Program Profiles

These profiles provide a snapshot of the strong instructional framework offered in Fairfax County Public Schools by providing relevant facts and the area of focus for each program. Use the drop down menu, pick a program, and start exploring the innovative programs offered in this world class school division.

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Name of Program or Service:  Career and Transition Services            print-friendly version

Contact Person:   Ann Long

Program Overview:

In order to prepare youth with disabilities for the challenges and expectations that await them upon graduation from high school, effective transition programming is vital.  The Individuals with Disabilities Education Act, IDEA (2004) mandates that transition planning address all areas related to successful entry and participation in adult life and begin once a student turns sixteen years of age.   Best practices acknowledge that transition planning should begin early.  Thus, the Virginia Department of Education (VDOE) states that transition planning should begin no later than the first individualized education program (IEP), to be in effect when the student is fourteen and must include measurable goals and objectives related to postsecondary education, training, employment, and as appropriate, independent living skills.

The What Works Transition Research Synthesis Project, funded by the Office of Special Education Programs (OSEP) in 2002, reviewed and synthesized the past 20 years of research and advancements in the area of transition for youth with disabilities.  The National Secondary Transition Technical Assistance Center, also funded through OSEP, identified evidence-based practices in secondary transition.  Practices identified by both projects involve student-focused planning; specific skill development; family involvement; program structure including the provision of community-based instruction and extension of services beyond secondary school; and interagency collaboration.

Career and Transition Services (CTS) provides a range of student focused, coordinated activities and supports including career assessment; interdisciplinary and collaborative instruction related to career/technical education; parent/family involvement; as well as interagency and community partnerships.  Through these coordinated efforts, CTS helps students with a range of disabilities develop essential skills for further education and training, employment, self-determination, and independent living. 

 CTS follow evidence-based practices by offering:

  1. Career and transition assessment
  2. Centrally based transition support to:

    3. School based transition support to:

     4. Transition related instruction though all program components in:

In addition, formal cooperative agreements with the Department of Rehabilitative Services (DRS) and the Fairfax-Falls Church Community Services Board have been in place for over 20 years, resulting in a seamless transition for graduating students who are eligible for and require adult service supports. This long standing collaborative relationship has served as a model, not only across the state but nationwide as well.

CTS supports the Portrait of a Graduate and the following School Board’s Student Achievement Goals:

The budget for Career and Transition Services can be found on page 68 of the FY 2016 Program Budget at:

For further information about Career and Transition Services, please refer to our website: