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April 2025

Volume 12, Issue 8

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Topics

• BEESS Statewide Update on Secondary Transition Planning

• Exception Student Education (ESE) Parent Survey Insights: Engaging Families and Tracking Progress

• Technical Assistance Spotlight: Aligning Assessment Data with Postsecondary Goals and Services

• Xello in Focus: Implementation, Utilization, and Awareness

• Florida Legislative Updates: Bills to Watch for Secondary Transition

• Project 10 Spotlight: 18-22 Structured Work-Study Initiative

• Keep Yourself in the Loop by Following Project 10 on Facebook



BEESS Statewide Update on

Secondary Transition Planning

Noal Weiland, State Lead for Secondary Transition, provided BEESS' update on the state of secondary transition planning and included information on secondary transition indicators from the State Performance Plan/Annual Performance Report (SPP/APR), BEESS resources from the FDOE webpage, and key data selections from the Know Your Schools data dashboard. 



Exceptional Student Education (ESE) Parent Survey Insights: Engaging Families and Tracking Progress

During the 2025 Transition Contacts Meeting, district representatives were presented with 2023-24 and 2024-25 Florida ESE Parent Survey data, focusing on transition-age responses to inform secondary transition planning. This session emphasized the importance of family engagement, parent participation rates, and the utilization of available data tools to enhance educational outcomes for students with disabilities.

Accessing the Data Dashboard:

The Florida Department of Education provides an interactive ESE Parent Survey Dashboard, offering district-specific and statewide results. This dashboard is accessible here.

Utilizing the Dashboard:

Districts can:

• Monitor real-time response rates during the survey collection window.
• Compare current year results with previous years to identify trends.
• Disaggregate data for secondary transition-age students (ages 12–21).
• Track progress toward enhancing family engagement and individual education plan (IEP) quality.



Comparing Year-Over-Year Results:

District teams were encouraged to analyze responses from the 2022-23 School Year (SY) and 2023-24 SY surveys to identify improvements and trends. For instance, an increase in parents reporting that their child’s postsecondary goals were discussed during the IEP meeting may reflect successful professional learning efforts.

Key Statewide Secondary Transition Findings (2022-23 SY & 2023–24 SY):

• 67% of parents agreed that school personnel provided information on agencies to assist with transition for the 2023-24 SY, an increase from 65% on this same measure from the 2022-23 SY.
• In the 2023-24 SY survey, 64% of parents agreed that work or education options after graduation were discussed (an increase of two percentage points from the 2022-23 SY survey).
• 61% of parents agreed that information was shared about supports like job training in the 2023-24 SY, an improvement from 59% observed in the 2022-23 SY.



Technical Assistance Spotlight:

Aligning Assessment Data with Postsecondary Goals and Services

Project 10 facilitated an engaging and focused session on how districts can strengthen the alignment between age-appropriate secondary transition assessments, measurable postsecondary goals, and coordinated secondary transition services. Participants reviewed real examples, accessed updated planning tools, and discussed strategies for improving the quality and compliance of secondary transition IEPs for ALL learners.

For more information on secondary transition assessments, including a Project 10 developed Secondary Transition Assessments Chart, please link to the following website: http://project10.info/DPage.php?ID=146.

Secondary Transition Services: According to the Individual with Disabilities Education Act (IDEA, 34 CFR § 300.43), transition services are a coordinated set of activities focused on improving academic and functional achievement to support the student’s movement to postsecondary education, employment, and independent living.

Transition services must be:

• Results-oriented: Designed to help students achieve their measurable postsecondary goals (MPGs).
• Individualized: Based on the student’s unique needs, strengths, and interests.
• Coordinated: Involving school, family, agencies, and community partners.
• Beyond Just a Referral: Providing direct support, experiences, and skill building.

Transition services, including Pre-Employment Transition Services (Pre-ETS), should be part of the student's IEP and may involve a range of activities organized within the following secondary transition activity areas:

• Instruction
• Related Services
• Community Experiences
• Development of Employment and Other Post-School Adult Living Objectives
• Acquisition of Daily Living Skills
• Functional Vocational Evaluation

School districts are encouraged to contact their local Project 10 Regional Transition Representative (RTRs) for additional technical assistance and/or training and planning support surrounding secondary transition IEP compliance.



