within the public service arena.

4. As the state prepares to launch the “Abilities Work” Web Portal and Help

Desk, the Commission recommends this resource (as well as future collaborative initiatives) go through a formal content development and review process, such as the one established to develop and implement the Employment First Initiative Interagency Cooperative Agreement. In the 2013 Report, the Commission recommended the Department of Economic Opportunity, along with the support of the Division of Vocational Rehabilitation, establish a single-point of contact (through the Employ Florida Marketplace Web Portal and the creation of a Help Desk) to connect employers to candidates with disabilities and inform them about the resources available to support these individuals in the workplace. As the state carries out this recommendation, the content of the Web Portal and information used by Help Desk staff to answer inquiries should be developed, reviewed and supported by the Partners prior to implementation. This process would ensure: 1) the “Abilities Work” resource receives input from employers and job-seekers with disabilities in order to identify information that meets their respective needs; 2) the communication efforts to promote “Abilities Work” to the employer community are being consistently developed and delivered by the Partners, including the benefits and limitations of both the Web Portal and Help Desk; and 3) Help Desk staff are adequately equipped with information and support from the Partners to effectively answer inquiries.

5. The 2014 Legislative Session witnessed the elimination of the Special

Diploma. While the proposed changes will present similar opportunities, such as career-technical options, offered by the Standard Diploma requirements, the state must ensure those requirements are also sensitive to the diverse needs of students with disabilities and their employment


prospects. The purpose of the Special Diploma was to serve as an alternative to the Standard Diploma for a significant number of students with disabilities who, at the end of the day, simply have a different set of needs. With the repeal of the Special Diploma, the Commission recommends the state ensure development of multiple pathways to a Standard Diploma to address the wide range of abilities demonstrated by students with special needs. These varying pathways should include work experiences and other community-based instruction designed to improve post-school employment outcomes.

6. A bulk of the Commission’s work was dedicated to gathering feedback

from employers regarding their experiences in hiring and working with persons with disabilities. This feedback has been instrumental in helping state leaders develop strategies that will address employers’ hiring expectations and market the skills and talents persons with disabilities bring to the workforce. Moving forward, the Commission recommends the Governor and his staff work with the state Partners and other businesses to identify ways to continue engaging the employer community and gathering their input on a long-term basis.

Throughout the Commission’s work, three major elements were evident to ensure Floridians with disabilities achieve successful employment outcomes: 1) because the employment disparity confronting this population is largely attributable to misperceptions and other unique barriers, a long-term commitment to employment (both within and outside state government) is required to ensure these individuals have the same opportunities as others to compete in the workforce; 2) individuals with disabilities are impacted by numerous systems and factors that contribute to their opportunities to pursue their employment and life goals, and it is imperative collaboration occurs among all players within these systems to effectively assist individuals in achieving these goals; and 3) outcomes must be driven by the individual’s experience, where success is determined by the individual’s skills, abilities, goals, and opportunities in their employment and life endeavors. These elements are recurring themes throughout this report, and are fundamental to the success of Florida’s Employment First Initiative!


The Role of the Commission: Building Tools to Improve Employment Outcomes

During an interview in 1995, Bob Cringely asked Steve Jobs, founder and later CEO of Apple, Inc., what inspired him to pursue his career and make such an impact on the computer industry. Jobs recalled reading an article in “Scientific American” where some researchers decided to measure the efficiency of locomotion of various species – humans, bears, chimpanzees, raccoons, fish, birds, etc. – to determine how many kilocalories per kilometer they spent to move. He stated the condor won – it was the most efficient – and humans, which he called “the crown of creation,” were ranked a third of the way down the list. However, someone had the brilliance to test a human riding a bicycle. As a result, the human surpassed the condor on the efficiency test. Jobs said this had a real impact on him to realize that “humans are tool builders, and we build tools that can dramatically amplify our innate human abilities.”1 Persons with disabilities are like everyone else: they have innate human abilities, skills, and qualities to contribute to their communities. However, there is a demonstrable disparity in employment opportunities confronting these individuals relative to the rest of the workforce. This disparity is an outcome stemming from unique barriers that prevent them from competing with others in the jobs market; thereby, inhibiting their ability to live independently within their communities. These employment barriers also represent lost opportunities for employers looking to expand their pool of talent. Similar to the analogy Steve Jobs used to explain how tools could change an outcome and improve an individual’s efficiency, the employment disparity could be dramatically improved if persons with disabilities were given certain tools to improve their abilities and opportunities to contribute to Florida’s economy. It was for this reason Governor Scott created the Commission on Jobs for Floridians with Disabilities to identify public policy solutions that could address this disparity and improve employment outcomes for this population. This chapter explains how the Commission approached both the disparity and its mission to develop strategies to change the present situation. Addressing the Employment Disparity In its first report, the Commission cited state figures to demonstrate the considerable disparity in both the labor force participation and employment rates of persons with a disability compared to the rest of the population. According to the 2010 American Community Survey data (Table 1), about 6 in 10 Floridians with a disability were not in the workforce in 2010, compared with about 2 in 10 Floridians with no disability. Among those in the state's workforce in 2010, the unemployment rate for persons with a disability was 24.8 percent, while the unemployment rate for persons with no disability

1 “Steve Jobs: The Lost Interview,” by Robert X. Cringely as part of the television series: “Triumph of the Nerds.” 1995


was 12.5 percent. These figures illustrated that persons with disabilities are confronted by unique barriers negatively impacting their ability to compete in the labor market.

Table 1. 2010 Florida Labor Force Statistics and Unemployment Rates Persons With and Without Disabilities

General Population

Number In the Labor Force

8,637,228 Employed

7,497,839 Unemployed

1,139,389 Not in the Labor Force 2,698,051 Persons with a Disability

In the Labor Force

458,852 Employed

345,137 Unemployed

113,715 Not in the Labor Force 655,783 Persons with no Disability

In the Labor Force

8,178,376 Employed

7,152,702 Unemployed

1,025,674 Not in the Labor Force 2,042,268 Source: U.S. Census Bureau, 2010 American Community Survey, 1 Year Estimates Prepared by: Florida Department of Economic Opportunity, Labor Market Statistics Center

Many of these barriers can be attributed to misperceptions of these individuals’ abilities to perform the essential functions of the job. In 2011, The Able Trust commissioned a study through Florida State University to identify key factors employers consider when recruiting, interviewing, hiring, and retaining people with disabilities. Researchers conducted a 78-question survey with decision-makers in Florida companies (i.e., chairmen, CEOs, managers, etc.). Survey participants were asked questions about their perceptions of how various factors pose a barrier to the employment of persons with disabilities (see Table 2). The majority of the barriers that were identified by the study qualify as misperceptions about the limitations of persons with disabilities.


Table 2. Perceptions of Barriers to Hiring Persons with Disabilities (PWD) Potential Barrier Mean Score* Employees with Disabilities have physical and/or stamina restrictions on their assigned job duties 3.000 There are health and safety concerns with hiring PWDs in this organization 2.957 Cost increases attributable to extending health, life, and/or disability coverage are too high 2.936 Type of work in this organization is unsuitable for PWDs 2.894 Organization lacks access/facilities/equipment suitable for PWDs 2.823 Cost of accommodations for PWDs is too high 2.816 PWDs lack the specific job-related experience required of job applicants for this organization 2.766 Employees with disabilities require additional management and supervisory time 2.752 Cost of training PWDs is too high 2.738 Employees with disabilities lack the ability to travel for work 2.638 PWDs lack the requisite skills and training of job applicants for this organization 2.631 Employees with disabilities lack the ability to work under great time pressure and stress 2.624 Employees with disabilities create additional workload for the HR staff 2.596 Employees with disabilities tend to be less productive 2.454 Organization is concerned about potential negative reactions from clients and customers 2.390 Employees with disabilities tend to have poor attendance and punctuality records 2.348 Staff may feel uncomfortable if asked to work with a PWD 2.298 *Respondents were asked to indicate on a scale from 1 to 5 (where 1 indicates “strongly disagree” and 5 indicates “strongly agree”) to rate their perception of each of these barriers. The results show an average score per barrier sorted from high to low. Source: Born, Patty and Randy Dumm. “Key Factors that Assist Employers to Recruit, Interview, Hire and Retain People with Disabilities.” Prepared for The Able Trust through Florida State University, June 2011. p.8 Despite the accomplishments made by the Americans with Disabilities Act (ADA) and other laws to address discrimination and improve equality of persons with disabilities, there has not been a dramatic improvement in employment outcomes of this population. Since every economic transaction in a free market, including the hiring of an individual for a job, is designed to be a “win-win” scenario for both sides, barriers to employment for persons with disabilities represent lost opportunities for employers as well. In order to address the disparity, the Commission took a free market approach to improving employment outcomes: the State of Florida could help individuals with disabilities compete on a “level playing field” in the workforce and correct misperceptions by helping employers recognize the value these individuals offer Florida’s economy. Purpose of the Commission From the beginning, Governor Rick Scott’s top priority has been “ensuring that Floridians are able to gain employment.” This priority encompasses all Floridians, including individuals with disabilities, who are able and willing to work. Understanding the major obstacles preventing these individuals from achieving this priority, Governor Scott issued Executive Order 11-161 to create the Governor’s Commission on Jobs for Floridians with Disabilities. The purpose of the Commission was to recommend public policy solutions and strategies to the Governor and state policymakers that will advance job and employment opportunities for Floridians with disabilities in order to help those individuals achieve greater independence. Commission Membership


Governor Scott appointed fourteen members to serve on the Commission. These individuals represented organizations or groups that directly impact the employment of persons with disabilities, including self-advocates representing job-seekers with disabilities, employers in the state who actively hire candidates with disabilities, representatives of the state college and university system, organizations that provide employment development and placement services for individuals with disabilities, and state agencies that fund such services and supports. The members included:

• Dr. Susanne Homant, President and CEO of The Able Trust, and appointed Chair of the Commission;

• Jack Felts, District Manager of Publix Supermarkets, Inc., and elected Vice-Chair of the Commission;

• Ellyn Drotzer, Associate Vice President of Resource Development and Strategic Planning at Broward College;

• Sarah Goldman, represented Youth with Disabilities; • Suzanne “Suzy” Hutcheson, President and CEO of Helping People Succeed; • Jordan Knab, Principal Investigator for the Florida Consortium on Postsecondary

Education and Intellectual Disabilities at the University of South Florida St. Petersburg;

• Scot LaFerte’, Vice President of Human Resources of Universal Orlando; • James “Jim” Landsberg, Inspector General of the Department of Economic

Opportunity; • Aleisa McKinlay, Director of the Division of Vocational Rehabilitation; • Russell Otway, represented Wounded Veterans; • Tom Rankin, Deputy Director of Operations for the Agency for Persons with

Disabilities; • Julio Suárez, Director of Diversity Outreach of Darden Restaurants; • Marvin Tanck, President and CEO of Gulfstream Goodwill Industries; and • David Darm, appointed Executive Director of the Commission.

All of the members of the Commission served on a volunteer basis, and most of the members attended meetings at their own expense. Commission Business Meetings and Employer Input The Commission made an effort to hold its business meetings in metropolitan cities around the state to seek input from employers and other stakeholders within those communities. Since January 2012, the Commission facilitated discussions in Tallahassee, Jacksonville, Orlando, Boca Raton, St. Petersburg, Pensacola, Miami, and Kissimmee to learn about employers’ experiences with hiring or working with persons with disabilities, and to identify issues that may discourage them from considering these candidates. These discussions were designed to help the Commission develop strategies to effectively address both the needs of employers and job-seekers with disabilities. This input was incorporated into the Commission’s recommendations. Commission Subcommittees


To accomplish its mission, the Commission divided into three subcommittees to address the charges outlined in Executive Order 11-161. Each subcommittee was tasked with gathering information on a particular issue and recommending strategies to include in the Commission Report. The subcommittees included:

• Access to Employment Opportunities – The committee was responsible for developing strategies to improve access to job opportunities for persons with disabilities by bridging the needs of the employer and the individual.

• Employer Outreach – The committee was responsible for developing strategies

that promote awareness among employers to improve their willingness to hire persons with disabilities by addressing the needs and concerns of the employer.

• Employment Readiness and Services – The committee was responsible for

identifying the supports and services that help persons with disabilities become better employees and more competitive in the jobs market by focusing on the needs of the individual.

The Commission conducted the bulk of its work through these subcommittees. The subcommittees convened through a series of telephone conferences and periodically presented findings and recommendations to the full Commission. 2012 Report: Our Vision to Improving Employment Outcomes On July 26, 2012, the Commission presented its first report to Governor Scott, where it provided three recommendations to serve as initial steps to help level the playing field for persons with disabilities who are looking to work, assist employers in meeting their business needs, and promote private sector solutions to remedy the disconnect between these two groups. The Commission took a macroeconomic approach to developing these recommendations to help the Governor set a vision for job creation for this population, where these initiatives could be carried out by various organizations, both within and outside of state government. The recommendations included:

1. The Commission determined the state’s disability employment system is not conducive for employers to find qualified candidates and learn about the services and supports available to their employees with disabilities. The Commission recommended the state streamline information and identify a single-point of contact within state government to assist employers to navigate this system and expand their pool of candidates.

