The outline provided to her was not an unreasonable start, in terms of some idea generation, but provides very little in the way of structural/organizational scaffolding. The details of her memoir are not actually all that bad for this grade level. It's really the organization and sequencing that is a bit lacking. I would look for graphic organizers that depict the structure of a paragraph or set of paragraphs. Using her existing story:
topic/introductory sentence
beginning--with subordinate fields for a detail, such as those represented by the existing fields provided by the teacher
middle/action--might include the unexpected twist
ending--how the action was resolved
concluding sentence
Each of the main sections of the body should have subordinate fields for sensory details, dialogue, etc.
Here are a few examples:
http://www.scholastic.com/teachers/top-teaching/2014/03/graphic-organizers-personal-narrativesGiven the sequencing weaknesses, I would lean toward organizers that include time and sequence cue words in them.
On retrieval: the behavior you describe with finding states on a map is exactly illustrative of retrieval weaknesses. Characteristically, those with retrieval challenges have a difficult time pulling facts or ideas out of their heads efficiently, but can be quite facile with recognizing the same points. Multiple choice tests (such as much of group standardized testing) can be quite suitable for them (or conversely, mask their deficits), because it's all recognition. Open response, especially extended writing, is their enemy. Your approach to trying to give her visual associations is conceptually the correct approach. She needs meaningful hooks to fish learning out of long-term memory when she wants it. She may do better if there is more meaningful context attached to the states and their capitals, such as (summarizing this from wikipedia) "Trenton, NJ is named after William Trent, who was a wealthy merchant. He had a big property in central New Jersey with a village around it, that came to be known as Trent-town." For people with retrieval problems, rote learning is not their friend. Not enough, or vivid enough, hooks.
Slow processing speed is a symptom. The cause may be retrieval inefficiencies, or it may be something else. In her case, her profile looks more like a retrieval profile. The Rey-Osterreith is a good quick assessment for that, and the WRAML-2 is a good more in-depth measure.
