Report Card Models That Support Communication and Differentiation of Instruction

Bradley D. F. Calvin M. B. (1998). Grading modified assignments: Equity or compromise? TEACHING Exceptional Children, 31(2), 24–29.

Brookhart S. M. (2004). Grading. Columbus, OH: Merrill/Prentice Hall.

Christiansen J. Vogel J. R. (1998). A decision model for grading students with disabilities. TEACHING Exceptional Children, 31(2), 30–35.

Hall E. W. Salmon S. J. (2003). Chocolate chip cookies and rubrics: Helping students understand rubrics in inclusive settings. TEACHING Exceptional Children, 35(4), 8–11.

Langford A. D. Cary L. G. (2000). Graduation requirements for students with disabilities: Legal and practice considerations. Remedial and Special Education, 21, 152–160.

Marzano R. J. (2000). Transforming classroom grading. Alexandria, VA: Association for Supervision and Curriculum Development.

Polloway E. A. Epstein M. H. Bursuck W. D. Roderique T. W. McConeghy J. Jayanthi M. (1994). Classroom grading: A national survey of policies. Remedial and Special Education, 15, 162–170.

Salend S. J. (2005). Creating inclusive classrooms: Effective and reflective practices for all students (5th ed.). Columbus, OH: Merrill/Prentice Hall.

Salend S. J. Duhaney L. M. Garrick (2002). Grading students in inclusive settings. TEACHING Exceptional Children, 34(3), 8–15.

Stough L. M. (2002). Teaching special education in Costa Rica: Using a learning strategy in an inclusive classroom. TEACHING Exceptional Children, 34(5), 34–39.

Tomlinson C. A. (2001). Grading for success. Educational Leadership, 58(6), 12–15.

Whittaker C. R. Salend S. J. Duhaney D. (2001). Creating instructional rubrics for inclusive classrooms. TEACHING Exceptional Children, 34(2), 8–13.