2. The Commission believes the state could do more to effectively communicate

with employers on how to go about finding qualified individuals with disabilities to be a part of their workforce. The Commission recommended the state develop a long-term communications strategy that will promote a


consistent message of awareness among employers and inform them about the available resources that can assist their hiring needs.

3. The Commission determined persons with disabilities need to be given as

many firsthand work experiences to better compete in the workforce and improve perceptions among employers. The Commission recommended state policymakers, business leaders, and community partners promote internship and work experience opportunities for persons with disabilities.

The 2012 Commission Report helped lay a foundation to create a long-term approach within state government to improving employment outcomes. This brought about collaboration among state agencies, disabilities service organizations, and other stakeholders to develop strategies in carrying out this vision. The Commission helped facilitate these collaborative efforts and incorporated the strategies that resulted from these activities into its second report.


2013 Recommendations: Strategies to Carry Out the Vision

On August 15, 2013, the Commission presented its second report to Governor Scott, where it provided five recommendations to help the state carry out the vision that was established in the first report. These recommendations were designed to serve as strategies to help state policymakers, public administrators, job developers, educators, advocates, and other stakeholders improve employment outcomes. All five of these recommendations are either currently being implemented and/or have been impacted by related activities during the past year. This chapter provides an overview of the 2013 Recommendations and the actions that have taken place this year that will impact (whether directly or indirectly) these five topics. Several of these recommendations were incorporated into the Employment First Initiative Interagency Cooperative Agreement, which is addressed in the next chapter.

Recommendation 1: Create a Single-Point of Contact for Employers

The Commission determined the state’s disability system does not effectively connect employers to candidates with disabilities and inform them about the resources available to support these individuals in the workplace. The Commission recommends the Department of Economic Opportunity, along with the support of the Division of Vocational Rehabilitation, serve as a single-point of contact for employers that would: 1) assist them to access people with disabilities who are ready and able to work, for recruitment and hiring purposes; and 2) provide information on available services and supports that make it possible for persons with disabilities to succeed in the workforce. These responsibilities can be supported by the Employ Florida Marketplace Web Portal and the creation of a Help Desk administered by the Division of Vocational Rehabilitation that would be responsible for assisting employers and responding to customers who request assistance. Such reform would make it easier for employers to recruit, hire and retain persons with disabilities in the workforce, and assist job-seekers in connecting with employers in their communities.

Employers interested in hiring or actively recruiting a person with a disability into their organization report having been overwhelmed by the amount of information, provider organizations, and resources within the disability employment system. Employers have not had a centralized or single-point of contact within state government to whom they could turn to learn about the supports and services available to assist individuals with disabilities on the job. It is unrealistic to expect employers to commit the time and resources to learn and navigate the intricacies of state government systems in order to find qualified candidates and address reasonable accommodations for their employees.


This is why the Commission recommended the Department of Economic Opportunity (DEO), along with the support of the Division of Vocational Rehabilitation (VR), serve as a single-point of contact to assist employers in finding these resources and services in order to help them recruit, hire, and retain persons with disabilities in the workforce. Why DEO and VR? Among the state government entities that serve job-seekers with disabilities, the Commission recommended the Department of Economic Opportunity to be the most appropriate point of contact for employers since they are the department’s primary customers. DEO oversees the workforce system, which provides job development and matching activities through the CareerSource Centers2 around the state (for both persons with and without disabilities). The department is responsible for assisting the Governor to develop and implement “policies and strategies designed to promote economic opportunities for all Floridians.”3 To accomplish this purpose, DEO is charged with facilitating economic and workforce development projects that will create, expand, or retain businesses in the state. Therefore, the Commission believed it fell within the mission of DEO to assist employers in recruiting and hiring people with disabilities who are ready and able to work. Since the department does not have the content expertise of the disability support system to accomplish this alone, the Commission recommended the Division of Vocational Rehabilitation support DEO in this role. Administratively housed within the Florida Department of Education, VR and its sister division, Blind Services (DBS), are the primary state entities providing employment development and job matching services to persons with disabilities, regardless of the type of disability. An individual is eligible to receive vocational services from VR or DBS if the person: 1) has a documented disability that presents barriers to getting or keeping a job; 2) wants to work; and 3) can benefit from services and supports provided by VR. Given the number of job-seekers with disabilities being served by VR and DBS, coupled with the institutional knowledge of the resources that assist them on the job, VR would be the most effective entity to support DEO in helping employers recruit and hire such individuals. How would it Work? The single-point of contact would serve two primary roles: 1) assist employers to access people with disabilities who are ready and able to work, for recruitment and hiring purposes; and 2) provide information on available services and supports that make it possible for persons with disabilities to succeed in the workforce. These roles would be

2 Formerly known as the one-stop career centers, Workforce Florida, Inc. – the policy board that assists DEO with overseeing the state’s workforce system – rebranded itself along with the centers as “CareerSource Florida” in February 2014.

3 Section 20.60(4), F.S.


supported by the Employ Florida Marketplace Web Portal and the creation of a Help Desk, and would accomplish the following responsibilities:

• The Employ Florida Marketplace (EFM) website is an online jobs hub (administered by DEO) to assist job-seekers and students to search for job opportunities in their communities, and to help employers identify potential candidates for job openings.4 DEO is developing the “Abilities Work” Web Portal within EFM to assist job-seekers with disabilities and employers in finding such qualified candidates. VR also maintains an online database called “Florida Jobs Connection,” which will consist of VR and DBS customers with disabilities who are ready for employment and be linked into the “Abilities Work” Portal. The responsibilities of the “Abilities Work” Portal will include:

1) Providing job-seekers with disabilities the opportunity to search for job

openings in their communities and find resources to assist them on the job; 2) Assisting employers in searching for information about job candidates with

disabilities, along with available services and supports that will help them succeed on the job; and

3) Connecting customers to the local CareerSource Centers, VR offices, Blind Services offices, or other relevant local resources.

• The Help Desk (administered by VR) would support the functions of the “Abilities

Work” Web Portal by assisting customers in navigating the Portal and providing relevant information to help them reach their employment goals. This year, Governor Scott recommended and the Florida Legislature approved funding to create the Help Desk (see section below). Once operational, the Help Desk would accomplish the following responsibilities:

1) Assisting customers (both job-seekers and employers) in entering information

into the EFM system (e.g., registration information, resumes, job descriptions, etc.) and searching for job openings and qualified candidates in the EFM or VR database;

2) Providing information or referral services on disability-related issues (such as the ADA, “reasonable” accommodations, workforce training resources, etc.) that can help employers make informed hiring decisions; and

3) Serving as a referral service to the state’s employment and workforce resources, such as the local VR offices or CareerSource Centers, to better connect job-seekers with employers.

These two resources combined would fulfill the role of a single-point of contact in state government for employers: from their perspective, the customers would only see the “Abilities Work” Web Portal and Help Desk as the place to answer their inquiries. They would not however have to know whether DEO, VR, or another agency is the place to

4 see www.employflorida.com


http://www.employflorida.com/

acquire such information – that would be the responsibility of the “Abilities Work” staff to either answer the inquiry or have the appropriate entity contact the customer directly. Implementation of “Abilities Work” During the 2014 Legislative Session, Governor Scott recommended and the Florida Legislature approved $173,600 to establish the Help Desk. The funding authorizes the Division of Vocational Rehabilitation to contract for three positions that would serve as staff to the Help Desk. These will be experienced individuals who are familiar with the disability employment system, as well as other disability resources, in order to accomplish the above responsibilities. Furthermore, Help Desk staff will be expected to understand the general needs of employers and provide a quick turnaround time in responding to their inquiries. The budget also includes $98,800 in nonrecurring funding to update VR’s Florida Jobs Connection website and provide information technology (IT) services to develop a tracking system that will help catalog inquiries, usage, resolutions and outcomes. The data from the tracking system will be used for reporting purposes and program improvement. The budget took effect July 1, 2014, and VR is currently in the process of hiring staff and preparing resources for the Help Desk. Meanwhile, the Department of Economic Opportunity is in the final stages of developing the “Abilities Work” Web Portal within the Employ Florida Marketplace. In addition to recommending funding for the Help Desk to accompany the Portal, Governor Scott signed Executive Order 13-284 that called on his executive agencies (including DEO and VR) to develop an Interagency Cooperative Agreement that would ensure a long-term commitment to improving employment outcomes for persons with disabilities. That agreement has been developed, signed by all parties charged to participate in the executive order, and became effective July 1, 2014 (this is further discussed in the next chapter). This will impact the implementation of the “Abilities Work” Web Portal and Help Desk by ensuring the agency Partners support DEO and VR in these responsibilities, particularly in regards to marketing this resource to the employer community (discussed in 2013 Recommendation 2). Moving forward, the 2014 Commission Report provides an additional recommendation to ensure “Abilities Work” effectively meets employers’ needs and supports the collaborative efforts to improve employment outcomes (see p. 46). Impact on Federal Contractors and Subcontractors to Meet New “Hiring Goals” On March 24, 2014, the U.S. Department of Labor implemented new regulations on federal contractors and subcontractors relating to Section 503 of the Rehabilitation Act of 1973 and the Vietnam Era Veterans’ Readjustment Assistance Act of 1974. Under the new rules, federal contractors and subcontractors are required to create “hiring goals” for including persons with disabilities and veterans as part of their workforce. Contractors with more than 100 employees will be measured against a 7 percent benchmark for hiring people with disabilities, though they will not be penalized for not


meeting that “goal” alone.5 The regulations include reporting requirements where contractors will need to keep track of their recruitment efforts to address this goal. Whether these new rules will improve the employment rate of persons with disabilities or impact employers’ perceptions, this presents an opportunity for the State of Florida to assist such employers in recruiting candidates with disabilities. The “Abilities Work” Web Portal and Help Desk will serve as a state resource for employers (both federal contractors and others) to connect with local agencies and resources that can help them achieve these hiring goals. This will also further the state’s communication efforts to promote persons with disabilities in the workforce, where the messages will go beyond “hiring goals” required by the new rules and focus on the “abilities” and “talents” these individuals bring to employers (discussed below).

Recommendation 2: Create a Coalition of Agencies to Adopt a Long-Term Communications Plan

The Commission believes the state could do more to effectively communicate with employers on how to find qualified individuals with disabilities to be a part of their workforce. To address the misperceptions and other barriers confronting persons with disabilities, the Commission recommends the creation of a coalition of state agencies to adopt a long-term joint agency communications plan. The plan must accomplish the following objectives: 1) increase employment opportunities for persons with disabilities by motivating employers to hire; 2) promote a consistent message of awareness among employers about the value persons with disabilities bring to the workforce; and 3) inform employers about the resources that are available to assist their hiring needs, including the single-point of contact. The Commission recommends the coalition be formalized through a cooperative agreement among the agencies to ensure this is a long-term commitment for the state to speak with “one voice” and carry a consistent message to employers.

