Personal Finance & Money Management IEP goals for high school (grades 9 to 12)
40 of the personal finance & money management 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.
40 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.
Personal Finance & Money Management Transition & Postsecondary Skills
Build a monthly budget from take-home pay
Budgeting from income
By the annual IEP review date, given a monthly take-home pay amount, a list of fixed and flexible expenses, a budget template, and a phone calculator, the student will fill in the budget so planned spending and saving equal the take-home pay independently with at least 90% accuracy on budget lines and totals, in 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
Sort expenses into needs and wants
Budgeting from income
By the annual IEP review date, given 12 to 15 expense cards with prices (rent, groceries, phone bill, concert tickets, new shoes) and a needs and wants sorting mat, the student will sort each expense as a need or a want and give a reason for the hard ones independently with at least 85% accuracy on expenses sorted as needs or wants, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Rework a budget when costs change
Budgeting from income
By the annual IEP review date, given a balanced monthly budget and a change card (fewer work hours, a higher phone bill, a car repair), with a phone calculator, the student will change the flexible budget lines so the budget balances again independently with at least 85% accuracy on adjusted budget lines and totals, in 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
Divide cash into envelopes by budget category
Cash envelope budgeting
By the annual IEP review date, on payday, given the week's cash (practice bills at school or real cash at home with family), labeled envelopes, and the weekly budget, the student will split the cash into the envelopes so each one matches the budget, performing at least 6 of 7 steps independently, on 3 consecutive paydays, as measured by a task-analysis checklist collected weekly on payday.
Log each purchase in a spending app
Tracking spending
By the annual IEP review date, after each purchase the student makes during community trips and at work, with a spending log app or notes page on the phone, the student will record the amount, place, and budget category of the purchase the same day independently in at least 9 of 10 opportunities, across 3 consecutive weeks, as measured by opportunity-by-opportunity data collected weekly, by checking the log against receipts.
Find what is left in each budget category
Tracking spending
By the annual IEP review date, at the end of each week, given the monthly budget, the student's spending log, and a phone calculator, the student will subtract the spending from each budget category and record the amount left independently with at least 90% accuracy on budget category balances, in 3 of 4 consecutive weekly reviews, as measured by work-sample analysis collected weekly.
High school personal finance & money management 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 19 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 12 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 9 goals here
Frequently asked questions
How do personal finance & money management 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
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Count trials, prompts, and minutes live in the session; the graph and trend line draw themselves; progress reports are drafted from your data.