Exhibit 10- FLWINS-BPR-4-DISCOVERY12.8.23.pdf

FL WINS

DISCOVERY REPORT - Iteration 2 BPR Deliverable #4 Iteration #2 - Submission Date: 7/19/2023 Division of Career and Adult Education, Division of Early Learning, Educational Institutions

Exhibit 10 Discovery Report- Iteration 2

Contract Requirement DCAE DEL Educational Institutions

Validate in-scope systems for each Workforce Partner M M M

Identify the key internal end users (SMEs) for each system validated as in scope. M M M

Identify the data collection mechanisms for stakeholder input needed for each Workforce Partner to complete tasks within Section 1.3-4 and 1.3-5, including but not limited to: DCF representation for the 20 circuits within 6 regions throughout the state of Florida, DEO representation including its 5 offices and all LWDBs, and DOE representation for each in-scope system.

M M M

Identify the relevant governing boards for each Workforce Partner to ensure all federal and state rules, statutes, and regulations are met. M M M

Identify types of external end users attempting to access and receive services from DEO, DCF, and DOE (directly or through each Workforce Partners' stakeholders) that will be impacted with the new common customer portal and common intake form to address the customer impact.

M M M

Collect associated documentation to assist with discovery activities and prepare for subsequent tasks (e.g., Training Manuals, SOPs, User Lists, Organization Chart, Contracts, MOUs, Interagency Agreements, Security Documentation, Process Flow Diagrams/Maps, Policies, and Roles and Responsibilities).

M M M

Collect lessons learned from previous projects with each Workforce Partner. M M M

Collect information and documentation related to each Workforce Partners', and their respective stakeholders', intake processes. M M M

Identify the reporting requirements of each Workforce Partner, as related to in-scope systems. M M M

Provide inventory of each Workforce Partner's additional resources (applications/systems) that will need to be included in the customer's journey through the customer portal of the FL WINS Program. M M M

Compile a discovery report that includes the activities outlined in Section 1.3-3.a-i above. M M M

Deliverable Requirements Matrix M = Met PM = Partially Met NM = Not Met

Contract Requirement Status Explanation

Validate in-scope systems for each Workforce Partner M This requirement is met in this iteration.

Identify the key internal end users (SMEs) for each system validated as in scope. M This requirement is met in this iteration.

Identify the data collection mechanisms for stakeholder input needed for each Workforce Partner to complete tasks within Section 1.3-4 and 1.3-5, including but not limited to: DCF representation for the 20 circuits within 6 regions throughout the state of Florida, DEO representation including its 5 offices and all LWDBs, and DOE representation for each in-scope system.

M This requirement is met in this iteration.

Identify the relevant governing boards for each Workforce Partner to ensure all federal and state rules, statutes, and regulations are met. M This requirement is met in this iteration.

Identify types of external end users attempting to access and receive services from DEO, DCF, and DOE (directly or through each Workforce Partners' stakeholders) that will be impacted with the new common customer portal and common intake form to address the customer impact.

M This requirement is met in this iteration.

Collect associated documentation to assist with discovery activities and prepare for subsequent tasks (e.g., Training Manuals, SOPs, User Lists, Organization Chart, Contracts, MOUs, Interagency Agreements, Security Documentation, Process Flow Diagrams/Maps, Policies, and Roles and Responsibilities).

M This requirement is met in this iteration.

Collect lessons learned from previous projects with each Workforce Partner. M No existing lessons learned documentation has been discovered to date for DCAE programs and services.

Collect information and documentation related to each Workforce Partners', and their respective stakeholders', intake processes. M This requirement is met in this iteration.

Identify the reporting requirements of each Workforce Partner, as related to in-scope systems. M This requirement is met in this iteration.

Provide inventory of each Workforce Partner's additional resources (applications/systems) that will need to be included in the customer's journey through the customer portal of the FL WINS Program.

M This requirement is met in this iteration.

Compile a discovery report that includes the activities outlined in Section 1.3- 3.a-i above. M This requirement is met in this iteration.

Division of Career and Adult Education Deliverable Requirements MatrixM = Met PM = Partially Met

Identify the key internal end users (SMEs) for each system validated as in scope. M This requirement is met in this iteration.

Identify the data collection mechanisms for stakeholder input needed for each Workforce Partner to complete tasks within Section 1.3-4 and 1.3-5, including but not limited to: DCF representation for the 20 circuits within 6 regions throughout the state of Florida, DEO representation including its 5 offices and all LWDBs, and DOE representation for each in-scope system.

M This requirement is met in this iteration.

Identify the relevant governing boards for each Workforce Partner to ensure all federal and state rules, statutes, and regulations are met. M This requirement is met in this iteration.

Identify types of external end users attempting to access and receive services from DEO, DCF, and DOE (directly or through each Workforce Partners' stakeholders) that will be impacted with the new common customer portal and common intake form to address the customer impact.

M This requirement is met in this iteration.

Collect associated documentation to assist with discovery activities and prepare for subsequent tasks (e.g., Training Manuals, SOPs, User Lists, Organization Chart, Contracts, MOUs, Interagency Agreements, Security Documentation, Process Flow Diagrams/Maps, Policies, and Roles and Responsibilities).

M This requirement is met in this iteration.

Collect lessons learned from previous projects with each Workforce Partner. M This requirement is met in this iteration.

Collect information and documentation related to each Workforce Partners', and their respective stakeholders', intake processes. M This requirement is met in this iteration.

Identify the reporting requirements of each Workforce Partner, as related to in-scope systems. M This requirement is met in this iteration.

Provide inventory of each Workforce Partner's additional resources (applications/systems) that will need to be included in the customer's journey through the customer portal of the FL WINS Program.