As was stated in the previous chapter, despite the efforts that have been made to elevate the status of persons with disabilities in the workforce through the ADA and other measures, the labor market disparity demonstrates there is still much work to be done to correct misperceptions. Because perceptions are largely driven by information (either what an individual knows or “thinks” he or she knows about a situation), the Commission believed a communications plan would be a more effective tool to improving perceptions among employers. An effective communications plan of this type ultimately depends most on an accurate understanding of what motivates employers. Effective communication starts with empathetically addressing the point of view of the target audience, as stated here:

5http://www.mondaq.com/unitedstates/x/268416/employee+rights+labour+relations/New+Affirmative+Action+Requirements+For+Federal+Contractors+And+Subcontractors+Regarding+Veterans+And+People+With+Disabilities, last viewed July 9, 2014.


http://www.mondaq.com/unitedstates/x/268416/employee+rights+labour+relations/New+Affirmative+Action+Requirements+For+Federal+Contractors+And+Subcontractors+Regarding+Veterans+And+People+With+Disabilities



The ability to see the situation as the other side sees it, as difficult as it may be, is one of the most important skills a negotiator can possess. It is not enough that they see things differently. If you want to influence them, you also need to understand empathetically the power of their point of view and to feel the emotional force with which they believe it.6

Such a communications plan would not only impact perceptions and help employers recognize the opportunities individuals with disabilities offer to their workforce, but also serve as a tool to empower advocates and job developers to market their talents to the employer community. To accomplish this, the Commission recommended the development a cooperative agreement among the state agencies and disabilities service organizations to ensure these communication efforts are carried out in a consistent and coordinated manner. Such an agreement would also institute the principles of the communications plan into the culture of these organizations and create a sustainable approach to improving perceptions. This recommendation is addressed in the Employment First Initiative Interagency Cooperative Agreement pursuant to Governor Scott’s Executive Order 13-284, which is further discussed in the next chapter. The agencies (also referred to as “Partners”) mandated in the executive order formed a subcommittee to develop an interagency communications plan that would be implemented along with the Cooperative Agreement. The members of the communications subcommittee consisted of communications experts, job developers, public administrators, and self-advocates. The Commission’s Employer Outreach Subcommittee, which consisted of employers, served in an advisory role throughout the development of the communications plan. The “Abilities Work” Interagency Communications Plan The communications subcommittee developed the plan based on the feedback the Commission received from employers and an examination of the current and past communications efforts that have been used by different organizations to promote persons with disabilities in the workforce. The plan consists of three components that will: 1) promote a consistent message that resonates with employers and highlights the abilities these individuals bring to their workplace; 2) provide tools for the Partners and their stakeholders to deliver this message to employers; and 3) assist the Partners in measuring the success of these efforts. The three tenets of the plan are as follows. The Principle and Supporting Messages To support the state’s efforts to streamline information and create a single-point of contact for employers, the principle message of the plan will be “Abilities Work.” This message is intended to give employers a reason to hire people with disabilities, not just a command or a plea for them to do so. The majority of previous campaigns the

6 Roger Fisher and William Ury. Getting to Yes. New York, Penguin. 1981, p. 23


subcommittee observed along these lines primarily told employers what to do, such as “Think beyond the label,” “Hire a person with a disability,” “Get worked up,” etc. “Abilities Work” as the principle message will help employers recognize why it is in their interest to hire individuals with disabilities (rather than simply telling them they should). The supporting messages of the plan will address misperceptions indirectly by highlighting the skills and abilities persons with disabilities bring to the job. While myths and misperceptions around ADA compliance, added costs, and increased risks exist, the supporting messages can address those concerns by sharing success stories told by other employers who have successfully overcome those fears and concerns. Furthermore, the supporting messages will inform employers of the “Abilities Work” Web Portal and Help Desk as well as other resources that can help them in navigating those types of questions and concerns. These success stories will be conveyed with presentations, video and images to illustrate the principle message and inform employers where to find these resources. The Delivery The communications plan consists of a two-track method of delivering these messages to employers. Both tracks will use a focused approach to target employers through a myriad of outlets, and provide a communications “toolkit” for the Partners and their stakeholders to use in their interactions with employers and business organizations.

• Track 1: Broadcast to Employers – This track will use a variety of communication tools to reach employers on a wide scale. Much of these tools will be linked to the “Abilities Work” Web Portal to provide helpful information to employers (such as frequently asked questions, videos, links to other communication campaigns, myth busters, etc.) and serve as a hyperlink for the Partners and their stakeholders to plug-in to the Portal. This track will use different strategies to connect with the broad employer audience, such as through social media outlets, universities and colleges (where employers go to recruit candidates), press releases and earned media, business and trade associations, and brochures and other marketing material to promote the principle message and available resources that can assist employers in recruiting and hiring persons with disabilities.

• Track 2: Direct-to-Employers – This track will assist organizations and

individuals, who provide direct services to job-seekers with disabilities, to incorporate these strategies into their everyday communications with employers. Select agency employees and service provider organizations are the two groups that can bring this message directly to employers. When performing job matching services for an employer, these organizations can demonstrate how the abilities and skills of the individual match with the expectations of the job. This will reinforce the intent to understand the needs of the employer and demonstrate how the candidate’s abilities can meet those needs.


Measures The plan cites a compilation of data sources that can be used to measure the effectiveness of these communication efforts, including labor market statistics, longitudinal data, and analytics from the “Abilities Work” Web Portal. In addition to this data, the Partners will highlight anecdotal stories of employers who shared how one of these messages reached them and produced a positive result. This will also provide an opportunity for the agency staff and job developers (those who use the “Direct-to-Employers” track) to report on how the “Abilities Work” message is affecting their success in job matching services.

Recommendation 3: Increase Work Experiences for Students Receiving a Special Diploma

Pursuant to Executive Order 11-161, the Commission examined how opportunities for firsthand experiences in the workplace can improve employment readiness for students with disabilities prior to when they exit high school. The Commission finds that such experiences should be maximally available to students with disabilities and not just those individuals who have left the public education system. Requirements for the Special Diploma option offered to students with disabilities enrolled in Florida’s public education system should be revised along the same lines as recent reforms to the requirements for a Standard Diploma so that these students have similar guaranteed opportunities to “satisfy academic requirements in more hands-on, career-related ways.”7 The Commission recommends the Florida Department of Education revise its requirements for the Special Diploma Option 1, so that all students receive credit in the following trilogy of career courses: Career Experiences, Career Preparation, and Career Placement.

Executive Order 11-161 directed the Commission to develop strategies that would “create a seamless transition between education and employment” for individuals with disabilities. In the 2012 Report, the Commission recommended state policymakers, business leaders, and community partners promote and use internship and work experience opportunities for individuals with disabilities as a key tool to improving perceptions and addressing the employment barriers confronting these individuals by: 1) expanding entry-points into the workforce; 2) establishing a foundational skill set; and 3) improving their long-term prospects in the workforce. More than a decade of research literature indicates that the best predictors of successful post-school outcomes for

7 Don Gaetz and Will Weatherford. “Gaetz, Weatherford column: Act makes education a path to jobs.” Tampa Bay Times. Tuesday, June 11, 2013. Available online at: http://www.tampabay.com/opinion/columns/gatez-weatherford-column-act-makes-education-a-path-to-jobs/2126014


http://www.tampabay.com/opinion/columns/gatez-weatherford-column-act-makes-education-a-path-to-jobs/2126014

http://www.tampabay.com/opinion/columns/gatez-weatherford-column-act-makes-education-a-path-to-jobs/2126014

students with disabilities are paid and unpaid work experiences during the last years of secondary school.8 The 2013 Legislative Session witnessed the passage of landmark legislation that defined the fundamental mission of Florida’s public education system as preparing students for college and careers. The Career and Professional Education (CAPE) Act was designed to fully integrate “economically relevant career education into Florida’s K-12 system. Under the expanded law, students will get more choices. They will have not only a college-prep option but also a career-technical option to obtain a high school diploma.”9 In signing the CAPE Act on April 22, 2013, Governor Rick Scott noted:

The fundamental goal of Florida’s K-12 education system is to prepare our students for future success in college and careers . . . The creation of multiple pathways for demonstrating the skills required for high school graduation, including earning national industry certifications in over 200 different professions, occupations, and careers recognizes the diverse interests and needs of our students.

The CAPE Act reforms created multiple pathways to a Standard Diploma designed to address the diverse needs of the student population, including individuals with disabilities, and improve their employment prospects. However, the 2013 CAPE Act did not address the special graduation requirements of the Special Diploma, which was designed to serve as an alternative to the Standard Diploma for certain students with special needs. While Special Diploma curricula (which consisted of two options) could include employment and community living skills, such as semester-long employment (which was typically offered under Option 2), school districts had the option to not offer such courses. Building on the CAPE reforms, the Commission recommended the Florida Department of Education incorporate similar requirements into the Special Diploma Option 1 to ensure students with disabilities on this track were afforded similar opportunities as their peers receiving a Standard Diploma. This year, the Florida Legislature repealed the Special Diploma Options with the passage of Senate Bill 850. Though in a way this addresses the above point by offering similar pathways for these students through the CAPE Act requirements of the Standard Diploma, the “alternate pathways” were not fully articulated in SB 850. This presents new challenges that will need to be addressed through the Department of Education’s

8 Colley, D., & Jamison, D. (1998). Postschool results for youth with disabilities: Key indicators and policy implications. Career Development for Exceptional Individuals, 21(2), 145–160.

Luecking, R. (2009). The way to work: How to facilitate work experiences for youth in transition. Baltimore, MD: Brookes Publishing Co. Luecking, R., & Fabian, E. (2001). Paid internships and employment success for youth in transition. Career Development for Exceptional Individuals, 23, 205–221. 9 Supra 7.


rule making process in order to ensure Florida’s K-12 system remains sensitive to students who, at the end of the day, simply have a different set of needs. The Commission’s 2014 Recommendation 5 addresses this issue further and provides guidance on how the state could ensure the new requirements are responsive to these students’ needs and their employment prospects (see p. 48).

Recommendation 4: Improve Transition IEP Process for Students with Disabilities

The federal Individuals with Disabilities Education Act provides that students with disabilities at age 16 are entitled to receive a transition Individualized Education Plan (IEP) to identify measurable postsecondary goals that will help prepare them for adult life. During this process, the school system is responsible for mobilizing a team of individuals and agencies that can assist the student in achieving those goals. However, there is much room to improve the participation of these agencies in the IEP process as students exit high school. The Commission recommends a workgroup develop a cooperative agreement among the Florida Department of Education and other state agencies to improve collaboration between the school systems and agencies in assisting students with disabilities in achieving their postsecondary goals.

Under the federal Individuals with Disabilities Education Act (IDEA), students with disabilities who qualify for special education services are entitled to receive an Individualized Education Plan (IEP) to assist them in achieving their educational goals.10 The IEP should be tailored to the student’s needs and assist teachers and other service providers in helping the student reach those goals. When a student turns 16 years old, the IDEA requires the school system to help the individual identify measurable postsecondary goals and develop a plan to assist the student in experiencing a successful transition.11 The school district is responsible for mobilizing a team of individuals and agencies to help the student develop a transition IEP, which includes identifying and inviting representatives from agencies that may provide or pay for transition services (such as on-the-job training, post-school adult living, etc.) to participate in that process. Once the transition IEP is developed, the plan is implemented and the team is required to update it at least once a year until the student exits high school.12

10 34 C.F.R. 300.320

11 “Transition” refers to the activities that prepare a student for adult life, including postsecondary education, employment, and independent living (if applicable).

12 The IDEA provides that students with disabilities are entitled to receive a Free Appropriate Public Education (FAPE) until the age of 22, or until they receive a Standard Diploma, whichever comes first.


Though the state has made great strides to improve the graduation rate of students with disabilities, the Commission believed there was much room to improve the collaboration of the transition IEP process to help students achieve their postsecondary goals. There was an inconsistency at the local school level as to the participation of state agencies and other organizations in the transition IEP development. Furthermore, the process did not promote contact between students exiting the school system and agencies that might help them transition to the workplace, resulting in a delay in obtaining services to gain employment. At the state level, there was little accountability to ensure that collaboration occurred between the schools and agencies. Similar to the development of the long-term communications plan, the Commission recommended the state develop a cooperative agreement between the Florida Department of Education and other state agencies that would provide better guidance in the collaboration of school systems and agencies to assist students with disabilities through the transition process. This recommendation (along with the long-term communications plan) was incorporated into the development of the Employment First Initiative Interagency Cooperative Agreement.

Recommendation 5: Provide Follow-Along Services to Individuals with Mental Health Disorders

Supported Employment is an evidence-based best practice and contributor to the long-term recovery of individuals with serious and persistent mental illnesses. Having a job facilitates increased self-sufficiency, mental wellness, and community integration. Currently, individuals served within the public mental health system have limited long-term supports available to help them maintain employment after obtaining a job. Many would benefit from Supported Employment services, but they are unavailable because there is no funding for a continuation of supportive services (also known as “follow-along”), once a successful job placement has occurred. As a result, many of these individuals lose their jobs and reenter the VR system or remain unemployed and dependent on public programs. The Commission recommends the state provide funding to support follow-along services for individuals with mental health disorders13 referred from the public mental health system to the VR system, to assist them in maintaining their employment after being placed in a job.

Currently, there is no dedicated state funding for Supported Employment follow-along services to assist individuals served by the mental health system to maintain employment, once achieved. The state Substance Abuse and Mental Health (SAMH)

13 This is defined as an impairment of the mental or emotional processes, which substantially interferes with a person's ability to meet the ordinary demands of living (pursuant to s. 394.455(18), F.S.). This term does not include developmental disabilities, intoxication, or conditions manifested only by antisocial behavior or substance abuse impairment. It is, however, acknowledged that co-occurring mental health and substance use disorders are the rule, rather than the exception.


program is administered by the Florida Department of Children and Families (DCF). Though this program may provide a consistent array of services statewide, the availability of a particular service depends on local funding decisions, and other needed supports and services typically receive priority (such as case management, psychiatric services, crisis stabilization, etc.). When working with individuals with mental health disorders who could benefit from Supported Employment services, the Division of Vocational Rehabilitation can provide the job development and short-term stabilization services, but must rely on the willingness and ability of local community-based providers to provide follow-along services to help such individuals maintain employment, once placed on a job.14 These issues make it difficult for VR to successfully place many individuals with mental health disorders in employment due to their need for continuing support on the job. Similar to what Governor Scott recommended (and the Legislature approved) to provide Supported Employment services to individuals with developmental disabilities on the waiting list for Home and Community Based Medicaid waiver programs, the Commission recommended the state establish a dedicated source of funding for Supported Employment follow-along services to assist individuals with mental health disorders referred to Vocational Rehabilitation from the public mental health system. Investing in these services would increase successful rehabilitations, provide an avenue for recovery not currently available, and allow a much larger number of customers to exit the public mental health system to live successfully in communities of their choice. This was the only recommendation within the Commission 2013 Report that was not directly addressed during the past year. However, Governor Scott’s Executive 13-284 included the SAMH program administered by DCF to participate as a Partner in the Employment First Initiative Interagency Cooperative Agreement. This will assist the SAMH program in identifying ways to prioritize employment-related services within the current mental health system. Though this is a major positive step toward improving outcomes for this program, further work is needed to assist individuals served by the mental health system in transitioning into the community and employment.