Xello in Focus: Implementation, Utilization, and Awareness

During the 2025 Transition Contacts Meeting, district representatives participated in a data-sharing and interactive activity to explore the current status of Xello implementation and knowledge across Florida. The session revealed both encouraging trends and areas of opportunity.

Key Findings:

• More than 4 in 10 participants (42%) of respondents reported that only 1–25% of their district's secondary schools are implementing Xello, while a quarter of the audience (26%) indicated a broader uptake (76–100%).
• Only 3% reported that IEP teams 'always' or 'almost always' use Xello’s career path component to support IEP development. The majority (54%) indicated 'occasionally,' 'rarely,' or 'never.
• Most respondents (75%) identified as only 'barely familiar' or 'somewhat familiar' with Xello tools. No participants identified as expert-level users.

For more information on Xello and its role in supporting Senate Bill 240’s (2023) implementation, visit: https://xello.world/en/florida-college-career-ready/.

Additionally, Xello maintains a webpage with guides, activity lesson plans and other relevant resources specifically to support Florida educators. Access this information here.



Florida Legislative Updates: Bills to Watch for Secondary Transition

Project 10 shared a legislative snapshot of two bills currently advancing through the Florida Legislature that may significantly impact secondary transition services and diploma options for students with disabilities.

1. SB 166 – Administrative Efficiency in Public Schools

This bill removes the requirement to pass the statewide, standardized Grade 10 English Language Arts (ELA) assessment and Algebra I End of Course (EOC) assessment to earn a standard diploma. Instead, the ELA score would account for 30% of the final Grade 10 ELA course grade. The Algebra 1 EOC score would continue to account for 30% of the final Algebra 1 course grade. The bill was certified in the Senate and sent to the House as of April 3, 2025.

https://www.flsenate.gov/Session/Bill/2025/166

2. SB 102 / HB 127 – Exceptional Student Education

This bill establishes a workforce credential program for students with Autism Spectrum Disorder (ASD) or on a modified curriculum. It includes digital badge opportunities and is set for implementation by January 31, 2026. It is a collaborative effort between FDOE and the Florida Center for Students with Unique Abilities (FCSUA). https://www.flsenate.gov/Session/Bill/2025/102

Implications for Practice:

These bills could expand graduation and employment pathways for students with disabilities. Districts are encouraged to review proposed legislation and consider how to align their practices with emerging opportunities.



Project 10 Spotlight: 18-22 Structured Work-Study Initiative

Project 10 supports select Florida school districts in developing and expanding 18–22 structured work-study programs for students with disabilities who defer graduation to continue receiving secondary transition services. Now in its second year, this initiative focuses on strengthening postsecondary readiness by offering selected school districts targeted and intensified technical assistance, no-cost financial support, and secondary transition planning resources and trainings on deferment and 18-22 program planning. For more information on Project 10’s initiative, please contact Franklin Coker, Project 10 Assistant Director, at fjcoker@usf.edu. Additional information will be provided in upcoming Topical Briefs.



Keep Yourself in the Loop by Following Project 10 on Facebook



Would you like to be part of our amazing transition community? Project 10 provides weekly information on transition-related events and topics, products and training launches, and other important state and project announcements. Please follow us on Facebook at https://www.facebook.com/project10usfsp, or simply type “Project 10 Transition” into your Facebook search function to find us. Be sure to like, follow and share us - and help spread the news!



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About Project 10 Topical Briefs:

Project 10 Topical Briefs provide informational summaries and resource links related to secondary transition.

Have a question? Want to find or recommend a resource? Have some great news to share?

Email us at project10@stpete.usf.edu.

For back issues of Project 10 Topical Briefs, visit our Topical Briefs page on the Project 10 website.

Project 10: Transition Education Network

Assists Florida school districts and relevant stakeholders in building capacity to provide secondary transition services to students with disabilities in order to improve their academic success and post-school outcomes.

Project 10: Transition Education Network

University of South Florida St. Petersburg

Questions or comments?

Email us at project10@stpete.usf.edu.

www.project10.info