Students with IEPs and 504 plans can succeed with The Pigman, and their writing is often more insightful than teachers expect. The challenge is giving feedback that respects their accommodations while keeping expectations high. It takes planning, but it is well within reach. A few habits make a difference.

Start by reading the plan. Note the writing-related accommodations, such as extended time, speech-to-text, graphic organizers, or reduced length. Ask the case manager if anything is unclear. Then build those supports into the assignment from the start rather than adding them afterward.

Distinguish between the skill you are assessing and the barrier the accommodation removes. If the task is analysis, spelling or handwriting should not lower the score. Make sure your rubric reflects that separation. It helps you stay consistent and fair.

Keep the standard for thinking the same. Accommodations change how students show their work, not what quality of thinking you expect. Students notice when expectations quietly drop, and they usually resent it.

Feedback that works

Break feedback into small, concrete steps. Instead of a list of everything to fix, offer one next move and a model. Use clear language and avoid vague terms. Check in with the student to see whether the feedback made sense.

• Limit feedback to one or two priorities at a time.
• Provide a model paragraph that shows the next step.
• Use visual organizers to make structure easier to see.
• Offer options for how to respond, such as oral or typed.
• Confirm understanding with a short conversation.

Collaborating with case managers

Share your rubric and assignment early so case managers can prepare students. They may have strategies you have not tried. A brief email at the start of the unit prevents last-minute scrambles.

Report back on progress. If a student is thriving with a particular support, tell the team. If something is not working, raise it before the next assignment.

Documenting growth

Keep dated samples of student writing and your feedback. They show growth over time and support conversations at IEP meetings. Notes need not be long. A line or two per assignment is enough.

Celebrate progress with the student. Many have a history of hearing about what they cannot do. Naming what they can do matters, and it builds the confidence that better writing depends on.

Technology with care

Assistive tools and AI feedback platforms can help, but they should support the plan, not replace it. If you use a tool like GraideMind to generate feedback, review it to make sure the language is clear, encouraging, and appropriate for the student. Adjust as needed.

Be mindful of privacy. Follow your school's policies on student data whenever you use any external tool. When in doubt, check with your administrator before uploading student work.