Consider this scenario. A student's work show great deficits in what they are able to do versus what they should be able to do. It seems these differences stem more from attention/behavior issues than actual ability. Regardless, the student has been passed on from grade to grade and is now writing about probably a second grade level. The class is working on an essay. Writing really frustrates this student and getting the student to complete the outline - just the outline - has been like pulling teeth. Finally, the outline (really, more like a rough draft) is mostly complete, after coming in for additional help at recess multiple days, but the work is rather poor. Spelling and grammar are not good. Although the paper follows the prompt requirements at a very basic level, generally it's not well written. Moving on to the next stage of writing, what's the best thing to do here? Have the student edit on their own before the final draft? Edit for them? I'm concerned because the student is trying, kind of, but if I grade it according to the rubric it would definitely still be a failing essay. This student is proud right now of their paper because it took such extreme perseverance (even if it was not an option) to get it completed. I think a failing grade would crush the student and make them feel that their efforts were worthless. I also don't want to falsely give the student a passing grade and make it look like the student has acquired skills that they do not have. How much is it possible to modify without an IEP? What type of interventions might I document for a situation like this, since the child clearly needs to be referred for more support?