Working Memory Strategies IEP goals for middle school (grades 6 to 8)
27 of the working memory strategies templates in the library are written for middle school (grades 6 to 8). Each opens in the builder, where the grade band is a starting point and the baseline comes from your own assessment.
27 templates · 1 skill · 6–8 · 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.
Copy from the board without omitting words
Copying from the board in chunks
By the annual IEP review date, when copying two sentences from the board during a lesson, the student will copy the text with every word present and in order independently with at least 95% accuracy on words copied correctly, across 3 consecutive weekly probes, as measured by work-sample analysis collected 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.
Middle school working memory strategies goals account for multiple teachers, changing classes, and more independent work. They often pair the skill with a strategy or tool, and the data can be collected across settings by different staff or by the student.
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 18 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 8 goals here
Frequently asked questions
How are working memory strategies goals measured across several middle school classes?
By defining the task and the observation period so any teacher can use the same sheet, or by work samples collected from more than one class. Student self-monitoring with a weekly check is common.
Should middle school goals include study skills?
When assessment shows that organization, planning, or test preparation limits the student's progress, yes. Those goals are measured with task-analysis checklists and percent of assignments completed.
When does transition planning start?
The IEP in effect when the student turns 16 must include postsecondary goals and transition services, and many states start at 14. Middle school goals can build the self-advocacy and independence those plans rely on.
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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.