Increasing Homework Completion: Supplemental Documents and

Increasing Homework Completion:

Supplemental Documents and

Resources

Increasing Homework in Middle and High School reference guide have permission to print and

copy these forms for personal use with their students. All rights to publish and reprint in a

publication are reserved. For permission to reprint, contact Schoolhouse Educational Services

LLC, P.O. Box 397, Sparta, WI, 54656 or email [email protected].

Table of Contents

Organizing Material Form ........................................................................................................................... 4

Bringing Homework to Class Form ............................................................................................................ 5

Write it Review it Do it Cheat Sheet ........................................................................................................... 6

Using Assignment Notebook Form ............................................................................................................ 7

Homework Summary sheet ........................................................................................................................ 9

Reward Contract Form.............................................................................................................................. 10

Planning Tasks Form ................................................................................................................................. 11

Sunday Night Review Checklist ................................................................................................................ 12

Long Term Project Planning Form ........................................................................................................... 13

Homework Analysis Form ........................................................................................................................ 14

Homework Warm-Up Form ...................................................................................................................... 15

Battle your HW busters! ........................................................................................................................... 16

Cost-Benefit Analysis Form ...................................................................................................................... 20

Talk Back To Procrastination Technique ................................................................................................ 21

Home Consequence Plan ........................................................................................................................... 22

Thought Log Form-Sleep .......................................................................................................................... 24

Homework Time Study (Weekly) ............................................................................................................ 25

Homework Time Study (Daily) ................................................................................................................ 27

Am I Paying Attention? Form ................................................................................................................... 28

Thought Log Form-Homework ................................................................................................................ 29

Completing Work Efficiently Form .......................................................................................................... 30

Responding When a Student Does Not Turn In Homework .................................................................. 31

Tip Sheet for Parents or Guardians .......................................................................................................... 32

Tips for Teachers ....................................................................................................................................... 33

Study Skills Curricula Resources .............................................................................................................. 37

Online Resources ....................................................................................................................................... 38

References .................................................................................................................................................. 39

Additional Resources ................................................................................................................................ 41

Organizing Material Form

For every piece of paper in your binders or bag, ask yourself,

Do I need this piece of paper for the future because this

material will be covered on a future test or assignment?

If no, recycle it.

If yes, keep it and file in folder for a specific class.

If unsure, ask a teacher.

After you finish a test, unit, or long –term project, go through folders

and papers and throw away what you don’t need.

Ask yourself, will there be a mid-term or final? Do I want to

save this for future learning?

If no, get rid of everything.

If yes, save papers in a file at home labeled for the specific class.

If unsure, ask a teacher.

Bringing Homework to Class Form

Name of Class:

Directions: Write in the dates of the week. Place a checkmark each time you

bring homework to class each day.

Week

Monday

Tuesday

Wednesday

Thursday

Friday

Goal

met?

Goal # of checkmarks for each week:_______

Indicate if student met goal at the end of each week.

What reward will student earn for meeting goal:

Write it Review it Do it Cheat Sheet

Write it

Write all your homework assignments

down in your daily calendar. Write all

due dates for long term projects in

your monthly calendar.

Review it

Do a review of all daily tasks before

starting your homework.

Do a Sunday night weekly review.

Do it

Get to work!

(Cohen, 2010)

Using Assignment Notebook Form

Directions: Complete one sheet for each class per week. Summarize points for

each class.

Week: __________________ Teacher/Class:______________________

Goal: ___________________

Monday

Tuesday

Wednesday



Wrote down

assignment

 Homework

completed and

turned in



Wrote down

assignment

 Homework

completed and

turned in



Wrote down

assignment

 Homework

completed and

turned in

Thursday

Friday

Total



Wrote down

assignment

 Homework

completed and

turned in



Wrote down

assignment

 Homework

completed and

turned in

___times student wrote

down assignment

out of ___days=___%

___times student

completed and turned

in homework

out of ___days=___%

Week of:______________________

Class

% time student wrote

down assignment

% of time student

completed and turned

in homework

Student signature________________________

Parent signature_________________________

Homework Summary sheet

Class

% HW completion Week 1

Avg % HW Completion so far

% HW completion Week 1

Avg % HW Completion so far

% HW completion Week 1

Avg % HW Completion so far

% HW completion Week 1

Avg % HW Completion so far

% HW completion Week 1

Avg % HW Completion so far

Reward Contract Form

________________________________ is expected to _________________________________________________________________

(student name) (describe expectations

and will earn a reward of ________________________after every _______ time. Circle the boxes after the

number of times the student will earn a reward. For example, if student will earn a reward after 5

times of meeting the expectation, circle 5, 10, 15, 20, etc. Student may earn a larger award after a

higher amount of intervals, as agreed upon by all parties.

