Working Memory Strategies IEP goals for high school (grades 9 to 12)
25 of the working memory strategies 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.
25 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.
Working Memory Strategies Executive Function
Write down multi-part directions or details before beginning
Writing down steps and details
By the annual IEP review date, when given an oral direction or assignment with three or more parts, before beginning the task, the student will write down the steps or key details independently in at least 4 of 5 opportunities, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected twice weekly.
Use a reference card or anchor chart to recall the next step
Using a reference aid
By the annual IEP review date, during multi-step math procedures with a reference card available, when unsure of the next step, the student will check the reference card or anchor chart for the next step and continue the item independently in at least 4 of 5 opportunities, across 3 consecutive weekly observations, as measured by direct observation collected weekly.
Use a taught memory strategy during instruction
Self-initiated strategy use
By the annual IEP review date, during a 45-minute instructional block with multi-step tasks, the student will use a taught memory strategy such as writing it down, repeating it, or checking a reference independently at least 4 times per 45-minute instructional block, on 4 of 5 consecutive observed blocks, as measured by frequency recording collected twice weekly.
Fill in guided notes during teacher-led instruction
Capturing information with guided notes
By the annual IEP review date, during a teacher-led lesson with a guided-notes page, the student will fill in the guided-notes blanks as the information is presented independently, completing at least 85% of assigned guided-notes blanks, in 4 of 5 consecutive lessons, as measured by work-sample analysis collected twice weekly.
Use a reminder note for a task to do later in the period
Remembering a task to do later
By the annual IEP review date, when told to do something later in the period (turn in the form at the end, remind me at 2:00), the student will write a reminder note or set a device reminder at the time of the direction and complete the task at the stated time independently in at least 4 of 5 opportunities, across 3 consecutive weekly summaries, as measured by opportunity-by-opportunity data collected two to three planned opportunities per week.
Group and recall a list of items using a chunking strategy
Chunking a list to recall it
By the annual IEP review date, given a spoken list of six items to remember for a classroom task (materials, steps, vocabulary words), the student will recall the items after grouping them aloud or on paper independently with at least 85% accuracy on list items recalled, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly, with 3 lists per probe.
High school working memory strategies 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:
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 17 goals here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 1 goal here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 7 goals here
Frequently asked questions
How do working memory strategies 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
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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.