homework completion meaning

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Rethinking Homework for This Year—and Beyond

A schoolwide effort to reduce homework has led to a renewed focus on ensuring that all work assigned really aids students’ learning.

I used to pride myself on my high expectations, including my firm commitment to accountability for regular homework completion among my students. But the trauma of Covid-19 has prompted me to both reflect and adapt. Now when I think about the purpose and practice of homework, two key concepts guide me: depth over breadth, and student well-being.

Homework has long been the subject of intense debate, and there’s no easy answer with respect to its value. Teachers assign homework for any number of reasons: It’s traditional to do so, it makes students practice their skills and solidify learning, it offers the opportunity for formative assessment, and it creates good study habits and discipline. Then there’s the issue of pace. Throughout my career, I’ve assigned homework largely because there just isn’t enough time to get everything done in class.

A Different Approach

Since classes have gone online, the school where I teach has made a conscious effort as a teaching community to reduce, refine, and distill our curriculum. We have applied guiding questions like: What is most important? What is most transferable? What is most relevant? Refocusing on what matters most has inevitably made us rethink homework.

We have approached both asking and answering these questions through a science of learning lens. In Make It Stick: The Science of Successful Learning , the authors maintain that deep learning is slow learning. Deep learning requires time for retrieval, practice, feedback, reflection, and revisiting content; ultimately it requires struggle, and there is no struggle without time.

As someone who has mastered the curriculum mapping style of “get it done to move on to get that next thing done,” using an approach of “slow down and reduce” has been quite a shift for me. However, the shift has been necessary: What matters most is what’s best for my students, as opposed to my own plans or mandates imposed by others.

Listening to Students

To implement this shift, my high school English department has reduced content and texts both in terms of the amount of units and the content within each unit. We’re more flexible with dates and deadlines. We spend our energy planning the current unit instead of the year’s units. In true partnership with my students, I’m constantly checking in with them via Google forms, Zoom chats, conferences, and Padlet activities. In these check-ins, I specifically ask students how they’re managing the workload for my class and their other classes. I ask them how much homework they’re doing. And I adjust what I do and expect based on what they tell me. For example, when I find out a week is heavy with work in other classes, I make sure to allot more time during class for my tasks. At times I have even delayed or altered one of my assignments.

To be completely transparent, the “old” me is sheepish in admitting that I’ve so dramatically changed my thinking with respect to homework. However, both my students and I have reaped numerous benefits. I’m now laser-focused when designing every minute of my lessons to maximize teaching and learning. Every decision I make is now scrutinized through the lens of absolute worth for my students’ growth: If it doesn’t make the cut, it’s cut. I also take into account what is most relevant to my students.

For example, our 10th-grade English team has redesigned a unit that explores current manifestations of systemic oppression. This unit is new in approach and longer in duration than it was pre-Covid, and it has resulted in some of the deepest and hardest learning, as well as the richest conversations, that I have seen among students in my career. Part of this improved quality comes from the frequent and intentional pauses that I instruct students to take in order to reflect on the content and on the arc of their own learning. The reduction in content that we need to get through in online learning has given me more time to assign reflective prompts, and to let students process their thoughts, whether that’s at the end of a lesson as an exit slip or as an assignment.

Joining Forces to Be Consistent

There’s no doubt this reduction in homework has been a team effort. Within the English department, we have all agreed to allot reading time during class; across each grade level, we’re monitoring the amount of homework our students have collectively; and across the whole high school, we have adopted a framework to help us think through assigning homework.

Within that framework, teachers at the school agree that the best option is for students to complete all work during class. The next best option is for students to finish uncompleted class work at home as a homework assignment of less than 30 minutes. The last option—the one we try to avoid as much as possible—is for students to be assigned and complete new work at home (still less than 30 minutes). I set a maximum time limit for students’ homework tasks (e.g., 30 minutes) and make that clear at the top of every assignment.

This schoolwide approach has increased my humility as a teacher. In the past, I tended to think my subject was more important than everyone else’s, which gave me license to assign more homework. But now I view my students’ experience more holistically: All of their classes and the associated work must be considered, and respected.

As always, I ground this new pedagogical approach not just in what’s best for students’ academic learning, but also what’s best for them socially and emotionally. 2020 has been traumatic for educators, parents, and students. There is no doubt the level of trauma varies greatly ; however, one can’t argue with the fact that homework typically means more screen time when students are already spending most of the day on their devices. They need to rest their eyes. They need to not be sitting at their desks. They need physical activity. They need time to do nothing at all.

Eliminating or reducing homework is a social and emotional intervention, which brings me to the greatest benefit of reducing the homework load: Students are more invested in their relationship with me now that they have less homework. When students trust me to take their time seriously, when they trust me to listen to them and adjust accordingly, when they trust me to care for them... they trust more in general.

And what a beautiful world of learning can be built on trust.

clock This article was published more than  1 year ago

A deep dive into whether -- and how -- homework should be graded

Homework has been a source of contention since it was first assigned in U.S. public schools in the 1800s. By 1900, it had become so unpopular in some circles that an editorial by Edward Bok, the influential editor of the Ladies’ Home Journal, had this headline: “A National Crime at the Feet of American Parents.”

“The child is made to study far, far beyond his physical strength, and consequently his mental good,” Bok wrote, arguing that kids under age 15 should be outside playing with friends after school and should go to sleep after dinner. Homework was banned for a while in public schools in Boston, the entire state of California and other places, and from 1900 to 1940 progressive education scholars tried to get it abolished everywhere.

They ultimately lost, but debate over the value of homework for students, especially young ones, continues today, along with a relatively new wrinkle: Should homework be graded? It’s part of a revolution in grading that has quietly been underway for years in some districts but that gained attention when more districts began looking at changing grading systems during the coronavirus pandemic.

This article looks in depth at the controversy over grading homework. It was written by Rick Wormeli, a former National Board Certified teacher in Virginia who now consults with schools and districts on classroom practice and grading systems. He is the author of “ Fair Isn’t Always Equal: Assessment and Grading in the Differentiated Classroom, Second Edition. ”

Teachers second-guess letter grades as they search for a fairer way

By Rich Wormeli

Some school districts in our area are considering proposals to revise their policies for reporting homework completion and students’ timely adherence to deadlines so that these reports do not count in final, academic grades of subject content. A few in these communities are pushing back on this idea, declaring that such policies do not teach responsibility, with at least one observer calling the suggested policies, “dumb,” and, “a formula for disaster.” (See, Mathews, “ Abolishing grades on homework will hurt the neediest kids ,” Washington Post, Dec. 26, 2021, and his follow-up piece on the same topic on April 3, 2022). To these individuals, I offer a deeper dive, as the new policies are legitimate.

Everyone in a student’s academic life agrees that grades should be accurate reports of student proficiencies regarding what is being taught: One student’s grade in science reflects her understanding of photosynthesis, and another’s grade in Algebra reflects his skills in graphing inequalities. With accuracy like this, we can provide helpful feedback and make effective decisions regarding students’ current and future learning.

If we include reports of elements not indicative of the proficiencies we claim to report, we distort the truth about students’ learning. We are an ethical profession, however; we don’t lie to students or their parents. It makes sense, then, to remove any practice that falsifies grade reports and to do more of those things that assure truthful reporting.

With integrity paramount, we cannot conflate the report of doing things (compliance) with the reporting of learning things (mastery or proficiency), as doing so distorts the accuracy of the report of either one individually. During the years of my teaching in Loudoun and Fairfax County schools, some students demonstrated 75 percent proficiency in the previous year’s material, but the previous year’s teachers recorded an A or 100 percent on their report cards because these students completed homework on time, maintained organized notebooks, and worked collaboratively. These elements counted 25 percent of the grade. They were helpful things, of course, but they were not evidence of what teachers claim to be reporting.

Study provides rare control group review of standards-based grading craze

In addition, we do not want to give students a false sense of competence in their learning as this creates embarrassment later when they, their parents, and future teachers think students are competent, but it turns out to be a mirage. These individuals are left gawping at what others in their courses easily understand and do. This can happen when we buffer grades with elements such as “completed homework,” and adding extra points to an assignment’s score because the student brought in extra canned food for the canned food drive.

So, what does this mean for modern grading practices? It means we report elements like homework completion and timely adherence to deadlines separately from subject proficiency on the report card. We are careful not to blur the lines between reporting students’ compliance with tasks with students’ proficiency in Latin declension or proper weightlifting techniques.

Work on homework assignments is not evidence of final level of proficiency. Instead, it provides feedback and informs where we go next in instruction. No professional in any field would accept weaving in reports of their first, inexact, attempts in learning with the final report of their solid competence at the end of their learning journey and proven licensure, as it would create a false report of current proficiency. If we wouldn’t tolerate this inaccurate reporting in working world evaluations, what makes it legitimate in our schools? The grade at course’s end should be an accurate report for the subject proficiencies demonstrated at that point, not a report of the road students traveled to get there.

Consider, too, that homework assignments are used as coaching and practice tools for students as they learn content and skills. Any assessment of learning along the way such as we get when looking over students’ practice work is a one-moment-in-time progress check as students grow towards demonstrable competence. Here, we provide timely feedback, and students self-monitor their learning rather than depending exclusively on others to tell them how they are doing. As a result, students own their learning, and learned helplessness and making excuses fall away.

We don’t want to invoke self-preservation here, which happens often with adolescents. If our first steps with a topic are allowed to significantly alter the final report of our competence in that topic, we self-preserve, protect ego, and essentially give up, letting you think we can do it but that we choose not to, or were irresponsible. For many of us, it’s better you think me competent than give you proof that I’m incompetent and don’t belong. Interestingly, teachers are actually more demanding of students by maintaining students’ hope in their learning potential. Invoking self-preservation with high stakes homework, however, lets students escape the burden of their learning and growing maturity.

