Students with individualized education programs bring a wide range of strengths and needs to a novel unit, and the grading process should reflect that. Slam is a good fit for many of them because its short chapters and engaging narrator make it easier to follow. When it comes time to write about the book, however, they may need accommodations that affect how the essay is structured, assessed, and returned. The goal is to measure the same learning standards without unnecessary barriers.

Begin by reviewing each student's IEP to see which accommodations apply to writing. These might include extended time, access to a graphic organizer, the option to dictate responses, or a reduced number of required paragraphs. Applying them consistently is both a legal requirement and a matter of fairness. Coordinating with the special education teacher can also help you understand what works for each student.

Accommodations should change how a student demonstrates learning, not what the standard is. A student who dictates their essay should still be expected to make a claim, support it with evidence, and explain their reasoning. A student who writes a shorter essay should still show those skills in a more compact form. Keeping the standard consistent while adjusting the format maintains academic integrity.

Making Feedback Manageable

Long lists of corrections can overwhelm students who struggle with writing or attention. A better approach is to choose one or two priorities for each essay and describe them clearly. For example, you might focus on adding an explanation after each quote and leave other issues for later drafts. Concrete next steps are far more helpful than general comments.

• Limit feedback to one or two priorities per essay
• Use plain language and avoid abstract terms without examples
• Provide a model sentence showing what the revision could look like
• Offer feedback in a format the student can access, such as audio or large print
• Celebrate specific strengths before introducing a next step

Adjusting the Rubric Without Lowering Expectations

Some teachers create a modified version of the rubric for students with IEPs, simplifying the language or breaking criteria into smaller steps. This can make expectations clearer without reducing rigor. For a Slam essay, you might split the evidence row into two parts, finding a quote and explaining it, so the student can see their progress on each. Always ensure that the modified rubric still aligns with the same learning goals.

Involving students in understanding their rubric builds independence. Walk through it together before writing begins, asking them to explain each criterion in their own words. Students who understand what is expected are better prepared to meet it. This practice benefits all learners but is especially valuable for those who need extra support.

Using Tools to Support, Not Replace, Your Judgment

An AI grading tool can help produce timely, structured feedback, which is useful when you are juggling accommodations across many students. You can configure the rubric to match the adjusted criteria and review the comments to make sure they are appropriately worded. Fast turnaround is especially valuable because students with learning differences often benefit from feedback while the work is fresh in their minds. The human review step keeps the feedback accurate and respectful.

Remember that privacy matters when working with student information. Follow your school's policies on sharing data with any tool, and avoid including sensitive details about a student's disability in the essay text or feedback. Thoughtful use of technology can reduce your workload while keeping students at the center. The aim is a Slam unit where every student can show what they know.