Creating a Homework Policy With Meaning and Purpose

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We have all had time-consuming, monotonous, meaningless homework assigned to us at some point in our life. These assignments often lead to frustration and boredom and students learn virtually nothing from them. Teachers and schools must reevaluate how and why they assign homework to their students. Any assigned homework should have a purpose.

Assigning homework with a purpose means that through completing the assignment, the student will be able to obtain new knowledge, a new skill, or have a new experience that they may not otherwise have. Homework should not consist of a rudimentary task that is being assigned simply for the sake of assigning something. Homework should be meaningful. It should be viewed as an opportunity to allow students to make real-life connections to the content that they are learning in the classroom. It should be given only as an opportunity to help increase their content knowledge in an area.

Differentiate Learning for All Students

Furthermore, teachers can utilize homework as an opportunity to differentiate learning for all students. Homework should rarely be given with a blanket "one size fits all" approach. Homework provides teachers with a significant opportunity to meet each student where they are and truly extend learning. A teacher can give their higher-level students more challenging assignments while also filling gaps for those students who may have fallen behind. Teachers who use homework as an opportunity to differentiate we not only see increased growth in their students, but they will also find they have more time in class to dedicate to whole group instruction .

See Student Participation Increase

Creating authentic and differentiated homework assignments can take more time for teachers to put together. As often is the case, extra effort is rewarded. Teachers who assign meaningful, differentiated, connected homework assignments not only see student participation increase, they also see an increase in student engagement. These rewards are worth the extra investment in time needed to construct these types of assignments.

Schools must recognize the value in this approach. They should provide their teachers with professional development that gives them the tools to be successful in transitioning to assign homework that is differentiated with meaning and purpose. A school's homework policy should reflect this philosophy; ultimately guiding teachers to give their students reasonable, meaningful, purposeful homework assignments.

Sample School Homework Policy

Homework is defined as the time students spend outside the classroom in assigned learning activities. Anywhere Schools believes the purpose of homework should be to practice, reinforce, or apply acquired skills and knowledge. We also believe as research supports that moderate assignments completed and done well are more effective than lengthy or difficult ones done poorly.

Homework serves to develop regular study skills and the ability to complete assignments independently. Anywhere Schools further believes completing homework is the responsibility of the student, and as students mature they are more able to work independently. Therefore, parents play a supportive role in monitoring completion of assignments, encouraging students’ efforts and providing a conducive environment for learning.

Individualized Instruction

Homework is an opportunity for teachers to provide individualized instruction geared specifically to an individual student. Anywhere Schools embraces the idea that each student is different and as such, each student has their own individual needs. We see homework as an opportunity to tailor lessons specifically for an individual student meeting them where they are and bringing them to where we want them to be. 

Homework contributes toward building responsibility, self-discipline, and lifelong learning habits. It is the intention of the Anywhere School staff to assign relevant, challenging, meaningful, and purposeful homework assignments that reinforce classroom learning objectives. Homework should provide students with the opportunity to apply and extend the information they have learned complete unfinished class assignments, and develop independence.

The actual time required to complete assignments will vary with each student’s study habits, academic skills, and selected course load. If your child is spending an inordinate amount of time doing homework, you should contact your child’s teachers.

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How to Write the Perfect Homework Policy

Author: Naimish Gohil

Posted: 10 May 2017

Estimated time to read: 4 mins

Homework is an integral part to the learning process and as such, each school should have a clear homework policy readily available to teachers, students and parents that sets out your expectations when it comes to home-learning .

how to write the perfect homework policy

A clear and effective homework policy will mean that quality and quantity of homework can be easily tracked and all stakeholders are on the same page. We've created our own Homework Policy that you can adapt for use in your school or use as an outline when creating your own policy:

1‭. ‬Introduction

This is the school’s policy for the provision of homework to pupils and has been drawn up in accordance with guidance from the DFE and Sutton Education Trust‭.‬ It must be recognised that parents play a vital role in the education of their child‭, ‬therefore it is important and valuable to‭ ‬have a good home-school partnership‭, ‬of which a homework policy must address‭.‬

2‭. ‬Homework‭ - ‬A definition

Homework is defined as any work or activity that students are asked to undertake outside of lesson time‭, ‬either on their own or‭ ‬with the aid of parents and carers‭. ‬Homework doesn’t necessarily have to be completed at home but can be completed in free periods and after-school homework clubs‭. ‬We see work completed outside of lesson time as a valuable part of a student’s learning‭.‬

3‭. ‬The purpose of homework‭ ‬

The school regards the purpose of homework as being to‭:‬

  • ‭ Provide learners with the opportunity to work on an activity that is relevant to learning outcomes‭, ‬or that contributes to gaining qualifications/accreditations‭.‬
  • Develop an effective partnership between the school‭, ‬parents and carers in pursuing the academic aims of the school and the development of their child‭.‬
  • Consolidate and reinforce skills and understanding prior to the following lesson‭, ‬particularly in English and Mathematics‭.‬
  • Extend learning across the curriculum‭, ‬for example through additional reading‭.‬
  • Encourage pupils as they get older to develop the confidence‭, ‬self-discipline and independence to develop organisational skills‭.‬

As a school‭, ‬we encourage children to pursue out-of-school activities‭. ‬Homework should be used to effectively reinforce and/or extend what is learned in school‭. ‬We hope that children will feel a sense of personal satisfaction in a task completed well and that their efforts will be recognised and praised both at home and at school‭. ‬

Homework tasks should be undertaken to the best of‭ ‬their ability‭. ‬We hope that parents and carers will be willing and able to give their active support to ensure that work completed at home is done so conscientiously and in the best possible conditions‭.‬

4‭. ‬Current practice‭ ‬

At the beginning of the academic year‭, ‬each year group will be informed about what is expected of them with regards to homework‭.‬

5‭. ‬Time to be spent completing homework

Based on current good practice‭, ‬we ask pupils to spend the following amount of time on homework‭:‬

Years 7‭ ‬to 9‭:                   ‬1‭ - ‬2‭ ‬hours per day

Years 10‭ ‬&‭ ‬11‭:                ‬1‭ - ‬3‭ ‬hours per day‭ ‬

Pupils may be expected to undertake a variety of homework activities‭. ‬These activities will differ depending on the teacher and‭ ‬subject‭. ‬Examples include‭: ‬Reading tasks‭, ‬numeracy tests‭, ‬spelling tests‭, ‬quizzes‭, ‬project work‭, ‬classwork extensions‭, ‬coursework‭, ‬essays and research activities‭.‬ As a general rule‭, ‬teachers will not usually set substantial homework tasks to be completed for the next day‭, ‬pupils will have at least two days to complete any work set‭.‬

6‭. ‬Pupil feedback

The school recognises the importance of providing prompt and actionable feedback to pupils‭, ‬parents and carers‭. ‬Feedback will include how well homework tasks have been tackled‭, ‬and the knowledge‭, ‬skills and understanding developed‭.