To provide gravitas and help educators and communities avoid deflecting on this issue, consider the many court cases speaking to this concern, with brief statements from two of them included here (taken from Guskey and Brookhart, “ What We Know about Grading ”):

• Smith v. School City of Hobart (1993): “A federal judge rules that grade reductions for nonacademic reasons result in, “clear misrepresentation of the student’s scholastic achievement, … Misrepresentation of achievement is equally improper … and illegal whether the achievement is misrepresented by upgrading or downgrading, if either is done for reason that are irrelevant to the achievement being graded. For example, one would hardly deem acceptable an upgrading in a mathematics course for achievement on the playing field.”
• Court[s] … have relied on grade accuracy to mean “the extent that it permits someone to estimate the extent of a student’s knowledge and skills in a given area” (Chartier, 2003, p. 41)…[I]ncluding factors such as ability, effort, improvement, or work completion in grades may not be legally defensible.”

Finally, let’s look at the research on teaching accountability and whether counting practice (homework) and penalties for late work in academic course grade teaches students self-discipline and responsibility. Consider (from Guskey’s “Five Obstacles to Grading Reform”):

[N]o research supports the idea that low grades prompt students to try harder. More often, low grades prompt students to withdraw from learning. To protect their self-images, many students regard the low grade as irrelevant or meaningless. Others may blame themselves for the low grade but feel helpless to improve (Selby & Murphy, 1992).

To those expressing concerns about teaching responsibility, I invite you to study the research and many resources on how adults cultivate such maturity in their students. Policies such as one grade lower for each day late and counting homework completion in the final performance of proficiency don’t hold up under scrutiny. Tom Schimmer, author of “ Grading from the Inside Out ,” and former teacher and principal, wrote :

One of the biggest misunderstandings of standards-based grading is that the non-achievement factors don’t matter; they do. Achievement grades are the reason students will ultimately gain entry into college; their habits of learning are the reason they will graduate from college. It is not okay for students to turn work in late. But it’s equally not okay to distort achievement levels as a result of lateness.

He also wrote that having such a factor contribute “to a student’s achievement grade would be inequitable and even unethical.”

Students are behind in math and reading. Are schools doing enough?

All of us want students to develop self-discipline, perseverance, time management, consideration for others, and to start projects the week they are assigned instead of five weeks later, the night before they are due. If we look closely, though, we find that none of the research on how to teach these skills calls for counting homework in the final academic grade or by recording unrecoverable zeros and F’s when work is not completed or not completed on time.

What we find instead are robust and practical insights for building executive function skills, fostering independence, asking students to self-monitor their own learning, building agency (voice and choice in learning), and facilitating students’ growing self-efficacy.

For example, consider these major executive function skills promoted in “ Smart, but Scattered for Teens” : response inhibition, working memory, emotional control, flexibility, sustained attention, task initiation, planning/prioritizing, organization, time management, goal-directed persistence, and metacognition. Do we see anything here that would contribute positively to homework completion and student success? Yes, all of them. Let’s overtly teach these skills instead of scolding from afar in the mistaken assumption that lowering grades helps students mature.

Reporting homework separately is making sure homework “counts,” putting homework completion on its own radar, and giving it increased importance, not less. This is raising expectations, not lowering them. It’s a teacher cop-out when we assign unrecoverable zeros and F’s to work not done on the timeline we declared, as students don’t have to do it now. The message is clear here: This work is skippable and not important. If it’s worth assigning, however, it matters: It’s not busy-work, it’s not skippable. The consequence for not doing your work is giving up other activities and doing the work.

Admissions officers and military recruiters over the decades share repeatedly that they like to see work habits such as homework completion and timely adherence to deadlines reported separately for all four years of high school. This allows them to trust the academic grades as more accurate indicators of students’ real learning and to gauge the candidate’s mettle for their upcoming program. To reinforce the life lesson that hard work often results in higher achievement, report homework completion separately from academic performance and ask the student to note the correlations: higher completion rate yields higher performance, lower completion rate yields lower performance.

Also note that sometimes we get students who do little or no homework, yet they perform among the highest in the class. There is no cheating here; the students have after-school responsibilities that are simply more urgent: Taking care of aging parents or younger siblings, working after school in order to help the family pay for food and rent, or getting extra assistance in another course. When such a mismatch happens, we have to question the value of students doing those homework assignments: Did they really matter to students’ success, or were they merely busy work, making school about compliance, not learning?

Mathews, in his 2021 Post column on the subject, quotes Wakefield High School teachers’ criticism: “ [T]he Spring 2020 virtual learning experiment during the [coronavirus] pandemic taught most of us that students do not, will not, complete work if it is not for a grade,” and he repeats the statement in his April 3, 2022 , update of the controversial topic. But let’s consider the spring of 2020 when schools first closed at the start of the coronavirus pandemic. Remember the panic we were feeling? We were in free fall, wondering which end was up. Students were navigating the loss of normalcy, removal of expected rituals and experiences, fears over others seeing their home lives via Zoom, inappropriate learning conditions at home, caring for parents and grandparents, increased opioid and alcohol use in self or family, wild mood swings, dramatic changes in sleep, isolation/loneliness, going through puberty, limited access to technology/resources/food, jobless parents due to economic downturn, transportation challenges, limited skills in executive function, depression/anxiety, and were dealing with increasing biases, racism, and political hostilities.

On top of this, Arlington County educators and other teachers around the nation were on a steep learning curve, barely ahead of their students on how to make virtual instruction work. Many of us were not very effective at it; we didn’t have the tools and know-how to make learning engaging via the camera lens in spring 2020. It’s a credit to teachers and students that everyone did as well as they did. Using that time of angst with all that was happening on both sides of the camera as conclusive proof that students will only do homework when it is graded, however, doesn’t make sense: It’s a flawed understanding of proper research practices to make such a claim.