14 Federal law governing the VR programs precludes opening a Supported Employment case unless there is a “reasonable expectation” that Phase 2 follow-along services will be available.


The Employment First Initiative: Establishing a Long-Term Commitment

Shortly after the Commission presented its 2013 Report, Governor Rick Scott signed Executive Order 13-284 reaffirming his commitment to the employment of persons with disabilities, which was established when he created the Commission. Also known as the “Employment First Initiative,” the executive order called for the creation of an Interagency Cooperative Agreement among the state agencies and organizations serving persons with disabilities to ensure the continuation of a long-term commitment to improving employment outcomes for this population. The Commission assisted the agencies (also referred to as “Partners”) in the development of this agreement, which took effect July 1, 2014. The recommendations within this report are largely intended to assist the Partners and other decision-makers in carrying out this commitment. Executive Order 13-284 As was stated in the previous chapter, there have been numerous efforts made by state policymakers and agencies to prioritize employment for persons with disabilities since the creation of the Commission. These efforts included:

• Collaboration within state government to streamline information and establish a single-point of contact to help employers navigate the disability employment system and find candidates with disabilities who are ready and able to work;

• Efforts to create a long-term communications plan that would promote a

consistent message to employers about the value persons with disabilities offer Florida’s economy; and

• Initiatives to help young individuals with disabilities prepare for jobs and careers

by offering them more work experience opportunities in high school. These efforts represented a major precedent that was established by Governor Scott when he created the Commission: “Employment is the most direct and cost-effective means in helping an individual achieve independence and self-fulfillment, which should be the primary objective of public assistance programs wherever possible.” On October 8, 2013, Governor Scott signed Executive Order 13-284 to ensure these efforts continue through collaboration and are instituted into the policies and programs of state agencies serving persons with disabilities. The order originated as an “Employment First Initiative” – a philosophical approach that integrated employment is the first priority and preferred outcome for persons with disabilities. The order defines employment as:

Integrated employment, including supported employment, customized employment, and self-employment, where an individual is paid by an employer at


minimum wage or greater or receives earnings through one’s self-employment business, fully integrated in the community workforce, with a goal of maximum self-sufficiency.

The executive order (attached in Appendix A) called for and outlined the creation of an Interagency Cooperative Agreement among state agencies and other disabilities service organizations. This also supported the Commission’s 2013 Recommendations related to the development of a long-term communications plan and interagency collaboration during the development of service plans (such as the Individualized Education Plan). The Interagency Cooperative Agreement is intended to result in actions that will directly (and indirectly) improve employment outcomes for individuals with disabilities receiving services from public programs and promote systems change within state government.15 The Employment Partnership Coalition Shortly after Governor Scott signed Executive Order 13-284, the agencies and organizations charged with developing the Cooperative Agreement formed the Employment Partnership Coalition. This group began its work in November 2013 and solicited numerous organizations and stakeholders to participate in the initiative. To accomplish the objectives outlined in the executive order, the Coalition divided its responsibilities into the following workgroups:

• The Employment Partnership Coalition itself was responsible for reviewing and approving the final draft of the Interagency Cooperative Agreement along with other documents that would support the long-term commitment. The Coalition consisted of the leaders (agency directors, department secretaries, etc.) of the signatory parties of the Cooperative Agreement as well as other state organizations serving persons with disabilities.

• The Employment First State Level Collaborative Team was responsible for

drafting the language within the Cooperative Agreement as well as the Collaborative Strategic Action Implementation Plan to carry out the agreement among the Partners. The Team consisted of at least one representative from each of the signatory parties.

• The Employment First Florida Grassroots Group was created to receive

feedback from the stakeholders at the local level, including agency field staff, school district staff, direct service providers, job coaches, and self-advocates. This group convened a series of webinars to obtain this feedback, and helped set a framework for these initiatives to be implemented at the local level.

15 John Butterworth, Susan Foley, and Deborah Metzel. “Developing Interagency Agreements: Four Questions to Consider.” Institute for Community Inclusion. December 2001. Available online at: http://www.communityinclusion.org/article.php?article_id=14.


http://www.communityinclusion.org/article.php?article_id=14

• The Employment First Communications Subcommittee was responsible for developing the long-term communications plan (discussed in the previous chapter, p. 17). The subcommittee members included communications experts, job developers, public administrators, and self-advocates. The Commission’s Employer Outreach Subcommittee, which consisted of employers, served in an advisory role throughout the development of the communications plan. The objectives of that plan were incorporated into the Cooperative Agreement.

These groups accomplished this work over the course of six months. Moving forward, these workgroups will continue to meet regularly to ensure these efforts continue and are carrying out the vision established by Governor Scott and the Commission. The Employment First Initiative Interagency Cooperative Agreement On May 7, 2014, the Interagency Cooperative Agreement was finalized and signed by the following agencies and organizations:

• Florida Agency for Persons with Disabilities; • Florida Department of Education, Bureau of Exceptional Education and Student

Services; • Florida Department of Education, Division of Vocational Rehabilitation; • Florida Department of Education, Division of Blind Services; • Workforce Florida, Inc. d/b/a/ CareerSource Florida; • Florida Department of Economic Opportunity; • Florida Department of Children and Families, Substance Abuse and Mental

Health Office; • Florida Developmental Disabilities Council, Inc.; and • Florida Association of Rehabilitation Facilities, Inc.

The agreement (see Appendix B) states that these Partners are “fully committed to working together to improve the number and percentage of growth in competitive employment for individuals with disabilities.” It specifies the scope of work will be accomplished by the Employment Partnership Coalition, Employment First State Level Collaborative Team, and the Florida Grassroots Team.16 The agreement outlines the following responsibilities among the Partners:

• Develop and implement an annual Strategic Action Implementation Plan (attached in Appendix C) to include methods for identifying and addressing the following:

o A commitment to maximize resources to improve employment outcomes for persons with disabilities seeking publically funded services;

16 The Communications Subcommittee will continue to meet to oversee the implementation of the communications plan, ensure the message reaches employers, and accomplish other responsibilities as necessary.


o Strategic goals and reasonable benchmarks to implement this agreement; o Financing and contracting methods that will prioritize employment among

the array of services provided by the respective agency or organization; o Training opportunities that can be better utilized by agency employees and

contracted providers to ensure effectiveness of employment services; o Collaboration with Partners during the development of service plans,

including the Individualized Plan for Employment, when individuals are served by multiple agencies to achieve their employment goals;

o A long-term communications plan to: 1) increase employment opportunities for persons with disabilities by motivating employers to hire, 2) promote a consistent message of awareness among employers about the value persons with disabilities bring to the workforce, and 3) inform employers about the resources that are available to assist with their hiring needs, including the single-point of contact; and

o Promoting service innovation. • Identify baseline employment outcome data for persons with disabilities served

by their agency or organization, if the Partner is a direct service agency or an organization with contracts for direct services, and set targets for improvement (attached in Appendix D).

• Report annually to the Governor’s Office on accountability measures for implementation of the action plan and results from targets for improving the employment outcomes for persons with disabilities.

The agreement took effect July 1, 2014 and will continue until it is subject for renewal on June 30, 2019. Moving Forward… The Employment First Initiative Interagency Cooperative Agreement represents an unprecedented commitment among state leaders to not only dramatically improve employment outcomes for persons with disabilities but also bring about positive systems change within state government. This would not have been possible without Governor Scott’s leadership in creating the Commission and ensuring all Floridians, including individuals with disabilities, are “able to gain employment.”17 Moving forward, the Partners will continue to ensure these efforts become instituted into the culture of these programs and services, and are embraced at the local level where employment outcomes are achieved (see 2014 Recommendation 2, p. 36). The Commission’s 2014 Recommendations are designed to assist the Partners and other decision-makers in carrying out this long-term, collaborative approach to empowering individuals with disabilities to compete for the same opportunities as everyone else in Florida’s economy!

17 Governor Rick Scott, 2012 State of the State Address.


Recommendation 1: Establish Community Mobility Management Programs

to Improve Transportation to Employment

Throughout the Commission’s work, transportation was found to be the most significant barrier for many individuals with disabilities to both obtain and maintain employment, which impedes their ability to be mobile and live independently within their communities. This has also presented major challenges for many employers interested in hiring such individuals but cannot support their transportation needs. “Mobility Management” is a national model designed to help communities leverage resources and develop strategies to increase mobility options for individuals with disabilities and others who cannot transport themselves. The Commission believes this model could support Florida communities to address the diverse and unique transportation needs of persons with disabilities seeking employment and related activities. Further, this would advance the state’s efforts to facilitate coordinated services between community transportation providers and human service agencies through the Florida Commission for the Transportation Disadvantaged. Thus, the Commission recommends the Commission for the Transportation Disadvantaged help communities establish Mobility Management programs, through their respective Community Transportation Coordinators, to accomplish the following objectives: 1) assist communities in developing strategies to increase mobility options for individuals with disabilities seeking employment; 2) facilitate collaboration between the transportation industry and the disability support system to identify such strategies; and 3) identify and resolve barriers and service gaps that hinder communities from creating more mobility options to help such individuals achieve employment outcomes.

Because most daily activities take place outside of the home, transportation impacts many aspects of people’s lives, such as employment, education, health care, recreation and other activities that enhance the quality of life. Transportation also has a community-wide benefit: it connects public and human service agencies to the individuals they serve; it impacts private businesses, educational institutions, and health care providers to ensure employees, customers, students, and patients can travel to their sites; and, on a grander scale, a more mobile workforce that can access training and job sites attracts more employers to a community. But for many individuals with disabilities, transportation remains a significant barrier to employment, thereby inhibiting their ability to live independently within their communities.


One avenue for supporting transportation needs of job-seekers with disabilities is through public transit systems or specialized transportation services,18 which are often funded by federal, state, and local governments. Though these services may be available in many communities, they may not necessarily meet the employment needs of certain job-seekers or be fully utilized by individuals with disabilities.19 This is why “mobility” is the preferred means of addressing these types of barriers, which would include (but not be limited to) public transportation options. Further, each community is unique and will have different resources to serve this population – the resources that may support mobility options in an urban community would not necessarily be available in a rural community. “Mobility Management” is a national model designed to address both the various needs of customers while considering the available resources within the community. The Mobility Management Model Mobility Management is a customer-centered approach to identifying strategies and solutions that can address the transportation needs of such individuals as “empathetically, creatively, and efficiently as possible.”20 This approach came about as a national response to the growing challenges in providing transportation services to special populations (such as urban sprawl) as well as to elevate the quality of the customer’s experience as a top priority within the transportation industry, where service design and other operational activities have been the historical priority. The model entails five basic elements:

1. Mobility Management starts with a full understanding of the customers’ needs; 2. A community group identifies potential solutions that match these needs with a

range of available or possible services; 3. The community group engages one or more partners in providing the solution in

a coordinated manner; 4. The group connects the customers to the solution; and 5. The customers provide feedback on the solution to ensure it remains relevant

and useful to addressing their needs. The Role of the Mobility Manager

18 Such as paratransit and other alternative modes of passenger transportation that do not follow a fixed route or regular bus schedule but go from any origin to any destination within a service area.

19 Pamela Loprest and Elaine Maag, “Barriers to and Supports for Work Among Adults with Disabilities: Results from the [Disability Supplements to the National Health Interview Survey].” The Urban Institute, October 2001. Found online at: http://aspe.hhs.gov/daltcp/reports/barriers.htm#note16. Last viewed June 3, 2014

20 National Center for Mobility Management: “Module 1: What is Mobility Management?” http://web1.ctaa.org/webmodules/webarticles/anmviewer.asp?a=3179&z=95. Last viewed April 9, 2014


http://aspe.hhs.gov/daltcp/reports/barriers.htm%23note16

http://web1.ctaa.org/webmodules/webarticles/anmviewer.asp?a=3179&z=95

The mobility manager – which could consist of one or several individuals – serves as the link that pulls all the players, resources and values of the community together to identify innovative solutions in addressing the customers’ needs. The graphic below illustrates the central role the mobility manager plays in building this network, and depicts two symmetrical relationships. On the vertical axis, the mobility manager must understand the customer and how that solution would address their specific needs while also balancing the priorities and values of the community investing in that solution. On the horizontal axis, the mobility manager serves as a conduit between the transportation industry (transit providers, metropolitan planners, etc.) and the disability support system (state agencies, service provider organizations, schools, the workforce system, etc.). The mobility manager, in concert with these partners, can develop a “family of transportation services”21 for customers, such as travel training for fixed bus routes, car/van pool services, volunteer driver programs, vouchers to purchase certain services (bus passes, taxi fares, etc.), bicycle and pedestrian route options, etc.

