Homework Policy

The Vista Verde staff is committed to supporting children in realizing their full academic, social and emotional potential. An essential component in working to meet this goal is the establishment of a strong partnership between staff, students and their families. We believe that homework should be purposeful, reflect the rich instruction in our classrooms, and provide a vehicle for increased communication between staff, students and families. Homework at Vista Verde is designed to provide students with opportunities to practice academic skills, construct new meaning from content, instill foundational study skills and bring school learning into the home environment.

Part 1: Purpose Statements	For each grade level or department, articulate the purposes for which homework is assigned.
Kindergarten	The purpose of Kindergarten homework is to reinforce and extend learning in a meaningful and interactive way. Our goal is to introduce and provide the foundation for lifelong work habits and responsibilities, as well as foster and promote parent involvement in the learning process.
First Grade	Homework is an opportunity to extend learning beyond the regular classroom period and facilitate development of good study habits, work habits, and responsibility. The values of homework include helping the student practice and reinforce concepts and skills that are taught in the classroom. The parents’ role is to support their child by creating a quiet learning environment and assisting as needed (for example, reading directions).
Second Grade	Homework is an opportunity to extend learning beyond the classroom environment. It is designed to guide students towards developing independent work and study habits that encourage the core values of responsibility, autonomy, perseverance, initiative, self-reliance, and resourcefulness.
Third Grade	Homework is an opportunity to extend learning beyond the classroom environment. It is designed to guide students towards developing independent work and study habits.
Fourth & Fifth Grade	We as teachers believe that homework should be purposeful and reasonable. It should either reinforce or strengthen skills. Homework may be an extension or enrichment activity; it may also be an introduction to information to be taught in class. Students should complete homework as independently as possible. Homework is assigned daily with due dates commensurate to the expected complexity or difficulty of the material. Homework can be used as part of achievement and/or effort grades. Every child should have access to the materials needed to complete the homework, if not, please let you child’s teacher know. Please communicate with your child’s teachers if you have any concerns regarding homework.
Middle School (6th-8th)	Homework is an opportunity to extend learning beyond the regular classroom period and facilitate development of good study skills and work habits. The values of homework help the student deal with the adult world by creating in them responsibility, autonomy, perseverance, initiative, self-reliance and resourcefulness. Homework should be no more than 30 minutes of concentrated, uninterrupted time per every core academic block on the day class meets (typically two hours on Mondays and 90 minutes Tuesday – Friday). Teachers will collaborate to ensure that no more than 2 tests per day are assigned for any student.

Part 2: Appropriate Parent/Guardian Involvement	For each grade level or department, a description of appropriate parent/guardian involvement.
	Help set up a consistent organized distraction-free place for homework to be done. Monitor your child’s computer, phone, and technology usage. Help your child establish either a consistent schedule for completing homework or help him/her create a schedule each week that reflects that particular week’s activities. Help your child prioritize his/her assignments for efficient use of homework time. Encourage, prompt, support, and motivate your child to do his/her best on homework but do not do the homework for your child. If your child is practicing a skill, ask him/her to tell you which steps are easy, which are difficult, and how he/she is going to improve. When bedtime comes, please stop your child (even with incomplete work) and communicate this in writing to the teacher. If homework seems excessive or you have concerns, please communicate with your child’s teacher.

Part 2:
Appropriate Parent/Guardian Involvement

For each grade level or department, a description of appropriate parent/guardian involvement.

Help set up a consistent organized distraction-free place for homework to be done.
Monitor your child’s computer, phone, and technology usage.
Help your child establish either a consistent schedule for completing homework or help him/her create a schedule each week that reflects that particular week’s activities.
Help your child prioritize his/her assignments for efficient use of homework time.
Encourage, prompt, support, and motivate your child to do his/her best on homework but do not do the homework for your child.
If your child is practicing a skill, ask him/her to tell you which steps are easy, which are difficult, and how he/she is going to improve.
When bedtime comes, please stop your child (even with incomplete work) and communicate this in writing to the teacher.
If homework seems excessive or you have concerns, please communicate with your child’s teacher.

Part 3: Informing Parents & Guardians	The means by which parents/guardians shall be informed about: homework expectations; how homework is factored into student grades, when it is factored into student grades; how to respond when homework demands feel excessive.
	We will communicate our homework policy through a variety of means such as at Back to School Night, on the school and teacher websites, in newsletters, on Blackboard, during PTA meetings, in student planners, during parent teacher conferences and via email. We will respond in a timely manner to parent communication. In addition, we will communicate with students by discussing homework expectations during class time and during one-on-one conferences. In middle school, students and parents are provided with a course overview/syllabus which outlines how homework is factored into student grades. *It is important to note that high school level math courses such as algebra and geometry must adhere to high school guidelines in regards to assignments and assessments.

Part 3:
Informing Parents & Guardians

The means by which parents/guardians shall be informed about: homework expectations; how homework is factored into student grades, when it is factored into student grades; how to respond when homework demands feel excessive.

