Monitor, define, prioritize, and complete tasks without direct oversight

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1 In the Renaissance Academy, we value homework, or rather, independent learning. We subscribe to the research that shows there is a positive relationship between homework and achievement outcomes. We know that homework can serve many purposes: Independent learning prepares students for and reinforces the learning, activities, and discussions that take place in the classroom. Homework gives each student an opportunity to practice. That is, he or she can demonstrate mastery of skills taught in class, improve speed, and maintain skills. Independent learning informs families and involves them in children s curricular activities and keeps families aware of topics that are taught in school, how their child is progressing, and how to support their child s work at home. Homework informs teachers about students levels of understanding so they can adjust instruction. Independent learning builds student responsibility, perseverance, time management, and feelings of accomplishment. As stated in our Renaissance program philosophy, we strive to provide an atmosphere that fosters the development of the Renaissance scholar, an individual who accepts the quest for lifelong learning, for integrity of self and for responsibility to society. Independent learning at the elementary and secondary levels prepares our students for the demands they will meet at the post-secondary level and enables them to explore areas of intellectual and personal passion throughout their lives. 21st Century Skills In the information age we live in, it is no longer enough to simply focus on the cornerstones of reading, writing, mathematics, science, and the social sciences. We must also help students develop skills of collaboration, innovation, adaptability, digital literacy, critical thinking, and problem solving. Many of these skills are strengthened through homework/independent learning. Examples of these skills: Set goals with tangible and intangible success criteria Balance tactical (short-term) and strategic (long-term) goals Utilize time and manage workload efficiently Monitor, define, prioritize, and complete tasks without direct oversight Go beyond basic mastery of skills and/or curriculum to explore and expand one s own learning and opportunities to gain expertise Demonstrate initiative to advance skill levels towards a professional level

2 Demonstrate commitment to learning as a lifelong process Reflect critically on past experiences in order to inform future progress Set and meet goals, even in the face of obstacles and competing pressure Prioritize, plan and manage work to achieve the intended result Another clear finding of the research is that the nature and the amount of homework should be different based on the age/grade level of the student. Primary: Grades 1-3 At this level, there is not a significant amount of homework. Our guideline is 0-30 minutes a night or weekend. The primary focus of homework at this level is reading and math. Students should practice their reading each and every day by reading silently and aloud from a wide variety of texts matching their interests. It is also valuable for students at this age to enjoy listening to books read aloud by a parent or sibling. Whether reading independently or with someone, students benefit from discussing their reading as well as asking and answering questions to promote comprehension. Math homework at this level primarily focuses on the mastery of operations: addition and subtraction, followed by multiplication and division. Developing a facility with basic facts in other words memorizing allows students to participate enthusiastically in higher level application and problem-solving activities in class. In addition to this math and reading, a student may occasionally bring home an assignment that wasn t completed during the school day in the time allotted. And, a project may be assigned to allow a child a creative outlet or as a family activity, e.g. interviewing a grandparent, decorating a Valentine s container, or creating a diorama. We protect the instructional time during the school day, so these activities can better flourish with parent support and unlimited time. Upper Elementary: Grades 4-5 At the upper elementary level, independent learning picks up, with students having minutes nightly or over a weekend, although that may not be every night. A significant part of that time continues to be spent reading or practicing math skills. Reading can still be books of choice or family read alouds. However, there is an increased amount of reading in the content areas, science and social studies. Math homework continues to allow students to practice new skills so they are prepared for the next level of challenge. This reading and math practice helps prepare students for the work in class and ensures that they acquire the knowledge necessary to meet curriculum standards. There is another shift in homework at this level and that has to do with long-term projects. Students in the Renaissance program are engaged in doing significant work, historical research, engineering design, problem-solving, writing, etc. and this requires them to spend time both in and outside of class studying, exploring

3 resources, creating, and refining their work. It can be a struggle at first, but they need to learn to manage their time, set deadlines, prioritize, and reflect on their work. Middle School: Grades 6-8 For middle school students, homework continues to look much as it does in upper elementary. Students read for enjoyment and learning. Background work and skill practice often takes place at home, readying students for the activities, discussions, debates, lab studies, etc. that take place in class. The difference is that, at middle school, students now have seven classes, seven teachers, and seven different sets of expectations to manage. This calls for a new level of time management, attention to deadlines, and prioritization. They also have more access to extra-curricular activities that take up their time. It is here that parents can provide support by helping their child organize their time and set priorities or even limits. The middle school years are also a time of tremendous developmental upheaval. Parents should realize that a child who once was a master at completing homework and maybe even doing extra homework just for fun, may suddenly become a child who loses their work, forgets assignments, dislikes reading, or develops any number of other less-than-functional habits. The parent s role may become a balancing act of hands-off to drill sergeant (with a heart). Time spent on homework at the middle school level is typically up to minutes a night or weekend, although this can be dramatically impacted by student elective choices and study skills. High School: Grades 9-12 In the Renaissance Academy High School, we strive to prepare students for the highest levels of scholarship. The core disciplines (English, mathematics, social studies, and science) are enriched and accelerated. Student electives are often demanding as well. We want Renaissance graduates to be prepared for the most rigorous of post-secondary opportunities. This often results in the need for more independent learning. Students are expected to employ higher level thinking skills, to analyze, synthesize, create, and evaluate. This level of thought naturally results in complex learning, which may take more time and intellectual energy than simple recall and application. Students need to engage in much more independent research and reading to master course content and prepare for classroom activities. Many of the Renaissance core courses as well as student electives are Advanced Placement courses. These courses have required, university level curricula and activities that must be approved by the College Board. While two hours of homework a night is typical, that amount is very dependent on the level of course rigor and could increase to four hours on a given night. Time spent on homework at the high school level can also look very different depending on the courses chosen by the student and the combination of those courses during a given year. A student may disregard the advice of teachers, counselors, and parents and opt to take five, six, or even seven courses with a huge workload. The amount of homework can also change depending on a student s elective choices. A student taking a creative writing course may spend 20 hours one weekend on a short story, not because it was expected, but because the student is wrestling with big ideas, struggling with word choices, and passionate about the personal challenge. A student taking AP Biology and AP Chemistry as their two electives may have trouble finding enough hours in the day to meet those course demands