Table 3. Mobility Manager Network

This graphic also depicts both systems (transportation and disability support) are serving customers with disabilities and the community at large. For example, the local transit agency may provide dial-a-ride services for individuals with disabilities to go grocery shopping, which also supports local businesses. The role of the mobility manager could greatly enhance these efforts by having the knowledge of both sides of the equation – available and potential transportation services (within the transportation

21 Id.


industry) on the one hand and the transportation needs of individuals (served by the disability system) on the other.22 Further, the mobility manager could help these two systems collaborate with each other to identify the service gaps and barriers (through the use of data) preventing customers from obtaining their employment and independent living goals. Florida’s Coordinated Transportation System Though transportation services vary among communities, the State of Florida is responsible for ensuring the availability of such services at the local level for individuals who are “transportation disadvantaged” – those who cannot transport themselves due to disability, age, or income status.23 The Florida Commission for the Transportation Disadvantaged (CTD) oversees the “coordination” of transportation services to ensure these individuals have access to medical services, employment, education and training, and other activities within the community. The CTD works with various community organizations (transit agencies, metropolitan and regional planning organizations, human service agencies, local government institutions, disability advocacy groups, and other stakeholders) and contracts with Community Transportation Coordinators (CTCs) to facilitate these services in all 67 counties within the state. Among its statutory responsibilities, the CTD is charged with identifying barriers that are prohibiting coordination and access to transportation services and to “aggressively pursue the elimination” of such barriers.24 In summary, the Commission believes Mobility Management could support the state’s efforts to facilitate coordinated transportation services, particularly to address the employment needs of persons with disabilities. The next section discusses how this concept could be applied to the CTC network that is facilitated by the Florida Commission for the Transportation Disadvantaged. Applying Mobility Management to Florida Communities It must be noted that “Mobility Management” can be interpreted differently by each community and applied to any population that is transportation disadvantaged. However, for purposes of this report, the Commission examined how the concept could address the employment barriers confronting persons with disabilities. The Commission particularly focused on how a mobility manger could improve the collaboration between the transportation industry and disability support system to develop strategies that can further advance mobility and coordination of services.

22 National Center for Mobility Management: “Module 2: Understanding the Customer” http://web1.ctaa.org/webmodules/webarticles/anmviewer.asp?a=3179&z=95. Last viewed April 9, 2014

23 See Section 427.013, Florida Statutes

24 S. 427.013(4), F.S.


http://web1.ctaa.org/webmodules/webarticles/anmviewer.asp?a=3179&z=95

To accomplish this purpose, the Commission distributed two sets of questionnaires: 1) one set of questions went to organizations within the coordinated transportation system (CTCs, planning agencies, etc.) that have established (or piloted) Mobility Management programs to learn about their experiences in identifying mobility options and working with partnering agencies, especially in the disability arena; and 2) the other set of questions went to the primary state agencies in the disability employment arena (Vocational Rehabilitation, Blind Services, CareerSource Centers, transition programs within the K-20 Education system, and the Agency for Persons with Disabilities) to learn how each are addressing transportation barriers confronting their clients. The questions related to how Mobility Management programs are generally funded, how transportation is factored in the development of service plans (such as the Individualized Plan for Employment), what mobility options are being considered and applied to help individuals gain employment, if there are data collected on unmet need (by either the mobility manager or the case manager in the disability system), and if the respondents had any policy recommendations to address these transportation barriers. Here are some of the issues that were raised through these questionnaires:

• Most of the existing Mobility Management programs are funded by federal grant programs, such as the Enhanced Mobility for Seniors and Individuals with Disabilities Program25 through the Federal Transit Administration. The programs have been applied differently among the communities. Some mobility managers focus on leveraging community partnerships to develop mobility options (such as voucher programs) while others work directly with the customers to provide specific services (such as travel training).

• Employment was cited as a major challenge in terms of trip prioritization.

Because much of the funding comes from the local level, the Transportation Disadvantaged program gives communities the flexibility to determine what types of trips (medical, employment, nutrition, etc.) receive priority. As a result, medical-related trips (such as dialysis) are receiving priority, which leaves little room for employment-related trips (especially in rural communities).

• Most of the agency respondents (especially VR and Blind Services) stated they

identify transportation early in the development of the Individualized Plan for Employment (IPE). During that process, the VR counselor will attempt to identify “comparable benefits or services” available in the community to support the individual’s employment goal. The VR counselor will often “brainstorm” with the client to identify potential mobility options, such as whether the employment site is near a bus route, whether the individual could share a ride with a friend or co-worker, etc. Some of the local agencies also purchase these options, such as bus passes or bicycles, depending on the client’s situation.

25 U.S.C Section 5310; MAP-21 Section 20009


• Many of the respondents participate in the Local Coordinating Board (LCB) forums to learn about the service challenges confronting the community and develop partnerships with other agencies. The LCB consists of elected officials, state agencies, public education institutions, citizen advocates, transportation providers, etc. Among its statutory responsibilities, the LCB provides direction and assistance to the CTCs to ensure the coordination of transportation services within the community.26

• Both respondent groups were asked if their respective agency collects data on

unmet need. Most respondents (both disability agencies and mobility managers) indicated they were either unaware of data being collected or (if collected) that it was only used for a particular purpose, such as determining whether relocating a district office would have an impact on clients’ ability to access services.

Conclusions Given the unique transportation barriers confronting job-seekers with disabilities coupled with the challenges confronting communities in the state to prioritize employment-related trips within their Transportation Disadvantaged programs, the Commission recommends the Florida Commission for the Transportation Disadvantaged assist in establishing Mobility Management programs through the Community Transportation Coordinator (CTC) network. Similar to the Employment First Initiative, Mobility Management can promote “systems change” and collaboration between the transportation industry and disability support system to improve mobility options for this population. The Commission believes this would advance Florida’s efforts to coordinate transportation services while elevating employment as a priority second to medical-related services. To ensure collaboration occurs between the coordinated transportation industry and disability employment system, the Commission recommends the CTD and the state agency Partners within the Employment First Initiative Interagency Cooperative Agreement work together to connect the mobility managers with the local disability service agencies. This would empower the mobility manger to serve more customers through the disability service network. For the disability service agency, the mobility manager could assist the VR counselor or case manager with the “brainstorming” exercise with their knowledge of the available resources in the community to support mobility options. Conversely, the state agencies should encourage their local staff to have an active presence with the Local Coordinating Board forums to build upon the mobility manager network. The participants of these forums could be potential partners that can assist the agency in facilitating mobility options with their clients. Finally, the Commission recommends the mobility manager network establish a formalized process of collecting and reporting data on transportation barriers to assist decision-makers in identifying mobility options that are responsive to those needs. The

26 S. 427.0157, F.S.


state agencies are in a position to collect this information through the development of the IPE or similar service plan, and the mobility manager can collate that data and share it with the appropriate partners for transportation planning and similar purposes. The Report of Individual’s Unmet Transportation Needs (located in Appendix E) is a sample form developed by the National Center for Mobility Management to assist communities collecting this information.27 Such data would not only help both systems gain a better understanding of the barriers but also empower them to leverage new funding opportunities to increase mobility options, such as educating local elected officials on the specific geographic areas where the barriers are most prevalent. The mobility manager could help serve as a bridge between the two systems and relay such data to elected officials and other community players that can invest in these efforts.

27 The Commission is not necessarily recommending the state agencies and mobility managers use this exact form, but this is an example of a formalized approach to identifying unmet needs. Further, there should be mechanisms set up to protect person information (such as permission from the client before such information can be shared).


Recommendation 2: Implement Employment First Cooperative Agreement

As the state Partners carry out the Interagency Cooperative Agreement within their own organizations, the Partners will also ensure the Employment First Initiative is embraced and implemented at the community level, where employment outcomes are achieved. To accomplish this, the Commission recommends the Partners develop and disseminate a collaborative memorandum (or individual memoranda) to inform their local agencies and other disabilities service organizations of the statewide efforts to improve employment outcomes, and encourage them to develop their own (or expand existing) Interagency Cooperative Teams. The memorandum should be disseminated no later than October 2014. Once the Interagency Cooperative Teams are established, there should be clear channels of communication and direction between the state Partners and local Teams for the purposes of continued collaboration and commitment among the local agencies in carrying out the Cooperative Agreement. The Partners should include the progress of these efforts as part of their annual report to the Governor.

Now that the Employment First Initiative Interagency Cooperative Agreement has been established, the state Partners will use the Collaborative Strategic Action Implementation Plan and baseline employment outcome data (attached in Appendixes C and D, respectively) to begin examining their own infrastructures to accomplish the policy goals and objectives of the agreement. Among those objectives, the Partners have identified three priorities for the first year of implementation: 1) training and technical assistance; 2) strategic goals and operating policies; and 3) interagency collaboration. Furthermore, the Partners have agreed to use the baseline data to work toward increasing their employment outcomes annually by 5 percent. The Partners will continue convening the workgroups that were established to develop the Cooperative Agreement (see p. 26), which will assist them in carrying out these efforts in an organized and collaborative manner. The Cooperative Agreement ensures the Partners will be accountable for accomplishing these objectives by requiring them to provide an annual progress report to the Governor’s Office. The true success of these efforts can only be realized when applied at the community level, where employment outcomes are achieved. As the state Partners begin implementing the objectives of Cooperative Agreement, the Commission recommends the Partners develop and disseminate a memorandum that would ensure these efforts are carried out at the local and regional level. The memorandum should accomplish (but not be limited to) the following:

• Inform the local agencies and stakeholders of the Interagency Cooperative Agreement, Strategic Action Implementation Plan, baseline data, and other documents that will be used to assist in improving employment outcomes;


• Encourage the development (or expansion) of local or regional Interagency Cooperative Teams to ensure these efforts are carried out through collaboration;

• Provide information on activities, resources, and initiatives being facilitated by the state Partners, such as the Florida Grassroots Group webinars, the “Abilities Work” Web Portal and Help Desk, interagency training opportunities, etc.;

• Assist them in carrying out the long-term communications plan and delivering a consistent message of awareness to employers (see p. 17), which could be coordinated among the members of the local/regional Interagency Cooperative Team; and

• Convey the expectation for collaboration among the Partners in developing respective service plans, such as the Individualized Education Plan (IEP) and Individualized Plan for Employment (IPE).

This memorandum should be disseminated no later than October’s Disability Employment Awareness Month. This would serve a similar purpose Governor Scott accomplished when he issued Executive Order 13-284 on October 8, 2013. The memorandum would provide a foundation to assist the local agencies in building a similar structure that was established at the state level to implement the Cooperative Agreement. Once the Interagency Cooperative Teams are established, the state Partners should continue to work with the Teams to facilitate collaboration and a long-term commitment in carrying out the initiatives provided in the collaborative memorandum. Conversely, the local Teams should provide continual feedback to the Partners to ensure the state remains responsive to their needs. The Partners should include how these efforts are being embraced at the local level as part of the annual progress report to the Governor, with potential recommendations to further the initiative.


Recommendation 3: Improve and Track Employment Outcomes through

the Use of Longitudinal Data

As the state carries out a long-term commitment to improving employment outcomes for persons with disabilities, decision-makers will need to track the progress of these efforts to ensure success. The Commission finds the state agency Partners within the Employment First Initiative Interagency Cooperative Agreement could better utilize longitudinal data to ensure individuals with disabilities are obtaining and maintaining their employment and life goals through the services they receive from the state. The Florida Education and Training Placement Information Program (FETPIP) is a longitudinal data system that collects and reports follow-up data on students, including persons with disabilities, who have exited the Florida K-20 Education system and/or have completed a work training program in the state. The Commission believes the Partners can elevate the use and expand the capacity of the FETPIP system to: 1) track the progress of employment outcomes of individuals served by the disability support system to ensure they reach their respective vocational and postsecondary goals; 2) identify other state programs serving these individuals that support their respective goals; 3) develop strategies to improve services and program accountability; and 4) assess the current capacity of FETPIP to ensure the data being delivered remains valuable to decision-makers, and identify additional data sources that can further these efforts. To elevate the use and expand the capacity of the FETPIP system, the Commission recommends:

a) The Governor and Legislature fund at least one full-time equivalent (FTE) position to serve as a business analyst within FETPIP that would assist the Partners in accomplishing the four objectives outlined above;

b) FETPIP work with the Social Security Administration to collect data

on individuals in this state who receive Social Security Disability Insurance (SSDI) or Supplemental Security Income (SSI) for the purposes of reducing the work disincentives within these programs and improving labor force participation for this particular population; and

c) The Florida Department of Education develop marketing strategies to

promote the benefits of the FETPIP system to facilitate expanded use among stakeholders within the public service arena.

