The program’s practices fully meet the standard, as indicated by full implementation of the practices outlined in the Practice Standards.
Practices are basically sound but there is room for improvement, as noted in the ratings for the Practice Standards.
Practice requires significant improvement, as noted in the ratings for the Practice Standards.
Implementation of the standard is minimal or there is no evidence of implementation at all, as noted in the ratings for the Practice Standards.
A description of:
role of personnel;
system for facilitating communication among teachers, parents, and program personnel, if applicable (CYD-OST-HWT 1.01)
Daily schedules for past month
Documentation of collaboration among teachers, parents, and program personnel, if applicable
Attendance records (showing totals for each day and weekly averages)
Logic model (or equivalent framework)
Qualifications of personnel (or others) providing activities (e.g., in personnel records)
Children, youth, and families
Observe program activities
Review files of children and youth
Personnel collaborate with school day staff to develop a system for facilitating communication among teachers, parents, and program personnel regarding:
homework assignments given;
materials needed to complete assignments;
the amount of time expected to be spent on homework; and
the ongoing progress and needs of children and youth.
Many programs and schools have children and youth maintain Homework Planners to record their daily assignments. These planners can also be used as tools to help children and youth prioritize their assignments, manage their time, and assess their progress, as addressed in CYD-OST-HWT 1.03.
COA recognizes that it may be challenging for programs to establish systems for communicating with school-day staff regarding homework, especially when programs serve students who attend different schools. However, programs are expected to demonstrate that they have at least made an effort to develop systems for facilitating communication with school staff.
Note: Please note that the more general expectations included in CYD-OST can also help to promote success in this area. For example, programs should also: (1) establish a consistent schedule for homework time, as referenced in CYD-OST 4.02; (2) provide needed supplies, as referenced in CYD-OST 9.04; (3) create an optimal space for completing homework, as referenced in CYD-OST 9.01 (i.e. a space that is dedicated to homework completion and includes areas for both quiet study and group collaboration); and (4) consider how group sizes and ratios, as addressed in CYD-OST 13.01 and 13.02, may impact the homework environment.
Children and youth are helped to develop organizational and study skills that support school success, including skills related to:
managing time, including setting goals and making plans for accomplishing work;
accessing needed information and resources;
reviewing materials and taking notes, including skimming, active reading, and summarizing;
preparing for and taking tests; and
evaluating their own work and progress.
Homework can provide an opportunity to learn and practice the organizational and study skills referenced in the standard.
Children and youth in need of extra help are connected with tutors who provide special assistance and instruction in specific subject areas.
Tutors may be paid or volunteer, but should be knowledgeable about and trained in both the subject area in question and strategies for helping students. Programs may identify children in need of extra help through collaboration with school day staff, or through their own observations and monitoring.