In that same April 3, 2022 update, Mathews says that providing feedback on homework, not grades is a, “a lovely image, but … is at odds with modern adolescence. The distractions of teenage life are at war with the notion that students will do better if teachers remove deadlines.” Actually, none of the standards-based learning advocates, as Mathews cited, including Joe Feldman, Emily Rickema, and Ken O’Connor, advocates for removing deadlines. Deadlines still matter, and students are taught diligently how to meet them. Punitive and distorted grade reports, however, are not the way to teach it.

Second, let’s do a deeper dive into what we know about today’s adolescents before we make such generalizations based on what a few teachers say. Adolescents do respond well to classrooms of agency, developmentally appropriate instruction, complex, demanding instruction, and hope. This means we require students to do the heavy lifting to analyze their practice work against standards of excellence and use that knowledge to inform next steps in learning while being assured that these assignments are only progress checks, not the ultimate judgment of competence. When early attempts at mastery are not used against them, and accountability comes in the form of actually learning content, adolescents flourish. No research in our profession concludes that knowingly falsifying grade reports is an effective way to help students mature and deal with the distractions of teenage life.

Let’s implement the practices that lead to student success. Coercive efforts such as counting homework completion and timeliness in an academic grade are about control, not learning or student maturation. Work completion and timeliness are deeply important virtues, of course, but conflating them with academic performance provides a false sense that students are learning and maturing. Homework completion should count 100 percent, and timeliness of assignment submissions should count 100 percent. Yes, quote me correctly, both should count 100 percent — of their own columns on the report card. They should count 0 percent, however, of the report of what students know about mitosis or coding in Python.

Accountability can be defined as entering mutual ethos with one another: I’m looking out for your success as much as you are looking out for mine. As teachers, that means we come prepared to teach diverse students substantive content and skills, and we hold ourselves accountable to powerful ethics as professionals. We study the role of homework in student learning, and we don’t undermine its positive effects by conflating what should be practice with high stakes, final designations of competence. In this, our students are well served.

Teachers say parents, laws are changing how they teach race and gender

TIES TIPS Foundations of Inclusion

Tip #7: homework in the inclusive classroom.

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Introduction

Homework is a universal experience for students and parents in classrooms around the country. Teachers assign homework for multiple reasons: a tool to reinforce learning, build fluency, extend student practice and thinking, prepare students for the upcoming lesson, and more. Homework is a key function of pre-teaching and re-teaching of content area skills so students with significant cognitive disabilities will greatly benefit from participation and expectations for homework as long as proper supports and adaptations are in place. Student learning is strengthened with multiple opportunities and repeated practice for newly taught skills. In addition, all students benefit from having background knowledge and schema activation prior to being introduced to new material. Homework is a great place to provide students with a foundation to tie learning to and can also help students firm up skills mastered at school. Within the context of an inclusion classroom, teachers often wonder what to do about homework for students with the most significant cognitive disabilities. The answer to this question about when and how to give homework cannot be answered until teachers decide what their main purpose or goal is for assigning homework for all their students. School and district policies may also influence the purpose and requirements for homework. Information and recommendations provided in this TIPS sheet specifically relate to the collaborative educational team process for how to make homework successful for students with the most significant cognitive disabilities in inclusive classrooms.

Homework for Students with the Most Significant Cognitive Disabilities

Teacher considerations:.

If teachers in the inclusive setting are assigning homework to students in their general education classrooms, then students with the most significant cognitive disabilities in those classrooms should be assigned homework with adaptations to fit their unique learning characteristics and needs. As is true for all students, teachers should consider their requirements for homework while setting high-expectations for all students, including students with the most significant cognitive disabilities. The general education teacher can work with the special education team (i.e. special education teachers, related service providers, paraprofessionals) to plan adaptations to homework. By presuming competence in all students, the bar is not lowered for students with the most significant cognitive disabilities and they are not excused from this important educational experience.

Parent considerations:

Parent involvement is key to successful homework for any student. Teams should involve all parents early in the school year in supporting their children with homework completion. For students with disabilities, teachers need to take the lead in establishing clear and frequent parent communication about homework policies, expectations, grading practices, and any areas where a student is having difficulties with homework (Jayanti et al., 1997). The need for clear and frequent teacher-parent communication is especially important for students with significant cognitive disabilities. Conversations about expectations for homework can start at the Individualized Education Program (IEP) meeting or can be part of parent-teacher conversations early in the school year. Parents of all types of students may have concerns about homework, including how it is graded, how long it takes to complete, and the cumulative volume of homework coming from multiple instructors. A meeting between the parents and teachers is a good starting point to allow parents to express any apprehensions they have about how to support their child in completing homework so the team can address this and find ways to help the parent. A face-to-face meeting is highly recommended, especially for students with the most significant cognitive disabilities. For example, if parents have concerns about having the time to assist their child with a significant cognitive disability with homework, this issue can be addressed in an IEP team meeting and possible solutions discussed (e.g., child receives homework help in special education resource room or after school program). The team can decide what will be most appropriate for each student. Without parent buy-in and assistance, it is likely that homework assigned may not be completed. However, when parents are included in the homework process, students can reap enormous benefits from the at-home assignments.