Most of the state agency Partners within the Cooperative Agreement collect or report some form of data on employment and similar outcomes relating to persons with


disabilities. Much of this data is captured through case management systems, surveys, or data warehouses (longitudinal data). This data is usually required by federal parent agencies and/or the Florida Legislature for accountability purposes to ensure public funds are being spent appropriately and service objectives are being met. For example, the Divisions of Vocational Rehabilitation and Blind Services receive nearly 80 percent federal matching funds to administer VR programs, and must report on certain indicators to the Rehabilitation Services Administration within the U.S. Department of Education to ensure they are in compliance with the federal standards. Given the number of state agencies serving persons with disabilities and reporting requirements in place, the Commission finds there is no lack of data on employment outcomes – even if there are missing variables, these systems collectively appear to have the capabilities to capture that information. Rather, the Commission believes the state agencies could make better use of longitudinal data to improve employment outcomes, which goes beyond measures of strict compliance. “Outcomes” are driven by an individual’s experience, which spans a long period of time and encompasses numerous variables that contribute to a particular outcome (such as level of education, family supports, public assistance, geographic location, etc.). In order to effectively capture the individual’s experience and identify the variables that contribute to successful outcomes, the Commission recommends the state agency Partners use longitudinal data available through the Florida Education and Training Placement Information Program to assist decision-makers28 in improving employment outcomes of persons with disabilities. The Florida Education and Training Placement Information Program The Florida Education and Training Placement Information Program (FETPIP) is a longitudinal data system within the Florida Department of Education that collects and reports follow-up data on former students who graduated, exited or completed a public education or training program within the state. Established in 1988 under Section 1008.39, Florida Statutes, FETPIP was created by the Florida Legislature to support the goal of the Florida K-20 Education system to improve employment and earning outcomes for students by measuring their success in educational and workforce development programs. The data is used by state agencies and other programs for different purposes. For example, the Bureau of Exceptional Education and Student Services, which assists the 67 school districts in providing preparatory activities to help students with disabilities transition from education to employment, uses the FETPIP data to assess the status of the students who exited the school system (such as whether individuals were found employed, continuing education, etc.). FETPIP’s method of data collection replaces conventional survey-type techniques and uses a computerized process – a technique referred to as “record linkage” – which

28 For purposes of this discussion, “decision-makers” include policymakers, state and local administrators, service providers, school district staff, and other leaders who can contribute to impacting employment outcomes.


combines individually identifiable data29 from several different administrative data bases using Social Security numbers. The purpose of the linkage is to develop aggregate statistics that illustrate the experiences of student groups or participants after graduation or exiting an educational or training program. The aggregates are used to produce outcome performance measures that are intended to assist in evaluating the success of educational programs. The data collected by FETPIP can be used in a variety of ways. From a longitudinal perspective, the data can help determine the status of a particular group over a period of time. For example, the employment data can illustrate whether students or program participants maintained employment, experienced an increase in earnings, changed industries, received public assistance, or continued their education at a university, college, or career/technical center. Another benefit is the data can facilitate comparisons of different outcomes or groups, such as:

• Employment and/or education outcomes of a particular training program compared to similar programs;

• Employment results examined in terms of the training programs that contribute to them;

• Program outcomes of participants compared by race, sex, age or income level; • Earnings compared across various education levels; and • The level of public assistance compared between graduates, dropouts and

others who exited the Florida K-20 Education system. Through this process, FETPIP is able to generate aggregate reports to their “customers” – state agencies, educational institutions, and other programs – for evaluating or improving program outcomes or quality of services. These reports carry potential to be used to identify performance-based funding for some programs in the education sector, conduct policy research, develop career counseling strategies, or improve program accountability. The more refined the customer request to FETPIP, the more comprehensive the resulting report can be to accomplish these purposes. How can FETPIP Benefit the Disability Support System? Most of the state agencies serving persons with disabilities are tracking and reporting employment outcomes through their case management systems. Though these systems can be used to determine whether the particular program or service helped the client achieve the immediate outcome, most do not have the capability of tracking the progress of that outcome from a longitudinal perspective. Further, these systems are limited in capturing whether the client is receiving services from another agency or participating in a program that could also support their employment goals. Both of these characteristics, however, can be supported by FETPIP’s longitudinal data and “record-

29 Personal information is protected and cannot be made public pursuant to s. 1008.39(3), F.S., and there must be an agreement between FETPIP and the agency that assures data can only be used for the purposes of evaluating public programs or conducting research to improve services.


linkage” methodology. Below is an example of how the data captured by the FETPIP system could be used to improve postsecondary education outcomes for students with disabilities. The Commission was charged to identify strategies that would enhance employment readiness for persons with disabilities and create a seamless transition between education and employment. This year, the Commission examined whether the disparity in the labor market is similar to a disparity in postsecondary educational opportunities for students with disabilities compared to students without disabilities. To accomplish this, the Commission acquired data from the FETPIP system on the number of first-time students reported by the Florida College System (FCS) as being enrolled in a program,30 either within the FCS or the career technical centers.31 The Commission used the 2008-09 school year enrollment data to account for a four- to five-year timeframe to complete a program and find employment. The Commission used this data to compare:

1) The number of students with disabilities (compared to those without disabilities) enrolled in a postsecondary education program in the 2008-09 school year;

2) The number of those students who completed their program by 2012-13; and 3) The number of those completers that were found employed by the 3rd quarter of

2013 calendar year.

Table 4a. 2008-09 First-Time Student Enrollment in Florida College System Programs Students With and Without Disabilities

General Student Population

Number Enrolled

200,094 Completed

79,574 Found Employed

56,750 Students with a Disability

Enrolled

4,115 Completed


917 Students with no Disability

Enrolled

195,979 Completed


55,833

30 2-year and 4-year degree programs and certificate programs, including: Postsecondary Adult Vocational (PSAV), Postsecondary Vocational, Applied Technology Diploma, Apprenticeship Programs, and Advanced Technical Certificates.

31 The State University System did not provide data on students with disabilities, but this data is likely collected by the individual university (such as the disability service office). This data should be acquired for future purposes.


Table 4b. 2008-09 First-Time Student Enrollment in State Technical Center Programs Students With and Without Disabilities

General Student Population

Number Enrolled

42,325 Completed


13,218 Students with a Disability

Enrolled

1,378 Completed

578 Found Employed

308 Students with no Disability

Enrolled

40,947 Completed


12,910 Sources: Florida College System; Florida Unemployment Insurance System Prepared by: Florida Education and Training Placement Information Program

The tables above illustrate there was a disparity in the enrollment of both the FCS and career tech centers: persons with disabilities represented about 2 percent of the total student population in the FCS and about 3 percent in the career tech centers. Yet, there was little disparity (a less than 2 percent difference) in students with disabilities completing a FCS program. Of those completers, however, there was about a 14 percent disparity between those individuals with disabilities found employed, compared to those without disabilities. The data from the career tech centers illustrated similar results: there was about a 7 percent disparity in the completion rate and 11 percent disparity in the number of completers found employed. Based on a review of this data, a few observations are made:

• The data appears to reaffirm a labor market disparity which can be largely attributable to employer perceptions. Despite their educational background and qualifications, individuals with disabilities who complete a postsecondary education are still not competing on a level playing field in the workforce.

• At the same time, compared to the labor market data (cited on p. 8), the disparity in employment is much less when persons with disabilities complete a postsecondary education program, meaning they have far greater chances of competing in the workforce, despite the misperceptions.

• More could be done to assist individuals with disabilities interested in pursuing a program offered by career technical centers. This could mean investing more in disability service centers and other resources that provide accommodations and supports to help them succeed in their respective programs.

• Both datasets illustrate low representation of persons with disabilities in the FCS and career tech centers, relative to the general population. This may be represented by certain barriers preventing access to postsecondary education, whether due to the academic rigors in high school or other variables presented during the admissions process (such as tuition rates).


The data cited above is just one example of how state policymakers and other key decision-makers could use the FETPIP system to develop strategies in improving outcomes, both at a macro and programmatic level. Recommendation 3a: Elevate the Use and Expand the Capacity of FETPIP through a Business Analyst Position

The Commission recommends the Governor and Legislature fund at least one full-time equivalent (FTE) position to serve as a business analyst within FETPIP that would assist the Partners in accomplishing the four objectives outlined above.

It is not enough that data is being collected and reported on outcomes. The true value of data resides in how it can be used by decision-makers to enact positive change. This is a universal challenge confronting organizations in both the government and business sectors. Decision-makers are struggling to take advantage of vast amounts of information, while balancing other priorities and deciding who to put in charge of all that data. Some organizations have responded to this challenge by establishing a “Chief Data Officer” position to present and synthesize data in a way that is “Actionable, Accurate and Accessible.”32 This role is designed to serve as the bridge between what an organization wants to accomplish and how to go about getting it done. The Commission believes a similar approach is needed to elevate the role of longitudinal data for purposes of improving employment outcomes of persons with disabilities. As the state implements the Employment First Initiative Interagency Cooperative Agreement, the Commission recommends the Governor and Legislature fund at least one FTE position within FETPIP to serve as a business analyst to assist the Partners in identifying internal business needs and evaluating the use of this data to accomplish the strategic objectives provided in the executive summary of this recommendation. Similar to the Chief Data Officer, the business analyst would be responsible for working directly with decision-makers within these agencies to: 1) understand the policy goals and infrastructure needs of the organizations; 2) assist the Partners in providing requests to FETPIP that will generate aggregate reports that can support those goals and needs; and 3) help decision-makers identify strategies to improve program outcomes, services, and accountability through the use of this data. Through this process, the business analyst would be able to find a common thread among the different disability service agencies and provide insight on the types of queries needed to generate results that are useful to decision-makers. Furthermore, the business analyst would help the Partners assess the current capacity of FETPIP to identify missing data elements needed to gain a better understanding of the variables contributing to employment outcomes or barriers (such as data on Social Security benefits discussed in the next section).

32 Derek Strauss, Chief Data Officer for TD Ameritrade. See: http://www.theatlantic.com/sponsored/ibm-big-data/2014/03/big-data-grows-new-role-emerges-chief-data-officer/102/. Last viewed July 7, 2014.


http://www.theatlantic.com/sponsored/ibm-big-data/2014/03/big-data-grows-new-role-emerges-chief-data-officer/102/

http://www.theatlantic.com/sponsored/ibm-big-data/2014/03/big-data-grows-new-role-emerges-chief-data-officer/102/

The creation of this position to elevate use of the longitudinal data would have a profound impact on the state’s ability to capture, measure, and improve employment outcomes for this population. Further, this would set a major precedent within state government: by deriving value from vast amounts of data, this role could assist decision-makers in other organizations and programs in a way that fosters innovation, improves efficiency, and transforms public policy within the State of Florida. Recommendation 3b: Collect Data on SSDI and SSI to Reduce Work Disincentives within Public Programs

The Commission recommends FETPIP work with the Social Security Administration to collect data on individuals in this state who receive Social Security Disability Insurance (SSDI) or Supplemental Security Income (SSI) for the purposes of reducing the work disincentives within these programs and improving labor force participation for this particular population.

Barriers to entering the workforce encourage many persons with disabilities to seek benefits from state and federal programs. Of the approximately 17.5 million working age people with disabilities in the United States, nearly 7 in 10 receive benefits from public programs.33 Though these programs are intended to help individuals maintain their level of independence and self-fulfillment, they often present what is known in economics as “perverse incentives,” where individuals or their families choose to not pursue gainful employment for fear of losing their benefits, thereby not achieving true independence and self-fulfillment. One of the criteria for individuals to qualify for Social Security (SSI or SSDI) benefits is that they must demonstrate a complete inability to work, which “create work disincentives among applicants and beneficiaries, erode work capacity, foster long-term dependence, and increase poverty among the very people they are intended to help.”34 In the 2012 Report, the Commission found barriers to employment on the one hand, coupled with perverse incentives in disability support programs on the other hand, reinforce one another to create an existing scenario where people with disabilities are largely discouraged from participating in the workforce and competing for jobs. The FETPIP system currently collects data on recipients of Temporary Assistance for Needy Families (TANF) and food stamps. This data is typically used to evaluate the effectiveness of Florida’s public education system and workforce training programs by determining how many who completed these respective programs were later found to rely on public assistance. Though FETPIP collects outcome data on individuals with disabilities who receive services from many programs, it does not currently capture data

33 Houtenville, Andrew J., and Debra Brucker. “Safety Net Programs for Working-Age Persons with Disabilities.” Presented at the June 8, 2001, Policy Forum of the Center for Studying Disability Policy, Mathematica Policy Research. Durham, NH: University of New Hampshire, 2011. 34 Mann, David and David Stapleton. “A Roadmap to a 21st-Century Disability Policy.” Mathematica Policy Research. January 2012. p.1; Available online at: < http://www.mathematica-mpr.com/publications/pdfs/disability/roadmap_ib.pdf >.


from the Social Security Administration on the number of individuals in the state who receive SSI and SSDI benefits. Many state agencies serve these individuals and assist them with using work incentives (such as the federal Ticket to Work Program) to retain these benefits while transitioning into the workforce. In practice, the effectiveness of state policy is realized within the circumstances of existing federal policy. The Commission believes it is within the mission of FETPIP (pursuant s. 1008.39, F.S.) to work with the Social Security Administration to capture data on Floridians with disabilities who are receiving SSI and/or SSDI benefits for the purposes of determining their employment and earning outcomes. Insights gleaned from such data would prove valuable in identifying strategies to improve employment and earnings outcomes for the SSI and SSDI populations, and could even help to inform state programs with similar goals of providing support to help maximize independence and self-fulfillment. Recommendation 3c: Promote Awareness of the Benefits of the FETPIP System

The Commission recommends the Florida Department of Education develop marketing strategies to promote the benefits of the FETPIP system to facilitate expanded use among stakeholders within the public service arena.

