District Policies

 

 
 
 
 
District Investments- Policy 5220
  
 
 
Homework Taskforce Recommendations for Grades K-6  
 
 
 
   
   

Family Educational Rights and Privacy Act

FERPA provides the following rights to parents of students enrolled in district schools (these rights transfer from the parent to the student once he/she turns 18 or is attending college):
1. You may inspect and review your child's education records, by contacting the school principal, who will arrange for you to inspect them within 45 days. You may obtain a copy of any record by giving the principal a reqest that specifically identifies the record you want copied. The copies will be made within a reasonable time after your request is received; you may be charged .25 cents per page for the copies.

2. You may seek amendment of your child's records if you believe they are inaccurate or in violation of the student's privacy or other rights, by contacting the district records access officer. You should tell the officer what specific portions of your child's records you believe are inaccurate, misleading or a violation of privacy rights, and how you want them amended. If the officer determines that the record should not be amended, you have the right to a hearing to review that determination; the process for requesting a hearing will be explained to you at the time of the officer's determination.

3. The district cannot generally disclose personally identifiable information contained in your child's records to anyone outside the district without your consent. The district will disclose your child's records to school officials only if they are providing educational services to your child, or otherwise need access to the information in those records in order to perform the work of the district. School officials include: administrators, teachers, and support staff employed by the district; Board of Education members; a parent or student serving on a district body such as the Committee on Special Education or the Student Senate; or any individual or company such as a law firm, medical consultant or specialist which contracts to provide services to the district or its students. The district will forward your child's records to other educational agencies or institutions, including other school districts, in which your child seeks or intends to enroll, or from which your child is receiving services, upon the request of the agency or institution. You may request a copy of any record which has been sent to such an agency or institution, and you may seek amendment of any such record as described in Section 2 of this Notice.

4. If you believe the school district has not complied fully with FERPA or its regulations, you may file a complaint with the Family Policy Compliance Office, U.S. Department of Education, Washington D.C., 20202-4605. Procedures for filing this complaint can be obtained from the Records Access Officer.

5. You have the right to object to release of information concerning your child to military recruiters or institutions of higher education. Federal Law requires the district to give the name, address and telephone number of each high school student to these organziations on request. If you object to this, you should inform the Records Access Officer, in writing, on or before September 1 in any school year. If your objection is received after Sept. 1, it will become effective the next time, thereafter, the district compiles the information for that purpose.

 

The No Child Left Behind (NCLB) Act

Parent Involvement Policies for Schools and School Districts

The NO CHILD LEFT BEHIND (NCLB) ACT of 2001 is a federal law to improve education for all children. It holds schools responsible for results, gives parents greater choices, and promotes teaching methods that work. This fact sheet will point out a part of the law that is important for parents to know.

Your child's school and district have a plan for involving you.

Title I, which is part of the NCLB law, is the largest federal elementary and secondary education program. Title I funds help educators improve teaching and learning in economically disadvantaged communities. Because parents are so important for children's success, Title I schools and school districts must have a plan that makes parents partners in their children's education. This written plan, called a parent involvement policy, is required at the district and school level. Title I charter schools must also have a parent involvement policy.

What's in a Parent Involvement Policy?

A parent involvement policy tells you how the school will work with you and other parents to help all the students in the school meet high academic standards. It tells you-

  • what your rights and responsibilities are as a parent;
  • what schools and parents are each supposed to do to help students achieve (a school-parent compact);
  • when the annual Title I and other parent meetings will be held;
  • how the school will communicate with you and other parents;
  • what learning goals students are expected to meet;
  • how student progress is measured;
  • how parents will be included in the review, update, and evaluation of the policy;
  • what materials and training are available to help you work with your child;
  • what resources, such as transportation and child care, may be available so you can participate in school events;
  • how teachers and parents can learn from each other;
  • how you can learn about other programs for your family, such as family literacy and early childhood programs; and
  • how the New York Parent Information and Resource Centers can help you.

Schools must, to the extent practicable, give parents information that they can understand, even if parents speak languages other than English or have difficulty reading.

Your involvement can make a difference in your child's school.

  • Ask your child's school principal for a copy of the district and school parent involvement policy.
  • Ask as many questions as you need to understand the school's parent involvement policy. You can ask the school principal, the Title I director in the school or district office, the district superintendent, school board members, parent leaders, and other parents.
  • As a parent, you can help write or update your school or district's parent involvement policy.