We will communicate our homework policy through a variety of means such as at Back to School Night, on the school and teacher websites, in newsletters, on Blackboard, during PTA meetings, in student planners, during parent teacher conferences and via email.
We will respond in a timely manner to parent communication.
In addition, we will communicate with students by discussing homework expectations during class time and during one-on-one conferences.
In middle school, students and parents are provided with a course overview/syllabus which outlines how homework is factored into student grades.

*It is important to note that high school level math courses such as algebra and geometry must adhere to high school guidelines in regards to assignments and assessments.

Part 4: Student Access	The access that students shall have to obtain: resource materials from the library media center including online materials, assistance and/or tutoring.
	Access to the library/media center print resources is available to all students during school hours, before school Monday through Friday from 8:00-8:30 am, and after school Monday, Tuesday, Thursday and Friday from 3:00-4:00 pm. Online access to Destiny catalog, IUSD’s subscription to Encyclopedia Britannica and various textbook resources from home or school computers

Part 5: Coordination of Assignments	The means by which teachers shall coordinate assignments so that students do not receive excessive daily homework assignments.
	Vista Verde staff will communicate regarding project and test dates during regularly scheduled team meetings.

Part 6: Excused Absences	Notification to parents/guardians that no student may have his/her grade reduced or lose academic credit for any excused absence when missed assignments and tests are satisfactorily completed within a reasonable period of time Excused absences are those due to illness, medical appointments and funeral attendance – absences due to family business or vacation are unexcused per Education Code. Such notification shall include the full text of Education Code 48205. (Education Code 48980)
	Annual Parent Notification document sent via email at the beginning of the school year and available on IUSD website.

Part 6:
Excused Absences

Notification to parents/guardians that no student may have his/her grade reduced or lose academic credit for any excused absence when missed assignments and tests are satisfactorily completed within a reasonable period of time Excused absences are those due to illness, medical appointments and funeral attendance – absences due to family business or vacation are unexcused per Education Code. Such notification shall include the full text of Education Code 48205. (Education Code 48980)

Annual Parent Notification document sent via email at the beginning of the school year and available on IUSD website.

Part 7: Student Suspensions	Notification to parents/guardians that the teacher of any class from which a student is suspended may require the student to complete any assignments and tests missed during the suspension. (Education Code 48913)
	Parent notification included in suspension letter that must be signed by both student and parent. General notification on school website and via principal newsletter.

Part 8: Academic Breaks	A description of when academic breaks will occur that acknowledges that students need and will receive time without homework assignments.
	It is recognized that homework, like all educational curriculum, should be developmental in nature. In this light, we will strive to build all academic programs from a developmental perspective beginning in early grades. Additionally, we will make every effort to progress over the years to an academic level that will help ensure success at the high school. It is further recognized that in order to accomplish this goal, students need to be nurtured in such a manner to ensure the most positive experience we can envision for each child. Clearly, children need a combination of free time and meaningful work to progress. The word “balance” is the key, and by necessity, is determined on an individual student basis. With these constructs in mind, the following points shall serve as conditions for intersession homework across all grade levels: Homework assignments may include the following: (1) Reading – Benefits include a higher aptitude for learning in general, better communication skills, as well as an ability to grasp abstract concepts, apply logic in various scenarios, and recognize cause and effect; (2) Music Practice – To master your chosen instrument and become good players, students should aim to practice daily; (3) World Language Practice – To master a second language, students should continue to reinforce knowledge by practicing and reviewing daily. Students will be provided with sufficient time during the quarter (whether before break, after break, or both) to complete assigned work. In other words, additional homework shall not be assigned over the break, though students may have assignments they choose to work on during the break.

Part 8:
Academic Breaks

A description of when academic breaks will occur that acknowledges that students need and will receive time without homework assignments.

It is recognized that homework, like all educational curriculum, should be developmental in nature. In this light, we will strive to build all academic programs from a developmental perspective beginning in early grades. Additionally, we will make every effort to progress over the years to an academic level that will help ensure success at the high school. It is further recognized that in order to accomplish this goal, students need to be nurtured in such a manner to ensure the most positive experience we can envision for each child. Clearly, children need a combination of free time and meaningful work to progress. The word “balance” is the key, and by necessity, is determined on an individual student basis.

With these constructs in mind, the following points shall serve as conditions for intersession homework across all grade levels:

Homework assignments may include the following:
- (1) Reading – Benefits include a higher aptitude for learning in general, better communication skills, as well as an ability to grasp abstract concepts, apply logic in various scenarios, and recognize cause and effect;
- (2) Music Practice – To master your chosen instrument and become good players, students should aim to practice daily;
- (3) World Language Practice – To master a second language, students should continue to reinforce knowledge by practicing and reviewing daily.
Students will be provided with sufficient time during the quarter (whether before break, after break, or both) to complete assigned work. In other words, additional homework shall not be assigned over the break, though students may have assignments they choose to work on during the break.

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