M This requirement is met in this iteration.

Compile a discovery report that includes the activities outlined in Section 1.3- 3.a-i above. M This requirement is met in this iteration.

Division of Early Learning Deliverable Requirements Matrix M = Met PM = Partially Met

Identify the key internal end users (SMEs) for each system validated as in scope. M This requirement is met in this iteration.

Identify the data collection mechanisms for stakeholder input needed for each Workforce Partner to complete tasks within Section 1.3-4 and 1.3-5, including but not limited to: DCF representation for the 20 circuits within 6 regions throughout the state of Florida, DEO representation including its 5 offices and all LWDBs, and DOE representation for each in-scope system.

M This requirement is met in this iteration.

Identify the relevant governing boards for each Workforce Partner to ensure all federal and state rules, statutes, and regulations are met. M This requirement is met in this iteration.

Identify types of external end users attempting to access and receive services from DEO, DCF, and DOE (directly or through each Workforce Partners' stakeholders) that will be impacted with the new common customer portal and common intake form to address the customer impact.

M This requirement is met in this iteration.

Collect associated documentation to assist with discovery activities and prepare for subsequent tasks (e.g., Training Manuals, SOPs, User Lists, Organization Chart, Contracts, MOUs, Interagency Agreements, Security Documentation, Process Flow Diagrams/Maps, Policies, and Roles and Responsibilities).

M This requirement is met in this iteration.

Collect lessons learned from previous projects with each Workforce Partner. M No existing lessons learned documentation has been discovered to date for Educational Institutions.

Collect information and documentation related to each Workforce Partners', and their respective stakeholders', intake processes. M This requirement is met in this iteration.

Identify the reporting requirements of each Workforce Partner, as related to in-scope systems. M This requirement is met in this iteration.

Provide inventory of each Workforce Partner's additional resources (applications/systems) that will need to be included in the customer's journey through the customer portal of the FL WINS Program.

M This requirement is met in this iteration.

Compile a discovery report that includes the activities outlined in Section 1.3- 3.a-i above. M This requirement is met in this iteration.

Educational Institutions Deliverable Requirements Matrix M = Met PM = Partially Met

• The project is co-coordinated by the REACH Office and the Florida Department of Commerce (formerly DEO) and involves the following additional Workforce Partners: the Florida Department of Children & Families (DCF), the Florida Department of Education (DOE), FL [Digital Service], and CareerSource Florida.

• Through the feasibility study conducted by KPMG in 2021, the vehicles for enabling this vision were determined to be: a new customer portal, a common intake form and a data hub to allow for Workforce Partner data sharing required to enable the two customer-facing solutions.

• Within the above context of the FL WINS project and its objectives, the Business Process Reengineering (BPR) team, therefore, focused its discovery activities on validating programs and services administered by each of the Workforce Partners that would fall into the scope of the FL WINS project, and the underlying IT systems involved in delivering them to Floridians (i.e., customers).

• Our findings are framed in the context of information needed to inform customer portal, common intake form and data hub requirements. Building off of the first iteration of the Discovery Report, in the following pages, we outline the additional programs and services confirmed to be in-scope for DOE, the internal systems supporting them, current users and intake processes for these programs, as well as regulations governing them and driving the corresponding reporting requirements.

The FL WINS (Florida Workforce Integrated Networking Systems) project was started to bring to life the vision outlined in House Bill 1507, the Reimagining Education and Career Help (REACH) Act. The act aims to increase

Floridians’ economic self-sufficiency through greater program access, alignment among Workforce Partner programs and enhancing accountability of the workforce system through improved access to data.

Discovery Report Context

During the initial phase of discovery, the Workforce Partner Agencies and the REACH Office provided the FL WINS team with extensive documentation for review. Though the documentation was extensive, there were gaps in current state understanding that required additional stakeholder input and validation.

Deliverable Process: Documentation Review

Documentation Findings:

• Documents ranged in age from 1 year to 20 years old

• Documents gave us a picture of current state, but the picture is 60% complete due to the age and the gaps in documentation

• Some of the documents are, or will soon be, obsolete due to current in-flight modernization efforts

• Internal reporting requirements were not clearly defined in the existing documentation

• KPIs and SLAs were not documented in the existing artifacts provided by each agency

• Intake process documentation was varied in detail and accuracy between both agency and program

Due to the remaining questions and gaps in understanding following the documentation review, the BPR Team worked with the REACH Office to identify data collection methods to gather the additional information via key meetings and validation sessions.

7,228 pages

51 diagrams

4,093 rows

25+ websites reviewed

280+ artifacts reviewed

88 slides

105+ documents requested

45 Florida Commerce 58 DCF 177 DOE

Counts are inclusive of both phases of Discovery

After the initial period of documentation review, identified meetings with key stakeholders by agency began in March 2023. These meetings are ongoing and will contribute to future iterations of the Discovery Report.

Deliverable Process: Meeting and Validation Sessions

The following sections of the deliverable include the findings of the documentation review and scheduled meetings to date. Additional information will be incorporated into future deliverable iterations following the completion of discovery activities.

Programs and Services

Validation Sessions Ongoing:

DCAE

Technical Validation

Sessions

Case Worker Ride

Along Sessions

Agency Division/Partner/ System Meeting Type No. of Meetings Duration Date

DOE

Career and Adult Education Validation Session 1 1hr 6/16/23

Career and Adult Education Adult General Education Validation 2 1hr 7/11/23 7/20/23

Career and Adult Education Registered Apprenticeship Validation 2 1hr 7/12/23 7/13/23

Technical Colleges Validation Session 2 1hr 7/13/23 7/20/23 7/26/23

Florida College System Institutions Validation Session 2 1hr 7/18/23

Division of Early Learning Validation Session 3 1hr 7/10/23 7/11/23 7/13/23

Division of Early Learning Technical Validation Session 1 1hr 6/23/23

Division of Early Learning Ride Along(s) 3 2hr 7/11/23 7/12/23 7/13/23

Division of Early Learning Customer Outreach 2 TBD*

Discovery Validation Sessions and Ride Along Meetings

9*DEL Customer Outreach is scheduled for the next phase in the BPR effort where feedback will be solicited from front line staff and customers

Given the wide geographic spread and independent administration of traditional education institutions, such as Florida College System (FCS) Institutions and Technical Colleges, the number of IT systems involved is vast, with each institution operating their own public-facing websites and running on independent internal systems. Additionally, the intake process for provision of services of such institutions may vary widely, depending on their technological capabilities and business processes. The Division of Florida Colleges oversees the various educational programs offered by these institutions.

The Division of Career & Adult Education represents a collaboration across both public and private sector providers to deliver workforce education and administer services that fall under the Workforce Innovation and Opportunity Act (WIOA) program. However, there is no common internal system to manage these services within the division.

The Division of Early Learning administers federal and state funding to Early Learning Coalitions throughout the State of Florida for children and families, ensuring they have access to affordable and accessible early learning services. DEL offers three programs: School Readiness Program, Voluntary Prekindergarten, and Child Care Resource and Referral. Depending on the family's request, each of these programs will assist families with childcare and early education that best fits their needs.

Florida Technical Colleges and Florida College System are schools of varying size spread throughout the state. There are 50 technical colleges, each with distinct student intake and management processes. Similarly, there are 28 Florida College System institutions, each with distinct student intake and management processes. Each of these 78 schools offers various types of educational programs depending on where the school is located and student demand for certain classes.

Each of the above-mentioned divisions within DOE, therefore, has a different service provision and administration ecosystem, with different business rules and legislation affecting them. There is a great degree of variation in the centralization and standardization of case management between these divisions.

FCS

Institutions

Child Care Providers

Early Learning Coalitions

Referral Agencies

Family/ Household

Division of Early Learning

Career & Adult EducationTechnical

Colleges Community Providers

Inter-agency Partners

Educational Institutions

Case management centralization & standardization

IT systems

Department of Education (DOE) Context

Department of Education (DOE) provides a wide range of education and rehabilitation services to Floridians to prepare them for a smooth transition into the workforce environment. It covers traditional educational institutions as well as those focused on rehabilitation of individuals with disabilities.

DIVISION OF CAREER AND ADULT EDUCATION

PROGRAMS AND SERVICES1

Educational Services

PR

O

G R

AM

S

S

ER

VI

C

ES

DCAE EDUCATIONAL INSTITUTIONS

Programs / Services requiring further inquiry

DOE In-Scope Programs and Services

School Readiness Program

DEL

Teenage Parent Program Career and Technical

Education

Integrated Education and Training (IET)

Adult General Education

Adult Basic Education and Adult High School

High School Equivalency Program (GED® Testing)

GED® Prep

Academic Skills Building (ASB)

Registered Apprenticeship

Veteran Diploma Program

Farmworker Career Development Program (FCDP)

Adult English for Speakers of Other Languages (ESOL)

Below is a summary of the identified programs and services across the divisions and educational institutions.

The following pages outline the programs and services that were determined to fall in scope of the FL WINS project, for each of the identified divisions and educational institutions. While Teenage Parent Program was initially thought to be in-scope, through validation sessions, it was determined that the Teenage Parent Program is administered through the school districts and not by the DEL.

Programs / Services identified as out of scope

GED® Prep, High School Equivalency Program

“The purpose of the GED® Preparation Program is to prepare students to pass the four subtests of the official GED® Test: Reasoning through Language Arts, Mathematical Reasoning, Science, and Social Studies.” The High School Equivalency Program is for individuals looking to obtain an educational certificate equivalent to a high school degree, it is a test and has no instructional component.”

GED® Prep

Curriculum Overview

• Reasoning Through Language Arts

• Science

• Social Studies

• Mathematical Reasoning

Goal

• Individuals can earn a high school equivalency diploma by passing four General Education Development

(GED®) tests. GED® preparation programs may be administered online or in person, and provides instruction in science, social studies, language arts, and mathematics.

Eligibility Students eligible to enroll in the GED® course are those who:

• Are beyond compulsory school age (16 years)*

• Are no longer enrolled in a K-12 school

• Score at or above the National Reporting System (NRS) Educational Functioning Level (EFL) 5 and the

Grade Equivalent 9.0 – 9.9 as measured by FDOE-approved assessments.

• See Florida Statute 1003.435(4), F.S.

Requirements

• Students complete the GED® prep course once they have successfully passed the Science, Reasoning

Through Language Arts, Social Studies and Mathematical Reasoning subtests. Each test may be taken after each course has been completed (maximum of 250 recommended hours for each class).

High School Equivalency Program (GED® Testing)

Target Demographic

• Individuals looking to obtain an educational certificate equivalent to a high school degree.

Eligibility

• You cannot already have a secondary education degree (high school or equivalent diploma).

• You need to be at least 16 years of age.

• 16- and 17-year-olds need to meet additional, strict criteria. They must, for example, be officially withdrawn from their high schools and have parental consent.

*Online proctored GED® testing is available as a testing option.