This is one of a series of NY parent information sheets about the federal education law No Child Left Behind. Section 1118 of No Child Left Behind covers parent involvement policies. For more ".Facts," ask your principal or email the NY State Education Department at nclbnys@mail.nysed.gov or go to the web site at http://www.emsc.nysed.gov/deputy/nclb/nclbhome.htm
The federal No Child Left Behind web site has a page especially designed for parents at http://www.ed.gov/parents/landing.jhtml?src=fp


Disclosure of Information to Military Recruiters


Pursuant to the federal No Child Left Behind Act, the school district must disclose to military recruiters and institutions of higher learning, upon request, the names, addresses and telephone numbers of our high school students. Parents have the right to request in writing to their child's principal that the district not release this information if it is requested.

District Investments-Policy 5220

Whenever the District has funds (including operating funds, reserve funds and proceeds of obligations) that exceed those necessary to meet current expenses, the Board of Education shall authorize the School Business Official to invest such funds in accordance with all applicable laws and regulations and in conformity with the guidelines established by this policy.

Objectives

The objectives of this investment policy are four-fold:

a) Investments shall be made in a manner so as to safeguard the funds of the School District; and
b) Bank deposits shall be made in a manner so as to safeguard the funds of the School District.
c) Investments shall be sufficiently liquid so as to allow funds to be available as needed to meet the obligations of the School district.
d) Funds shall be invested in such a way as to earn the maximum yield possible given the first three (3) investment objectives.

Authorization

The authority to deposit and invest funds i8s delegated to the School Business Official. These functions shall be performed in accordance with the applicable sections of the General Municipal Law and the Local Finance Law of the State of New York.

The School Business Official may invest funds in the following eligible investments:

a) Obligations of the State of New York.
b) Obligations of the United States Government, or any obligations for which principal and interest are fully guaranteed by the United States government.
c) Time Deposit Accounts placed in a commercial bank authorized to do business in the State of New York, providing the account is collateralized as required by law. [Banking Law Section 237(2) prohibits a savings bank from accepting a deposit from a local government. This also applies to savings and loan associations.]
d) Transaction accounts (demand deposits) both interest bearing and non-interest bearing that do not require notice of withdrawal placed in a commercial bank authorized to do business in the State of New York, providing the account is collateralized as required by law.
e) Certificates of Deposits placed in a commercial bank authorized to do business in the State of New York providing the Certificates are collateralized as required by law.
f) Securities purchased pursuant to a Repurchase Agreement whereby one party purchases securities from a second party and the second party agrees to repurchase those same securities on a specific future date at an agreed rate of return (the interest rate).

Implementation

Using the policy as a framework, regulations and procedures shall be developed which reflect:

a) A list of authorized investments;
b) Procedures including a signed agreement to insure the School District’s financial interest in investments;
c) Standards for written agreements consistent with legal requirements;
d) Procedures for the monitoring, control, deposit and retention of investments and collateral which shall be done at least once a month;
e) Standards for security agreements and custodial agreements consistent with legal requirements;
f) Procedures for the monitoring, control, deposit and retention of investments and collateral which shall be done at least once a month;
g) Standards for security agreements and custodial agreements consistent with legal requirements;
h) Standards for diversification of investments including diversification as to type of investments, and firms and banks with whom the School district transacts business; and
i) Standards for qualification of investment agents which transact business with the School District including, at minimum, the Annual Report of the Trading Partner.

This policy shall be reviewed and re-adopted at least annually or whenever new investment legislation becomes law, as staff capabilities change, or whenever external or internal issues warrant modification.

General Municipal Law Section 39
Education Law Sections 1604-a and 1723(a)
Local Finance Law Section 165

 

Academic Recognition Programs-Policy 7430

Academic Recognition Programs

The development of student intellectual ability, desirable traits of character and qualities of leadership are all achievements the school system desires to encourage and foster. In recognition of outstanding student achievement far in excess of the minimum requirements, the Board of Education supports academic recognition programs. These programs may include honor rolls, honor societies and special awards.

The Board shall encourage the certified staff to develop criteria and procedures for these recognition programs. In all cases, the relationship between the honor and the relevant goal of the school shall be made explicitly clear.

Honor Rolls

The Board of Education has authorized two (2) honor rolls at WAJ. To be eligible for the High Honor Roll, a student is to have an average between 90% and 100%.