‬A variety of methods will be used to provide feedback‭, ‬such as an appropriate comment of praise‭, ‬appreciation or area for improvement‭. ‬Any given feedback will vary according to the age of the pupil‭.‬

7‭. ‬Where to access the school homework policy

The school will use newsletters to inform parents and carers about the school’s homework policy and secure their involvement‭. ‬The homework policy‭, ‬as well as useful information for parents in supporting their child’s learning‭, ‬is displayed on the school website‭. ‬

Parents’‭ ‬Evenings and New Intake Evenings will be used to promote this partnership and obtain feedback‭ (‬e.g‭. ‬English and Mathematics workshops‭). ‬Homework questionnaires will be used where appropriate to ascertain parent views‭. ‬Parents will be consulted about any significant changes to the policy that are being considered by the governing body‭.‬

8‭. ‬Reviewing the policy

The homework policy will be reviewed every year‭. ‬Where significant changes to the policy are felt to be required‭, ‬proposals will‭ ‬be presented to the governing body and parents consulted‭.‬

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Advice on Creating Homework Policies

Getting students to work on their homework assignments is not always a simple task. Teachers need to take the initiative to create homework policies that encourage students to work hard to improve their achievement in the classroom setting. Educational leadership starts with making a policy that helps students learn and achieve while competing with extracurricular activities and the interests of students.

Set high standards

Homework policies need to have high standards to encourage students to work hard on achieving the best possible results. Student achievement in school improves when teachers set high standards and tell students that they are expected to meet the standards set in the classroom.

By setting high standards for the homework policy, teachers are ensuring that the students will be more willing to work on getting assignments done. The policies for homework that teachers and parents create can help improve student understanding of materials and result in better grades and scores on standardized tests.

Focus on study skills

Teaching students in their early education is a complicated task. Teachers need to balance the age of the students with the expected school, state and federal educational standards. Although the temptation to create a homework policy that focuses on repetition and traditional assignments can make the policy easy to create, it also removes the focus from establishing strong study skills and habits to engage students in education.

Creating a homework policy for younger students in the elementary grades should avoid traditional assignments and focus on building study skills and encouraging learning. Older students after elementary school are ready to take on written assignments rather than using technology and other tools.

Putting more focus on study skills will set a stronger foundation for homework in the future. As students get into higher grades, the type of assignments will focus on writing with a pen or pencil. The age of the student must be considered and the goal is to create a strong foundation for the future.

Involve the parents

Getting parents involved in the homework policy will encourage students to study and complete the assigned tasks. Asking parents to get involved to facilitate assignments will ensure students are learning without the parents completing the assignment for their child.

The goal of involving the parents in the homework policy is getting the family to take an interest in ensuring the assignments are completed. The best assignments will allow the student to manage the work without seeking answers from a parent. That allows parents to supervise and encourage their child without giving the answers.

Give consequences for incomplete assignments

Homework is an important part of providing educational leadership in the classroom. Although parental involvement and high standards can help encourage students to study, it is also important to clearly state the consequences if assignments are incomplete or not turned in on time.

A clear homework policy will lay out the possible consequences of avoiding assignments or turning in incomplete work. Consequences can vary based on the student grade level and age, but can include lowering the grades on a report card or taking away classroom privileges.

Although it is important to provide details about the consequences of avoiding the assignments, teachers can also use a reward system to motivate students to complete their work. Rewards can focus on the entire class or on individual rewards, depending on the situation. For example, teachers can give a small candy when students complete five assignments in a row.

Consequences and rewards can serve as a motivating factor when it comes to the homework policy. By clearly stating the potential downsides and the benefits to the student, it is easier for students to focus on the work.

Creating homework policies is part of educational leadership in the classroom. Although homework must focus on helping students achieve, it also needs to clearly state the expectations and give details about the benefits and consequences of different actions. By giving a clear policy from the first day of school, the students will know what to expect and can gain motivation to work on achieving the best results.

Homework Policies That Support Diverse Needs

by MiddleWeb · Published 04/18/2019 · Updated 01/17/2020

Rethinking Homework: Best Practices That Support Diverse Needs, 2nd edition By Cathy Vatterott (ASCD, 2018 – Learn more )

best practices homework policy

There is no more loaded topic in education than the discussion of homework. Are teachers assigning too much homework or not enough? Is homework a productive use of a student’s time outside of the regular school day? Is it good for all ages or only students of a certain age?

These are just a few of the questions that are discussed from national leaders in educational research down to an individual teacher with his/her students. Dr. Cathy Vatterott’s book Rethinking Homework tries to bring sanity to this ongoing argument.

Attending to family dynamics

I think the most thought provoking piece of this book is the discussion of how family dynamics have changed and how they are constantly evolving. Many families are single parent/guardian households, and many with two parents/guardians in the home see both of them working full time. Parents/guardians may not have the time and in some cases the ability to help their son/daughter complete homework. Also kids are more active than ever before outside of school.

Teachers need to understand that there are some nights where completing homework may be impossible (p. 40). Teachers must work with families to help students complete worthwhile homework when it is assigned, understanding that judging parents/guardians who can’t or won’t help students is an unproductive and damaging exercise.

Vatterott goes through some of the research about homework. The takeaway from this section is that you can find research to confirm or refute whatever your position is on homework.

If you are assigning homework, the homework needs to have a specific purpose (pre-learning, diagnostic, check for understanding, practice, or processing), and the student needs to receive specific, usable feedback that will help them reach the learning goal. This feedback can come from the teacher, their peers, or themselves.

Grades, especially punitive ones (i.e. zeros for not completing homework), not only do not motivate students to complete homework, they give students an excuse from ever completing the assignment. If the assignment is worthwhile, then students not doing it are missing out on a learning opportunity. “[W]e cannot punish students into completing homework,” Vatterott states succinctly (p. 96).

Ways to help students complete homework

Many students need support in completing homework; however, if a student cannot complete an assignment without help, then it is not a good assignment. If the homework is meaningful and appropriate, we need to figure out why students are not completing it. The first step goes back to open, honest communication with the family. Vatterott details many support strategies that can be used at the classroom and/or building level to help students complete their homework. Some that stood out to me are:

• Classroom Level

– Set a maximum amount of time that students should work on homework. – Give assignments well in advance of the due date. – Give weekly assignments. Assign homework on Friday to be due next Friday.

• Building Level

– Provide homework support programs. – Shorten each class by a few minutes per day to have an hour long weekly homework time. – Schedule small, focused study halls.

Practical advice on developing homework practices

This book is a must for classroom teachers and administrators who want to bring some sanity to homework policies in their classrooms or building. Vatterott provides practical advice as well as documents at the end of the book that help implement her ideas.

Homework is practice. It should be treated as such. Students may need time outside of class to pre-learn or understand certain concepts. The homework assigned should then be focused with clear learning goals, and students should be given specific, usable feedback once the assignment is complete. We have to stop making homework another reason why students don’t become life-long learners.

Brian Taylor is the Director of Science and Engineering Technology K-12 for the West Islip Union Free School District on Long Island, New York. Brian has also been a Dean of Students and a Chemistry teacher.

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best practices homework policy

The power of a good homework policy

Published 18th March 2019 by Frog Education

With the homework debate continuing to rage and be fuelled by all parties involved, could publishing a robust homework policy help take some of the headache out of home learning?

What is a homework policy.

The idea of a homework policy is for the school to officially document and communicate their process for homework. The policy should outline what is expected of teachers when setting homework and from students in completing home learning tasks. It is a constructive document through which the school can communicate to parents, teachers, governors and students the learning objectives for homework.

Do schools have to have a homework policy?

It is a common misconception that schools are required by the government to set homework. Historically the government provided guidelines on the amount of time students should spend on home learning. This was withdrawn in 2012 and autonomy was handed to headteachers and school leaders to determine what and how much homework is set. Therefore, schools are not required by Ofsted or the DfE to have a homework policy in place.

The removal of official guidelines, however, does not give pupils the freedom to decide if they complete homework or not. Damian Hinds , Education Secretary, clarified that although schools are not obliged to set homework, when they do, children need to complete it in line with their school’s homework policy; “we trust individual school head teachers to decide what their policy on homework will be, and what happens if pupils don’t do what’s set.”

The majority of primary and secondary schools do set homework. Regardless of the different views on the topic, the schools that do incorporate homework into their learning processes, must see value in it.

Clearly communicating that value will demonstrate clarity and create alliance for everyone involved – both in and outside of school. This is where the publication of a good homework policy can help. 5 Benefits of publishing a good homework policy

#1 Manages students' workload

Studies have shown a correlation between student anxiety and demanding amounts of homework. One study found that in more affluent areas, school children are spending three hours per evening on homework. This is excessive. Secondary school students’ study between eight and ten subjects, which means they will have day-to-day contact with a number of teachers. If there is no clear homework policy to provide a guide, it would be feasible for an excessive amount of homework to be set.

A homework policy that sets out the expected amount of time students should spend on homework will help prevent an overload. This makes it more realistic for children to complete homework tasks and minimise the detrimental effect it could have on family time, out-of-school activities or students’ overall health and well-being.

#2 Creates opportunity for feedback and review

The simple act of having an official document in place will instigate opportunities for regular reviews. We often consider the impact of homework on students but teachers are also working out-of-hours and often work overtime . One reason is the need to set quality homework tasks, mark them and provide valuable feedback. No-one, therefore, wants home learning to become about setting homework for homework’s sake.

A regular review of the policy will invite feedback which the school can use to make appropriate changes and ensure the policy is working for both teachers and students, and serves the school’s homework learning objectives.

#3 Connects parents with education

Parents’ engagement in children’s education has a beneficial impact on a child’s success in school. Homework provides a great way for parents to become involved and have visibility of learning topics, offer support where needed and understand their child’s progress.

A good homework policy creates transparency for parents. It helps them to understand the value the school places on homework and what the learning objectives are. If parents understand this, it will help set a foundation for them to be engaged in their child’s education.

#4 Gives students a routine and creates good habits

Whether children are going into the workplace or furthering their education at university, many aspects of a student’s future life will require, at times, work to be completed outside of traditional 9-5 hours as well as independently. This is expected at university (students do not research and write essays in the lecture theatre or their seminars) and will perhaps become more important in the future workplace with the growth of the gig economy (freelancing) and the rise of remote working .

A homework policy encourages a consistency for out-of-school learning and helps students develop productive working practices and habits for continued learning and independent working.

#5 Helps students retain information they have learned

A carefully considered and well-constructed home learning policy will help teachers set homework that is most effective for reinforcing what has been taught.

A good homework policy will indicate how to set productive homework tasks and should limit the risk of less effective homework being set, such as just finishing-off work from a lesson and repetition or memorisation tasks. What makes a good homework policy?

A good homework policy will determine how much homework is appropriate and what type is most effective for achieving a school’s learning objectives. Publishing the homework policy – although it might not unify everyone’s views on the matter – fosters good communication across the school, sets out expectations for teachers and pupils, and makes that significant connection between parents and their children’s education. But most importantly, if the policy is regularly reviewed and evaluated, it can ensure home learning remains beneficial to pupils’ progress, is of value to teachers and, ultimately, is worth the time and effort that everyone puts into it.

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Is homework an essential component of rigorous schooling or a harmful practice that alienates and discourages a significant number of students? Nine years after Rethinking Homework: Best Practices That Support Diverse Needs was published, the debate over this complex question endures.

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Acknowledgments

The Cult(ure) of Homework

Homework in the Context of the New Family

Homework Research and Common Sense

About the authors

best practices homework policy

Cathy Vatterott is professor emeritus of education at the University of Missouri–St. Louis. Referred to as the "homework lady," Vatterott has been researching, writing, and speaking about K–12 homework for more than 20 years.

She frequently presents at a variety of state and national educational conferences and also serves as a consultant and workshop presenter for K–12 schools on a variety of topics.

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What’s the Right Amount of Homework?

Decades of research show that homework has some benefits, especially for students in middle and high school—but there are risks to assigning too much.

Many teachers and parents believe that homework helps students build study skills and review concepts learned in class. Others see homework as disruptive and unnecessary, leading to burnout and turning kids off to school. Decades of research show that the issue is more nuanced and complex than most people think: Homework is beneficial, but only to a degree. Students in high school gain the most, while younger kids benefit much less.

The National PTA and the National Education Association support the “ 10-minute homework guideline ”—a nightly 10 minutes of homework per grade level. But many teachers and parents are quick to point out that what matters is the quality of the homework assigned and how well it meets students’ needs, not the amount of time spent on it.

The guideline doesn’t account for students who may need to spend more—or less—time on assignments. In class, teachers can make adjustments to support struggling students, but at home, an assignment that takes one student 30 minutes to complete may take another twice as much time—often for reasons beyond their control. And homework can widen the achievement gap, putting students from low-income households and students with learning disabilities at a disadvantage.

However, the 10-minute guideline is useful in setting a limit: When kids spend too much time on homework, there are real consequences to consider.

Small Benefits for Elementary Students

As young children begin school, the focus should be on cultivating a love of learning, and assigning too much homework can undermine that goal. And young students often don’t have the study skills to benefit fully from homework, so it may be a poor use of time (Cooper, 1989 ; Cooper et al., 2006 ; Marzano & Pickering, 2007 ). A more effective activity may be nightly reading, especially if parents are involved. The benefits of reading are clear: If students aren’t proficient readers by the end of third grade, they’re less likely to succeed academically and graduate from high school (Fiester, 2013 ).

For second-grade teacher Jacqueline Fiorentino, the minor benefits of homework did not outweigh the potential drawback of turning young children against school at an early age, so she experimented with dropping mandatory homework. “Something surprising happened: They started doing more work at home,” Fiorentino writes . “This inspiring group of 8-year-olds used their newfound free time to explore subjects and topics of interest to them.” She encouraged her students to read at home and offered optional homework to extend classroom lessons and help them review material.

Moderate Benefits for Middle School Students

As students mature and develop the study skills necessary to delve deeply into a topic—and to retain what they learn—they also benefit more from homework. Nightly assignments can help prepare them for scholarly work, and research shows that homework can have moderate benefits for middle school students (Cooper et al., 2006 ). Recent research also shows that online math homework, which can be designed to adapt to students’ levels of understanding, can significantly boost test scores (Roschelle et al., 2016 ).

There are risks to assigning too much, however: A 2015 study found that when middle school students were assigned more than 90 to 100 minutes of daily homework, their math and science test scores began to decline (Fernández-Alonso, Suárez-Álvarez, & Muñiz, 2015 ). Crossing that upper limit can drain student motivation and focus. The researchers recommend that “homework should present a certain level of challenge or difficulty, without being so challenging that it discourages effort.” Teachers should avoid low-effort, repetitive assignments, and assign homework “with the aim of instilling work habits and promoting autonomous, self-directed learning.”

In other words, it’s the quality of homework that matters, not the quantity. Brian Sztabnik, a veteran middle and high school English teacher, suggests that teachers take a step back and ask themselves these five questions :

  • How long will it take to complete?
  • Have all learners been considered?
  • Will an assignment encourage future success?
  • Will an assignment place material in a context the classroom cannot?
  • Does an assignment offer support when a teacher is not there?

More Benefits for High School Students, but Risks as Well

By the time they reach high school, students should be well on their way to becoming independent learners, so homework does provide a boost to learning at this age, as long as it isn’t overwhelming (Cooper et al., 2006 ; Marzano & Pickering, 2007 ). When students spend too much time on homework—more than two hours each night—it takes up valuable time to rest and spend time with family and friends. A 2013 study found that high school students can experience serious mental and physical health problems, from higher stress levels to sleep deprivation, when assigned too much homework (Galloway, Conner, & Pope, 2013 ).

Homework in high school should always relate to the lesson and be doable without any assistance, and feedback should be clear and explicit.

Teachers should also keep in mind that not all students have equal opportunities to finish their homework at home, so incomplete homework may not be a true reflection of their learning—it may be more a result of issues they face outside of school. They may be hindered by issues such as lack of a quiet space at home, resources such as a computer or broadband connectivity, or parental support (OECD, 2014 ). In such cases, giving low homework scores may be unfair.

Since the quantities of time discussed here are totals, teachers in middle and high school should be aware of how much homework other teachers are assigning. It may seem reasonable to assign 30 minutes of daily homework, but across six subjects, that’s three hours—far above a reasonable amount even for a high school senior. Psychologist Maurice Elias sees this as a common mistake: Individual teachers create homework policies that in aggregate can overwhelm students. He suggests that teachers work together to develop a school-wide homework policy and make it a key topic of back-to-school night and the first parent-teacher conferences of the school year.

Parents Play a Key Role

Homework can be a powerful tool to help parents become more involved in their child’s learning (Walker et al., 2004 ). It can provide insights into a child’s strengths and interests, and can also encourage conversations about a child’s life at school. If a parent has positive attitudes toward homework, their children are more likely to share those same values, promoting academic success.

But it’s also possible for parents to be overbearing, putting too much emphasis on test scores or grades, which can be disruptive for children (Madjar, Shklar, & Moshe, 2015 ). Parents should avoid being overly intrusive or controlling—students report feeling less motivated to learn when they don’t have enough space and autonomy to do their homework (Orkin, May, & Wolf, 2017 ; Patall, Cooper, & Robinson, 2008 ; Silinskas & Kikas, 2017 ). So while homework can encourage parents to be more involved with their kids, it’s important to not make it a source of conflict.

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Case study: transforming your homework policy.

best practices homework policy

Homework. Love it or hate it, one thing is indisputable: it is one of the hottest topics of discussion within schools and among students and parents.

In recent years, many schools have overseen changes in their homework policies and our school – The King’s CE Academy in Kidsgrove – is no exception.

While we have found a “no-homework” policy pleases only a few, having a table of creative but generic homework tasks for teachers to choose from – differentiated using chilli peppers! – infuriates the masses.

For some parents, no matter how much homework is set it will never be enough. For others, trying to fit homework in between a 12-hour work shift, extra-curricular clubs, and family life is a logistical nightmare.

And even though our own internal data analysis shows, consistently, that those students who commit to homework in the long term go on to achieve significantly better outcomes at GCSE compared to those who do not, raising the profile of learning outside of school was proving to be an on-going challenge.

To this end, over four years, we compared a student's average commitment to homework grade when they were in year 11 to the outcomes they went on to achieve in their GCSE examinations. The values in the table below represent GCSE grades, where positive figures indicate over-performance and negative figures indicate under-performance.

best practices homework policy

For example, in 2021:

  • A student who averaged an “outstanding” commitment to homework (grade 1)achieved, on average, over half a GCSE grade better (+0.53) than the national average performance in each of their Best 8 GCSEs.
  • A student who averaged a “requires improvement” commitment to homework (grade 3) underperformed, on average, by more than one whole GCSE grade (–1.18) than the national average performance in each of their Best 8 GCSEs.

Rather than continuing the debate for and against homework, we decided to focus our attention on the quality of homework set, ensuring all stakeholders could recognise and appreciate the value it brings.

Drawing on research from Robert Marzano and Debra Pickering (2007), we concluded that homework should always add value to the learning process for teachers and students.

According to the Education Endowment Foundation (EEF), homework can have a positive impact (offering an additional five months of progress across a year) on the progress of disadvantaged students in secondary schools with very small cost implications.

As such, it would be remiss of us to discard this as a tool to support learning and progress. This is where “meaningful homeworks” came in to play.

Meaningful homeworks

When pulling together our new programme, we agreed that homework needed to be:

  • Meaningful work (not “busy-work”) linked to the key skills and knowledge being developed in lessons at that point in time and higher level skill tasks that move away from comprehension questions, poster-making, and spelling worksheets.
  • Set at the “right time” to reflect the learning journey of the students.
  • Framed with the “why” – so students become a part of the bigger picture.
  • Responded to with timely feedback.

How did we achieve this?

The first thing we did as a teaching and learning team was to remove the weekly homework rota, replacing it with the simple expectation that staff would set one to two homeworks each half-term (depending on the subject and allocated time).

Using their curriculum overviews as a guide, teachers now carefully plan a homework that aims to develop and extend the learning taking place in lessons, focusing explicitly on the application of key skills and knowledge that were being honed that term.

Most importantly, teachers have control over when the homeworks are set meaning they are aligned with the sequence of learning.

Documenting the meaningful homeworks on each subject’s curriculum overviews gave this new strategy gravitas – stakeholders could see how we valued the work completed at home and considered it to be as important as the work completed in class.

As a school, we expect parents and carers to participate in their child’s education by accepting their part in overseeing the work done at home. Publishing the homework overviews, with modelled examples on the website, has given parents and carers a clear overview of what homework their child should be receiving each term and a platform for them to engage in discussion about it.

A consistent approach

This was a whole-school effort, one which required a change of culture. As such, the approach needed to be consistent for all staff. When setting homework, staff are expected to allocate time at the end of the lesson to talk through the task and expectations. This is important because it allows teachers to articulate its relevance to current and future learning, highlight their expectations in terms of quantity and quality (displaying models), and where appropriate provide scaffolding and answer any questions students may have.

All homeworks are then recorded on the school’s management information system using the following three headings: Tasks. Guidance. Success Criteria.

Removing barriers

During the implementation stage, we considered the common barriers that our children face when completing homework: lack of clarity, lack of purpose, and a lack of space and resources.

To combat these, we have set up a homework club with a dedicated learning assistant who can provide both a quiet space and support for those students who need it to complete their work. Students can attend voluntarily or be referred by a member of staff, depending on their needs and circumstances.

Feedback to homework

Providing timely feedback has played a fundamental role in the success of meaningful homeworks across the school. Students need to see that their efforts have not been in vain and have been acknowledged, rewarded, and have supported learning in future lessons.

For staff, workload has decreased – instead of setting and marking a piece of homework every week, they are now setting one or two a half-term. As the homework is substantial, it means staff are also able to use this as an assessment piece to inform on-going progress.

Lessons learned

The main take-away for this difficult issue is that the clearer the person setting homework is about what the task is designed to achieve, the more likely it is to be of value.

Be transparent with staff and parents so that expectations are well managed. And remember that less is more and while the tasks set should be specific and focused, so too should the timely feedback.

Aimee Williams is d irector of school improvement at the Three Spires Trust, a multi-academy trust based in Staffordshire. She is also a Specialist Leader of Education for both English and teaching and learning.

