ADMINISTRATIVE REGULATION - 6154

Our Curriculum Council, comprised of teachers from each of our schools, and administrator, parent, and student representatives convened to discuss the role that homework should play in supporting instruction. The Council identified the following foundational beliefs that should inform school site homework plans in IUSD.

Foundational Beliefs:

1. Homework must be purposeful and the purpose should be clearly communicated.
2. Homework should be completed independently unless otherwise indicated by the classroom teacher; students should be assuming responsibility for homework so that they can engage in self-reflection and assess their own needs.
3. Homework assignments should reflect differentiated classroom instruction.
4. If factored into the grade, homework shall remain a reasonable percentage of the class grade.
5. Homework assignments should be reasonable in scale.
6. Homework is not the sole means by which to enrich or extend learning, and teachers may elect to assign or not to assign homework based on the instructional objectives and the needs of their students.
7. Schools should facilitate articulation regarding homework between teachers that includes coordination between courses and grade levels.
8. Teachers should provide some form of feedback regarding the work assigned.
9. Schools should facilitate open communication between teachers and families regarding the work assigned.

Guidelines for Schools:

Each school will develop and review annually a site homework plan that includes guidelines for the assignment of homework and describes the responsibilities of students, staff and parents/guardians. The plan shall utilize the Continuous Improvement Efforts document as a guide and incorporate the following information:

1. For each grade level or department, articulate the purposes for which homework is assigned.
2. For each grade level or department, a description of appropriate parents/guardian involvement.
3. For each grade level or department, the means by which parents/guardians shall be informed about:
   • Homework expectations
   • How and when homework is factored into student grades
   • How to respond when homework demands feel excessive
4. For each grade level or department, the access that students shall have to obtain:
   • Resource materials from the library media center including online materials
   • Assistance and/or tutoring
5. For each school, grade level or department, the means by which teachers shall coordinate assignments so that students do not receive excessive daily homework assignments.
6. For each school, notification to parents/guardians that no student may have his/her grade reduced or lose academic credit for any excused absence when missed assignments and tests are satisfactorily completed within a reasonable period of time. Such notification shall include the full text of Education Code 48205. (Education Code 48980)
7. For each school, notification to parents/guardians that the teacher of any class from which a student is suspended may require the student to complete any assignments and tests missed during the suspension. (Education Code 48913)
8. For each school, grade level, or department, a description of when academic breaks will occur that acknowledges that students need and will receive time without homework assignments.

Message Points for Elementary Students:

• Do your best.
• Ask questions when you don’t understand how to complete the homework.
• Ask questions when you don’t understand the purpose of the homework.
• When you are completing a homework assignment, try to focus just on that assignment.
• Share your learning with your parents and your teachers.
• Message Points for Secondary Students:
• Do your best.
• Share responsibility for communicating concerns and questions about homework.
• Utilize your teacher as a resource for academic support when needed.
• Reflect to determine and assess level of understanding.
• If the homework is habitually taking excessive time, communicate with teacher.
• Complete homework independently with appropriate assistance from parents or peers unless explicitly directed otherwise by the teacher.
• Make reasonable, balanced, and responsible course choices.
• Carve out uninterrupted homework time.
• Try to value the objective and its application.
• Understand the requirements/standards of the class beforehand.
• Take ownership of how you learn as a student.
• Manage time carefully.
• Be mindful of extracurricular commitments.

Message Points for Parents/Guardians:

• Homework should provide opportunities for students to practice, adapt and shape what they have learned.
• Homework should provide clear instructional objectives.
• Homework should be meaningful and contribute to lifelong learning.
• Homework load should allow for inclusion of other activities and balance.
• Homework should be done independently with appropriate assistance from parents or peers unless explicitly directed otherwise by teacher.
• Homework should empower children to become independent learners.

We encourage parents to:

• Establish a time and place that enables your child to focus solely on homework.
• Communicate concerns and/or questions directly to the teacher in a positive, proactive way to establish an effective home to school partnership.
• Help your child make reasonable, balanced, and responsible course choices.
• Monitor and support student homework time.
• Recognize that each student learns differently.
• Provide the support, but don’t do the work (direction, rationale, dialog, listening…).
• Create opportunities for your child to self-reflect.
• Assist with time management.
• Discuss with your child how to limit, during homework time, the use of social networking sites, games, and other technological distractions.
• Consider and discuss with your secondary student short and long-term options for after high school and explore these options.
• Utilize your school counselors as important resources for learning about post high school opportunities.