Contests for Students

Distribution of educational material, essay contests, and poster contests must be approved in advance by the Assistant Superintendent if the sponsoring organization wishes to involve students in the project on school time. Samples of informational material should accompany the request. Upon the judgment of the Assistant Superintendent, the request may be forwarded to the Superintendent and the board of Education for approval.

Student Awards and Scholarships, Valedictorian and Salutatorian

The Board of Education mandates that all students regardless of race, color, creed, sex, sexual orientation, national origin, religion, age, economic status, marital status or disability shall be eligible for all awards and scholarships given or disseminated by the school district.

Eligible candidates for academic or other achievement awards will be selected on the basis of academic achievement, school citizenship, and/or co-curricular performance, as applicable to the type of award being given. Recipients of academic awards shall be selected by the Assistant Superintendent from a list of eligible candidates prepared in consultation with appropriate school staff. The exceptions shall be for Valedictorian and Salutatorian. The Valedictorian shall be the senior who has attended WAJ his/her Junior and Senior years with the highest cumulative average from Grade 9 through the 3rd quarter of the marking period in Grade 12, and the Salutatorian shall be the senior who has attended WAJ his/her Junior and Senior years with the 2nd highest cumulative average from Grade 9 through the 3rd quarter marking period in Grade 12. The averages will be computed using Regents, Honors and Advanced Placement grades and Regents Exams scores with students having to have a minimum of five courses a year with the above designations to qualify. The exception will be in the 12th grade when the minimum will be four.

Scholarships to high school graduates will be awarded on the basis of the student’s academic achievement, his/her potential for success at an institution of education without the scholarship. The Scholarship Committee, appointed by the Board of Education, shall select the recipient(s) of scholarship(s) awarded by the district from a list furnished by the Assistant Superintendent after consultation with appropriate school staff.

The School District may obtain and award its students awards and scholarships. The Board of Education, having been entrusted by law, will hold in trust gifts, grants, bequests and legacies given or bequeathed to the Windham-Ashland-Jewett Central School District and shall apply the same and/or their interest and proceeds according to the instruction of the donors and according to the procedures established by the administration.

Awards and/or scholarships that are to be continued annually and are awards or scholarships of fifty dollars ($50) or more, may, at the request of the donating person or organization, be deposited in the School’s Trust and Agency Fund. Prior to the establishment of such an account, it will be necessary for the donating person or organization to define the criteria for the selection of the recipient.

National Honor Society

Membership in the WAJERIAN chapter of the National Honor Society is available to students who are outstanding in scholarship, service, leadership and character. If in the judgment of the faculty a student possesses these characteristics, he/she may be inducted into the Society. A student, once a member, may be dismissed if the high standards of membership are not maintained.

Excellence In Tenure Policy - Policy 6213.2

INTRODUCTION: It is the policy of the Windham-Ashland-Jewett Board of Education that to be granted tenure, teachers must have either demonstrated excellence or have shown the clear potential and movement toward excellence during their pre-tenure period. Toward that end, the following benchmarks of expectation for the pre-tenure teacher, and activities indicative of excellence for each benchmark, shall be established:

BENCHMARK 1: PROFESSIONAL GROWTH

It is the responsibility of teachers to reflect on and assess their development as professionals. While workshops and conferences contribute to professional growth, these experiences must be translated to the classroom and the benefits realized. Effective new approaches should be shared with colleagues. Activities indicative of excellence in professional growth include:

Seeks to broaden one’s repertoire of instructional approaches, implements those approaches in the classroom, shares those approaches with colleagues, and provides support during any subsequent implementation in other classrooms.
Identifies goals for professional growth, with timetables for attainment of specific goals. Systematically and regularly reflects on plans for professional growth.
Provides educational leadership by asking questions, framing problems, developing strategies, and seeking solutions.
Consistently exhibits through their actions that they feel a professional obligation to stay current in their field of education and to always strive to improve both their teaching and the educational program of the District.