Further information & resources

  • EEF: Homework, Teaching and Learning Toolkit, last updated 2021: https://bit.ly/3oYWpHZ
  • Marzano & Pickering : The case for and against homework, Educational Leadership (64,6), 2007: https://bit.ly/3JmS9sP
  • SecEd Podcast: Making homework effective, 2022.

Related articles

Improving your homework provision, getting homework right and developing independent learners, research analysis: getting the most out of homework.

Response: Best Homework Practices

best practices homework policy

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Katie Ciresi asked :

What is the best approach teachers can take towards homework?

I think the guest responses today, along with numerous reader comments, provide a great perspective on the topic. If you’d like to read more research and discover additional ideas, you might want to explore my collection at The Best Resources For Learning About Homework Issues .

Todays guests are educator/authors Dr. Cathy Vatterott and Bryan Harris. Reader suggestions follow their contributions.

Response From Dr. Cathy Vatterott

Dr. Cathy Vatterott is the author of Rethinking Homework: Best practices that support diverse needs (2009):

1. Treat homework as feedback. Homework should be used as formative feedback about learning, not as a summative assessment of learning. When homework is used as assessment of learning, and students are penalized for incomplete or incorrect assignments, it’s often easier or less embarrassing for them to not attempt the work. If homework is understood by students, teachers, and parents to be formative feedback about learning, we remove the shame of not understanding as well as the temptation of parents to complete or correct homework.

2. Check for understanding before assigning practice. Practice homework should not be assigned until the teacher has assigned homework to check for understanding. Sometimes teachers think they are assigning practice, only to discover that for some students it’s new learning! Homework should not be used for new learning.

3. Track homework completion but don’t count it as part of the grade. This approach is consistent with the use of homework as formative assessment. As more schools move to standards based grading, it is becoming increasingly common that homework is not graded, but given feedback and monitored for completion. If homework is not graded, homework completion is typically reported as a work habit.

4. Help students see homework as practice for assessments. While teachers fear students won’t do homework if it’s not graded, it shouldn’t take long for students to see the relationship of homework to their performance on assessments. We are simply delaying gratification! Teachers can encourage this insight by having students chart the relationship between the percentage of homework assignments completed and their grades on assessments. For the teacher, this often reveals for which students homework is effective, as well as for which students homework is ineffective or even unnecessary.

5. Don’t assume your homework tasks are infallible. We tend to assume that a specific homework task will lead to the learning we desire, and will work for all students. If we allow students to have input into the tasks that work best for them, we empower students to take more responsibility for their learning.

Response From Bryan Harris

Bryan Harris serves as the Director of Professional Development & Public Relations for the Casa Grande (AZ) Elementary School District. He is the author of two books published by Eye On Education and regularly speaks across the country on the topics of student engagement and classroom management:

Homework is a hot topic and your frustrations are felt by fellow educators all over the country. Some perfectly capable students don’t seem to care enough to put forth even a little effort. For those of us on the front lines of educating kids, we can relate to the disappointment of working with students who don’t seem to have the internal drive to continue their learning.

The research on the effectiveness of homework is mixed and inconclusive. While many educators value homework as a means to instill a positive work ethic and self-discipline in students, it is unclear if homework increases student achievement or long-term learning (Bennett & Kalish, 2007; Cooper, 2007; Kohn, 2007). With the research still inconclusive regarding the benefits of homework, these three questions can serve as a valuable starting point:

• Does the homework have a clear purpose and rationale?

• Can the student successfully complete the homework without assistance?

• How much time should it take for a student to complete the homework?

Once those questions are considered, there are some strategies that will help to increase the percentage of kids who turn in homework:

• Avoid calling it “homework”. It is likely that some students have negative feelings towards homework...they hear the word and tune out or have a negative reaction. Rather, refer to the tasks, assignments, and projects that are to be completed for the following day.

• Make homework occasional and special. Reserve homework for those tasks that have a special purpose and are connected to an authentic task.

• Communicate exactly how the homework will be used. Give students a clear reason (beyond the assignment of a grade) that the assignment needs to be completed.

• De-emphasize extrinsic motivators. Many of our students are not motivated by grades, prizes, or rewards. Reminding them that their grades will suffer if they don’t complete an assignment is not likely to help. So, emphasize how the assignment is going to help them learn something that is interesting, relevant, or immediately useful.

• Start the assignment in class. Give students a head start and build momentum. Before chronic non-homework-doers leave class, highlight how much they have completed and how little they have left.

• Ask for a commitment. Most people, even challenging students, prefer to follow through on their stated intentions. Therefore, in a non-confrontational way, ask the student to verbally commit to when and where they will be able to complete the assignment.

• Call home. In full communication with parents, call home to offer assistance on the completion of the assignment.

• Avoid lecturing and nagging the entire class. Emphasize the positive behavior of the majority. In nearly every classroom, most of the students are cooperative, helpful, and a joy to teach. However, teachers often spend time nagging the entire class about the inappropriate behavior of just a few students. Click here for a blog explaining the concept of Negative Social Proof .

Responses From Readers

When assigned, homework should be relevant and meaningful, and should serve as independent practice of a skill learned in the classroom. Or, in the case of a flipped classroom, homework can be initial learning of content when class time is used for guided or independent practice. I’m not a proponent of homework being used as a vehicle to “teach responsibility” thereby resulting in policies of downgrading or assigning zeroes for work turned in late.

Julie Harding:

My basic rule is that homework should be relevant and helpful.Homework should never be busywork. It should absolutely extend the student’s experience with the learning with the goal of developing mastery. Acceptable homework in English is reading, writing and working towards a project or other goal. Never should students just be answering comprehension questions, defining vocabulary words, filling out worksheets, which are viewed by students as irrelevant.

If homework interferes with a student’s ability to succeed in a class, it should be reduced or done away with. For instance, if a student works or takes care of siblings, he or she should not be penalized for not doing homework. That may be part of the culture of a class or a school, depending on demographics. In these instances, homework can be optional, extra credit, extension, etc. On the other hand, if a student masters the skills or content easily and doesn’t do homework because he feels it’s pointless, it should not significantly impact his grade (I have seen students move from a B to a F because of homework) because that would be harmful.

I’ve used Storify to collect many of the tweets that were sent in response to this question:

Thanks to Cathy, Bryan and to many readers for contributing their responses, .

Please feel free to leave a comment sharing your reactions to this question and the ideas shared here. Consider contributing a question to be answered in a future post. You can send one to me at [email protected] .When you send it in, let me know if I can use your real name if it’s selected or if you’d prefer remaining anonymous and have a pseudonym in mind.

You can also contact me on Twitter at @Larryferlazzo .

Anyone whose question is selected for this weekly column can choose one free book from a selection of seven published by published by Jossey-Bass .

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And,if you missed any of the highlights from the first year of this blog, you can check them out here . You can also see a list of the ten most popular posts in 2012.

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The opinions expressed in Classroom Q&A With Larry Ferlazzo are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.

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Should homework be set a term in advance?

Should homework be set a term in advance?

The research is clear about the value of homework, but how often should you set it? Should it be set months in advance? Or is it better to set it at the end of each lesson?

Here, two teachers share their sides of the argument.

You can still be responsive when setting homework six weeks ahead 

David Usher, a director of maths in Merseyside, says:

At my current school, we plan and set homework well in advance, and have found that this is really effective.

I’ve worked in four schools at various levels, and have seen a range of methods for setting homework : from teachers randomly assigning work with no clear overarching plan to a pre-created workbook that all pupils got (and inevitably lost) at the start of the year.

When I started my latest role, I wanted to create a strong rationale around homework for my department. I asked myself: what were we trying to achieve? Were we just ticking an “expected homework” box? Or was the work a meaningful response to what our pupils needed? 

I was also very conscious of teacher workload ; I didn’t want teachers marking 150 pre-made booklets each week, especially if the work had been set in September with no real connection to learning gaps.

  • Centralised planning: how well does it work?
  • Should headteachers have taught in every key stage?
  • Curriculum maps: are they worth the effort?

I had all these things in mind when developing our homework policy. What I settled on was an approach that is responsive, but also time-saving.

So, how does it work?

We currently set homework at the start of each half term for the upcoming six to seven weeks, and pupils get somewhere between 30 minutes to an hour each week.

Homework is completed online: a video explains a worked example, and pupils then work through a set of 10 retrieval practice questions to demonstrate their knowledge and understanding. They receive immediate marking and feedback, and the vast majority can access the work without additional support.

At the end of each unit, students sit tests. We complete a detailed analysis of these and provide them with personalised follow-up questions around their areas of weakness. This is the first step in our intervention process, which then leads to informing what teachers will select for homework the following half term.  

Each half term, the homework covers six topics, which are chosen either to help close the gaps teachers have identified or reinforce a core concept to form part of the building blocks for an upcoming module.  

The feedback from pupils has generally been positive, and our homework completion ratio pre-pandemic was a healthy 80 per cent and above. While this has dipped a little since, it continues to be high, and overall, we’ve found that this method brings about great outcomes.

Bulk setting homework creates a disconnect in learning

Matt Ben David, a chemistry teacher at a North London academy, says: 

Research from the Education Endowment Foundation (EEF) says that for homework to be effective, it has to be linked with what happens in the classroom. When it is estranged from the classroom, it loses its value. This is a problem: according to the EEF, homework has a positive impact akin to, on average, five months of progress.

If you bulk set or schedule your homework, you are automatically separating it from what you’re doing in class.

Traditionally, homework is a consolidation for the classwork. Lessons don’t always go to plan, and sometimes you don’t cover all the material intended. If students are attempting to consolidate work that they haven’t actually learned yet, you’re going to have problems.

When setting homework, it’s better to err on the side of too easy than too hard: if the content is too tricky for students, they lose motivation and it becomes a never-ending battle to get them to do their homework.

If your homework covers stuff they don’t know yet, clearly they will struggle. This lowers your completion rate, potentially for future homework too. Of course, you could just edit the scheduled task, but if you’re spending time on that, what have you really gained over setting it then and there?

Some set weeks of retrieval practice for homework: but how do you make sure it’s appropriate for that class at that time? What if, when doing your prerequisite knowledge check, you find that your class has the foundation knowledge to handle this lesson, but they’re shaky on what they will need for the upcoming lessons?

If you’ve already scheduled homework, you’re going to spend extra time editing it to add in retrieval on the knowledge missing, or even skipping something somewhere.

Students need to see the relevance of their homework; it has to lead somewhere.

If they consistently do poorly on the same topics, you need to take action and change what you’ve set them for homework. Carrying on like everything is fine risks students missing out on learning.

The trick is to set homework that doesn’t take very long, and then build a routine that involves quickly setting the tasks on a regular basis. Homework, then, will be an extension of your classroom.

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https://www.nist.gov/news-events/news/2024/02/nist-releases-version-20-landmark-cybersecurity-framework

NIST Releases Version 2.0 of Landmark Cybersecurity Framework

The agency has finalized the framework’s first major update since its creation in 2014..

  • NIST’s cybersecurity framework (CSF) now explicitly aims to help all organizations — not just those in critical infrastructure, its original target audience — to manage and reduce risks.
  • NIST has updated the CSF’s core guidance and created a suite of resources to help all organizations achieve their cybersecurity goals, with added emphasis on governance as well as supply chains.
  • This update is the outcome of a multiyear process of discussions and public comments aimed at making the framework more effective.

Two roads lead to the 6-sectioned ring graphic representing the CSF’s six functions.

More roads lead to NIST’s updated cybersecurity framework, which now features quick-start guides aimed at specific audiences, success stories outlining other organizations’ implementations, and a searchable catalog of informative references that allows users to cross-reference the framework’s guidance to more than 50 other cybersecurity documents.

The National Institute of Standards and Technology (NIST) has updated the widely used Cybersecurity Framework (CSF), its landmark guidance document for reducing cybersecurity risk. The new 2.0 edition is designed for all audiences, industry sectors and organization types, from the smallest schools and nonprofits to the largest agencies and corporations — regardless of their degree of cybersecurity sophistication. 

In response to the numerous comments received on the draft version , NIST has expanded the CSF’s core guidance and developed related resources to help users get the most out of the framework. These resources are designed to provide different audiences with tailored pathways into the CSF and make the framework easier to put into action. 

“The CSF has been a vital tool for many organizations, helping them anticipate and deal with cybersecurity threats,” said Under Secretary of Commerce for Standards and Technology and NIST Director Laurie E. Locascio. “CSF 2.0, which builds on previous versions, is not just about one document. It is about a suite of resources that can be customized and used individually or in combination over time as an organization’s cybersecurity needs change and its capabilities evolve.” 

The CSF 2.0, which supports implementation of the National Cybersecurity Strategy , has an expanded scope that goes beyond protecting critical infrastructure, such as hospitals and power plants, to all organizations in any sector. It also has a new focus on governance, which encompasses how organizations make and carry out informed decisions on cybersecurity strategy. The CSF’s governance component emphasizes that cybersecurity is a major source of enterprise risk that senior leaders should consider alongside others such as finance and reputation. 

“Developed by working closely with stakeholders and reflecting the most recent cybersecurity challenges and management practices, this update aims to make the framework even more relevant to a wider swath of users in the United States and abroad,” according to Kevin Stine, chief of NIST’s Applied Cybersecurity Division. 

Following a presidential Executive Order, NIST first released the CSF in 2014 to help organizations understand, reduce and communicate about cybersecurity risk. The framework’s core is now organized around six key functions: Identify, Protect, Detect, Respond and Recover, along with CSF 2.0’s newly added Govern function. When considered together, these functions provide a comprehensive view of the life cycle for managing cybersecurity risk.

The updated framework anticipates that organizations will come to the CSF with varying needs and degrees of experience implementing cybersecurity tools. New adopters can learn from other users’ successes and select their topic of interest from a new set of implementation examples and quick-start guides designed for specific types of users, such as small businesses, enterprise risk managers, and organizations seeking to secure their supply chains. 

An image of a road with different NIST CSF resources labeled along the path

A new CSF 2.0 Reference Tool now simplifies the way organizations can implement the CSF, allowing users to browse, search and export data and details from the CSF’s core guidance in human-consumable and machine-readable formats.

In addition, the CSF 2.0 offers a searchable catalog of informative references that shows how their current actions map onto the CSF. This catalog allows an organization to cross-reference the CSF’s guidance to more than 50 other cybersecurity documents, including others from NIST, such as SP 800-53 Rev. 5 , a catalog of tools (called controls) for achieving specific cybersecurity outcomes.