Have a teacher initial a box each time the student demonstrates this behavior. Each time the

student gets to a circled box, he/she will earn the reward.

100

Planning Tasks Form

Date _________________________

Write down what you will do this evening in order of priority. Cross off each assignment after you

complete it.

1. ______________________________________________________

2. ______________________________________________________

3. ______________________________________________________

4. ______________________________________________________

5. ______________________________________________________

Sunday Night Review Checklist

 Do I have any upcoming tests this week?

__________________________________________________________________

 Do I have any projects due this week?

__________________________________________________________________

 What other daily homework assignments might I have this week?

__________________________________________________________________

 What sports or activities do I have this week?

__________________________________________________________________

 What appointments or family events do I have this week? (Check with

parents/guardian if necessary)

__________________________________________________________________

 What days do I have more time to do homework? What days do I have

less time?

__________________________________________________________________

 What are the best time periods for me to do homework this week?

__________________________________________________________________

Long Term Project Planning Form

Project________________________Final Due Date____________________

Step 1. Brainstorm all the tasks that are necessary to complete the long-term project.

Step 2. Select realistic due dates for each of the small tasks.

Hint. The smaller the task, the more likely you are to complete it.

Hint. Make sure the due dates don’t fall on a day that you may not complete homework, such as a

Saturday or holiday.

1. ___________________________________________________________________________________________Due:___________

2. ___________________________________________________________________________________________Due:___________

3. ___________________________________________________________________________________________Due:___________

4. ___________________________________________________________________________________________Due:___________

5. ___________________________________________________________________________________________Due:___________

6. ___________________________________________________________________________________________Due:___________

7. ___________________________________________________________________________________________Due:___________

Homework Analysis Form

Class _____________________

Please report the homework that ____________ (student) did or did not do from ________(date)

to __________(date).

Assignments/activities

that the student DID do

Assignments/Activities

that the student DID NOT do

e.g., math worksheet

e.g., long-term project

MON

TUES

WED

THURS

FRI

Homework Warm-Up Form

Directions. Start a timer for 3 minutes. For the three minutes, brainstorm everything you

can think of related to your homework. Once you are done brainstorming, then begin your

homework.

Example. Reading a history chapter

In class Mr. Goodle told us that the Civil War happened around the 1860s. I remember

reading in the chapter that. . .

Example. Algebra problems

We are solving new Algebra equations. I’ll make one up to practice.

2X+5= y-3

x-9=3y+8

Example. Writing a paper on social injustice in everyday life.

I witnessed evidence of social injustice today on the train. I noticed that some train lines

in the north of the city were cleaner and better maintained than the trains in the south of

the city.

Assignment:

Now, go!

Battle your HW busters!

Homework busters are thoughts that delay you in starting and completing your homework. Here

are some examples. . .

“I have so much homework. I’ll never get it done.”

“I’m

too

tired (bored, sleepy).”

“I can’t do this. I’m terrible at math.”

“I hate my teacher. I’m not doing this.”

“This is so

unfair

. Why do we have homework?”

“This is too hard.”

Do any of these sound familiar? We all have them. These kind of thoughts slow us down and

prevent us from getting started, making the process of homework take even longer. Sometimes,

they even stop us from doing homework at all. The key to success is to turn these homework

busters into homework musters. Homework musters are thoughts that help you get your

homework done. These thoughts help you overcome the homework buster thoughts and just get

started.

Here are some homework musters:

“I have so much homework. I’ll just keep working till I get it all done.”

“I’m tired. Once I get started and get into it, I’ll wake up a little.”

“This is hard for me, but if I keep working, I’ll figure it out. I can ask for help too.”

“I don’t like my teacher that much, but if I don’t do this homework, it will affect my grade, not my teacher.”

“It does seem like we have a lot of homework and there is more homework than I want to do. I better just

get over it and get started.”

The term muster was selected as it alludes to taking on something or tackling something hard. A

google definition of muster is to “assemble (troops), especially for inspection or in preparation for

battle.” Now, let’s battle that homework!

