Jersey City Public Schools District Homework Policy 2017-2018
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Jersey City Public Schools
District Homework
Policy
2017-2018JERSEY CITY PUBLIC SCHOOLS
DISTRICT
HOMEWORK POLICY
Kindergarten through Grade 12
Updated: July 2017
DISTRICT PHILOSOPHY
Homework is an integral part of the instructional program and is to be used as an extension
of the classroom. Homework assignments are constructive tools in the teaching-learning
process. Homework assignments should involve problem-solving and creative thinking
skills as well as reinforcement of daily lessons.
In the Jersey City Public Schools, the development of homework assignments is to be
guided by the following principles:
• The content of the homework and the thinking process in which the student is
engaged are both equally important.
• Homework practices should be flexible, developmentally appropriate and suited to
the needs of the students.
• Homework must be relevant to the lives of the students.
• Homework is not limited to reading and/or written assignments.
• A variety of assignments should be developed in order to address different learning
styles and student interests across various disciplines.
• Assignments and projects should provide opportunities for choice whenever
possible.
• Homework assignments should involve and extend research skills when
appropriate.
• Success in homework assignments should be attainable. Appropriate, differentiated
assignments should provide opportunities for success for all students, regardless of
academic or linguistic differences.
• Homework assignments should help students to improve study skills and creative
thinking skills.
• Homework may utilize collaborative processes and group work whenever
appropriate.
1OBJECTIVES
Homework is to be appropriately planned, developed, and assigned in order to:
• Reinforce learning that has been part of the in-school experience;
• Promote authentic learning;
• Increase academic achievement;
• Enhance and expand the curriculum;
• Teach students to learn how to learn;
• Enrich learning that has been part of the in-school experience;
• Develop independent and cooperative life skills;
• Promote critical thinking, problem solving, and decision-making;
• Provide consistent and sequential skill development;
• Help the student to see connections to real world application and experience;
• Integrate learning by asking students to use skills learned across various disciplines.
GUIDELINES FOR HOMEWORK DEVELOPMENT
Purposes of Homework
The type of homework assigned will depend on the purpose of the homework assignment.
There are various types of homework: preparation, practice/reinforcement, extension
and creativity and preparation. However, in all situations, homework should be based
upon and reinforce a previously taught lesson and not be new to the student.
Practice/Reinforcement
Practice homework provides the student with review and practice necessary
to learn and/or reinforce what was taught in class.
Extension
Extension homework guides the student so that he/she expands upon
concepts taught in class and provides for greater opportunities to meet
student's needs.
Creativity
Creative homework includes the higher order thinking skills of analysis,
synthesis, and evaluation. It often involves the development of a
project/product illustrating student's understanding of a topic, and their
willingness to share their ideas with others.
Preparation
Preparation homework helps the student prepare for the next assignment.
2Preparation Before Assigning Homework
Teachers are to prepare students before an assignment is given by:
• Modeling how to initiate or do part of the assignment;
• Discussing the purpose of the assignment;
• Discussing the content of the assignment;
• Discussing the format/organization of the assignment;
• Discussing possible resources;
• Modeling how to do part of the assignment;
• Offering several examples;
• Answering student questions.
Types of Assignment
Homework assignments may take a variety of forms. Homework may include but is not
limited to:
• Reading a class text and supplementary materials;
• Reviewing class notes;
• Supplementary reading;
• Writing lab reports;
• Problem solving;
• Thinking/reflecting;
• Planning;
• Hands-on projects;
• Viewing/visiting;
• Interviewing;
• Library research using student friendly texts and web-sites;
• Developing or expanding on a seed idea in "Writer's Notebook;"
• Revising an ongoing piece of writing for greater clarity;
• Listening to a family member read your writing back to you to see if it
matches what you meant to say;
• Responding to literature or reading in their "Reading Response
Journal;"
• Creating a word game to practice recently developed vocabulary;
• Outlining;
• Critiquing;
• Organizing information;
• Planning a presentation;
• Organizing/editing work for a portfolio.
Additionally, assignments may be expanded to include the following:
• Deciding which parts of information need to be noted for future use;
• Gathering information from print or on-line sources (following acceptable use
policies);
• Identifying sources of information;
3• Researching a topic using student friendly web sites provided by the teacher;
• Making notes to study for an exam;
• Organizing information gathered from research;
• Translating from one language to another;
• Writing original prose and/or verse;
• Writing questions to be asked in class or as part of an interview;
• Creating art work;
• Solving mathematical problems;
• Doing hands-on projects, including experiments;
• Viewing art work;
• Viewing a film or video;
• Visiting sites of interest.
Comprehensive literacy proficiency is the goal for every student at all grade levels.