4 in addition to those of their other five classes. Another student may find he spends little time on Spanish IV homework because he happens to have a forte for languages and can get the work done quickly. Grading Whether or not homework should be graded is a controversial issue. We encourage individual teachers to make that determination for their assignments and classes. Some factors: All assignments should be connected to in-class learning. This may result in a grade, a discussion, an assessment at a later date, individual feedback or consultation, etc. If the purpose of an independent learning assignment is to check understanding and inform the teacher s instruction, an assignment probably will not receive a grade. That does not devalue the assignment. The assignment s value comes from the next level of instruction provided to individual students, small groups of students, or the whole class. Many assignments will be checked for completion in order to 1) validate the students preparedness, 2) evaluate the student s progress on a longer assignment, or 3) check progress on the development of background information and skills over time. Some assignments will be graded daily. For example, a math teacher will let students know what errors they ve made so they can correct their understanding. Assignments, usually projects or writing, may get specific feedback in the form of extensive comments or the use of a rubric. The purpose of this is to help the student improve through the process. Other Factors There may be other factors affecting whether or not a specific student completes homework, completes it on time, and completes it to the best of his/her abilities. These factors can include learning or health difficulties, family issues, or poor habits: procrastination, daydreaming, multi-tasking, disorganization, and more. These are best considered and resolved through a collaborative approach amongst the teacher(s), parent(s), and student. A partnership between independent learning and classroom learning is ideal. To achieve that goal: Administrators - Renaissance administrators will make every effort to: Communicate our program homework philosophy to parents, teachers, and students. Monitor the effective use of homework given by teachers.

5 Support and allow time for the collaboration among teachers, students, and parents in the effective implementation of the homework policy. Teachers - In assigning homework, Renaissance teachers will make every effort to: Make the purpose of the homework clear to students and parents. Is the homework practice of a skill? Is it studying for a test? Is it a check for understanding to inform the teacher s instruction? Homework should be developmentally appropriate, relevant to the curriculum standards and tied to mastery or intellectual challenge. Make the evaluation criteria clear. Much homework is simply checked for completion. For longer assignments or projects, the teacher will provide a guide to the weighting of each part or a rubric for the completed work. Promote students feelings of self-worth and competence. Students should have the tools to complete the assignment, e.g. textbook, worksheet, etc. Students should also have the knowledge necessary to complete the work independently, although it may take effort to complete. Students may need to read the text or supplemental materials, problem solve, create, analyze, and more. When possible, customize tasks to fit student learning styles, interests, and needs. This could involve a choice of projects to demonstrate learning: a written report, a PowerPoint presentation, a brochure, etc. or tasks for review: flash cards, Study Island, recitation, or creating a table. Review homework and provide timely and appropriate feedback, keeping in mind that the timeliness can be affected by the length and intellectual complexity of the assignment. Collaborate with one another to ensure that students have the necessary time and access to resources. Be considerate in regard to holidays, school breaks, and weekends. Utilize an effective means to communicate assignments and, if possible, how much time should be spent. Parents - Parents are an integral part of learning support as a student matures and develops independent strategies. Although the parent s role diminishes as students get older and develop personal responsibility, parents may need to increase or decrease their support depending on circumstances. In general, we expect parents make every effort to: Provide a suitable environment for independent learning. Remind students that homework is their responsibility while monitoring the completion of homework. Guide or assist in homework when unusual difficulties arise. Encourage students to ask their teacher(s) clarifying questions concerning their homework.

6 Communicate with the teacher(s). Monitor activities so that sufficient time is provided for homework. Prohibit cheating and plagiarism. Review parent portal, progress reports and report cards. Students - Students should make every effort to: Understand that independent learning is part of the course requirement. Ask questions to clarify homework assignments before leaving class. Seek help, when needed, from teachers, parents, family members, or community resources. Complete and submit homework assignments by the due date. Ensure that their completed work reflects their abilities. Complete all assignments honestly in accordance with the teacher s directions. Share results of assignments with their parents. Parent Feedback We want to hear about the wonderful homework assignments and projects that have enhanced students' learning, given them the opportunity to express their individuality and life experiences, and/or required them to explore novel paths of thinking, investigation, and discovery. In order to improve our learning environment and the educational experience we provide students, we also want to know if you have concerns about an assignment or project, its value, timing, or assessment. (If you need directions or help with a specific assignment, please contact the teacher.) We welcome you to share your comments about specific assignments or projects so we can continue to make every effort to meet the needs and enhance the learning of our students and families. If you like you can provide us with your names, grade level, and contact information, but you can also respond anonymously.