1. Write down HW busters (thoughts that delay you in doing your homework).

2. Turn your HW busters into HW musters (thoughts that help you get your homework

done).

HW busters

HW musters

I’ll never get this done.

If I work little by little, eventually this will get done.

I’m going to set a small goal for right now.

I have sooo much to do. It’s so

unfair.

I do have a lot to do. That is because I signed up for 2

AP classes that will benefit me in the long run. I

have made a commitment and that is why I have a

lot to do.

I’m so overwhelmed.

I’m overwhelmed because I don’t have a plan. I will

map out what I will accomplish each day.

I hate homework

That’s true that I do hate homework at times. Most

people do. I don’t hate it so much once I get going.

My teacher is so unfair to assign

this.

It did seem a bit unfair for my teacher to assign so

much work. Maybe he doesn’t realize how much it is

or maybe he really wants us to learn the material.

Either way, there is nothing I can do to change that

so I better just begin.

I’d rather be doing something

else. . . something more fun.

Yes, it is true that I could be doing something more

fun. I can do something fun when I am done and I’ll

feel better too.

I don’t want to start.

Just find something easy to do. Once you get going,

it will be easier.

Your turn. . .

HW busters

HW musters

Strategies to turn your homework busters into homework musters.

1. Reality testing. . . Ask yourself, “Is this thought really true?” “Has that every happened in the

past?” If you say, “I’ll never get this done.” Say, “Is that true of the past or have I got my work

done?”

2. On the contrary, agree with your thought and then say, “And how do I move on.” If you say,

“My teacher is so unfair.” Say, “That may be true, my teacher is so unfair. And how do I move

on?”

3. Change the label to a description. Change “My teacher is so unfair.” To “My teacher

assigned a lot of homework because she wants to help us learn.”

Cost-Benefit Analysis Form

Battle procrastination! List all the advantages that you are currently gaining from procrastination.

Then list all the disadvantages from procrastination.

Advantages of Procrastination

Disadvantages of Procrastination

e.g., I’ll get to eat a snack.

I can watch tv.

I won’t be frustrated.

e.g., I’ll be stressed out.

I’ll have lower grades.

Compare the lists and decide whether the advantages outweigh the disadvantages. If you still

believe the disadvantages outweigh the advantages, then come up with more advantages until the

advantages outweigh the disadvantages.

Talk Back To Procrastination Technique

This technique teaches students how to “talk back” to

procrastination using the devil’s advocate technique. This is

a powerful activity. Students learn that they have control

over whether they do their work.

1. Role-play with the student during a typical homework

situation. You role play the student doing his homework

and he/she role plays at the “procrastination.”

2. Have the student as “procrastination” try to talk him or

herself (you) out of doing an assignment. He or she

might say, for example, “Do something more fun. Go get

a snack.” Tell him or her to use real examples of what

actually happens.

3. You show the student how you must repeatedly talk

yourself back into doing the assignment by saying, for

example, “I better just get started.” “I’m going to ignore

you.”

4. Reverse roles and see if the student can resist

procrastination.

Home Consequence Plan

Student’s Name: __________________

For Week Ending: _________________

Instructions to Teachers: Student will bring this report to you on Friday of

every week. Please take the time to respond to the statement below by circling

either “Yes” or “No” and signing you name on the space provided. Note that

both parts of the goal must be true in order for the student to earn a

rating of “Yes” for the week. Comments are optional, but please feel free to

use space at the bottom for any you feel are appropriate.

Thank you.

Goal: Up until this point in the current grading period, student is not missing

any homework assignments.

Subject

Teacher

Rating

Signature

English

Science

Social Studies

Pre-Algebra

Spanish

Comments:

Rules:

#1 Student is completely responsible for remembering to take a report to

school every Friday.

#2 Student is responsible for getting a rating and a signature from each

teacher every Friday.

#3 Student is responsible for bringing the report home every Friday

afternoon and showing it to his/her parent(s). No excuses are accepted if

student fails either to bring the report home or obtain a rating/signature from

one or more of the teachers. Coming home with no report is equivalent to

having a “No” rating from every teacher. A rating with no signature, or a

signature with no rating counts as a “No” rating. If the teachers agree, the

student may get the form signed Monday to receive privileges for the week.

#4 Students’ report can contain one “No” rating without penalty. However,

if they obtain a “No” rating in the same subject two weeks in a row, they are

on restriction (no TV, no phone calls made or received, no socializing with

friends outside of school, no video games or Internet privileges) until the

rating in that subject becomes a “Yes”.