Cost

• $32 per module at a test center

• $38 per module if taken online

• Debit or Credit online payment method at time of scheduling testSources:

• 2023-2024 Adult Education Curriculum Frameworks (fldoe.org) https://www.fldoe.org/academics/career-adult-edu/adult-edu/2023-2024-adult-edu-curriculum-framewo.stml

Adult English for Speakers of Other Languages (ESOL)

Noncredit English literacy courses designed to improve the employability of the state’s workforce through acquisition of communication skills and cultural competencies that enhance ability to read, write, speak, and listen in English.

Curriculum Overview

- 4 Courses

1. Adult English for Speakers of Other Languages (ESOL)

2. English Literacy for Career and Technical Education (ELCATE)

3. Adult English for Speakers of Other Languages Literacy Skills

Transitioning students to Adult ESOL in PY 2024-2025

4. Adult English for Speakers of Other Languages (ESOL) College and

Career Readiness (CCR)

Target Demographic

- Immigrants

- Individuals who are English language learners

Goals

• Provide a common language for the Adult ESOL educational functioning levels among those of the other programs within AGE: ABE, AHS, and GED® Preparation

• Provide English Language acquisition skills and critical thinking skills to prepare students for education and employment opportunities that align with their goals, such as the ABE Program, the GED® Preparation Program, and for postsecondary education and employment

• Provide instruction in the English language and civics portion of the Integrated English Literacy and Civics Education (IELCE) Program to Adult ESOL students who choose to participate in IELCE.

Eligibility

- All courses except #1 listed on left are not allowing enrollment during the 2023-

2024 Program Year

- Eligibility for the Adult ESOL course is as follows:

• Are age 16 years or older and not enrolled in the K12 system

• Have earned a high school diploma or its equivalent but require specific improvement in order to obtain or maintain employment or benefit from certificate career and technical education programs, pursue a postsecondary degree, or develop competence in speaking, reading, and writing the English language

Completion Threshold

- ESOL / ESOL CCR / ELCATE: Maximum of 450 hours

- Literacy Skills: Maximum of 180 hours per level (3 levels total)

Tuition and Fees

- Programs are required to charge a block tuition fee in accordance with Florida

Statute 1009.22.

- The block tuition rate is $45.00 bi-annually or $30.00 per semester, not to exceed

$90.00 per year.

- Programs are allowed to waive up to 8% of the total block tuition fees they expect to collect. Community-based organizations that do not receive adult education funds from the state legislature are not required to charge tuition.

Adult General Education

DCAE provides educational programs tailored to specific populations to ensure that opportunities for career and economic advancement are available to all. These programs include the Farmworker Career Development Program (FCDP) and the Veteran

Diploma Program. Program administration is at the local level and thus processes vary depending on location.

Veteran Diploma Program

• In 2013, the Legislature passed legislation that states the Commissioner of Education may award a standard high school diploma to an honorably discharged veteran who has not completed high school graduation requirements.

*There is no course instruction involved in this program. If the eligibility requirements are met, then the diploma may be issued.

Eligibility

• Left a public or non-public school located in any state prior to graduation and entered the armed forces of the United States.

• Is a current resident of the state of Florida or was previously enrolled in any high school in Florida or was a resident of Florida at the time of death.

• Is honorably discharged from the armed forces of the United States as verified by the

Department of Veterans Affairs.

Farmworker Career Development Program (FCDP)

• The purpose of the FCDP is to provide career services and appropriate training leading to year-round, unsubsidized employment to eligible migrant and seasonal farmworkers and to provide emergency stabilization services such as food, rent, etc. to those who choose to stay in farm work.

• It is the intent and vision of the FCDP to provide educational and supportive services to chronically unemployed and underemployed farmworkers to obtain the career-related education needed to prepare to enter or advance in the workforce; prepare their children for success in school; and have the economic stability to exercise their rights as citizens in their communities.

Eligibility

• Eligible farmworkers must meet US DOL criteria for being "low income," prove a history of farm work, have legal status in the United States, and be authorized by the competent authority to work in the United States.

Protocols

• FCDP cases are managed in Employ Florida.

• The current goal is to serve 1,200 customers in a calendar year.

• Reporting is done quarterly via Employ Florida.

• 9 program sites offer regular services such as career training and assistance, 1 site offers emergency services.

• Staff will make visits to farms to facilitate initial application submission.

• All participants must be registered in Employ Florida.

Adult Basic Education (ABE)

Adult Basic Education (ABE) program provides educational opportunities for individuals wishing to learn reading, writing and mathematics, or for individuals wishing to take remedial basic academic skills in preparation for earning a General Educational

Development (GED®) transitioning into the labor market or higher academic or vocational training.

Adult Basic Education

The length of the program may vary depending on the level of the student’s skills, determined by the placement test and the student’s motivation.

Goal The purpose of the ABE Program is to provide standards that describe what students should know and be able to do in Reasoning through Language Arts (RLA) and Mathematics.

Note: Students may enroll in the ABE Mathematics and ABE RLA courses separately or in both courses simultaneously.

Eligibility

• The age of eligibility for this program may vary by center, but the ABE programs are typically open to individuals 18 years of age or older

• The program is geared towards individuals who perform at or below the eighth-grade level

• There may be a registration fee for enrollment in ABE classes, which varies by center

Adult High School

The length of the program may vary depending on the type of diploma chosen by the student.

Goal The Adult High School (AHS) program provides educational opportunities for individuals wishing to earn a traditional credit-based high school diploma. Upon completion of all high school requirements, the individual will be issued a High School diploma.

Eligibility

• Participants must be between the ages of 16 and 25

• If individuals are currently enrolled in high school, they must withdraw before they can attend classes

Adult General Education Cont.

Integrated Education and Training (IET) has three required components — adult education and literacy activities, workforce preparation activities and workforce training — and providers must balance the proportion of instruction across the three components, deliver the components simultaneously and use occupationally relevant instructional materials.

Integrated Education and Training (IET)

Integrated education and training (IET) programs seek to help individuals acquire key basic skills while pursuing occupational or industry-specific training. Florida's focus is on closing the low and middle-skill gap with IET as a tool to equip workers to obtain in-demand jobs. These policies typically enable workers to attain industry-recognized postsecondary credentials, therefore helping to ensure their longer-term employability and put students on a career pathway leading to family sustaining wages.

There are three required components of an IET program funded under WIOA Title II:

• Adult education and literacy activities

• Workforce preparation activities

• Workforce training for a specific occupation or occupational cluster, further defined in WIOA section 134(c)(3)(D).

IET may be offered by:

• An institution of higher education; another type of organization, such as a nonprofit education and training provider; or

• Two or more organizations working in partnership, so long as the program equips individuals to attain basic skills and training in a specific occupation or industry.

Reporting:

IET is a service approach created specifically for adult education students. All IET students, therefore, must be reported with all appropriate adult education records. All adult education students, however, do not have to participate in an IET program.

Fully Integrated Instruction/Co- Teaching Model

Partially Integrated Instruction Model

One Instructor Model

Employer or Community Partner

Model

IET Models

Registered Apprenticeship

“Registered Apprenticeships are a proven way to avoid or overcome college debt, get a foot in the door at the right company or change careers.”

Florida’s Key Sectors: Apprentice Florida:

Key Components

• Business Involvement: Employers are the foundation of every apprenticeship program.

• Structured On-The-Job Training: Apprentices receive training from an experienced mentor (at least 2,000 hours).

• Technical Instruction: Online, at the job site, classroom based or a combination (144 clock hours or 3 credit hour courses of related instruction).

• Wage Increases: Apprentices receive increases in wages with demonstrated gains in skills and knowledge.

• Certificate of Apprenticeship Completion: Industry-recognized credential certifying apprentices are qualified for the job.

Fast Facts

• Apprentice average starting wage is $15.00-$23.86 per hour

• Average starting salary after apprenticeship could be $60,000

• 328 Registered Apprenticeship and Pre-apprenticeship Programs, this is a fluid number based off yearly report publications by the Office of Apprenticeship.

• Funding sources include, but are not limited to, employer led investment, WIOA, State Grants, CAPE, and Workforce Development Funding.

The Process:

• Potential apprentices must use an online directory and reach out to employers via email or phone to learn about apprenticeship start dates, duration, salary, etc.

• The directory consists of an excel spreadsheet with contact information for every apprenticeship program statewide. It is manually updated on a monthly basis by the Office of Apprenticeship and is available on the Office of Apprenticeship’s page on the DOE website: Apprenticeship Contacts and Pre-Apprenticeship Contacts

• There is no case management system or unified process defining how apprentices learn about, apply to, and participate in Registered Apprenticeships. It is dependent on the employer, region, and industry and is therefore a fragmented landscape.

Sources:

• Apprentices - Apprentice Florida

• Apprenticeship Benefits Fact Sheet (apprenticeflorida.com) https://www.fldoe.org/core/fileparse.php/5626/urlt/APPR-Sponsor-Contacts.xlsx https://www.fldoe.org/core/fileparse.php/5626/urlt/PreAPPR-Sponsor-Contacts.xlsx https://apprenticeflorida.com/apprentices/ https://apprenticeflorida.com/wp-content/uploads/2023/02/Apprenticeship_Benefits-One_Pager.pdf

AGE Academic Skills Building (ASB)

“The ASB Program is a non-credit program designed to develop the literacy and mathematics skills necessary for students to be successful workers, citizens, and family members. The Academic Skills Building (ASB) Program comprises two courses, ASB

Reasoning through Language Arts and ASB Mathematics. Students in the ASB program may enroll in either course or both courses.”

ASB Mathematics and ASB Reasoning Through Language Arts Course (RLA)

Target Demographic

• Age 16 years or older

• Not enrolled in the K12 system

• May already have a high school diploma (by passing the GED® or by graduating from a K-12 High School or Adult High School) and have a goal of preparing for postsecondary education and employment

• Score within the Educational Functioning Levels (EFL) 5 and 6 of the ASB Mathematics as measured by FDOE-approved assessments.

Goal The ASB Mathematics course content standards describe what students should know and be able to do in mathematics at the secondary level and serve several purposes:

• Ensure continuity with the K-12 Florida Benchmarks for Excellent Student Thinking (B.E.S.T.) Standards with the Adult Basic Education Program

• Provide a common language for the ASB Educational Functioning Levels (EFL) among those of the other programs within AGE: ABE, AHS, Adult ESOL, and GED® Preparation

• Provide advanced instruction for students who may already have a high school diploma (by passing the GED® or by graduating from a K-12 High School or Adult High School) and have a goal of preparing for postsecondary education and employment

• Assist local adult education agencies with ASB curriculum development

• Provide guidance for ASB instructors

• Ensure quality instruction through professional development

Course Requirements

• 450 hours for ABE level 5 and ABE level 6 for both Mathematics and Reasoning Through Language Arts

• Mathematics Assessments: CASAS GOALS Mathematics 900 Series, TABE 11&12 Mathematics

• RLA Assessments: CASAS GOALS Reading 900 Series, TABE 11&12 Language, TABE 11&12 Reading

DCAE Systems & Intake Methods

• AGE programs and services are administered at the local level

• Systems will vary depending on the institution offering AGE courses

• Intake process will vary depending on the institution offering AGE courses

Adult General Education

• No existing case management system

• USDOL RAPIDS System is used by Employers to register their apprenticeship and apprenticeships are tracked at the State level via Microsoft Excel