BENCHMARK II: INSTRUCTIONAL PROGRAM

It is the responsibility of the teacher to establish high performance standards for individual students and to seek and use practices that maximize the long-term knowledge gained by each student while fostering their enthusiasm for learning. Activities indicative of excellence in instructional program include:

a) Consistently provides meaningful and relevant lessons to engage students. Focuses students on essential questions, concepts, and skills for both breadth and depth of learning, and is adaptable with their educational program to take advantage of student interest and/or focus on subject matter requiring additional instruction. Uses instructional strategies that consistently provide each student with opportunities to develop critical thinking and collaboration skills, see the connections of each subject matter to other academic subjects and the “real world” of the student, and foster their creativity.
The teacher’s efforts consistently seek to instill a general enthusiasm for learning in their students.
Consistently involves all students in achieving and maintaining high performance standards. Uses a variety of assessment strategies to provide evidence of achievement for all students.
Recognizes the importance of communicating and working with parents and other district personnel. Develops partnerships with parents in an effort to integrate the needs of parents and students in prioritizing curriculum goals, objectives, and assessment strategies. Initiates opportunities with pupil-service personnel and support staff to better meet the needs of students, and is flexible in developing schedules for meeting those needs.
Maintains a thorough depth of knowledge in the subject matter that they teach, and continually updates their curriculum with current information.
Maintains a proficiency in using and integrating technology within the curriculum, lesson plans and in student learning.
Genuinely cares about the well being of each and every student, and is consistently pro-active in helping solve individual student issues.

BENCHMARK III: PROFESSIONALISM

It is the responsibility of teachers to be positive role models and to communicate effectively. It is also the responsibility of teachers to conduct themselves in a highly ethical manner, and to display the highest standards of personal and professional conduct. Teachers impact students in a variety of ways: the way in which teachers conduct themselves in school affects the students with whom they interact. Communication takes place when the educator gathers, processes, and relays information effectively through reading, writing, active listening, as well as verbal and non-verbal expressions. Activities indicative of excellence in professionalism:

Consistently conforms to accepted professional standards of conduct as well as consistently demonstrates respect for self and others.
Extensively utilizes collaborative skills to build positive relationships with parents, staff, students, and community members. Maximizes efforts in seeking new ideas and suggestions to build those relationships.
Extensively participates in programs and events that extend beyond the classroom. Consistently supports and reinforces established policies and decisions. Consistently completes routine responsibilities in a through and timely manner.
Exhibits the highest standard of ethical decision-making and behavior, with a positive attitude toward organizational and professional goal attainment and an observable love of children and the profession.
Continually self-evaluates performance, with an ability to investigate and incorporate best practices for the benefit of student learning and collegial support.

BENCHMARK IV: LEARNING CLIMATE

It is the responsibility of a new teacher to establish a classroom environment that makes it possible for each student to realize his or her full learning potential. This will be achieved through the use of effective classroom management skills to create interactive and supportive relationships that engage students as active learners. Activities indicative of an excellent learning climate:

Extensively demonstrates and promotes respect for all individuals.
Continually demonstrates a sense of fairness, positive rapport, and accommodation of student social and emotional needs. Encourages others to display these same characteristics.
Maximizes efforts to establish and maintain a safe and creative environment. Maximum use of instructional time is evident. Develops and fully utilizes an ability to motivate students by creating an enthusiasm for learning.

Effective July 1, 2007

 

Academic Eligibility Policy

Academic Monitoring and Eligibility Procedure for Grades 7-12

WAJ Mission Statement

Windham-Ashland-Jewett Central School will provide the resources and environment that maximize the opportunity for each and every student to reach his or her academic, creative, and athletic potential.

In the spirit of our mission statement, and keeping with our efforts to provide what is best for our students in a manner that encourages accountability on all levels, the following Academic Monitoring and Eligibility Procedure will be in effect for the 2006-2007 school year.

The focus of this plan is that teachers, coaches and advisors will work together to assist students to be successful. Teachers do this by monitoring student progress and arranging to keep them during activity period as necessary to remediate their shortcomings in individual classes. Coaches/advisors do this by being aware of their participants’ classroom situations and using that information to encourage better performance. By modifying the level of student participation as appropriate and working with students to encourage improvement, proper motivation is more likely to be inspired.

With this in mind, the Academic Monitoring and Eligibility Procedure will have two phases:

Phase 1: Academic Probation:

  • At the close of each school week (usually Friday), all 7-12 classroom teachers will provide a list of students who are not working up to potential and/or failing their class to Jim Adair, the Athletic Director, Donna LeRoy, the 7-12 Guidance Counselor, and John Gratto, the Assistant Superintendent.
  • Jim Adair will provide the list to coaches.

