In most middle school classrooms, a single Harris and Me essay assignment is completed by students with very different needs. Some write fluently, others struggle with organization, and a few need accommodations specified in an IEP or 504 plan. Differentiation allows all of them to demonstrate understanding without lowering the standard for what counts as good analysis.

The first step is to identify what the assignment is really measuring. If the goal is to assess whether a student can support a claim with text evidence, then the format, length, and method of response can be flexible. A student who dictates ideas or uses a graphic organizer may demonstrate the same skill as one who types a five-paragraph essay.

Teachers should review accommodations before the unit begins, not after papers arrive. Extended time, speech-to-text, chunked directions, and reduced copying are common supports, and they work best when planned in advance. Early preparation also prevents last-minute confusion about what is permitted.

Scaffolds That Keep the Rigor

Good scaffolds help students access the task while still requiring them to think. A paragraph template with prompts for a claim, a quote, and an explanation reduces the organizational load without giving away the answer. As students improve, the template can gradually shrink.

• Provide a graphic organizer for planning claims and evidence before drafting
• Break the essay into smaller deliverables with separate due dates
• Offer a bank of key quotes from the novel for students to choose from
• Allow oral responses or recorded explanations for part of the assignment
• Use checklists so students can monitor their own progress

Grading Fairly

A single rubric can still be fair if it focuses on the intended skills and treats accommodations as part of the process. Avoid deducting points for factors the accommodation was designed to address, such as spelling for a student with a documented writing disability. Document how you applied the rubric so decisions are transparent and consistent.

Communicate with special education staff about progress and challenges. Their insight into how a student learns can guide your feedback and help you set realistic goals. Collaboration also ensures that grading decisions align with the student's plan.

Where Technology Fits

AI-assisted grading can help by giving every student detailed feedback tied to the same rubric, regardless of how the response was produced. GraideMind allows teachers to emphasize specific criteria, so a student's ideas are evaluated apart from mechanics when appropriate. The teacher can then add individual comments that reflect each student's goals.

Always review automated feedback for students with accommodations, since the tone and difficulty of comments matter. Overly long or complicated feedback can undermine the supports you have put in place. Simplifying the language keeps the focus on the next step.

Measuring Growth

Collect evidence over time to show how a student is progressing. A portfolio of drafts, organizers, and final pieces can illustrate growth more clearly than a single score. This record is also valuable during IEP meetings.

Celebrate specific improvements with the student, such as using a quote correctly for the first time. Recognizing small wins builds confidence and encourages continued effort. Over the course of a unit, these moments add up to meaningful progress.