#5 Two “No” ratings in the same week result in full restriction until the

following Friday. At that time, if both “No” ratings have become “Yes” ratings,

the student is no longer on restriction (unless he/she has incurred two new

“No” ratings). If one or both of the “No” ratings remain unchanged, then Rule

#4 applies.

Thought Log Form-Sleep

Before you go to sleep, put this log next to your bed with a pen or pencil. Jot down any thoughts

you have while trying to fall asleep.

Homework Time Study (Weekly)

Week of:________________ Directions. Record exactly what you did during each 15 minute increment.

Time

Monday

Tuesday

Wednesday

Thursday

Friday

3:00-3:15 pm

3:15-3:30 pm

3:30-3:45 pm

3:45-4:00 pm

4:00-4:15 pm

4:15-4:30 pm

4:30-4:45 pm

4:45-5:00 pm

5:00-5:15 pm

5:15-5:30 pm

5:30-5:45 pm

5:45-6:00 pm

6:00-6:15 pm

6:15-6:30 pm

6:30-6:45 pm

6:45-7:00 pm

7:00-7:15 pm

7:15-7:30 pm

Time

Monday

Tuesday

Wednesday

Thursday

Friday

7:30-7:45 pm

7:45-8:00 pm

8:00-8:15 pm

8:15-8:30 pm

8:30-8:45 pm

8:45-9:00 pm

9:00-9:00 pm

9:00-9:15 pm

9:15-9:30 pm

9:30-9:45 pm

9:45-10:00 pm

10:00-10:15 pm

10:15-10:30 pm

10:30-10:45 pm

10:45-11:00 pm

11:00-11:15 pm

11:15-11:30 pm

11:30-11:45 pm

11:45-12:00 am

Homework Time Study (Daily)

Date:_________________ Directions. Record exactly what you did during each 15 minute increment.

Time

Activities

2:30-2:45 pm

2:45-3:00 pm

3:00-3:15 pm

3:15-3:30 pm

3:30-3:45 pm

3:45-4:00 pm

4:00-4:15 pm

4:15-4:30 pm

4:30-4:45 pm

4:45-5:00 pm

5:00-5:15 pm

5:15-5:30 pm

5:30-5:45 pm

5:45-6:00 pm

6:00-6:15 pm

6:15-6:30 pm

6:30-6:45 pm

6:45-7:00 pm

7:00-7:15 pm

7:15-7:30 pm

7:30-7:45 pm

7:45-8:00 pm

8:00-8:15 pm

8:15-8:30 pm

8:30-8:45 pm

8:45-9:00 pm

9:00-9:00 pm

9:00-9:15 pm

9:15-9:30 pm

9:30-9:45 pm

9:45-10:00 pm

10:00-10:15 pm

10:15-10:30 pm

10:30-10:45 pm

10:45-11:00 pm

11:00-11:15 pm

11:15-11:30 pm

11:30-11:45 pm

11:45-12:00 am

Am I Paying Attention? Form

Date________________________

Directions. Set a timer for 10 minute intervals. Begin your homework. Every time the time goes off,

indicate whether or not you were paying attention. If not, indicate what you were doing or thinking

about. Calculate the percentage of time that you were paying attention.

Time

Yes

If no, what was I doing or thinking about?

# yes______/total intervals______ x 100= _____Percentage of time that I was paying attention.

Thought Log Form-Homework

Jot down any distracting thought you have during homework. After you write the thought down,

continue doing your work.

Completing Work Efficiently Form

Date

Assignment

Goal:

Number

Minutes

Complete

Finished

on Time

Not

Finished

on Time

Reason Why

Not Completed

on Time

Parent

Agree/

Disagree

Responding When a Student Does Not Turn In Homework

When a student does not turn in homework, do NOT engage in arguing with the student when

he/she does not turn something in.

Instead, empathize with the student when he/she gives excuses or tells you the reason, rather than

challenge them. Say, “I understand.” or “Wow, I didn’t know that. Tell me more about that.”

Provide some proactive expectations regarding homework completion:

• State the expectations. Say, “X assignment is my expectation. I know that you can do it. I

believe you are intelligent and have the skills to complete the task.

• Emphasize that it is a student choice to complete homework. Say, “My responsibility is to

teach you X skills. I know that you will learn this. I want to support your choice in

completing this assignment. It is your choice.”

• Remind the student of the consequences. Say, “Your choice is to do X assignment or not do X

assignment. Think about the consequences for both choices. If you do the assignment, you

will earn credit. If you do not, you will lose points and stay in from lunch tomorrow. Let me

know what you decide.”

• Assume the student will do the assignment. Say, “It is simple. X is due on this date. I believe

you will have it done. Let me know if you need me to help you complete the assignment.”

Tip Sheet for Parents or Guardians

Before school: Help your child be prepared for school each day

• Help your child pack up his/her backpack and lunch the night before. Have your child place

everything by the door.

• Have a Sunday night weekly planning meeting to review upcoming family and school

events. Have your child use the Sunday Night Review Checklist Form.

• Make a rule in your house that your child must inform you about materials needed for

projects at least one week in advance.

During school: Know what assignments your child has and when they are due

• Help your child learn to write down his/her assignments while he/she is in school and can

confirm with the teacher.

• Develop a communication system with the school where teachers sign your child’s

assignment notebook before he/she leaves class to ensure that the assignment is written

down correctly, even if there is no assignment.

• Then check the assignment notebook each night and implement a consequence if there is

nothing written down for each class.

• Provide a reward when your child writes down his/her assignments all week.

After school: Help with homework but not too much

• Do help your child get started and finish homework. Set rules about homework. Provide

structure. Sit with him while he does his homework if needed.

• Don’t help too much or do the homework for your child.

• Do help guide your child in finding the answer.

• Don’t provide answers or solve content problems.

• Here are some guiding prompts that you can say.

“Where could you find that answer?”

“Where in your book might that answer be?”

“What could you do first here?”

“What do you need to get started?”

Even when students are stuck, use reflective listening. . .

“You’re stuck. This is a hard one. You seem frustrated. Let’s think of some strategies that

you can use when you are frustrated (or stuck). Take a deep breath. Get a drink of water.

Tell yourself you can do it. Now, what can you do to figure this out?”

More tips

Check out the National Education Association (NEA) and Parent Teacher Association (PTA)

publication called “Help your Student Get the Most out of Homework.” Available for free download

https://www2.ed.gov/parents/academic/help/homework/homework.pdf

Tips for Teachers

These are some easy strategies that teachers can do to increase homework completion for one or

more students or the whole class. Often, teachers will find that what helps one student will help the

other students in the class too.

Area

Tip

Build

relationships

with students

first

Students are more likely to complete work for teachers who they perceive care about them and

like them.

Find ways to get to know students better. One method reported in the New York Times:

Have all students in the class respond to the following prompt, “I wish my teacher knew. . .” and

allow students to tell you teacher something important about themselves. Doing this class wide

prevents any student from feeling singled out and will likely result in good information to build

relationships.

Build student

skills or

homework

completion skills

into the

curriculum.

We can’t teach homework completion, but we can teach the skill to complete homework (e.g.,

being prepared, organization of materials, use of assignment notebook, time management, study

skills).

If it is not possible to include an entire class on student skills, determine if individual classes can

support these lessons. Often, social studies or English classes are appropriate places for student

skills.

Take the Classroom Study Skills Survey to assess your current practices.

Teach students

how to use an

assignment

notebook

When 61 middle school teachers introduced and used assignment notebooks and monthly

calendars with all their classes for two years, they found a huge jump in homework completion

and a savings of 4 minutes per class! This was more than just handing out assignment

notebooks; however, teachers had to teach and reinforce the use of the notebook. (Archer &

Gleason, 2003)

Tips on teaching the use of the assignment notebook:

• Give more support in the beginning of the year and less support later on in the year.

• Write down assignments where students can see them in addition to telling students

verbally.

• Tell students exactly what to write in their assignment notebook as you give

assignments.

• Model assignment notebook entries for the week on a large assignment notebook. Use

and teach abbreviations.

• Use the same spot on the board or classroom to write down assignments every day.

• Give students time to write assignments in assignment notebook.

• Ask one or more students to repeat back the assignment to ensure clarity.

Promote the use of the assignment notebook

• Check assignment notebooks to make sure students are correctly recording

assignments.

• Stamp a filled in assignment notebook or give verbal praise for completed entries.

• Assign points for having assignment notebook completed and/or deduct points for

missing assignment notebook entries. Require that students use an alternate system is

assignment notebook is missing.

•

Use an incentive system. For example, for each completed entry, students receive a

sticker or raffle tickets for a prize drawing.

Area

Tip

• Require parent signatures to encourage home/school collaboration.