3. Donna LeRoy will (1) inform the affected students that they must receive extra help and attend athletic study hall (2) provide the list to any advisor who has students on the list and (3) issue a list of the affected students to the Athletic Study hall monitors. A form will be developed by Donna LeRoy for this purpose.

4. Teachers will, as is already the practice, make arrangements to keep students who are failing or in danger of failing, during activity period a minimum of one day a week. For purposes of Academic Monitoring, a grade of Incomplete is considered the same as a failing grade.

  • Athletes who receive any failing grade will be required to attend Athletic Study hall every afternoon that they are not staying for extra help with a teacher. Students must first check in at the Athletic Study Hall before going to a teacher for extra help. The Athletic Study Hall Monitors will give a daily attendance list to the athletic director.
  • Coaches will (1) ensure that team members are attending after-school help sessions and/or attending athletic study hall (2) limit playing time or “bench” students as appropriate, until the Friday information shows that the student is passing all classes.

While on this period of Academic Probation,students will be able to practice and play with a team and attend after-school activities.

7. Advisors will limit or suspend participation in club or class activities as appropriate as well. At this level of involvement, no student will be barred from practice or dismissed from a club, team, or activity.

8. Throughout this process, abundant communication between classroom teachers and coaches/advisors will be necessary. Teachers are encouraged to communicate directly with coaches and advisors regarding students’ efforts. Coaches are to exhort students to pass and explain to students and their parents that playing time will be limited if the student is not passing.

Phase 2: Academic Ineligibility:

Students who are (a) failing two or more subjects on any Friday during the marking period will be rendered ineligible for two weeks.

Students who have failed even one course for more than two consecutive weeks after a marking period closes, will be rendered ineligible for two weeks.

A student may also become ineligible if the student: (1) has severe or consistent disciplinary infractions, (2) does not attend or participate in after-school help sessions with teachers, (3) does not attend or study at the Athletic Study Hall, or (4) continues to fail courses despite receiving extra help and attending athletic study hall.

Each week, a list of probationary and ineligible students will be e-mailed to all teachers. A committee (teachers, coaches, advisors, Donna LeRoy, Dr. Gratto, etc.) may be convened, at the request of a coach/advisor or teacher, to determine any particular student’s possible needs and possibly recommending a revision of his or her eligibility status. The final decision will be Dr. Gratto’s.

During the ineligibility period, the student must attend after-school help (at a mutually agreed time with teachers) in each failing and/or incomplete subject for a minimum of one day a week for two weeks and attend athletic study hall when not receiving extra help from a teacher.

If a student is deemed ineligible at any point, the student will be informed and a letter will be sent home clearly stating the duration and reason for the ineligibility.


Homework Taskforce Recommendations for Grades K-6
2/5/07

The Purpose of Homework

• To assess skills
• To review and practice skills taught in class
• To develop independent study, organizational and time management skills
• To extend classroom work. The students must have skills and resources to complete extension activities.
• To provide them with readiness activities for new learning
Responsibilities of the School
• To communicate District Homework Guidelines to teachers, students, and parents
• To review Homework Guidelines on a regular basis
• To enforce Homework Guidelines consistently

Responsibilities of the Teacher

• To communicate Homework expectations early in the year to parents and students
• To create assignments with a purpose
• To make sure students understand the purpose of the assignment
• To assign an appropriate amount of homework (see page 4)
• To consider time for gathering supplies and organizing materials when calculating how long it will take students to complete homework
• To coordinate homework with other teachers in order to ensure an appropriate amount of homework
• To assign homework that is varied, meaningful, and related to classroom work
• To adjust homework assignments for students with special needs
• To match assignments to skills, interests, and needs of students
• To contact parents when there is a pattern of incomplete homework assignments
• To ensure that students who are absent have assignments and understand how to complete them (see page 4 re: homework during extended absences)
• To ensure that students have the necessary resources and skills needed to complete assignments
• To refrain from placing parents/caregivers in a teaching position
• To provide time for support if necessary for specific skills
• To provide sufficient time for project completion
• To refrain from scheduling exams or project due dates on the day following a vacation
• To refrain from assigning homework on the days of Band/Choral Concerts or Open House
• Evenings prior to Standardized Assessments
• To evaluate assignments and provide constructive feedback as soon as possible
• To collect evidence about the effect of homework on student learning