How Should the Homework be Differentiated for Students with the Most Significant Cognitive Disabilities  

Before deciding how homework should be differentiated for students with the most significant cognitive disabilities, teachers must first decide what homework to assign for their whole class. It is important to match supports and accommodations students receive during instruction to the supports and accommodations provided for homework. For example, if a student has Velcro items to manipulate numbers on an equations board for solving math word problems during class, then these materials should be sent home with the student to maintain continuity between the two settings. Different approaches are also needed for adapting homework depending on the content of the homework assignment, the age of the student, and specific student needs.

Same homework as peers, with adaptations

Perhaps the simplest option for teachers is to assign the same homework to students with significant cognitive disabilities as to their peers (Stockall, 2017). Conversations about homework can often be heard at the lunch table. When students with significant cognitive disabilities are assigned the same homework, they also have an opportunity to engage in these conversations. More importantly, the content of the homework matches the content of instruction.  It is important to remember that the adaptations the student needs in the classroom must also be applied to work at home (Hampshire et al, 2014).

Different homework from peers

Standards-based learning is an important part of education for a student with significant cognitive disabilities. Homework can provide students with significant cognitive disabilities an opportunity to practice foundational academic skills linked to the grade level content, making sure that the materials are still age appropriate (e.g., not giving an older child who needs foundational skills worksheets developed for kindergarteners). Teachers may choose to supplement grade-level work with assignments that address those bridging skills, such as basic arithmetic or sight word practice.

Differentiation for All

Homework differentiation may be needed in inclusive classrooms for many students, including students with and without disabilities. General education teachers can make accommodations and adaptations for students using principles of Universal Design for Learning (UDL). UDL involves incorporating multiple means of action and expression, engagement, and representation for teaching students. When incorporating UDL in homework, teachers can use any or all of the following UDL guidelines.

Multiple Means of Action and Expression

Teachers should use UDL to provide multiple means of action and expression for completing homework assignments. Teachers can do so by varying the methods for response and allowing multiple media tools to be used for completing homework. For example, a teacher might give the whole class three possible modes of expression for completing a homework assignment. Students could have the choice to respond to respond to a reading by: (a) making a video with a classmate (i.e., speaking); (b) writing a few paragraphs individually (i.e., writing); or (c) creating a Pinterest board with images summarizing the story and showing reactions to the text (i.e., use of visuals). For students with the most significant cognitive disabilities, they could choose a way to respond that works for them parallel to each option given to the class. For example, they could respond to a reading by: (a) creating a video with a classmate using their Alternative and Augmentative Communication (AAC) device to say some of their lines; (b) writing sentences using assistive technology device software; or (c) manipulating selected images that are relevant to the reading to create a permanent product such as a poster board. In these examples, differentiation is happening for everyone and it gives all students a way to show what they know, including students with the most significant cognitive disabilities. The educational team has to plan for the learner with the most significant cognitive disability to help them be successful with the response option they choose.

Multiple Means of Engagement

Teachers could also use UDL to provide multiple means of engagement by recruiting student interest in assignments by offering “individual choice and autonomy” or “optimizing relevance, value, and authenticity” for assignments (CAST, 2018). For example, instead of assigning math problems or spelling lists, consider instead a project-based approach where students apply the skills they have learned in class to real-life situations. For example, students could learn to add decimals making a budget, apply measurement skills when doing the laundry, or identify or read text in the community (Hampshire et al., 2014). Homework choice boards are another way to promote individual choice. This could involve giving students nine options for practicing their spelling words with choices such as writing the spelling words three times each, writing a short story using all of the spelling words, or typing the words into word processing software. This UDL guideline can be an option for all students to promote motivation for completing homework.

Multiple Means of Representation

Teachers could also use UDL to provide multiple means of representation for students prior to them completing homework assignments. For example, in a lesson highlighting students’ response to literature, a teacher could provide students with a choice between a hard copy book of Shakespeare’s MacBeth, or an e-book for their tablet with an optional read aloud feature.  For students with significant cognitive disabilities the text might be simplified and shortened, with a summary added at the end and the written text supplemented with the ability to listen to the simplified story read aloud. The simplified text reduces the text complexity while focusing on the key events and characters needed to answer story comprehension questions. All students respond to MacBeth, but the way they take in the information about the text may vary.

Providing Feedback on Homework

After students turn in their homework, what next? Do we grade it for accuracy? For completion? Do we grade it at all? The answer will depend on the initial purpose of the homework assignment. Beyond grading, the teacher must decide how to give feedback to students in some way (e.g., giving stickers or stamps for good work, highlighting correct answers, providing written comments or audio recorded comments, engaging in a class discussion of common errors, etc.). Depending on the age of the student, it may be helpful for teachers to provide feedback that gives the student a chance to turn the mistakes into an opportunity for a learning experience. Feedback for students with the most significant cognitive disabilities can be more effective if delivered in an individualized manner with specific error correction.