•

Give assignment notebook quizzes. Say, “Look on September 19

. Write down the math

assignments from that day.” Students can earn bonus points for the correct answer.

For long-term projects

• Every Monday, do a “week at a glance,” and preview upcoming assignments and due

dates. Make sure students are recording all the assignments in their assignment

notebook.

• Encourage students to write long term assignment due dates and tests in the monthly

calendar.

• Every day, ask students to take out assignment notebooks to record assignments.

Review upcoming deadlines for long-term projects. Ask students to tell you what is

coming up. Ask students to share with each other how they broke down long term

projects.

• Every Friday, remind students to look ahead to their upcoming week in a Sunday night

review.

(Cohen & Coffin, 2010)

Make sure

students know

where to find

assignments.

• Post assignments on a website or phone hotline where students and parents can check

assignments in the evenings. Make sure these sites are updated daily with the date

(even to state that there is no homework) or students and parents will not rely on them.

• Assign a student to update the site during class as a fun way to include students.

• Have the student who is not doing his or her homework be responsible to update the

site or voicemail before leaving class.

Use an overt

classroom

method/system

for collecting

homework.

• If homework is VISIBLY turned in, students are more likely to complete the work and

turn it in.

• Walk around the room and physically collect homework sheets so you know

immediately who has and has not turned in homework (vs. having students quietly

piling homework into a bin).

Make directions

for homework

assignments.

“The more precise the directions on what is to be accomplished, the higher the achievement

rate.” (Wong & Wong, 2008, p.209)

To write clear directions, ask yourself:

What do I want the students to accomplish?

Did I write each step in a single sentence?

Did I use simple language?

Double check: Ask a colleague what he/she thinks the directions mean. Ask your students!

(Cohen & Coffin, 2010)

Make the

purpose of

homework clear.

Marzano, Pickering, and Pollock (2001) suggest making the purpose of homework clear. The

purpose can either be for practice or preparation. If homework is assigned for practice, students

should be able to complete work independently based on classroom instruction. If the purpose

is for preparation, tell students that their homework is to come to class ready to learn about the

new topic.

Provide

immediate

feedback.

Homework that is graded is far more effective in improving learning compared to homework

that is assigned and not reviewed (not to mention morale!) (Walberg, 1999).

Provide more feedback on some assignments than others. Teacher time is limited. Decide which

homework requires detailed, high quality feedback and which homework can receive a cursory

check. Ask students to ask you for more feedback when they need it. Tell them to write you a

note on the assignment. (Marzano, Pickering, and Pollock, 2001).

Area

Tip

Provide more

homework help

during the school

day.

Try a flipped classroom. Record instructional lectures and post them on YouTube for students

to watch at home. Then have students complete homework during class when you can help

them.

Have

consequences for

missing

assignments.

As Marzano, Pickering, and Pollock (2001) and Butler (1987) clearly stress the importance of

including a predetermined consequence for missing work in the homework policy, it also is

important for the consequence to be a natural consequence. The best consequence for students

who do not complete homework is to make them complete the assignment. Often students do

not care about receiving a reduced grade or zero for an assignment. They would rather receive a

low grade and get out of the assignment than have to complete it. Therefore, requiring the

students to complete the missing assignment would serve as the best natural consequences.

Appropriate and consistent consequences for students who do not complete homework are best.

Try the consequence that Christine Born, a fourth grade teacher at W.H. Blount Elementary

School in Wilmington, North Carolina uses. Each time a student does not turn in homework, she

gives them a card and asks them to write their name, date, and reason for not doing the

homework assignment. If they receive four or more cards, she sends a letter home with the

attached cards. She said that just knowing this letter may go home helps ensure that students do

their homework (Born, n.d.).

Another idea is to use a late homework pass instead of a free homework pass (which sends that

message that homework can be missed). Give the students one free pass to turn in work on the

next day, in cases when the homework can’t get done (Sanders, 2009).

Another middle school created a lunch study hall that students had to attend for the whole lunch

if they did not do an assignment. They would be assigned immediately each morning before

lunch to complete a missing assignment and would also be assigned to attend the next day for

missing assignments in afternoon classes. If they would bring the missing assignment from the

afternoon to the lunch study the next day, they would be excused from attending and could

attend lunch.

Another school created an email account for missing assignments that had a standard message

telling parents that the student did not complete an assignment. The students had to fill in the

missing part of the message to state what assignment they did not do. Parents loved the system

because they learned immediately when their children did not complete an assignment.

