WILMINGTON, MA — The Wilmington School Committee is on the verge of adopting a new homework policy for the district, based on a proposal from its Homework Committee. The new policy will likely result in less homework — but more meaningful and engaging homework — for Wilmington students.
The Homework Committee, led by former Assistant Superintendent Sean Gallagher, consisted of parents, teachers, administrators and school committee members. They met throughout the school year to craft a new homework policy after reviewing the current homework policy of the district and other districts around the state; surveying students, parents and teachers on homework matters; and examining current research and best practices (state, nationally and internationally) as it relates to homework.
One of Gallagher’s biggest takeaways from the current research is that traditional homework may have no impact or even a negative impact on student learning.
While much of the existing homework policy will be carried over to the new policy, there are significant differences between the two. Most notably, the new policy eliminates suggested time guidelines for each grade.
Under the current policy, the following daily guidelines are suggested:
- Kindergarten: Occasional Assignments
- Grade 1: 15 Minutes (Monday-Thursday)
- Grades 2: 30 Minutes (Monday-Thursday)
- Grade 3: 30-45 Minutes (Monday-Thursday)
- Grade 4: 45-60 Minutes (4 times per week)
- Grade 5: 60-75 Minutes (4 times per week)
- Grades 6-8: 75-120 Minutes
- Grades 9-12: 90-180 Minutes with an average of 30 Minutes per course
The new policy, instead, lays out characteristics of homework best practices:
The five characteristics of best homework practices are:
- Purpose of assignments = should be meaningful to student learning / extension of the classroom
- Efficiency of assignments = does not take a long time to complete, but requires critical thinking
- Ownership of assignments = give students choices connecting homework to their interests / real world
- Competence of assignments = differentiate homework to the appropriate level of difficulty
- Design of assignments = promotes engagement, innovation and creativity
There are many other learning activities in the life of a student besides homework. For example, as participating in school activities, pursuing cultural interests, participating in family living, and exploring personal interests should be considered when assignments are given.
The research suggests that individual students may require less or more time for assignments. If students are consistently spending significantly longer on assignments, families should consult with the teacher(s) to let them know of their child’s struggles.
In addition, multiple studies support that consistent reading outside of school builds cognitive processing for all students promoting optimal academic success in all content areas. Homework at grade levels may also involve long-term projects, products, or performances that serve as a demonstration of student learning. Long-term assignments should be made well in advance of the due date and should include incremental checkpoints or benchmarks to help students complete them successfully.
“The old policy was very structured to the point that teachers were assigning homework because they felt they had to… The policy, with its time guidelines, was an unrealistic one-size fits all policy, especially when you look at today’s differentiated instruction and inclusionary practices in the classroom,” said then Assistant Superintendent Sean Gallagher. “The new policy shifts homework from a structured, rigid system to following best practices and practicing a skill, while giving more autonomy to teachers and administrators.”
“We were trying to bring the homework policy back down into the classroom level, where the individual teachers can make the decision,” continued Gallagher. “If I taught the standard for the day and I’m comfortable that my students fully understood it, I may not assign homework that night. But if you taught that same standard for the day and felt your students may need a little more practice with it, then you would assign some homework to practice the new learned skill.”
“The time limits in the existing policy were creating problems. We wanted to kick things back to the teachers and let them make homework decisions, based on the best practices we provide them,” added Gallagher. “If your child doesn’t get homework one night, it’s because they learned the standard. We’re differentiated from classroom to classroom, student to student…. No teacher should feel they need to assign homework just because their colleague assigned homework.”
“My favorite thing about the new policy is the elimination of the suggested times,” agreed School Committee member Steve Bjork. “In this day and age, everything is about differentiated instruction. Student A may take 15 minutes. Student B may take 20 minutes. Student C may take 25 minutes. I’m thrilled time limits are gone.”
“We felt the time suggestions really took away from the authenticity of this new policy,” said School Committee member Jennifer Bryson, who also served on the Homework Committee. “If teacher and administrators look at the five characteristics of best homework, I actually think that homework in this district will drastically change… We want kids to want to do their homework and to be able to do their homework.”
“We’ll be working with the staff to help them develop purposeful, meaningful homework and will emphasize to them it’s OK not to assign homework every night,” responded Gallagher when asked by School Committee David Ragsdale about training for teachers in this area. “The homework topic will be covered on CIT (Curriculum Improvement Time) days and in Professional Development Plans.”
When Ragsdale then asked how the district will evaluate the success of the policy, Gallagher and Bryson suggested a survey be conducted at the end of next school year to gather feedback from students, parents, and teachers. Additionally, the Superintendent and his Leadership Team will have an “ongoing dialog” around the new homework policy throughout the year.
While School Committee member MJ Byrnes was supportive of the policy, she suggested the time guidelines remain in place as a means of helping parents know whether or not their child is struggling.
“Parents need expectations to know what’s reasonable. Let’s include the National Education Association recommended times. We’re not saying teachers have to follow these, but these are a rule of thumb,” said Byrnes. “I want to support the parents, especially new parents entering the school district, by helping them know what’s a reasonable amount of time and what’s unreasonable. To know when there are red flags. To when how much homework is too much.”
“The homework battle at night can create a lot of anxiety and undue stress on the child and entire family…. A parent can tell you when their child has too much homework. They don’t need a set time limit,” responded Gallagher.
Gallagher noted that parents of elementary students may see less traditional homework and more nightly reading for pleasure.
“The Homework will be assigned with the learning of the standards in mind,” reemphasized Gallagher. “One child may get some homework and another child in another classroom may not. We really need to communicate this policy on a regular basis throughout next year. All assignments should be judged against the five characteristics of best homework practices. The School Committee can monitor the new policy with feedback collected.”
The School Committee unanimously approved the first reading of the policy at its most recent meeting. The Committee will vote to formally approve the new policy at its next meeting, which has not yet been scheduled.
Read the new proposed homework policy HERE beginning on Page 7 with the original policy, followed by revised drafts, followed by the final draft, ending on Page 27.
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