Responsibilities of Students

• To record assignments and due dates
• To take initiative
• To seek immediate help if assignment is not understood
• To plan time for homework including time to study and a plan to complete long term assignments
• To complete homework independently
• To demonstrate effort
• To complete assignments missed as a result of absence or tardiness
• To remain in school during the activity period if recommended

Responsibilities of Parents

• To provide a suitable, quiet, well lit location and necessary materials for homework completion
• To establish a consistent family routine that provides time for homework
• To assist students in planning completion of short term and long term assignments
• To refrain from completing homework for the student
• To communicate with teachers when student is demonstrating difficulty
With assignments
• To communicate with teachers when student is not able to complete assignments within the established time guideline (see page 3)
• To encourage students to communicate with teachers
• To allow students to remain in school during the activity period for support if recommended
• To reinforce the relevancy of learning
• To provide basic school supplies
• To reinforce the relevancy and importance of learning

Possible Consequences for Incomplete Homework

• Teacher will communicate with parents
• Homework may be modified if necessary
• Students may remain inside for recess (Grades 2-3)
• Homework Club may be required for students (Grades 4-6)
• Implementation of an Individualized Behavior Plan
• Grades will be affected.
Incentives for Completed Homework

• Use extrinsic rewards sparingly. If extrinsic motivators are to be used, they are most effective when rewards are closely related to the task accomplished. Also, rewards should only be given when they are clearly deserved. Giving a prize for minimally successful work sends the message that minimum effort is acceptable, and the reward then becomes meaningless (Brooks et al., 1998).
• Ensure that classroom expectations for performance and behavior are clear and consistent (Skinner & Belmont, 1991). Help students understand the criteria for individual assignments by giving them examples of high-, average-, and low-level work and then providing an opportunity to discuss how each piece was evaluated (Strong et al., 1995).
• Make students feel welcome and supported (Lumsden, 1994). Elementary school students in particular need to feel that teachers are involved in their lives. Take time to get to know students, talk to them individually, and "express enjoyment in interactions” (Skinner and Belmont, 1991).
• [Respond positively to student questions, and praise students verbally for work well done ( Dev, 1997).
• Work to build quality relationships with students, especially those considered to be at-risk and without other positive adult interaction; this is a critical factor of student engagement that allows children to foster a sense of connection with school (McCombs & Pope, 1994).
• Break large tasks into a series of smaller goals (Lumsden, 1994). Doing so prevents students from becoming overwhelmed and discouraged by lengthy projects.
• Promote mastery learning (Anderman & Midgley, 1998). "When a student completes an assignment that does not meet the expected criteria, give her or him one or more opportunities to tackle the task again, with guidelines on how to achieve the desired result" (Dev, 1997, p. 17).
• Evaluate student work as soon as possible after project completion, and be sure that feedback is clear and constructive (Strong et al., 1995).
• Evaluate students based on the task, not in comparison to other students (Anderman & Midgley, 1998; Dev, 1997; Lumsden, 1994).*
Recommended Time Per Night
“The first step in maximizing the effectiveness of homework is determining the appropriate amount of work to assign. More time, the research tells us, doesn't necessarily lead to higher achievement (Black, 1996; Corno, 1996; Paulu, 1998 )
Grades 1-3: an average of 20 minutes per night, not to exceed 30 minutes
Grades 4-6: an average of 20-40 minutes per night, not to exceed 60 minutes

Homework during an extended absence: If a student misses school for an extended period of time, teachers may provide assignments for up to five days or an alternate homework plan. Upon return from an extended absence, the teacher will provide students with a compilation of the work missed if feasible.

Homework Taskforce Recommendations For 7-12
2/7/07

The Purpose of Homework

• To assess skills
• To review and practice skills taught in class
• To develop independent study, organizational and time management skills
• To extend classroom work. The students must have skills and resources to complete extension activities.
• To provide them with readiness activities for new learning
Responsibilities of the School

• To communicate District Homework Guidelines to teachers, students, and parents
• To review Homework Guidelines on a regular basis
• To enforce Homework Guidelines consistently