Include good

incentives and

rewards for

completing

homework.

Try these whole class reward strategies:

•

Use a

graffiti wall

where students can write on the board each time he/she turns in

his/her homework.

• Offer a certain amount of free time each day or week if the whole class turns in

homework.

• Offer a mystery motivator classroom prize once a certain number of students turn in

homework. Each student can add a tick to a chart for turning in homework and when

the class reaches a certain number, they can win a prize (can be done individually for

students too).

• Have a homework contest with another class.

• Students can earn a raffle ticket each time he/she brings in homework. Tickets for

prizes can be drawn once a week.

Keep track of

missing

assignments.

Have a data collection system to record the number of missing assignments per week, quarter,

or year. Regularly share the data with students and parents.

Area

Tip

Develop a

homework policy

that includes

expectations that

clearly state the

consequences for

late or missing

homework.

Roderique, Polloway, Cumbland, Epstein, and Bursuck (1994) find that only 35% of school

districts have homework policies. Experts in classroom practices, Marzano, Pickering, and

Pollock (2001), recommend that every school should have a homework policy that includes the

purpose and amount of homework and the consequence for not completing homework. When

creating a policy, they stress that the policy should be clearly communicated to students and

parents, as developing, communicating, and following the policy will increase the chances that

students will complete their homework. In addition, Butler (1987) suggests that homework

policies should include how homework is tied to grades and should include a definition for “late”

assignments and a defined consequence for lateness.

Homework policy checklist

Are homework policies

• fair?

• reasonable?

• clear?

• consistent with other classrooms in the same grade?

• Sequential with younger and older grades?

• Being followed?

It is uncommon to find a state policy on homework, and there is not a national policy. Instead, it

is up to individual districts and schools to develop their own homework policies. When districts

and schools do not have a policy, it may be up to individual teachers to develop their own.

More tips

Check out the NEA website for thousands more tips on homework.

http://www.nea.org/home/37004.htm?q=homework

Study Skills Curricula Resources

Skills for School Success by Archer & Gleason.

What:

Study and work strategies to help students remain

on-task and organized in the classroom and to

effectively complete homework outside of the

classroom.

Target age: Grades 3-6

Advanced Skills for School Success by Archer &

Gleason.

What:

Study and work strategies to help students remain

on-task and organized in the classroom and to

effectively complete homework outside of the

classroom. This is a four module program Includes

scripts and prompts.

Target age: Grades 7+

Homework Success Program for children with

ADHD by Power, Karustis, & Habboushe.

What:

Manualized treatment program for practitioners

working with families of children with ADHD who

need support in completing their homework. This is

a seven session empirically supported homework

intervention approach. Includes rating scales and

integrity checklists.

Target age: Grades 1-6

Homework, Organization, and Planning Skills

Manual (HOPS) by Langberg.

What:

Manualized intervention for helping students with

organization, time management, and planning skills.

Target age: Elementary and Middle School.

Online Resources

Section of Homework

Reference Guide

Description

Website

Study Skills

Setting up a binder system

http://www.middleschoolguide.com/wp-content/uploads/2011/05/TMSSGRW-SW-pp.-20-33-The-Binder.pdf

Motivation

Reward Menu and Tips

http://www.jimwrightonline.com/pdfdocs/brouge/behIntvIdeas.PDF

Motivation

Reward Finder

http://www.interventioncentral.org/teacher-resources/student-rewards-finder

Engagement

Meditation Activities

www.headspace.com

Engagement

Site Blocker

www.facebooklimiter.com

Engagement

Site Blocker

www.StayFocused.com

Engagement

Site Blocker

https://freedom.to

Assessment of Academic

Enabler Skills

Assess student

motivation/engagement

http://ies.ed.gov/ncee/edlabs/regions/southeast/pdf/rel_2011098.pdf

Tips for Parents or

Guardians

Parent Tip Sheet

https://www2.ed.gov/parents/academic/help/homework/homework.pdf

Tips for Parents or

Guardians

Access to Forms and

Resources

www.SchoolhouseEducationalServices.com/homework-resources/`

References

Allensworth, E.M., and Easton, J.O. (2007). What matters for staying on-track and

graduating in Chicago public high schools. Retrieved from University of Chicago,

Consortium on Chicago School Research website:

http://www.all4ed.org/files/Allensworth.pdf.