During the development of the 2014 Report, the Commission learned that many decision-makers within the disability service arena were unaware of the FETPIP system or the extent of its capabilities to track and report outcome data. In addition to the creation of a business analyst position, the Commission recommends Department of Education reach out to stakeholders, both current and potential customers, in the public service arena to increase awareness of the FETPIP system and educate them on the benefits highlighted in this recommendation. Such stakeholders would include academic institutions, workforce development programs, human service agencies, and other organizations that support the employment and educational goals of citizens in this state. These communication efforts should illustrate how FETPIP can support the goals and business needs of these organizations through longitudinal data and its “record-linkage” methodology. The Commission believes such marketing strategies would expand the use of the FETPIP system and support the state’s efforts to improve public program outcomes and accountability.


Recommendation 4: Continue Content Review Process for “Abilities Work”

and Similar Initiatives Requiring Collaboration

As the state prepares to launch the “Abilities Work” Web Portal and Help Desk, the Commission recommends this resource (as well as future collaborative initiatives) go through a formal content development and review process, such as the one established to develop and implement the Employment First Initiative Interagency Cooperative Agreement. In the 2013 Report, the Commission recommended the Department of Economic Opportunity, along with the support of the Division of Vocational Rehabilitation, establish a single-point of contact (through the Employ Florida Marketplace Web Portal and the creation of a Help Desk) to connect employers to candidates with disabilities and inform them about the resources available to support these individuals in the workplace. As the state carries out this recommendation, the content of the Web Portal and information used by Help Desk staff to answer inquiries should be developed, reviewed and supported by the Partners prior to implementation. This process would ensure: 1) the “Abilities Work” resource receives input from employers and job-seekers with disabilities in order to identify information that meets their respective needs; 2) the communication efforts to promote “Abilities Work” to the employer community are being consistently developed and delivered by the Partners, including the benefits and limitations of both the Web Portal and Help Desk; and 3) Help Desk staff are adequately equipped with information and support from the Partners to effectively answer inquiries.

Though the Department of Economic Opportunity (DEO) and Division of Vocational Rehabilitation (VR) will be the entities responsible for administering the “Abilities Work” Web Portal and Help Desk (respectively), they will need support from the other Partners (both at the state and local level) to effectively assist employers and job-seekers in navigating the disability employment system. Help Desk staff will be tasked with the monumental responsibility of understanding the complexities of this system and providing a quick turnaround time in responding to employers. This means they will need up-to-date contact information within the disability service arena as well as assurances that local agencies (such as the CareerSource Centers, VR and Blind Services offices, or Agency for Persons with Disabilities offices) are prepared to serve new customers referred by the Help Desk. Further, “Abilities Work” will be the primary state resource highlighted by the interagency, long-term communications plan to assist employers with their hiring needs. As this takes place, there will need to be a formal way of determining and categorizing information that is useful to employers and job-seekers to ensure the Web Portal and Help Desk continue to meet their needs. Much of the success attributed to the development of the Interagency Cooperative Agreement was due to the content development and review process that was


established by the Employment Partnership Coalition. For the reasons mentioned above, the Commission recommends the Partners continue that process to support the development and implementation of the “Abilities Work” Web Portal and Help Desk (along with future initiatives that will require collaboration among the Partners). At a minimum, this process should address the following objectives:

• Identify Information Useful to Employers and Job-Seekers – Similar to how the language was drafted in the Cooperative Agreement, the Partners should initially identify the content that will be used (or needed) to support the functions of the Web Portal and Help Desk. After the initial content has been identified and developed, the Partners should gather feedback from prospective employers and job-seekers with disabilities that would use this information to meet their respective employment goals. Once this feedback is acquired and the “Abilities Work” Web Portal and Help Desk become operational, information will continually need to be updated and responsive to the evolving needs of employers and job-seekers. The “Abilities Work” staff can use a structured process of coding and recording inquiries to categorize information and identify resources that can better assist customers’ needs.

• Assist in Communication Efforts – Once “Abilities Work” is launched, the

Partners will highlight this resource as part of the long-term communications plan. The Partners should assist in coordinating these efforts to ensure there are consistent messages being delivered to the employer community. This should include clearly conveying the benefits and limitations of how “Abilities Work” can assist employers’ hiring needs in order to effectively meet their expectations. The Partners should also gather feedback from the field (such as through the Interagency Cooperative Teams, discussed on p. 36), and identify ways the Web Portal and Help Desk can support their local agencies’ efforts to connect job-seekers with employers.

• Support Help Desk Staff – As stated above, Help Desk staff will need to be

prepared with contact information and a general understanding of the available resources in the disability system in order to effectively respond to inquiries. The Partners should assist Help Desk staff by providing training opportunities to help them understand the respective services and provide appropriate contact information to assist in the referral process. Conversely, the data being tracked and cataloged by the Help Desk should be shared with the Partners to improve outcomes.

The Partners should incorporate these objectives (along with others that may be identified during this content development process) into its annual performance report to the Governor regarding implementation of the Cooperative Agreement. This should include potential recommendations that could further the effectiveness of the Web Portal and Help Desk.


Recommendation 5: Ensure Development of Multiple Pathways to a

Standard Diploma

The 2014 Legislative Session witnessed the elimination of the Special Diploma. While the proposed changes will present similar opportunities, such as career-technical options, offered by the Standard Diploma requirements, the state must ensure those requirements are also sensitive to the diverse needs of students with disabilities and their employment prospects. The purpose of the Special Diploma was to serve as an alternative to the Standard Diploma for a significant number of students with disabilities who, at the end of the day, simply have a different set of needs. With the repeal of the Special Diploma, the Commission recommends the state ensure development of multiple pathways to a Standard Diploma to address the wide range of abilities demonstrated by students with special needs. These varying pathways should include work experiences and other community-based instruction designed to improve post-school employment outcomes.

In his 2014 State of the State Address, Governor Rick Scott proclaimed the people of Florida “want their shot at success. They want the freedom to overcome adversity. They have their own dreams – and many of those dreams start with getting a great education.” This is especially important for students with disabilities, who at an early age are encouraged to identify employment and other postsecondary goals through their Individualized Education Plan (IEP) to ensure the school system (along with other agencies) can support them in achieving those goals. In the 2013 Report, the Commission examined the extent to which the disparity in employment opportunities may reflect a disparity in educational opportunities between persons with disabilities and the general student population. The Commission recommended the state incorporate work experiences into the requirements of the Special Diploma to ensure students who go through this program receive similar opportunities as students receiving a Standard Diploma under the new Career and Professional Education (CAPE) Act requirements. While the Standard Diploma has been the primary diploma awarded to students who satisfy academic requirements (including Next Generation Sunshine State Standards), students with certain disabilities were given the choice to work toward a Special Diploma at any point if it were determined by the IEP team that the student could not meet the rigors of those requirements. The awarding of a Special Diploma was available to students who were identified, in accordance with rules established by the State Board of Education, as having:

• An intellectual disability; • An autism spectrum disorder; • A language impairment; • An orthopedic impairment;


• Another health impairment; • A traumatic brain injury; • An emotional or behavioral disability; • A specific learning disability such as dyslexia, dyscalculia, or developmental

aphasia; or • A hearing or dual sensory impairment.

This year, the Florida Legislature passed Senate Bill 850, which (among many provisions) repeals the Special Diploma and creates “alternative pathways” for students with disabilities to earn a Standard Diploma.35 While this presents opportunities for such students to pursue choices (such as career-tech options) offered under the CAPE Act requirements of the Standard Diploma, the legislation does not define how those “pathways” would address the different learning needs of students with disabilities who were previously eligible for a Special Diploma. The same fundamental goal of Florida’s education system – to prepare students for college and careers – should be seen as applicable to the multiple pathways that will be offered under the provisions of SB 850. It is critical that these pathways recognize the diverse needs of students with disabilities to improve their opportunities to compete in Florida’s economy. Therefore, the Commission recommends the state ensure the development of multiple pathways offered under the Standard Diploma requirements be based on the wide array of abilities, interests, and adult aspirations of students with special needs. In addition to the academic opportunities, these pathways should include internships and other work experiences as well as community-based instruction (such as supported employment, self-employment, Project SEARCH, the Third Party Cooperative Arrangements offered by VR, etc.) where students can acquire competencies and marketable skills that can be applied in the workforce. The pathways should also offer postsecondary educational and training opportunities, including dual enrollment, career/technical education and industry certification programs (such as Project ACHIEVE and the Vertical Training Program), High School High Tech, transition programs (such as the Transition and Postsecondary Programs for Students with Intellectual Disabilities, or “TPSID,” Programs), and other educational opportunities that have previously demonstrated improved employment outcomes for youth with disabilities. In summary, by offering multiple pathways to a Standard Diploma and connecting skills taught to students to employers’ needs, the public education system will be more sensitive to the needs of a diverse student population that includes students with disabilities, which will improve employment prospects for future generations of Floridians with disabilities.

35 Florida Department of Education 2014 Legislative Review, Executive Bill Summary of CS/CS/SB 850, p. 35. Found at: http://www.fldoe.org/gr/pdf/LegislativeReview2014.pdf. Last viewed June 10, 2014.


http://www.fldoe.org/gr/pdf/LegislativeReview2014.pdf

Recommendation 6: Continue Efforts to Gather Employer Input

A bulk of the Commission’s work was dedicated to gathering feedback from employers regarding their experiences in hiring and working with persons with disabilities. This feedback has been instrumental in helping state leaders develop strategies that will address employers’ hiring expectations and market the skills and talents persons with disabilities bring to the workforce. Moving forward, the Commission recommends the Governor and his staff work with the state Partners and other businesses to identify ways to continue engaging the employer community and gathering their input on a long-term basis.

Throughout its work, the Commission held a series of business meetings around the state to gather input from employers and other stakeholders in the community to learn about their experiences working with individuals with disabilities. One of the many individuals who participated in these discussions shared with the Commission (as an owner of a small manufacturing company) his initial concerns about hiring persons with disabilities, “First was the fear of having an employee with a disability and second, I never had one apply for a job with [my company].” He explained that his interest came about after Governor Scott encouraged a manufacturers association to help Floridians find jobs. After attending this event, this individual began proactively hiring what he called “people with abilities,” and in an email to the Governor’s Office in February 2014, stated 15 percent of his workforce consisted of persons with disabilities. Further, in the email, he shared about his efforts to facilitate training opportunities (through a partnership with VR and the local college program) to help place students with disabilities in entry-level manufacturing jobs: “Our new goal is to take our program across the state, because all manufactures need people with ‘ABILITIES.’”36 This is one of several testimonies the Commission received from employers who were personally impacted by working with persons with disabilities. These accounts helped the Commission not only understand what motivates employers but also their challenges in hiring and retaining these individuals as part of their workforce. As the state Partners carry out initiatives to assist employers in recruiting and hiring persons with disabilities (such as the “Abilities Work” Web Portal/Help Desk and long-term communications plan), the Commission recommends the Governor’s Office work with the state Partners and other business leaders to identify ways the state can continue to dialogue with employers to ensure state employment initiatives continue to be responsive to their hiring needs. This feedback should be acquired through a variety of ways. For example, both the Divisions of Vocational Rehabilitation and Blind Services have capabilities to reach employers that have hired their clients through follow-up surveys. Other Partners, such

36 Email on file with Commission staff.


as CareerSource Florida, could use their existing business networks (such as those representing employers on the CareerSource boards) to identify hiring issues confronting employers across different industries. This feedback can also be acquired from local agencies through their interactions with employers and business organizations as part of the delivery of the long-term communications plan (see p. 19). Once collected, this feedback should be incorporated into the Partners’ annual report provided to the Governor on the implementation of the Employment First Initiative.


