Maryland IEP Transition Goals: Examples for Employment, Education, and Independent Living

What Maryland Requires in a Transition IEP

Starting the school year a student turns 14, every Maryland IEP must include measurable postsecondary goals in three domains: employment, education/training, and (where appropriate) independent living. These aren't optional sections the team can skip because the student is "too young" — IDEA mandates them, and Maryland's early-start timeline means families encounter this requirement two years before many other states.

The distinction that trips up most IEP teams: transition goals aren't the same as annual IEP goals. Annual goals describe what the student will accomplish during the current school year. Postsecondary transition goals describe what the student will do after leaving school — they're outcome statements about adult life, grounded in age-appropriate transition assessments.

The Formula for a Measurable Postsecondary Goal

A properly written transition goal follows a simple structure: After high school, [student] will [specific outcome] in the area of [employment/education/independent living].

The goal must be:

• Measurable — you can determine whether the student achieved it
• Based on transition assessment data — not guesswork or parental wishes alone
• Updated annually — reflecting new assessment results and the student's evolving preferences

Here's what separates a compliant goal from a vague one:

Weak: "After high school, Maria will get a job."

Strong: "After high school, Maria will obtain competitive, integrated employment in an office support role, utilizing the organizational and data entry skills developed through DORS Pre-ETS work-based learning experiences."

The strong version is measurable (you can verify whether she obtained employment in that type of role), grounded in specific skills from an actual program, and connected to a realistic career pathway.

Employment Goal Examples

Employment goals should reflect what the student's transition assessments reveal about their interests, strengths, and support needs:

For students pursuing competitive employment: "After high school, Devon will obtain competitive, integrated employment in the food service industry, applying the workplace readiness and food safety skills acquired through community-based vocational training."

For students using supported employment: "After high school, Jasmine will participate in a supported employment program through a DDA-approved community rehabilitation provider, working at least 15 hours per week in a community-based setting with job coaching support."

For students exploring self-employment: "After high school, Elijah will operate a small business producing custom artwork, utilizing the entrepreneurial and financial management skills developed through DORS career exploration counseling."

Notice each goal names the type of employment, connects to specific training, and gives enough detail to evaluate whether it happened.

Education and Training Goal Examples

These goals cover everything from four-year universities to vocational programs to continuing education:

For students pursuing a community college: "After high school, Amir will enroll in the culinary arts certificate program at Montgomery College, independently requesting disability accommodations through the Disability Support Services office."

For students pursuing vocational training: "After high school, Sofia will complete a DORS-funded vocational training program in office technology, earning an industry-recognized credential."

For students pursuing continuing education: "After high school, Marcus will participate in a community-based life skills education program operated by a DDA-approved provider, attending at least three days per week."

The college-bound example intentionally includes "independently requesting accommodations" because that's the reality — colleges have no obligation to implement an IEP. The student must self-disclose and request accommodations under the ADA.

Independent Living Goal Examples

Independent living goals aren't required for every student — only when the IEP team determines they're appropriate. But for students with significant support needs, these goals are often the most impactful:

For students learning daily living skills: "After high school, Keisha will independently manage her daily hygiene routine, meal preparation for lunch and dinner, and laundry using a visual checklist system, living in a supported apartment setting."

For students working toward semi-independent living: "After high school, Tyler will live in a shared living arrangement with a DDA-approved provider, independently managing his personal schedule and medication reminders using a smartphone-based task management system."

For students remaining in the family home: "After high school, Ana will manage her personal finances using an ABLE account and a supported decision-making agreement, independently tracking monthly expenses and communicating with her financial supporter about purchases over $100."

How Transition Goals Connect to Annual IEP Goals

The postsecondary goals set the destination. Annual IEP goals build the skills to get there. If Devon's employment goal targets food service, his annual IEP goals might include completing a food safety certification course this year, participating in a school-based enterprise kitchen twice weekly, and independently following a five-step food preparation routine.

Every transition service listed in the IEP — whether it's a DORS Pre-ETS referral, a community-based instruction placement, or a job shadowing experience — should trace back to at least one postsecondary goal. If a service doesn't connect to a goal, either the service is unnecessary or a goal is missing.

What to Do When Goals Feel Generic

The most common problem with transition goals is that they read like fill-in-the-blank templates rather than plans tailored to a specific student. If every student in the school has the same employment goal, the team isn't using assessment data to individualize.

Push back by asking three questions at the IEP meeting:

1. What specific transition assessment results support this goal?
2. What services are we putting in place this year to move toward this goal?
3. How will we know by next year's review whether we're on track?

The Maryland IEP Transition to Adulthood Guide includes a goal-planning worksheet that connects each postsecondary goal to the specific agency services, timelines, and assessments needed to support it — so goals don't sit as words in a document while the real coordination happens nowhere.

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