• ShareFile secure portal is used by some, not all, regions to send documents securely, US Mail is used in other regions

Registered Apprenticeship

• Employ Florida is used to facilitate case management

• All FCDP customers must be registered with Employ Florida to access services provided by the platform

Farmworker Career and Development Program (FCDP)

• Candidates speak with advisor online at larger institutions, in-person at smaller ones

• Once application is complete, candidates take an in-person placement test

• A lot of learning is now online vs classroom

• Focus and Canvas are the primary systems to track attendance and manage students

GED Prep, High School Equivalency

• ESOL programs are administered at the local level and intake processes will vary depending on where the course is being offered

• Systems used to administer ESOL will vary depending on where the course is being offered

English for Speakers of Other Languages (ESOL)

• Relatively new non-credit program designed to develop the literacy and math skills necessary for students to be successful workers, citizens, and family members

• Designed for people who already have diploma or GED that want to advance their skills

• Intake methods and systems are unknown

Academic Skills Building (ASB)

When it comes to information management systems, DCAE does not have a common case management system and operates in a decentralized environment. The programs and services outlined in this section operate largely independently, some programs administer services on a manual case by case basis while others leverage the various systems and tools detailed below.

DCAE Internal and External Users

DCAE program administrators (counselors/staff) help guide the participants through the case lifecycle, completing intake, determining eligibility, requesting services, communicating with the participant throughout the process and ultimately getting them to the successful outcome of gainful employment. Internal and external users will vary depending on the program or service.

System Name Internal Users External Users

Employ Florida

Microsoft Office Case Management

Other DCAE Systems

FCDP Staff Farmworkers

Office of Apprenticeship Staff

Apprenticeship Training Representatives (ATRs)

Apprentices Employers Potential

Apprentices/Students

Potential StudentsSystem Administrators

Rules and Regulations Federal:

• Workforce Innovation and Opportunity Act

• Workforce Innovation and Opportunity Act; Joint Rule for Unified and Combined

State Plans, Performance Accountability, and the One-Stop System Joint Provisions;

Final Rule

• Workforce Innovation and Opportunity Act; Department of Labor Only; Final Rule

• State Vocational Rehabilitation Services Program; State Supported Employment

Services Program; Limitations on Use of Subminimum Wage; Final Rule

• Workforce Innovation and Opportunity Act, Miscellaneous Program Changes; Final

Rule

• Programs and Activities Authorized by the Adult Education and Family Literacy Act

(Title II of the Workforce Innovation and Opportunity Act); Final Rule

• Wagner-Peyser Act of 1933

• Implementation of the Nondiscrimination and Equal Opportunity Provisions of the

Workforce Innovation and Opportunity Act (Section 188)

• Rehabilitation Act of 1973

• State Vocational Rehabilitation Services Program

• American Indian Vocational Rehabilitation Services

• The State Supported Employment Services Program

• Family Educational Rights and Privacy

• Education of Individuals with Disabilities

• Employment and Training Administration, Department of Labor

Another important aspect to consider for the FL WINS Program is legislative context. Particularly, the entities that define regulations and impose reporting requirements onto DOE and its respective divisions.

Overall, the reason we look at the legislative environment is the following: we strive to understand any regulations as well as reporting requirements that may impact the future-state requirements and drive the design of both the intake process and the customers’ self-service functionality.

Florida Statues:

• Chapter 435 - Employment Screening

• Chapter 445 - Workforce Services

• Chapter 446 - Job Training

• Chapter 1002 - Student and Parental Rights and Educational Choices

• Chapter 1003 - Public K-12 Education

• Chapter 1004 - Public Postsecondary Education

• Chapter 1008 – Assessment and Accountability

• Chapter 1009, Part II - Postsecondary Student Fees

• Chapter 1011 Part III - Funding for Workforce Education

• CAPE - Postsecondary

• Chapter 1007 – Articulation and Access

• Chapter 1012 – Personnel

Florida Administrative Code:

• 6A-18 Division of Blind Services

• 6A-6.020 : Granting High School Credits and Diplomas to Adults

• 6A-25 Vocational Rehabilitation

• 6A-1.0955 Education Records

• 6A-1.09422 : Statewide, Standardized Assessment Program Requirements

• 6A-6.014 : Special Programs

• 6A-10.0381 : Miscellaneous

DCAE Rules, Regulations, and Reporting Requirements https://www.congress.gov/113/bills/hr803/BILLS-113hr803enr.pdf https://www.govinfo.gov/content/pkg/FR-2016-08-19/pdf/2016-15977.pdf https://www.govinfo.gov/content/pkg/FR-2016-08-19/pdf/2016-15977.pdf https://www.govinfo.gov/content/pkg/FR-2016-08-19/pdf/2016-15977.pdf https://www.govinfo.gov/content/pkg/FR-2016-08-19/pdf/2016-15975.pdf https://www.govinfo.gov/content/pkg/FR-2016-08-19/pdf/2016-15980.pdf https://www.govinfo.gov/content/pkg/FR-2016-08-19/pdf/2016-15980.pdf https://www.govinfo.gov/content/pkg/FR-2016-08-19/pdf/2016-16049.pdf https://www.govinfo.gov/content/pkg/FR-2016-08-19/pdf/2016-16049.pdf https://www.govinfo.gov/content/pkg/FR-2016-08-19/pdf/2016-16049.pdf https://www.govinfo.gov/content/pkg/FR-2016-08-19/pdf/2016-16049.pdf https://www.dol.gov/agencies/eta/american-job-centers/wagner-peyser https://www.federalregister.gov/documents/2016/12/02/2016-27737/implementation-of-the-nondiscrimination-and-equal-opportunity-provisions-of-the-workforce-innovation https://www.federalregister.gov/documents/2016/12/02/2016-27737/implementation-of-the-nondiscrimination-and-equal-opportunity-provisions-of-the-workforce-innovation https://www.govinfo.gov/content/pkg/COMPS-799/pdf/COMPS-799.pdf https://www.ecfr.gov/current/title-34/subtitle-B/chapter-III/part-361 https://www.ecfr.gov/current/title-34/subtitle-B/chapter-III/part-371 https://www.ecfr.gov/current/title-34/subtitle-B/chapter-III/part-363 https://www.ecfr.gov/current/title-34/subtitle-A/part-99 http://uscode.house.gov/view.xhtml?path=/prelim@title20/chapter33&edition=prelim https://www.ecfr.gov/current/title-20/chapter-V http://www.leg.state.fl.us/Statutes/index.cfm?App_mode=Display_Statute&URL=0400-0499/0435/0435ContentsIndex.html http://www.leg.state.fl.us/Statutes/index.cfm?App_mode=Display_Statute&URL=0400-0499/0445/0445ContentsIndex.html&StatuteYear=2022&Title=%2D%3E2022%2D%3EChapter%20445 http://www.leg.state.fl.us/statutes/index.cfm?App_mode=Display_Statute&URL=0400-0499/0446/0446ContentsIndex.html&StatuteYear=2022&Title=%2D%3E2022%2D%3EChapter%20446 http://www.leg.state.fl.us/Statutes/index.cfm?App_mode=Display_Statute&Search_String=&URL=1000-1099/1009/1009PARTIIContentsIndex.html http://www.leg.state.fl.us/statutes/index.cfm?App_mode=Display_Statute&URL=1000-1099/1003/1003ContentsIndex.html&StatuteYear=2022&Title=%2D%3E2022%2D%3EChapter%201003 http://www.leg.state.fl.us/statutes/index.cfm?App_mode=Display_Statute&URL=1000-1099/1004/1004ContentsIndex.html&StatuteYear=2022&Title=%2D%3E2022%2D%3EChapter%201004 http://www.leg.state.fl.us/statutes/index.cfm?App_mode=Display_Statute&URL=1000-1099/1008/1008ContentsIndex.html&StatuteYear=2022&Title=%2D%3E2022%2D%3EChapter%201008 http://www.leg.state.fl.us/statutes/index.cfm?App_mode=Display_Statute&URL=1000-1099/1011/1011PartIIIContentsIndex.html&StatuteYear=2022&Title=%2D%3E2022%2D%3EChapter%201011%2D%3EPart%20III https://www.flsenate.gov/Laws/Statutes/2022/Chapter1007 http://www.leg.state.fl.us/Statutes/index.cfm?App_mode=Display_Statute&URL=1000-1099/1012/1012ContentsIndex.html https://www.flrules.org/gateway/ChapterHome.asp?Chapter=6A-18 https://www.flrules.org/gateway/ruleno.asp?id=6A-6.020 https://www.flrules.org/gateway/ChapterHome.asp?Chapter=6A-25 https://www.flrules.org/gateway/RuleNo.asp?title=FINANCE%20AND%20ADMINISTRATION&ID=6A-1.0955 https://www.flrules.org/gateway/ruleno.asp?id=6A-1.09422 https://www.flrules.org/gateway/ruleno.asp?id=6A-6.014 https://www.flrules.org/gateway/ruleno.asp?id=6A-10.0381

• There is a fragmented landscape of systems and processes for managing the intake and delivery of services to individuals.

• Case management processes vary depending on the program or service.

• The Registered Apprenticeship ATR’s feel that there is an opportunity to increase the outreach/advertisement of the apprenticeship program.

• The length of application to the Farmworker Career and Development Program (FCDP) is lengthy, resulting in lost opportunities to participate for some workers.

DCAE

Lessons Learned

DCAE Subject Matter Experts (SMEs)

General

Registered Apprenticeship

Adult General Education

Kevin O’Farrell Chancellor for Career and Adult Education Kevin.Ofarrell@fldoe.org

Keith Richard Vice Chancellor, Workforce Innovation keith.richard@fldoe.org

Samantha Dunaway Statewide Director of CTE Outreach and Recruitment Samantha.Dunaway@fldoe.org

Daisy Gray Apprenticeship Training Representative FL Panhandle Daisy.Gray@fldoe.org

Anne Everly Apprenticeship Training Representative FL Space Coast Anne.Everly@fldoe.org

Kathryn Wheeler Director of Apprenticeship Kathryn.Wheeler@fldoe.org

Melanie Strefanowicz Chief Executive Officer Early Learning Coalition of Southwest Florida Melanie.Stefanowicz@elcfswfl.org

Shirley Caban-Tellez Program Specialist IV Farmworker Career Development Program Shirley.Caban-Tellez@fldoe.org mailto:Kevin.Ofarrell@fldoe.org mailto:keith.richard@fldoe.org mailto:Samantha.Dunaway@fldoe.org mailto:Daisy.Gray@fldoe.org mailto:Anne.Everly@fldoe.org mailto:Kathryn.Wheeler@fldoe.org mailto:Melanie.Stefanowicz@elcfswfl.org mailto:Shirley.Caban-Tellez@fldoe.org

EDUCATIONAL INSTITUTIONS: FLORIDA TECHNICAL

COLLEGES AND THE FLORIDA COLLEGE SYSTEM

INSTITUSIONS2

Governance:

• Florida’s technical colleges operate under the governance of the local K-12 school districts and their school boards. There are 67 school districts in counties across the state.

By the Numbers:

• Florida has 50 technical colleges

(2 new as of June 2023)

• In the 2019-2020 academic year, 179,112 students were served across Florida’s 48 technical colleges (2 tech colleges had been added in 2023).

• Collectively, these colleges reported over 9,000 earned industry certifications and over 14,400 full program completers for the same year.

• Latest available data show that, statewide, 74% of CTE program completers were found employed.

• Statewide goal to have 60% of Florida’s workforce to have postsecondary credentials by 2030

• 552 Unique CIP IDs (Classification of Instructional Programs)

Technical Colleges / Area Technical Centers (ATC)

Currently, Florida has 50 technical colleges exclusively serving postsecondary learners and offering viable non-degree career certificates, industry certifications, advanced technology diplomas, and apprenticeships. They are open access and very often offer credentials that are stackable.

Services Offered:

• Once enrolled, students can choose from 17 career pathways.

• Programs are locally developed based on the curriculum framework of the Florida State Board of Education and subject matter experts (SMEs) in the industry.

• Dual enrollment for high school students Sources:

• ATC-StateProfile-Florida.pdf (areatechnicalcenters.org)

• Alphabetical List of 2022-23 Secondary/Career Certificate CTE Programs

• https://www.fldoe.org/core/fileparse.php/5652/urlt/2223-Alpha-List-Secondary-CarCerts.xlsx https://areatechnicalcenters.org/wp-content/uploads/2021/02/ATC-StateProfile-Florida.pdf https://www.fldoe.org/core/fileparse.php/5652/urlt/2223-Alpha-List-Secondary-CarCerts.xlsx https://www.fldoe.org/core/fileparse.php/5652/urlt/2223-Alpha-List-Secondary-CarCerts.xlsx

Technical College Credentials

There are five different Career and Technical Education credential types with varying degrees of commitment by the student.

Funding

• Primarily funded by the state funds and tuition.

• Federal Funding

Career Certificate

A student has successfully completed a postsecondary career education program which includes 450 clock hours and a basic skills test and is ready for employment in a field that requires non-college credit postsecondary training.

Applied Tech Diploma

A student has successfully completed a (clock hour or college credit) postsecondary career education program and is ready for employment in a field; the program has embedded statewide articulation leading to the award of an AS degree.

College Credit Certificate

Prepares students for entry into employment in a field that requires some college credit but less than a degree and signifies a student has successfully completed part of an A.S. degree.

Associate in Science/Associate in

Applied Science

Prepares students for occupations that require a two-year technical degree.

Advanced Technical Certificate

Prepares students who already have an earned A.S./A.A.S. or baccalaureate degree with an advanced specialized program of instruction.

Key Partners

• VR & DBS have assisted over 4,200 students with disabilities with enrollment in post-secondary education programs

• Over 28,000 work-based learning experiences were provided to students with disabilities aged 14-

C ar ee r P at hw ay s

Sources:

• Apprentices - Apprentice Florida

• loaddoc.aspx (myfloridahouse.gov) https://apprenticeflorida.com/apprentices/ https://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?PublicationType=Committees&CommitteeId=3247&Session=2023&DocumentType=Meeting+Packets&FileName=pew+1-24-23.pdf

Degrees Offered

• Baccalaureate degrees

• Bachelor of Science (BS)

• Bachelor of Applied Science (BAS)

• Associate Degrees

• Associate of Arts (AA)

• Associate in Science (AS)

• Associate of Applied Science (AAS)

• Certificates

• Advanced Technical Certificate (ATC)

• Applied Technology Diplomas (ATD)

• Career Certificate

• Certificate of Professional Preparation

(CPP)

• College Credit Certificate (CCC)

By the Numbers

• 28 colleges spread throughout the state

• Collectively serve 650,000 students annually

• Offer approximately 197 unique programs across the FCS

• 90% of baccalaureate completers from 2020- 2021 were found fully employed in 2021- 2022, with an average wage of $65,000

Florida College System (FCS)

Florida’s colleges remain the primary point of access to higher education in Florida, with 65 percent of the state’s high school graduates pursuing postsecondary education beginning at a Florida college, and 82 percent of freshman and sophomore minority students in public higher education attending one of Florida’s 28 state colleges.

Funding Sources

• State appropriations

• $1.53 billion requested from Florida Legislature for 2022-2023

• $1.57 billion requested for 2023-2024

• Student tuition/fees

• Federal funds

Governance

• Florida colleges are governed locally by district boards of trustees

• The colleges as a whole fall under jurisdiction of the State Board of Education

• Chancellor of the FCS reports to the

Commissioner of Education

Sources:

- Our Colleges | Get There FL

- FCS Baccalaureate Degrees Accountability Report 2018-2019 (fldoe.org)

- About Us (fldoe.org)

- loaddoc.aspx (myfloridahouse.gov)

- GreenBook (fldoe.org) https://gettherefl.com/colleges/ https://www.fldoe.org/core/fileparse.php/7724/urlt/BaccReport1819.pdf https://www.fldoe.org/schools/higher-ed/fl-college-system/about-us/ https://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?PublicationType=Committees&CommitteeId=3247&Session=2023&DocumentType=Meeting+Packets&FileName=pew+1-24-23.pdf https://www.fldoe.org/core/fileparse.php/20174/urlt/FinalGreenbook.pdf

Technical College Systems & Users

Description: Xello is a career readiness platform that provides students and counselors to create learning and career plans for students. It is being provided by the state free of charge to all Florida school districts starting Fall 2023.

Technology: Integrates with SIS, Azure

Visibility: Customer-facing

User Groups:…