Organizations can also consult the Cybersecurity and Privacy Reference Tool (CPRT), which contains an interrelated, browsable and downloadable set of NIST guidance documents that contextualizes these NIST resources, including the CSF, with other popular resources. And the CPRT offers ways to communicate these ideas to both technical experts and the C-suite, so that all levels of an organization can stay coordinated. 

NIST plans to continue enhancing its resources and making the CSF an even more helpful resource to a broader set of users, Stine said, and feedback from the community will be crucial. 

“As users customize the CSF, we hope they will share their examples and successes, because that will allow us to amplify their experiences and help others,” he said. “That will help organizations, sectors and even entire nations better understand and manage their cybersecurity risk.” 

The CSF is used widely internationally; Versions 1.1 and 1.0 have been translated into 13 languages, and NIST expects that CSF 2.0 also will be translated by volunteers around the world. Those translations will be added to NIST’s expanding portfolio of CSF resources. Over the last 11 years, NIST’s work with the International Organization for Standardization (ISO), in conjunction with the International Electrotechnical Commission (IEC), has helped to align multiple cybersecurity documents. ISO/IEC resources now allow organizations to build cybersecurity frameworks and organize controls using the CSF functions. NIST plans to continue working with ISO/IEC to continue this international alignment.

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From Breakthroughs to Best Practices: How NIMH Transforms Research Into Real-World Care

Patricia Arean, Susan Azrin, Michael Freed, Adam Haim, Jennifer Humensky, Stephen O’Connor, Jane Pearson, Mary Rooney, Matthew Rudorfer, Joel Sherrill, and Belinda Sims, on behalf of the Division of Services and Intervention Research. 

February 26, 2024 • 75th Anniversary

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For 75 years, NIMH has transformed the understanding and treatment of mental illnesses through basic and clinical research—bringing hope to millions of people. This Director’s Message, guest written by NIMH’s Division of Services and Intervention Research , is part of an anniversary series celebrating this momentous milestone.

More than one in five adults in the United States live with a mental illness, and this number is expected to rise in the coming decades. Since its establishment, the National Institute of Mental Health (NIMH) has known that people need more than exciting scientific discoveries—they need access to effective treatments and the best quality of care available. After all, finding new treatments and cures means little to the millions of people impacted by mental illnesses if there is no way to translate these breakthroughs into policy and practice.

In the Division of Services and Intervention Research (DSIR) , we provide the critical link between basic and clinical science and explore the best practices to implement those evidence-based treatments. We’re dedicated to growing and investing in this field of science, and although much work is still to be done, we’ve had some notable successes impacting real-world public health practices and policies.

Improving outcomes for people with early psychosis

A depiction of the Coordinated Specialty Care Model.

One example of research that has bridged the divide between science and policy is the Recovery After an Initial Schizophrenia Episode , or RAISE, studies. Research has shown that young people with schizophrenia and related psychotic disorders have much better outcomes when they receive effective treatment within months of their first symptoms. The RAISE studies, which NIMH supported, focused on methods to detect and treat early psychosis in a timelier fashion. These studies found that a type of care called coordinated specialty care (CSC)—a recovery-oriented, team-based approach to treating early psychosis—was more effective than the typical care used at the time.

A map showing the number of Coordinated Specialty Care programs in each U.S. state.

NIMH engaged extensively with members of the early schizophrenia care community to ensure RAISE findings would be relevant and actionable for rapid translation into practice. These efforts created the momentum for the broad expansion of CSC treatment programs nationwide. In 2023, the creation of associated billing codes further supported this model of mental health care, allowing for increased adoption by care providers.

From CSC programs in two states in 2008, the United States now has more than 360 such programs, allowing more people to receive this evidence-based care.

Removing barriers to schizophrenia treatment

Clozapine, the only drug approved for treatment-resistant schizophrenia, is underutilized in the United States, particularly among African American communities. Many reasons have been linked to this disparity, including provider bias, lack of trust in the mental health care system for African American clients, and an overprescribing of first-generation antipsychotic medication for African Americans with schizophrenia. Additionally, clozapine has been associated with an increased risk of the onset or exacerbation of neutropenia, a condition that affects white blood cells and impairs the body’s ability to fight infection. Benign ethnic neutropenia is a chronic form of neutropenia that's present from birth and commonly seen in people of African descent.

In 2015, NIMH supported a large, multinational study  that investigated the use of clozapine in individuals of African descent who have benign neutropenia  . Individuals with treatment-resistant schizophrenia who had benign neutropenia had previously been declared ineligible to receive clozapine treatment due to the Food and Drug Administration’s prescribing guidelines related to this medication. The finding of this NIMH-supported study opened up clozapine treatment to a whole new group of individuals with schizophrenia, allowing them to benefit from this important medication.

The ECHO model. Courtesy of Project ECHO.

Building upon these findings, NIMH is currently funding research that evaluates the effectiveness of an educational program for clinicians about clozapine  . Hundreds of prescribers and clinicians throughout the state of Maryland are participating in an innovative educational tele-mentoring program that connects them with centralized experts. The prescribing activity of clinicians participating in the educational program will be compared with those who have not participated to see if the program is effective at increasing the use of clozapine among those who would benefit from it.

Given the real-world context of this study, the findings can potentially inform clinical practice and make a needed treatment more accessible to many African Americans.

Preventing mental illnesses in youth

Recognizing that many mental health conditions have their origins early in life, NIMH has supported several seminal studies showing the effectiveness of interventions designed to prevent conduct disorder and other behavioral conditions in youth. These include evaluations of a classroom-wide behavioral intervention called the Good Behavior Game   , a school-home wraparound intervention called Fast Track  , and a brief family-based intervention for toddlers called Family Check-up  .

Today, NIMH continues to support the analysis of data from participants in these studies who have been followed into adulthood   . Initial results from these longitudinal analyses show sustained effects of the interventions on conduct disorder and unanticipated positive impacts on other mental health outcomes, such as reductions in adolescent and adult depression, anxiety, and suicide risk, thus demonstrating the broad and enduring effects of early prevention efforts.

Early intervention represents an important pathway to making quality care accessible to everyone, particularly when embedded within a broader approach that addresses social determinants of health . NIMH is currently supporting research that tests strategies to improve access to prevention services, including primary care-based depression prevention for adolescents  and mental illness prevention for at-risk Latinx youth  .

Suicide prevention in emergency departments

ED-SAFE study phases. Courtesy of Boudreaux, E. D. & ED-SAFE investigators.

An estimated 20% of people who die by suicide visit the emergency department in the 60 days before their death, making these settings an important target for suicide prevention efforts. Given the importance of emergency departments as a place to identify and provide support for people at risk for suicide, NIMH has supported research establishing the effectiveness of suicide prevention services in these settings.

An example of this research is the multisite Emergency Department Safety Assessment and Follow-up Evaluation (ED-SAFE) study. ED-SAFE demonstrated  that providing universal screening for suicide risk and a brief safety planning intervention in emergency departments, combined with limited follow-up contacts once people had been discharged, decreased subsequent suicide attempts by 30% compared to usual care.

A follow-up study also supported by NIMH, called ED-SAFE 2  , tested the integration of universal screening for suicide risk and safety planning into the clinical workflow of eight emergency departments. Study results  indicated that integration of this clinical workflow resulted in sustained reductions in suicide deaths and subsequent acute health care visits.

