South Middle School

Resources for Shared Learning

Allington, R. (2009). What really matters in response to intervention: research-based designs, Boston, MA: Pearson Education, Inc.

Boushey, G., & Moser, J. (2009). The CAFÉ book: engaging all students in deaily literacy assessment and instruction, Portland, Maine: Stenhouse Publishers.

Buhle, R., & Blachowicz, C. (2008/2009). The assessment double play. Educational Leadership, 66, 4: 42-46.

Cash, R. (2011).  Advancing differentiation.  Thinking and learning for the 21st century. Minneapolis, MN: Free Spirit Publishing Inc.

Chappuis, S., & Chappuis, J. (2007/2008).  The best value in formative assessment. Educational Leadership, 65, 4: 14-19.

Clymer, J.,  & William, D. (2006/2007). Improving the way we grade science.  Educational Leadership, 64(4): 36-42.

Daniels, H., & Zemelman, S. (2004). Subjects matter: Every teacher’s guide to content-area reading. Porsmouth, NH: Heinemann.

Danielson, C. (2007). Enhancing professional practice: A framework for teaching, second edition. Alexandria, VA: Association for Supervision and Curriculum Development.

Delissio, E. (2010). Teaming up to lead instruction. ASCD Education Update, 52(12): 1-2, 6.

DuFour, R., DuFour, R., Eaker, R., & Many, T. (2006). Learning by doing: A handbook for professional learning communities at work. Bloomington, IN: Solution Tree.

Guskey, T., & Bailey, J. (2010). Developing standards-based report cards. Thousdand Oaks, CA: Corwin Press.

Guskey, T. R. (2009). Practical solutions for serious problems in standards-based grading, Thousand Oaks, CA: Corwin Press.

Heritage, M. (2007). Formative assessment: What do teachers need to know and do? Phi Delta Kappan, 89, 2: 140-145.

Marzano, R. (2010). Formative assessment and standards-based grading. Bloomington, IN: Marzano Research Laboratory.

Morgan, G. (2006). The workshop model: Making it central in the classroom and schoolwide. Fieldwork: Notes from expeditionary learning classrooms, 1-2, 10.

O’Connor, K. (2009). How to grade for learning k-12, third edition, Thousand Oaks, CA: Corwin Press.

Reeves, D. (2009).  Assessing educational leaders: Evaluating performance for improved individual and organizational results, second edition, Thousand Oaks, CA: Corwin Press.

Selby, D., and S. Murphy. (1992).  Graded or Degraded:  Perceptions of Letter-Grading for Mainstreamed Learning-Disabled Students.  British Columbia Journal of Special Education 16, 1:  92-104.

Scriffiny, P. (2008). Seven reasons for standards based grading. Educational Leadership, 66, 2: 70-74.

Stiggins, R., & DuFour, R. (2009). Maximizing the power of formative assessments. Phi Delta Kappan, 90, 9: 640-644.

Tomlinson, C. (2010). Leading and managing a differentiated classroom. Alexandria, VA: Association of Curriculum and Supervision Development.

Wilhelm, T. (2010). Fostering shared leadership. Leadership Magazine, 40, 2: 22-24, 34-38.

Wormeli, R., (2006). Fair isn’t always equal: Assessing and grading in the differentiated classroom. Westerville, OH: National Middle School Association.

***Zemelman, S., Daniels, H., & Hyde, A. (2005). Best practice: Today’s standards for teaching and learning in america’s schools, third edition, : Heinemann.

560 Southeast University Avenue
Waukee, Iowa 50263
Phone 515.987.5161
Fax 515.987.2701