A guide for middle school teachers, students and parents
 
 
These guidelines were developed cooperatively by teachers, parents, students, and administrators.  A sense of teamwork and shared mission made these guidelines possible, and will ensure their successful use.
 
Introduction
Homework is an important part of education.  The conscientious completion of homework has a positive impact on a student's success in school.  Teachers, students, and parents have the responsibility to work as a team in order to realize the maximum benefit of homework. The Shared Decision Making Committees of Iroquois and Van Antwerp Middle Schools developed this booklet to provide guidelines for teachers, students, and parents with the goal of ensuring that homework leads to effective learning.
 
Effective Homework Practice
The SDM Teams reviewed a variety of resources in an effort to design standards for effective homework practice.
 
Homework should be:
part of the learning process
developmentally appropriate
clearly defined
returned promptly with comments
used to assess student understanding
supported and valued by teachers, students, and parents
 
The homework load per night should be approximately:
1 hour for sixth graders
1½ hours for seventh graders
2 hours for eighth graders
The time necessary for homework completion differs from student to student. Teachers, students and parents should work together to ensure that students are not regularly spending significantly more or less time completing their homework.
 
Teacher Responsibilities
Design homework assignments that meet appropriate learning objectives such as:
review of key instruction taught in class
practice and/or reinforcement of new skills
preparation for a new lesson
application or synthesis of skills learned
preparation for tests
an assessment of student understanding
 
Communicate with students, parents and teachers
provide homework expectations at beginning of school year
explain how homework is weighted in the quarter grade
clearly explain assignments orally and in writing
use a consistent method of posting and explaining assignments so students record their assignments accurately
monitor the time used by students to complete assignments and adjust as needed
assess homework in a timely and informative manner so that students benefit from the feedback
clearly identify the consequences for incomplete, missing, late, and substandard homework
inform students and parents when homework is repeatedly incomplete, missing, late, and/or substandard
inform the students and parents of the system for obtaining missed work
make efforts to coordinate the completion of long-term projects, tests, etc. with team and special area teachers
 
Guide students in the development of skills
teachers should instruct students in the use of skills such as outlining, graphic organizers, and reading for understanding
students should be guided in how to break long-term assignments into smaller steps
 
Student Responsibilities
Students should
understand the assignment prior to leaving the classroom
write all assignments in the assignment notebook
share the assignment notebook and all teacher communications with parents
work with parents to create a positive study/work environment
prioritize assignments
complete long-term assignments in manageable steps
learn from homework, rather than just rushing to finish it
review class notes
do their own work and never plagiarize
ask for help from parents or teachers as needed
find out what work has been missed due to absence
make up missed work
complete homework on time
take pride in their work
 
Strategies for making up missed work
ask the teacher what was missed
seek extra help as needed
call a “homework buddy”
ask a classmate to collect notes and hand-outs
when a student is absent for three or more days, contact the Counseling Center by 9:00 a.m. to collect missed work
attend Homework Club with School Counselors
 
 
Parent Responsibilities
Assure quality by providing appropriate levels of supervision
check assignment notebook regularly
help students prioritize assignments
review work as it is completed
 
Maximize educational benefits
emphasize the importance of homework when prioritizing activities
encourage student independence in completing homework
ask or answer questions that lead to understanding
encourage thoroughness
encourage regular attendance
 
Be active participants in communicating with the school
write comments in the assignment notebook
contact teachers, counselors, or the principal by phone or email
ask questions and seek information
 
Strategies
assist with establishing a work environment conducive to learning
provide the resources necessary to do the work
assist with effective use of the assignment notebook
encourage students to keep homework, assignment sheets, and notes organized
assist in the development of time management skills
make certain that missed assignments are completed
when a student is absent for three or more days, contact the Counseling Center by 9:00 a.m. to collect missed work
 
Learning styles vary.  All students should be encouraged to work independently, and the work should reflect the ability of the student.  Some students may benefit from additional supervision.
 
Homework Resources
Counseling Center: School counselors are available to discuss a student or parent concern and coordinate communication with multiple teachers. They can also refer parents and children to additional resources. The Counseling Center phone numbers are: Iroquois 377-2361, Van Antwerp 370-4425.
 
Before-School and After-School Help: Teachers are often available from 8:00until the start of the school day. Students must obtain a pass from a teacher prior to coming in early.  Teachers may also be available from 3:30 until 4:15. Late buses are provided for students.  Teachers’ schedules will be announced or posted in the classrooms.
 
Homework Club: Students are welcome to stay after school to do homework in a staff-supervised environment.  The days on which the Homework Club meets are announced on a regular basis or can be obtained through the Counseling Center.
 
Sourceline: Sponsored by the Times Union, this telephone service allows you to call and hear homework assignments from participating teachers.  Those who utilize it will inform parents how to access this information.
 
Websites and email: Some teachers post homework assignments on the Internet and/or make their email addresses available.
 
Tutoring: The Counseling Center can provide names of potential tutors.  Occasionally, peer tutoring by an older student has been used.  Foreign Language has a formal program.
 
 

References 
Cooper, Harris. “Homework Research and Policy: A Review of the Literature”. Research Practice. 7Aug. 2001. University of Minnesota.
1 Jun. 2003. <http://www.education.umn.edu/carei/Reports/Rpractice/Summer94/homework.htm>.
 
Reese, Debbie. “Homework: What Does the Research Say”. Parent News. Nov. 1997. National Parent Information Network. 1 Jun. 2003. <http://npin.org/pnews/1997/pnewn97/pnewn97e.html>.
 
“Homework: What Does the Research Say”. Upward Bound Math-Science at the University of Maine. 1 Jun. 2003. <http://www.ume.maine.edu/~ubrmsc/homework.html>.
 
Butler, Jocelyn. “Homework”. School Improvement Research Series.
31Aug. 2001. Northwest Regional Educational Laboratory. 1 Jun. 2003. <http://www.nwrel.org/scpd/sirs/1/cu1/html>.
 
Additional resources:
 
Berkowitz, Robert. “Helping With Homework: A Parent’s Guide to Information Problem-Solving”. ERIC Digest. Nov. 1996. Clearinghouse on Information & Technology. 1 Jun.2003. <http://ericit.org/digests/EDO-IR-1996-09.shtml>.
 
“Helping Your Child with Homework”. 26 Sept. 2002. U.S. Department of Education. 1 Jun.2003. <http://www.ed.gov/pubs/parents/Homework/index.html>.

 
 
Prepared by Iroquois and Van Antwerp SDM
June, 2003


 

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