IKB - Homework
The Board believes that the long-term goals of homework should be to enrich the school experience, to develop and refine intellectual skills, to foster self-discipline and independent learning, and to aid students in feeling confident as learners. The instructional staff is expected to design quality homework tasks aimed at improving academic success. Homework should have a clear academic purpose, be meaningful, and should be assigned within the following
limitations:
- Homework should supplement a well planned lesson following a careful explanation and definition of the task, and allow teachers to check for understanding.
- Homework should be constructive in nature and directly related to the course of study. Assignments that emphasize practice and mastery, processing, promote creativity, and/or require critical thinking are encouraged.
- Homework may involve pre-learning such as: finding out what students already know or are interested in learning about a topic, stimulate interest in a topic, or provide an introduction to a topic
- Homework should be differentiated based upon a student’s individual learning profile. Homework should promote student ownership; and offer opportunities for students to personalize their work.
- Instructional staff should take into consideration the need for students to have adequateresources to complete the task, the need and desirability of adequate time for other activities, and the expectations of other staff members.
- With great discretion, the amount and difficulty of homework is expected to increase with the maturity and grade level of each succeeding year.
Homework is considered a necessary part of the learning process and a legitimate demand on the non-class time. The Board recognizes the need for parent participation in the learning process and therefore encourages communication concerning homework between the school and the home. Parents are encouraged to promote proper study habits, and to assist when needed. Students are to receive timely feedback concerning how learning is progressing. Homework will be assessed in accordance with content and grade level expectations.
Grades 1-3:
Daily practice in reading, writing, math, and/or additional projects as assigned.
Grades 4-5:
Daily practice in reading, writing, math, and/or additional projects as assigned. Maximum of 45 minutes daily.
Grades 6-8:
Daily homework assignments up to a maximum of 90 minutes for all subjects
combined.
Grades 9-12:
Daily homework assignments up to a maximum of two and a half (2 ½) hoursfor all subjects combined. Some courses, such as Advanced Placement, may require significant additional homework.
First Read: December 9, 1993
Second Read: April 21, 1994
Adopted: April 21, 1994
Revised: July 22, 2010
Last Review: July 22, 2010