Measurement, Time & Money IEP goals for high school (grades 9 to 12)
39 of the measurement, time & money templates in the library are written for high school (grades 9 to 12). Each opens in the builder, where the grade band is a starting point and the baseline comes from your own assessment.
39 templates · 1 skill · 9–12 · How we write and review goals
Goals by skill
Numbers are illustrative; set targets from the student's own baseline.
Read a digital clock and match it to an analog clock
Digital clocks and matching times
By the annual IEP review date, given 10 digital times shown on a clock or a phone screen, the student will read each digital time aloud as hours and minutes independently with at least 95% accuracy on digital times, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Find elapsed time and end times
Elapsed time
By the annual IEP review date, given 10 elapsed-time problems with start and end times on the same clock side of noon, in whole hours and half hours, the student will write the elapsed time or the end time for each problem independently with at least 80% accuracy on elapsed-time problems, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
Use a schedule to find start times and time remaining
Using a schedule
By the annual IEP review date, given a printed or on-screen schedule (class, bus, work or program listing) and 10 questions about when events start, end and how long they last, the student will locate the event on the schedule and state its start time, end time or length independently with at least 90% accuracy on schedule questions, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
Set a timer or microwave for a stated time
Setting timers and clocks
By the annual IEP review date, given a kitchen timer, microwave or phone timer and a stated time such as 3 minutes 30 seconds, the student will enter the stated time on the device and start it, performing at least 5 of 6 steps independently, across 3 consecutive data collection sessions, as measured by a task-analysis checklist collected twice weekly.
Select coins and bills to make a given amount
Making a given amount
By the annual IEP review date, given a stated amount less than $1.00 and a tray of mixed coins, the student will select coins that total the exact amount and count them out independently in at least 8 of 10 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Use the next-dollar strategy to pay for a purchase
Next-dollar strategy
By the annual IEP review date, given a price less than $10.00 and a set of one-dollar bills, the student will state the number of dollars one more than the whole-dollar part of the price and hand over that many ones independently in at least 8 of 10 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice weekly.
High school measurement, time & money goals point toward life after school: independence, self-advocacy, and skills used in courses, jobs, and the community. Conditions name realistic materials and settings, and many goals are written so the student collects part of the data.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 23 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 8 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 8 goals here
Frequently asked questions
How do measurement, time & money goals connect to transition planning in high school?
Annual goals should support the student's measurable postsecondary goals for education, employment, and independent living (34 CFR 300.320(b)). A skill goal can be written in the context of a course, a job site, or a daily living routine.
Can a high school student help write their own goals?
Yes, and the student must be invited to IEP meetings where transition is discussed. Student-chosen goals with self-monitoring tend to be measured more consistently.
How are high school goals measured when the student has many teachers?
With work samples, percent of assignments completed, rubrics, or self-monitoring checklists reviewed weekly by the case manager. The goal should say who records the data and where.
IEP Atlas Pro
Turn these goals into progress reports
Pro tracks every goal on your caseload and drafts the report for you. Free for 14 days.
Count trials, prompts, and minutes live in the session; the graph and trend line draw themselves; progress reports are drafted from your data.