Conclusion: Continue Building Tools for Success

From the beginning, Governor Rick Scott’s vision has been to make Florida not just a destination for tourism but also a destination for opportunity. As he shared in his 2014 State of the State Address, “there is simply no reason that Florida cannot be the No. 1 state in the country to find a good job, raise a family, and achieve the American Dream.” In that same spirit, persons with disabilities have just as much to offer Florida’s economy, and there is simply no reason that they cannot achieve that dream in this state as well. Returning to Steve Jobs’ metaphor to illustrate how tools can dramatically improve outcomes, the Employment First Initiative and recommendations in this report provide tools that will make Governor Scott’s vision possible for these individuals to have that same opportunity to succeed in this state. As the state moves forward in carrying out this vision, three fundamental elements are critical to its success:

1. Maintain a Long-Term Commitment to Employment – Any kind of systems change takes time, resources, and buy-in from all players in order to accomplish magnificent results. This is why the Commission recommended and Governor Scott called for the development of a cooperative agreement to ensure these initiatives become embedded values into the culture of the state.

2. Facilitate Collaboration among all Players – No person receives services in a

vacuum; rather, individuals with disabilities are impacted by their own unique abilities, educational institutions, the workforce system, human service agencies, family networks, and other factors that contribute to their opportunities to pursue their goals and dreams. It is essential these players continue coordinating efforts to truly understand the needs of individuals with disabilities, and how these services can help them achieve those goals.

3. Ensure Outcomes are driven by the Individual’s Experience – In order to

make a lasting impact on employment outcomes, there must be a collective expectation that individuals can be successful in their career and life endeavors. It is not enough that outcomes be determined on whether an individual merely received a service, completed a program, or was placed on the job. There will be a need to have a comprehensive understanding of the individual’s experience (including all the factors that contribute to their outcomes) to determine successful employment. This will require a new approach to using data and developing strategies that can effectively capture that experience.

The Commission is proud to have been appointed by Governor Scott to help him carry out this vision to make Florida the best place for individuals with disabilities to live, work, and play. The policy initiatives and efforts inspired by this vision will have a long-lasting impact on the employment prospects of this population! We would like to thank


Governor Scott, the dedicated members of this Commission, and all those in the state who helped make this vision possible.


Appendix A

Executive Order 13-284: Reaffirming Commitment to

Employment for Floridians with Disabilities





Appendix B

The Employment First Initiative Interagency Cooperative

Agreement






Appendix C

Employment First Initiative: 2014-15 Collaborative Strategic

Action Implementation Plan


Employment First Initiative 2014-15 Collaborative Strategic Action Implementation Plan

This collaborative strategic action implementation plan is designed to reflect a commitment among agency and organization Partners to the Employment First Initiative Interagency Cooperative Agreement for the period from July 1, 2014 through June 30, 2015 to maximize resources to improve employment outcomes for persons with disabilities seeking publically funded services. The Partners identified the following three areas as top collaborative priorities for 2014-15:

• Training and Technical Assistance o Ensure that Florida has a comprehensive training program that fosters quality

integrated competitive employment for all individuals with disabilities. • Strategic Goals and Operating Policies

o Ensure that state level policies and procedures support employment as the first option available for people with disabilities.

• Interagency Collaboration o Ensure that Florida has a strong network of partners that work collaboratively to

promote employment as the first option for individuals with disabilities. Strategic Goals and Operating Policies

1. Ensure that state level policies and procedures support employment as the first option available for people with disabilities

• Review existing state or organizational plans to ensure alignment with Employment First efforts

• Review legislation to identify and recommend any needed changes to promote employment opportunities for individuals with disabilities

• Review agency or organization governing and operational policies and procedures and identify any needed changes

• Review and revise individual service planning tools or associated processes (e.g., Individual Educational Plan, Individual Plan for Employment, support plan), where applicable, so that individuals are asked about interests in employment at intake, at the start of any assessment process, and during all planning meetings

Financing and Contracting Methods


1. Remove or minimize barriers in existing rate setting and/or contracting policies and procedures

2. Ensure that billable activities, service definitions, and provider contracting structures work together to support employment

3. Collect data to ensure accountability Training and Technical Assistance

1. Ensure that Florida has comprehensive training strategies that foster quality integrated competitive employment for all individuals with disabilities

• Update existing matrices on training and resources • Identify how planned or existing training could be enhanced through

collaborative efforts • Identify gaps in training and determine solutions • Choose priority areas as necessary via shared competencies and develop an

interagency plan for joint training activities • Develop and deliver training to new and existing staff consistently and in

multiple formats to reinforce retention of critical learning elements • Increase the number of staff who have work incentive knowledge • Assess and determine staff shortage and the need for new staff to provide

employment training • Increase workshops or resources available during annual conferences that

promote employment for people with disabilities • Clarify the roles of staff and providers in facilitating employment, including

provisions of written guidance • Provide guidance and support for qualifications for direct support professionals–

consider national employment practices, and review and revise existing qualifications as indicated

Inter-agency Collaboration

1. Ensure that Florida has a strong network of partners that work collaboratively to promote employment as the first option for individuals with disabilities

• Continue to facilitate Employment First planning • Coordinate or provide input into the development of an Employment First portal • Increase the use of integrated resource teams • Develop a shared policy statement and guidance regarding supporting people

with shared eligibility (i.e., consider common application process)


• Develop a package for students aged 14+ and families that would explain the adult service system, expectations regarding employment, and address permission for shared referrals

• Update state level transition interagency agreement between APD, VR, and BEESS regarding shared responsibilities for supporting employment, and add other agencies or organizations as deemed appropriate

Long-term Communications Plan

1. Increase/coordinate outreach to employers • This action step will be coordinated through the Communications

Subcommittee. Key implementation items are as follows: o Increase employment opportunities for persons with disabilities by

motivating employers to hire o Promote a consistent message of awareness among employers about the

value persons with disabilities bring to the workforce o Inform employers about the resources that are available to assist with their

hiring needs, including the single-point of contact o Increase awareness of employer incentives o Establish communication among agencies and organizations

regarding outreach to businesses o Identify and recognize employers hiring people with disabilities to

increase public awareness 2. Increase/coordinate outreach to individuals and families

Performance Measurement, Quality Assurance, Program Oversight (Data)

1. Articulate performance measures for employment activities • Review quality assurances practices • Identify common employment data variables so that individuals tracked

throughout multiple systems can be cross-walked and tracked longitudinally and ensure data sharing agreements if determined necessary

2. Create and implement data systems to capture and report accurate integrated employment outcome information

• Develop provider level data requirements with automated capacity to reduce staff time required, increase accuracy, compatibility with state agency systems, etc.

• Improve or develop individual, agency or organization-specific data systems, where applicable

• Develop cross-agency data sharing capacity and related data sharing agreements (e.g., Department of Economic Opportunity/Department of Revenue,


unemployment compensation, Florida Education and Training Placement Information Program, etc. bounced against agency-specific data) if determined necessary

3. Make relevant data available and accessible to all stakeholders • Post reports online to improve access • Create cross-agency linkages to post results for easy access • Develop tools for provider report cards that can be shared with individuals

Services and Service Innovation

1. Promote the use of service innovations • Promote employment options, including customized employment, supported

employment, and self-employment • Develop the capacity to promote the use of multiple assessment strategies,

including non-traditional assessments that increase person-centered employment opportunities

• Encourage career exploration • Facilitate access to and use of the Workforce system • Develop peer mentoring relationships regarding employment


Appendix D

Employment First Baseline Data Governor’s Commission on Jobs for Floridians with Disabilities: 2012 Report Page 68

Employment First Baseline Data

All Partners will work towards increasing their employment outcomes annually by 5 percent. Agency for Persons with Disabilities (APD)

Source: a. Annual Reports to ICI State Data; b. Annual APD Long Range Program Plan; c. APD Monthly Data Reports Bureau of Exceptional Education and Student Services (BEESS)

Source: Florida Education Training Placement Information Program (FETPIP) Division of Vocational Rehabilitation (VR)

Source: VR Rehabilitation Information Management System (RIMS)

State Fiscal Year (7/1 – 6/30) 2010-2011

2011-2012

2012- 2013

APD Customers Served 50,950 50,862 51,282 # in Competitive Employment 4,112 3,188 3,208 % in Competitive Employment 8.2 6.3 6.3 # in Day Services (ADT & SE only) 16,701 15,940 14,376 % in Competitive Employment 24.6 20.0 22.3 # Wanting Employment (QSI) 9,858 9,626 9,599 % in Competitive Employment 29.4 24.9 25.0

2009-2010 2010-2011 2011-2012 School Exiters (one year later) 20,644 20,966 18,337 # in higher education 5,675 5,759 4,881 % in higher education 27.5% 27.5% 26.6% # in competitive employment 2,301 2,407 2,140 % in competitive employment 11.1% 11.5% 11.7% # in other education 1,005 1,015 564 % in other education 4.9% 4.8% 3.1% # in other employment 1,538 1,709 1,648 % in other employment 7.5% 8.2% 9%

State Fiscal Year (7/1 – 6/30)

2010-2011

2011-2012

2012 - 2013

VR Customers Served 50,145 55,026 57,004 Successful VR Closures 5,018 6,071 6,523 Percentage of Successful Customers 10.01% 11.03% 11.44%


Division of Blind Services (DBS)

Source: DBS case management system (AWARE) Workforce Florida, Inc. d/b/a CareerSource Florida and Department of Economic Opportunity (DEO)

Program Year (7/1 – 6/30) 2010-2011

2011-2012

2012 - 2013

Participants with disabilities 54,704 46,640 51,836 Percentage of Total Population 3.0 3.5 4.1 Participants with disabilities placed 9,215 10,469 12,556 Source: Employ Florida Marketplace Florida Association of Rehabilitation Facilities (FARF)

Source: RESPECT Annual Recertification Data

State Fiscal Year (7/1 – 6/30)

2010-2011

2011-2012

2012 - 2013

DBS VR Customers Served 5,550 5,313 5,241

Successful DBS VR Closures 720 729 700 Percentage of Successful Customers

13% 14% 13%

Fiscal Year (10/1 – 9/30) 2010-2011

2011-2012

2012- 2013

Individuals Employed 1,269 1,268 1,369 # in Competitive Employment 37 139 179 # in Supported Employment 34 41 21


Florida Department of Children and Families Substance Abuse and Mental Health Program Office

Source: SAMHIS Database Florida Developmental Disabilities Council (FDDC)

Source: State Plan 2012-2016/Program Performance Report

Unduplicated Client Counts 2009-2010

2010-2011

2011- 2012

2012- 2013

Total Clients receiving services 233,512 234,098 247,098 233,518 Sheltered Employment 2 31 73 48 Supported Employment 1,833 1,336 1,114 1,040

Total 1,835 1,366 1,153 1,078

Avg annual days worked for pay for SPMI * * This metric is limited to individuals who meet the criteria for severe and persistent mental illness with the fiscal year. 43.79 23.46 23.52

23.89 Percent of SMI competitively employed ** ** This metric is limited to individuals who meet the criteria for serious mental illness within the fiscal year. 37.31% 31.80% 31.56%

28.69%

10/1 – 9/30 2010-2011 2011-2012 2012-2013 Total Employed 78 137 249 CODIE 5 Project Achieve/Vertical 11 passed

certificate programs; pending employment (Not counted in total)

Project SEARCH 78 137 235 Rural Routes to Employment 9


Appendix E

Report on Individual’s Unmet Transportation Needs


Date: _______________________

ALL PERSONAL INFORMATION WILL BE KEPT CONFIDENTIAL WITHIN THE AGENCY

Record of Customer’s Unmet Transportation Need

Name of person completing form: ____________________________________________ Position: ___________________________Agency:_______________________________ Telephone and e-mail: ______________________________________________________ Customer name and contact information: _____________________________________ Eligible for ADA-complementary paratransit? ___Yes ___No Description of problem and impact on customer’s ability to access services or job: _________________________________________________________________________ TRIP INFORMATION: Name and address of customer’s originating location (include zip code) _________________________________________________________________________ Geographic location (choose one in each column): ___North ___city or town ___South part of ___metropolitan area ___East ___county ___West Time of day needed to travel: _______________________________________________ Frequency: _____________________________________________________________ Type of trip (e.g., medical, social, work, etc.):___________________________________ Name and address of customer’s originating location (include Zip Code) _________________________________________________________________________ Geographic location (choose one in each column): ___North ___city or town ___South part of ___metropolitan area ___East ___county ___West Time of day needed to travel: _______________________________________________ Length of time at destination: ________________________________________________ PLEASE COMPLETE THE BACK OF THE FORM ALSO!


Options considered: Private vehicle available? ___Yes __No

Public transit route available? ___Yes ___No

Paratransit available? ___Yes ___No

Shuttle/circulator bus available: ___Yes ___No

Carpool available? ___Yes ___No

Taxi available? ___Yes ___No

Other option?_________________________________________________________

Comments: __________________________________________________________

___________________________________________________________________

___________________________________________________________________

Current solution or does problem remain unresolved? __________________________ _________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

Please provide a narrative statement to describe the impact of the newly arranged transportation, or the continuing lack of transportation, on this customer:


Documents

2014 Commission Report - Florida Alliance for Assistive ...s Commission on... · The Florida Education and Training Placement Information Program ... decision-makers, ... Desk, the