These landmark studies convey the power of providing relatively brief, well-timed interventions during emergency encounters to reduce the risk of later suicide. NIMH continues to fund research to expand the reach of emergency department-based interventions, including the use of digital health technologies and strategies to overcome workforce shortages and other barriers to implementing suicide screening and intervention (for instance, digital technology to increase the reach of ED-SAFE  ; a multi-component, tailored strategy for suicide risk reduction  ). NIMH works closely with public and private partners to take recent data, like those collected during the ED-SAFE studies, and help translate them into real-world practice   .

Moving forward

The studies and projects shared here are only a few examples of exciting areas of investment that have resulted in real-world changes in care. Although we’ve made progress, we recognize the need to continue supporting research with near-term potential and cultivating a vibrant workforce to lead the next generation of services and intervention research.

Further, NIMH is committed to working with researchers, communities, payors, advocacy groups, state policymakers, federal agencies, and others to help support intervention and services science that will significantly impact mental health policy and care practices—ultimately helping people access better mental health care.

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NIST CSWP 29

The nist cybersecurity framework (csf) 2.0.

    Documentation     Topics

Date Published: February 26, 2024

See other links to CSF 2.0 resources on this page. Send inquiries about this publication to [email protected] .

National Institute of Standards and Technology

The NIST Cybersecurity Framework (CSF) 2.0 provides guidance to industry, government agencies, and other organizations to manage cybersecurity risks. It offers a taxonomy of high-level cybersecurity outcomes that can be used by any organization — regardless of its size, sector, or maturity — to better understand, assess, prioritize, and communicate its cybersecurity efforts. The CSF does not prescribe how outcomes should be achieved. Rather, it links to online resources that provide additional guidance on practices and controls that could be used to achieve those outcomes. This document describes CSF 2.0, its components, and some of the many ways that it can be used.

Control Families

None selected

Documentation

Publication: https://doi.org/10.6028/NIST.CSWP.29 Download URL

Supplemental Material: NIST CSF Website CSF 2.0 Quick Start Guides CSF 2.0 Reference Tool CSF 2.0 Dataset on CPRT

Document History: 08/08/23: CSWP 29 (Draft) 02/26/24: CSWP 29 (Final)

cybersecurity supply chain risk management , privacy , risk management , security programs & operations

cybersecurity framework , enterprise , small & medium business

IMAGES

  1. 10+ Homework Policy Templates in PDF

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    Thus, whereas a student in Grade 2 should receive a total of 20 minutes of homework per night (i.e., 2 x 10 minutes), a student in Grade 11 should receive a total of 110 minutes (i.e., 11 x 10 minutes). Key Findings. High school students should not receive more than two and a half hours of homework per night.

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    August 2017. Following an established REL Northeast & Islands research protocol, we conducted a search for recent research on homework policies and practices. We focused on identifying resources that specifically addressed research on policies and practices for homework for various grade levels based on its impact on student achievement.

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    Assigning Effective Homework: What Homework Assignments Can Boost Student Achievement? This is the question that this report from the Center for Public Education tries to answer, based on a review of relevant research and best practices. The report offers practical guidelines for teachers, parents, and students on how to design, implement, and monitor homework assignments that enhance learning ...

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    In her book Rethinking Homework: Best Practices That Support Diverse Needs, Cathy Vatterott argues that the model for homework has not been, ... "To create a better policy that centers on student needs, faculty members and I decided to investigate the value of homework. We reviewed scholarly research on the effects of homework, as well as ...

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    homework best practices for the teaching staff. • Fully communicate the policy to parents and the community. IV. Teacher Responsibilities. The classroom teacher will: • Set out homework expectations early in the school year and implement them consistently. • Implement a routine, consistent system for assigning homework.

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    Encourage pupils as they get older to develop the confidence‭, ‬self-discipline and independence to develop organisational skills‭.‬. As a school‭, ‬we encourage children to pursue out-of-school activities‭. ‬Homework should be used to effectively reinforce and/or extend what is learned in school‭. ‬We hope that children ...

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    Creating homework policies is part of educational leadership in the classroom. Although homework must focus on helping students achieve, it also needs to clearly state the expectations and give details about the benefits and consequences of different actions. By giving a clear policy from the first day of school, the students will know what to ...

  9. Rethinking Homework, 2nd Edition: Best Practices That Support Diverse

    Appendix E Homework Policy Planning Template. 180: Appendix F Calgary Roman Catholic School District Number 1 Administrative Procedures Manual. 184: References. 197: Index. 207: About the Author. 214: ... Rethinking Homework: Best Practices That Support Diverse Needs Cathy Vatterott Limited preview - 2018.

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    Some that stood out to me are: - Set a maximum amount of time that students should work on homework. - Give assignments well in advance of the due date. - Give weekly assignments. Assign homework on Friday to be due next Friday. - Provide homework support programs. - Shorten each class by a few minutes per day to have an hour long ...

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    Is homework an essential component of rigorous schooling or a harmful practice that alienates and discourages a significant number of students? Nine years after "Rethinking Homework: Best Practices That Support Diverse Needs" was published, the debate over this complex question endures. In this updated edition, Cathy Vatterott examines the role homework has played in the culture of schooling ...

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    She frequently presents at a variety of state and national educational conferences and also serves as a consultant and workshop presenter for K-12 schools on a variety of topics. She serves on the Parents magazine advisory board and is author of two ASCD books: Rethinking Homework: Best Practices That Support Diverse Needs, 2nd edition (2018 ...

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    Effective Practices for Homework. By: Kathy Ruhl, Charles Hughes. A review of the research on the effective use of homework for students with learning disabilities suggests that there are three big ideas for teachers to remember: (1) the best use of homework is to build proficiency in recently acquired skills or to maintain skills previously ...

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    p. 220). If teachers can learn to utilize research-based best practices to increase the effectiveness of homework, they will have a powerful tool for helping stu-dents make academic gains and perform to the best of their ability. Summary of Research Homework is often a hot-button issue for schools and is thus a frequent top -

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    4. Use the time for retrieval. Instead of using homework time for something new, use it for something old. Increasingly, I use homework as an opportunity for pupils to go back over things that I have already taught them and to refresh their memory of them in light of what they now know. This might involve answering a few short recall questions ...

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    We currently set homework at the start of each half term for the upcoming six to seven weeks, and pupils get somewhere between 30 minutes to an hour each week. Homework is completed online: a video explains a worked example, and pupils then work through a set of 10 retrieval practice questions to demonstrate their knowledge and understanding.

  24. NIST Releases Version 2.0 of Landmark Cybersecurity Framework

    A new CSF 2.0 Reference Tool now simplifies the way organizations can implement the CSF, allowing users to browse, search and export data and details from the CSF's core guidance in human-consumable and machine-readable formats.. In addition, the CSF 2.0 offers a searchable catalog of informative references that shows how their current actions map onto the CSF.

  25. From Breakthroughs to Best Practices: How NIMH Transforms Research Into

    More than one in five adults in the United States live with a mental illness, and this number is expected to rise in the coming decades. Since its establishment, the National Institute of Mental Health (NIMH) has known that people need more than exciting scientific discoveries—they need access to effective treatments and the best quality of care available.

  26. CSWP 29, The NIST Cybersecurity Framework (CSF) 2.0

    The NIST Cybersecurity Framework (CSF) 2.0 provides guidance to industry, government agencies, and other organizations to manage cybersecurity risks. It offers a taxonomy of high-level cybersecurity outcomes that can be used by any organization — regardless of its size, sector, or maturity — to better understand, assess, prioritize, and communicate its cybersecurity efforts.

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