No. 6154

INSTRUCTION

Series 6000

Homework

Policy

It is the policy of the Board of Education that homework is an important part of the instructional program in Region 15.  Although the classroom remains as the primary instructional center or our schools, homework assignments which are carefully planned, completed, and corrected can have significant positive effects on learning.  Homework can foster initiative, independence, responsibility, and self-direction.  It can enrich school experiences and reinforce school learning by providing further practice and application.  Classroom instruction should prepare students sufficiently to enable them to successfully complete homework assignments independently.  Whenever feasible, individual needs should determine the type, frequency, and quantity of homework assigned.  The following factors are considered vital to homework being effective as an academic tool.

Quantity vs. Quality:  Generally, the frequency and quantity of homework will increase from elementary to middle to high school.  More important than quantity, however, is the issue of quality.  To be most beneficial, homework should be appropriate to the ability and maturity level of the individual student.  It should be necessary and useful.  It should be well explained by the teacher and clearly understood by the student.

Individual and Group Assignments:  In general, assignments calling for individual responses are more likely to be effective than group work.  Whenever possible, group activities should be conducted within the classroom or school environment.

Preliminary and Follow-up Activities:  Homework should have a basic aim of helping children learn how to learn, not merely provide for preparation and practice.  To this end, assignments should be carefully planned and clearly explained.  Students should be motivated to complete an assignment and should be sufficiently prepared to be successful in its accomplishment.  Homework assignments should be checked on the date they are due.

Relation to Classroom Instruction:  Homework should grow out of instruction.  Its purpose and relation to what has been learned in the classroom must be clearly communicated by the teachers and understood by the student.  Students should understand not only what to do but how to do it.  Assignments should be as individualized as possible, realizing that students accomplish tasks at varying rates of speed and in varied situations.

Relation to Grading:  Recognition for completed or well-done homework should be given.  Short-term work should be promptly checked.  Long-tern assignments such as reports and projects should be graded.

Parent Involvement:  Cooperation between home and school is an important ingredient in making homework beneficial.  Children should be encouraged to do leisure reading.  Parents should be supportive in encouraging children to work independently and to do their best.  By providing their children with a quiet suitable place for study, keeping informed of the type, quality and quantity of home study required, and being supportive, parents can have a positive effect on their child’s learning.

Adopted:

29

May

1985

Revision Adopted:

13

July

1998