Students with IEPs and 504 plans are entitled to accommodations that level the playing field during assessments. For a midterm essay exam, this might mean extended time, a separate testing space, use of assistive technology, or modified prompts. Your job is to provide the accommodations specified in the student's plan while still fairly assessing what they actually know.

The purpose of accommodations is not to make the test easier. It's to remove barriers that prevent students from demonstrating their actual knowledge. When implemented correctly, accommodations ensure a fair assessment.

Common Midterm Accommodations and How to Implement Them

Different students need different accommodations. Extended time is common, particularly for students with processing speed issues or anxiety. Separate testing space helps students who are easily distracted or who need to use assistive technology. Modified prompts or response options help students with language disabilities. Read-aloud or scribe services help students with visual disabilities or motor issues.

• If a student has extended time, provide it without comment. Don't make them feel like they're different; just give them the time. A quiet, separate space for testing also helps.
• If a student uses assistive technology like text-to-speech or speech-to-text, ensure they can use it on the midterm. These tools don't make the test easier; they make it possible.
• If a student's IEP specifies that they can respond in a different format—maybe an outline instead of a full essay, or a digital response instead of handwritten—honor that. You're still assessing the same content, just using a format that works for them.
• If a student has a significant language disability, a simplified prompt might be appropriate. You're testing their ability to construct an argument, not their ability to parse complex sentences.
• Communicate accommodations clearly to the student beforehand so they're not surprised on exam day. A student who knows they'll have extended time can plan how to use it.

Grading Essays With Accommodations

Grade a student's midterm essay using the same rubric you use for other students, unless the student's IEP specifically states that a modified rubric is needed. The accommodation was in how they took the test, not in what you're assessing. If the essay demonstrates strong argument and evidence, it deserves a strong score, regardless of whether extended time was used.

The exception is if a student's disability directly impacts a rubric category. For example, if a student with a motor disability uses a speech-to-text tool, the resulting essay might have unconventional punctuation or capitalization because the tool made errors. Judge mechanics on the student's actual control, not on the tool's limitations.

Documentation and Communication

Document that accommodations were provided. Note in your grade book or assessment file that the student took the exam with extended time, or in a separate space, or with a scribe. This documentation protects you if anyone questions the grade and ensures that the same accommodations are provided on future assessments.

Communicate results to the special education team. Let them know how the student performed on the midterm and whether the current accommodations seem adequate or whether adjustments might be needed. This collaboration ensures the student gets the support they need.