Students should include nightly reading of literature/ "just right" books as part of their daily
homework routine. Reading aloud by students to family members and reading silently for
improved comprehension should be encouraged. Similarly, parents and older siblings
should be encouraged to read aloud to younger students and emerging readers.
Homework may be done individually or collaboratively (e.g. group project), depending upon
the nature of the project or assignment. Collaborative projects are encouraged and are to
be included in every subject area. Cross-content assignments, thematic and
interdisciplinary projects are the goal.
Recommended Time Allocation
Homework may take the form of daily, multi-day or weekly assignments or a long-term
project. The required time for a homework assignment depends upon the grade and age
of the students and the purpose of the assignment. Whenever possible, teachers are to
coordinate homework assignments with other teachers, so that students do not feel
overwheImed b'Y the amount or homework they may receive for any given pen.od 0f time.
DAILY HOMEWORK TIME ALLOCATION
REQUIRED HOMEWORK ASSIGNMENTS
GRADES INDEPENDENT READING (ALL Subject Areas Combined) TOTAL
MINUTES/DAY
K-1 15 minutes* 15 minutes 30
With daily reading log signed
nightly by parent/guardian.
minutes
2-3 15 minutes* 30 minutes 45
With daily reading log signed
nightly by parent/guardian.
minutes
4-5 15 minutes* 45 minutes 60
With daily reading log signed
niQhtly by parent/Quardian.
minutes
6-8 15 minutes* 90 minutes 105
W ith daily reading log signed
nightly by parent/guardian.
(includes daily entry in Writer's minutes
Notebook)
9-12 30 minutes or more 90-120 minutes per day 120-150
(20-30 minutes per subject) minutes
or the equivalent on a weekly basis
..
* If a student IS reading below grade level, daily Independent reading should be a m1n1mum of 30 minutes
nightly.
4Accountability
Students are to be held accountable for the completion of assignments and/or projects as
part of their grade or course requirements. Some effective techniques for reviewing
homework and providing feedback, in addition to teacher review, include but are not limited
to: group review, sampling, peer evaluation and self-correction.
Students are encouraged to maintain homework assignments in a homework notebook or
binder for easy reference and to revisit/review material, concepts and content
taught/presented over time. Additionally, students are encouraged to partner with a
"homework buddy" to maintain communication in the event of absence and for
collaboration on assignments, etc.
Grading
Homework is an integral part of the district's recommended broad-based assessment of
students. Homework should be reviewed, evaluated, and provide feedback for both the
student and the teacher as a form of ongoing assessment. Teachers maintain a record
book based on students' assignments, completed work, and grades provided for that work;
therefore, these homework grades can be averaged into the students' grade using the
district's grading policy. Teachers are expected to provide regular feedback to parents
regarding completion and performance on homework assignments. This may be
accomplished by asking parents to sign assignments or providing special interim
notification on a regular basis as to the standing of the student regarding homework.
Special Education Accommodations/Modifications
Instructional accommodations may be noted in the IEP of special needs students. A page
noted in the IEP states, "Instructional Accommodations/Supplementary Aids/Supports."
This identifies recommended modifications, supplementary aids, supports and services for
regular education, extracurricular and non-academic activities. Motivational and
management areas are also stated. Frequency, duration, location and provider are stated.
Additionally, depending upon the needs of the student, strategies to address behaviors
impeding learning are stated.
Parental Involvement
Copies of the homework policy are sent home at the beginning of the school year.
Expectations for homework assignments are based on the specific grade level and/or
discipline and are to be discussed with students during the first week of school and with
parents during Back to School Night and Open House. Specific teacher expectations for
the course or grade level are to be sent home in a written form. It is recommended that
such expectation be determined by teachers in their grade level meetings.
Parents are expected to support the school by providing an atmosphere at home that is
conducive to effective studying, establishing a daily routine, asking their child questions
about the homework, and by taking an interest in their child's homework assignments.
When appropriate, older siblings should also be encouraged to help their younger brother
and sisters with their homework assignments. Parents should discuss any difficulties
related to the homework assignments with their child's teacher(s) and maintain regular
contact with the teacher(s) regarding their child's progress. It is recommended that parents
periodically sign homework assignments.
5JERSEY CITY PUBLIC SCHOOLS
DISTRICT
HOMEWORK POLICY
Kindergarten through Grade 12
Updated: July 2017
PARENT ACKNOWLEDGMENT FORM
Dear Teacher(s),
I have read the attached Homework Policy and discussed it with my child.
· Name of Student:
(Please Print)
LAST FIRST
GRADE ROOM
Name of Parent:
(Please Print)
LAST FIRST
Signature of Parent:
DATE
6PLEASE SIGN AND RETURN
THIS PAGE
TO YOUR CHILD'S TEACHER
IMMEDIATELY.
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