Grading Homework for Accuracy

When homework is assigned to provide students with additional practice or to reinforce fluency, grading homework for accuracy may be an appropriate choice for students at some grade levels and in some situations. There are advantages and disadvantages to grading homework for accuracy. An advantage is that it is easy to see whether the student grasps the content. A disadvantage of grading for accuracy is that a score may reflect the help of their parents, making it difficult to determine what work the student completed independently.

Grading Homework for Completion

When homework is assigned as a way to prepare students for upcoming lessons or to extend student thinking, grading homework for completion may be the appropriate choice. Grading for completion may be particularly meaningful for students of a certain age, and for students with significant cognitive disabilities. For example, junior high students may do math homework at night to practice a concept, but may correct their own work in class the next day with the help of the teacher. The teacher simply checks off that the homework has been done. In this type of situation, homework is used to increase student independence and responsibility. By completing the work at home and returning it to school all students can begin to learn responsibility. If homework is graded only for completion, it is still important for teachers to review students’ errors and correct any misconceptions to prevent future errors.

Not Grading Homework

The final option is to simply not grade homework for any student in the class. Teachers may decide not to grade homework for a number of reasons. For example, a school may have a policy of assigning no homework for primary grade students other than requiring students to read for a certain number of minutes every night. If this is the standard for the general education classroom, then it is acceptable practice for students with the most significant cognitive disabilities as well. For some families, homework is a way to be engaged in their child’s education and can be a conversation piece when communicating with the teacher about their child’s progress. For these parents, they may be less concerned about the grade itself but more interested in seeing what topics their child is working on in school and watching to see what the child knows on their own.

If homework is part of the inclusive educational experience in the general education classroom, then students with the most significant cognitive disabilities should do homework too. Homework can serve many purposes, such as: reinforcing content learned in class, encouraging family engagement, allowing time to complete unfinished class work, and giving students a common topic for discussion with peers. Teachers should use the guiding principles of UDL to plan and design homework assignments that support the learning of all students. Educational teams should collaborate to figure out how to make homework meaningful and successful for all students with the most significant cognitive disabilities. Teachers should presume competence and not assume students with significant cognitive disabilities cannot do homework.

Bryan, T., & Burstein, K. (2004). Improving homework completion and academic performance: Lessons from special education. Theory Into Practice , 43 , 213–219. https://doi.org/10.1207/s15430421tip4303_7

CAST. (2018). The UDL guidelines . Retrieved from http://udlguidelines.cast.org/

Gill, B. P., & Schlossman, S. L. (2004). Villain or savior? The American discourse on homework, 1850-2003. Theory Into Practice , 43 , 174–181. https://doi.org/10.1207/s15430421tip4303_2

Hampshire, P. K., Butera, G. D., & Bellini, S. (2016). Self-management and parents as interventionists to improve homework independence in students with autism spectrum disorders. Preventing School Failure: Alternative Education for Children and Youth , 60 , 22–34. https://doi.org/10.1080/1045988X.2014.954515

Hampshire, P. K., Butera, G. D., & Hourcade, J. J. (2014). Homework plans: A tool for promoting independence. TEACHING Exceptional Children , 46 , 158–168. https://doi.org/10.1177/0040059914534615

Jayanthi, M., Bursuck, W., Epstein, M. H., & Polloway, E. A. (1997). Strategies for successful homework. TEACHING Exceptional Children , 30 , 4–7. https://doi.org/10.1177/004005999703000101

Stockall, N. (2017). Designing homework to mediate executive functioning deficits in students with disabilities. Intervention in School and Clinic , 53 , 3–11. https://doi.org/10.1177/1053451217692565

TIPS Series: Tip #7, November 2019

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Clausen, A., Liu, K., Reyes, E. N., & Wakeman, S. (2019). Homework (TIPS Series: Tip #7) . Minneapolis, MN: University of Minnesota, TIES Center.

TIES Center is the national technical assistance center on inclusive practices and policies. Its purpose is to create sustainable changes in kindergarten-grade 8 school and district educational systems so that students with significant cognitive disabilities can fully engage in the same instructional and non-instructional activities as their general education peers, while being instructed in a way that meets individual learning needs. TIES Center is led by the National Center on Educational Outcomes (NCEO) at the Institute on Community Integration, University of Minnesota, and includes the following additional collaborating partners: Arizona Department of Education, CAST, University of Cincinnati, University of Kentucky, University of North Carolina – Charlotte, and University of North Carolina – Greensboro.

TIES Center is supported through a Cooperative Agreement (#H326Y170004) with the Research to Practice Division, Office of Special Education Programs, U.S. Department of Education. Opinions expressed do not necessarily reflect those of the U.S. Department of Education or Offices within it. Project Officer: Susan Weigert

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The psychological benefits of finishing your homework on time

H omework has long been a staple of the educational experience, often viewed as a tool for reinforcing learning and assessing student understanding. Despite its educational importance, many students struggle with timely completion, facing obstacles such as procrastination, distraction, and a lack of motivation. These challenges can make homework seem like a daunting task. However, the benefits of completing homework on time extend beyond academic achievement. This article aims to explore the psychological benefits associated with timely homework completion, revealing how this practice can enhance mental well-being and foster personal growth.

Enhanced time management skills

One of the key psychological benefits of completing homework on time is the development of robust time management skills. When students regularly meet homework deadlines, they learn to prioritize tasks and manage their time more effectively. This skill is crucial not only in academic settings but also in personal and professional life. Mastering time management can lead to a sense of control over one’s life, which significantly reduces feelings of stress and overwhelm. It’s common to hear students ask, “ Can you write my paper for me ?” as deadlines approach. However, those who have honed their time management skills are more likely to tackle assignments independently and with confidence, knowing they have planned adequately to meet their obligations.

Reduced stress and anxiety

The act of finishing homework on time can significantly alleviate stress and anxiety. Procrastination often leads to a buildup of tasks, which can become overwhelming as deadlines draw near. This not only increases anxiety but also triggers a cycle of stress and poor performance. By completing assignments on time, students can avoid the panic associated with last-minute rushes. The psychological relief that comes from knowing that all tasks are completed and nothing is hanging over one’s head is profound. Regularly experiencing this relief helps students maintain a calmer, more composed mindset, which is conducive to both academic success and general well-being.

Improved self-esteem

Timely completion of homework also plays a critical role in enhancing self-esteem. When students finish their work on time, they receive positive feedback and grades, which reinforces their self-image and confidence in their abilities. This process is vital for building self-efficacy, the belief in one’s capability to execute behaviors necessary to produce specific performance attainments. Achieving daily homework goals provides a continuous stream of small successes, each boosting the student’s self-esteem. Over time, this pattern fosters a more positive self-concept and encourages students to embrace more significant challenges, knowing they have the skills and discipline to succeed.

Better sleep patterns

Regular completion of homework by set deadlines can also lead to improved sleep patterns. When students avoid cramming their studies into late-night hours, they can maintain a healthier sleep schedule. This is crucial because adequate sleep is essential for brain function, emotional regulation, and overall mental health. A consistent sleep pattern prevents sleep deprivation’s cognitive impairments, such as reduced attention, slower processing, and memory issues. Students who manage their homework efficiently tend to go to bed at a reasonable hour, leading to better psychological and physical health outcomes.

Increased academic performance

There is a direct correlation between timely homework completion and academic performance. Students who consistently complete their homework on time often achieve higher grades and gain a deeper understanding of the material. This practice allows for regular study and revision, which enhances learning retention and prepares students for complex topics and exams. Psychologically, the regular accomplishment of set tasks, like homework, enhances mental agility and academic stamina, which is essential for long-term educational success.

Long-term academic and career benefits

Developing good habits in homework completion can yield significant long-term benefits in both academic and professional contexts. Academically, students who are diligent and consistent with their homework are more likely to pursue higher education and succeed in their chosen fields. Professionally, these habits translate into traits valued in the workplace, such as reliability, punctuality, and thoroughness. The psychological advantage of being perceived as dependable and hardworking cannot be overstated, as it opens doors to opportunities and fosters professional growth and stability.

The psychological benefits of completing homework on time are profound and multifaceted. From enhanced time management and reduced stress to improved self-esteem and better sleep patterns, the advantages extend well beyond the classroom. As students cultivate these habits, they not only boost their academic performance but also prepare themselves for future challenges in their academic and professional lives. It’s important for students to recognize these benefits and seek resources that reinforce good study habits, whether through educational tools, supportive peer groups, or essay writing service reviews when necessary. Ultimately, developing the discipline to complete homework on time is an investment in one’s mental health and future success.

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Home » Blog » General » Creating Meaningful IEP Goals for Homework: Strategies for Parents and Educators

Creating Meaningful IEP Goals for Homework: Strategies for Parents and Educators

Introduction:

Creating meaningful Individualized Education Program (IEP) goals for homework is crucial for supporting students with IEPs in their academic journey. By collaborating with parents and educators, we can ensure that these goals are tailored to the unique needs of each student, setting them up for success in completing their homework assignments. In this blog post, we will explore strategies and best practices for creating effective IEP goals for homework.

I. Understanding the Individualized Education Program (IEP)

A. Definition and purpose of an IEP:

An IEP is a legally binding document that outlines the educational plan for students with disabilities. It is designed to ensure that these students receive the necessary support and accommodations to access the curriculum and make progress in their learning. The purpose of an IEP is to provide a roadmap for educators, parents, and other professionals involved in the student’s education to work together in meeting their unique needs.

B. Components of an IEP:

An IEP typically includes information about the student’s present levels of performance, annual goals, accommodations and modifications, related services, and progress monitoring. Each component is carefully crafted to address the student’s academic, social-emotional, and functional needs.

C. Importance of aligning IEP goals with academic and functional needs:

When setting goals for homework, it is essential to align them with the student’s academic and functional needs. By doing so, we can ensure that the goals are relevant and meaningful, promoting the development of skills that will support the student’s overall growth and independence.

II. Identifying Homework Challenges

A. Common difficulties students with IEPs may face during homework:

Students with IEPs may encounter various challenges when it comes to completing homework assignments. These challenges can include difficulties with organization, time management, task initiation, attention, and comprehension. It is crucial to identify these challenges to create targeted goals that address the specific areas of need.

B. Recognizing individual strengths and weaknesses:

Every student has unique strengths and weaknesses. By recognizing and leveraging these strengths, we can create goals that build upon the student’s existing abilities. Additionally, identifying weaknesses allows us to provide targeted support and interventions to address areas that require improvement.

C. Collaborating with teachers to gather information about homework challenges:

Teachers play a vital role in understanding the specific homework challenges faced by students with IEPs. By collaborating with teachers, parents and educators can gain valuable insights into the student’s performance in the classroom and identify areas where additional support may be needed. This collaboration helps in setting realistic and effective goals for homework.

III. Setting Meaningful IEP Goals for Homework

A. Using the SMART framework for goal-setting:

When setting IEP goals for homework, it is essential to use the SMART framework. SMART stands for Specific, Measurable, Achievable, Relevant, and Time-bound. Goals that adhere to these criteria are more likely to be effective and meaningful. For example, a SMART goal for homework could be “The student will independently complete math homework assignments with 80% accuracy by the end of the semester.”

B. Incorporating student interests and preferences into goals:

Engagement and motivation are key factors in achieving success with homework. By incorporating the student’s interests and preferences into the goals, we can increase their motivation and investment in completing assignments. For example, if a student is interested in animals, a goal could be “The student will research and write a short report on an animal of their choice for their science homework.”

C. Focusing on building skills and independence:

Homework provides an opportunity for students to practice and reinforce skills learned in the classroom. Setting goals that focus on building specific skills and promoting independence can help students become more confident and capable learners. For example, a goal could be “The student will use a planner to independently manage their homework assignments and due dates.”

D. Considering the student’s current abilities and progress:

When setting goals, it is important to consider the student’s current abilities and progress. Goals should be challenging yet attainable, taking into account the student’s individual circumstances. By setting goals that are within reach, we can foster a sense of achievement and promote continued growth.

IV. Strategies for Parents and Educators

A. Communication and collaboration between parents and educators:

Open and ongoing communication between parents and educators is essential for supporting students with IEPs in completing their homework. Regular check-ins, sharing of progress, and addressing any concerns or challenges that arise can help ensure that everyone is on the same page and working towards the student’s success.

B. Providing clear instructions and expectations for homework:

Clear instructions and expectations are crucial for students with IEPs to understand what is required of them for their homework assignments. Providing step-by-step instructions, breaking down tasks, and using visual supports can help students better comprehend and complete their assignments.

C. Breaking down tasks into manageable steps:

Students with IEPs may benefit from breaking down tasks into smaller, more manageable steps. This approach helps prevent overwhelm and allows students to focus on one task at a time. Breaking down tasks also provides opportunities for students to experience success and build confidence as they complete each step.

D. Utilizing visual supports and organizational tools:

Visual supports and organizational tools can greatly assist students with IEPs in managing their homework. Visual schedules, checklists, and timers can help students stay organized, track their progress, and manage their time effectively. These tools provide structure and support, promoting independence and task completion.

E. Implementing effective reinforcement and motivation strategies:

Reinforcement and motivation strategies can play a significant role in supporting students with IEPs in completing their homework. Positive reinforcement, such as praise, rewards, and incentives, can help motivate students and reinforce desired behaviors. Understanding the student’s individual preferences and interests can guide the selection of effective reinforcement strategies.

V. Monitoring and Adjusting IEP Goals

A. Regularly assessing progress towards goals:

Regular assessment of progress towards goals is essential to ensure that students are making meaningful strides in their homework. Ongoing monitoring allows parents and educators to identify areas of strength and areas that may require additional support or adjustment.

B. Collecting data and tracking performance:

Data collection and performance tracking provide objective evidence of a student’s progress. By collecting data on homework completion, accuracy, and independence, parents and educators can gain insights into the effectiveness of the current goals and make informed decisions about any necessary adjustments.

C. Collaborating with the IEP team to make necessary adjustments:

The IEP team, which includes parents, educators, and other professionals, should collaborate to review and adjust goals as needed. This collaborative approach ensures that the goals remain relevant and effective, taking into account the student’s changing needs and circumstances.

D. Celebrating achievements and recognizing growth:

Celebrating achievements, no matter how small, and recognizing growth is essential for fostering a positive mindset and maintaining motivation. By acknowledging and celebrating the student’s progress, parents and educators can reinforce the importance of their efforts and encourage continued growth.

VI. Conclusion

A. Recap of key strategies for creating meaningful IEP goals for homework:

Creating meaningful IEP goals for homework involves understanding the individual student’s needs, setting SMART goals, incorporating student interests, and focusing on building skills and independence. Effective strategies for parents and educators include communication, providing clear instructions, breaking down tasks, utilizing visual supports, and implementing reinforcement strategies.

B. Importance of ongoing collaboration and support for students with IEPs:

Ongoing collaboration and support between parents and educators are crucial for the success of students with IEPs in completing their homework. By working together, we can ensure that the goals are aligned with the student’s needs and provide the necessary support and accommodations for their academic growth.

C. Encouragement for parents and educators to advocate for their child’s needs in the IEP process:

Parents and educators play a vital role in advocating for the needs of students with IEPs. By actively participating in the IEP process and voicing concerns or suggestions, they can contribute to the development of meaningful goals and ensure that the student’s needs are met.

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