Archer, A. & Gleason, M. (2003). Skills for School Success. North Billerica, MA: Curriculum

Associates.

Born, C. (n.d.) Homework Cards. Retrieved from http://www.nea.org/tools/tips/Homework-

Cards.html

Butler, J.A. (November 1987). School improvement research series close-up #1: Homework.

Retrieved from http://educationnorthwest.org/webfm_send/515

Cohen, R. (May, 2010). Improve students’ executive functioning skills with 3-step process.

Special Ed Connection and Today's School Psychologist. 13 (11).

Cohen, R., & Coffin, B. (2010, February). No more homework haggles: Teaching student

skills to promote work completion. Workshop will be presented at the Professional

Development Convention for Archdiocesan. Wilmette, Il.

Cooper, H. (2007). The battle over homework: Common ground for administrators,

teachers, and parents. Thousand Oaks, CA: Corwin Press.

DiPerna, J.C., Volpe, R.J., & Elliot, S.N. (2001). A model of academic enablers and elementary

reading/language art achievement. School Psychology Review, 31 (3), 298-312.

Knaus, W. (2002). The procrastination workbook: Your personalized program for breaking

free from the patterns that hold you back. Oakland, CA. New Harbinger Publications,

Inc.

Langberg, J. M., & National Association of School Psychologists. (2011). Homework,

organization, and planning skills (HOPS) interventions: A treatment manual.

Martin, A.J. (2010). The motivation and engagement scale (10

ed.) Sydney, NSW: Lifelong

Achievement Group. Retrieved from http://www.lifelongachievement.com

Marzano, R.J., Pickering, D.J., & Pollock, J.E. (2001). Classroom instruction that works:

Research-based strategies for increasing student achievement. Alexandria, VA:

Association for Supervision and Curriculum Development.

National Education Association (n.d.). Research spotlight on homework. Retrieved from

http://www.nea.org/tools/16938.htm.

Power, T.J., Karustis, J.L., & Habboushe, D.F. (2001). Homework success for children with

ADHD. New York: The Guilford Press.

Roderique, T. W., Polloway, E. A., Cumblad, C., Epstein, M. H., & Bursuck, W. D. (1994).

Homework: A survey of policies in the United States. Journal of Learning

Disabilities, 27,481–487.

Sanders, C. (2009, October 26). Late Homework Pass. Retrieved from

http://www.nea.org/tools/tips/36656.htm

Stroud, K. C., & Reynolds, C. R. (2006). School Motivation and Learning Strategies

Inventory. Los Angeles, CA: Western Psychological Services.

VanDerHeyden, A.M. (2014). Best practices in can't do/won't do academic assessment. In

P.L. Harrison & A. Thomas (Eds.), Best practices in school psychology: Data-based and

collaborative decision making (pp.305-316). Bethesda, MD. NASP Publications.

Walberg, H.J. (1999). Prodictive teaching. In H.C. Waxman & H.J. Walberg (Eds.) New

directions for teaching practice and research, 75-104. Berkeley, CA: McCutchen

Publishing Corporation.

Additional Resources

Allen, D. (2001). Getting things done. New York: Penguin Books.

Center for Public Education. (2007). What research says on the value of homework: Research

review. Retrieved from http://centerforpubliceducation.org/Main-

Menu/Instruction/What-research-says-about-the-value-of-homework-At-a-

glance/What-research-says-about-the-value-of-homework-Research-review.html

Jenson, E. (2009). Teaching with poverty in mind: What being poor does to kids brains and

what schools can do about it. Alexandria, VA: ASCD.

Kondo, M. (2014). The life changing magic of tidying up. Berkeley, CA: Ten Speed Press.

Murphy, J.J. (2015). Solution focused Counseling in Schools 3

Ed. Alexandria, V: American

Counseling Association.

Northwest Regional Educational Laboratory. Homework and Practice. (n.d.). Retrieved from

http://www.netc.org/focus/strategies/home.php

Spellings, M. (1995). U.S. Department of Education. Checklist for helping your child with

homework. Retrieved from

https://www2.ed.gov/parents/academic/help/homework/homework.pdf

Vatterott, C. (n.d.). Hints to help reduce homework stress. Retreived from National PTA

website: http://www.pta.org/programs/content.cfm?ItemNumber=1730.

Wong, H.K., & Wong, R.T. (2001). How to be an effective teacher. The first days of school.

Mountain View, CA: Harry K. Wong Publications, Inc.