Responsibilities of the Teacher

• To communicate Homework expectations early in the year to parents and students
• To create assignments with a purpose
• To make sure students understand the purpose of the assignment
• To assign an appropriate amount of homework (see page 4)
• To consider time for gathering supplies and organizing materials when calculating how long it will take students to complete homework
• To coordinate homework with other teachers in order to ensure an appropriate amount of homework
• To assign homework that is varied, meaningful, and related to classroom work
• To adjust homework assignments for students with special needs
• To match assignments to skills, interests, and needs of students
• To contact parents when there is a pattern of incomplete homework assignments
• To be available to inform a student, who has been absent, of the assignments he/she has missed
• To ensure that students have the necessary resources and skills needed to complete assignments
• To refrain from placing parents/caregivers in a teaching position
• To provide time for support during activity period if necessary for specific skills
• To provide sufficient time for project completion
• To refrain from scheduling exams or project due dates on the day following a vacation

• To refrain from assigning homework on the following days:
o Band/Choral Concerts
o Open House
• Evenings prior to Standardized Assessments
• To evaluate assignments and provide constructive feedback as soon as possible
• To collect evidence about the effect of homework on student learning

Responsibilities of Students

• To record assignments and due dates
• To take initiative
• To ask questions on the following day about difficult and/or confusing items
• To seek immediate help if assignment is not understood
• To plan time for homework including time to study and a plan to complete long term assignments
• To complete homework independently
• To demonstrate effort
• To complete assignments missed as a result of absence or tardiness
• To remain in school during the activity period if recommended

Responsibilities of Parents

• To provide a suitable, quiet, well lit location and necessary materials for homework completion
• To establish a consistent family routine that provides time for homework
• To assist students in planning completion of short term and long term assignments
• To refrain from completing homework for the student
• To communicate with teachers when student is demonstrating difficulty
With assignments
• To communicate with teachers when student is not able to complete assignments within the established time guideline (see page 3)
• To encourage students to communicate with teachers
• To allow students to remain in school during the activity period for support if recommended
• To reinforce the relevancy of learning
• To provide basic school supplies
• To reinforce the relevancy and importance of learning

Possible Consequences for Incomplete Homework

• Teacher will communicate with parents
• Homework may be modified if necessary
• Remaining for activity period may be required
• Grades will be affected
• Not prepared for exams
Incentives for Completed Homework

• Use extrinsic rewards sparingly. If extrinsic motivators are to be used, they are most effective when rewards are closely related to the task accomplished. Also, rewards should only be given when they are clearly deserved. Giving a prize for minimally successful work sends the message that minimum effort is acceptable, and the reward then becomes meaningless (Brooks et al., 1998).
• Ensure that classroom expectations for performance and behavior are clear and consistent (Skinner & Belmont, 1991). Help students understand the criteria for individual assignments by giving them examples of high-, average-, and low-level work and then providing an opportunity to discuss how each piece was evaluated (Strong et al., 1995).
• Make students feel welcome and supported (Lumsden, 1994). Elementary school students in particular need to feel that teachers are involved in their lives. Take time to get to know students, talk to them individually, and "express enjoyment in interactions” (Skinner and Belmont, 1991).
• Respond positively to student questions, and praise students verbally for work well done ( Dev, 1997).
• Work to build quality relationships with students, especially those considered to be at-risk and without other positive adult interaction; this is a critical factor of student engagement that allows children to foster a sense of connection with school (McCombs & Pope, 1994).
• Break large tasks into a series of smaller goals (Lumsden, 1994). Doing so prevents students from becoming overwhelmed and discouraged by lengthy projects.
• Promote mastery learning (Anderman & Midgley, 1998). "When a student completes an assignment that does not meet the expected criteria, give her or him one or more opportunities to tackle the task again, with guidelines on how to achieve the desired result" (Dev, 1997, p. 17).
• Evaluate student work as soon as possible after project completion, and be sure that feedback is clear and constructive (Strong et al., 1995).
• Evaluate students based on the task, not in comparison to other students (Anderman & Midgley, 1998; Dev, 1997; Lumsden, 1994).*

Recommended Time Per Night
“The first step in maximizing the effectiveness of homework is determining the appropriate amount of work to assign. More time, the research tells us, doesn't necessarily lead to higher achievement (Black, 1996; Corno, 1996; Paulu, 1998 )
Grades 7-9: no more than 2 hours per night
Grades 10-12: 1 1/2 to 2 ½ hours per night

Homework during an extended absence: If a student misses school for an extended period of time, teachers may provide assignments for up to five days or an alternate homework plan. Upon return from an extended absence, the teacher will provide students with a compilation of the work missed if feasible.