homework contract for middle school students

   Homework Contract

Create your own printable contract — FREE!

Formatted and ready to use with Microsoft Word, Google Docs, or any other word processor that can open the .DOC file format.

I, {Student Name} , agree to practice and complete the following exercises as often as required by my teacher(s):

• {Number} minutes reviewing vocabulary words every {day/other day/Friday, etc.}
• {Number} minutes practicing my musical instrument every {day/other day/Friday, etc.}
• {Number} minutes practicing typing skills every {day/other day/Friday, etc.}
• {Number} minutes reading from a class-approved book every {day/other day/Friday, etc.}
• {Number} minutes memorizing {subject} every {day/other day/Friday, etc.}
• {Number} minutes reviewing second language vocabulary every {day/other day/Friday, etc.}

I will get a daily/weekly signature from a parent who can verify that I practiced these subjects on a regular basis.

I understand that if I don't practice these subjects on a daily or weekly basis that my performance in class and my grades will suffer.

We, {Parent Names} , will monitor our child's study behavior throughout the week and only sign the attached practice sheet if we are sure that our child practiced each subject for the sufficient amount of time.

___________________________ Student's Signature

___________________________ Date

__________________________ Parent's Signature

Index of Printable Contract Examples

DISCLAIMER: The contracts contained on PrintableContracts.com are not to be considered as legal advice. All content is for informational purposes, and Savetz Publishing makes no claim as to accuracy, legality or suitability. The site owner shall not be held liable for any errors, omissions or for damages of any kind.

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Homework Contract

Post in a prominent place.

THE FAMILY HOMEWORK CONTRACT

__________________ and _________________ have mutually agreed to the terms of the (student) (parent) following homework contract to take effect on__________________________________.

Homework Study Schedule

Monday __________ to __________ Student will study at least _____minutes Tuesday __________ to __________ on the indicated days. If the student does Wednesday __________ to __________ not have assignments, he/she will review Thursday __________ to __________ for tests, work ahead, redo past assignments, Friday __________ to __________ or read material related to classes. Students Saturday __________ to __________ will need to increase their study time when Sunday __________ to __________ faced with long and/or difficult assignments.

Special Contract Terms (optional)

Both student and parent will initial the terms that are to be followed.

__________All homework is to be done in the __________________________room.

__________No phone calls will be allowed during homework time.

__________Homework will not be done in front of the TV. Loud music will not be played.

__________The computer will only be used to work directly on assignments. No Web surfing!

__________Parent will not remind students when it is time to start homework.

__________Parent will not offer homework help or advice unless it is requested.

__________All homework and school materials are to be placed in a backpack at the end of each homework session.

__________Contract will be reviewed on __________to decide if any terms need to be changed.

__________(Additional term)_____________________________________________________

_________Failure by the student or parent to follow all contract terms will result in a penalty of

___________________________________________________________________

__________Following terms of the contract for a period of __________will result in an award of

____________________________________________________________________

Signed_________________________(parent) ______________________________(student)

Additional Information on Homework Contracts

The major purpose of a homework contract is to eliminate all the daily hassles that arise from family conflicts over when, where, and how homework is to be done. A contract places the responsibility for getting homework done on the student which is where it should be. It also helps many students establish a homework routine. Even young students will benefit from having a homework contract.

The best contracts are simple ones with few terms.

You definitely should not have your family’s first homework contract use all the terms of the sample contract.

Contracts need to be individualized to suit the needs of each family.

For a homework contract to be effective, all terms must be negotiated and completely agreed upon by both parents and students.

After a trial period of two weeks, the contract should be looked at again by the parent and student to see if any terms should be changed. Provision also needs to be made to look at the contract periodically (monthly, every grading period) to see if it needs to be revised as conditions change.

Remember all children are different. Some will need to do their nightly homework in two or more time periods. Others may need timed breaks to release energy or to get a snack.

How Much Time Should Students Spend on Homework

The rough rule of thumb that most educators use is that students should work on homework approximately 10 minutes for each year in school. Following this rule, a second grader would spend 20 minutes on homework while a fifth grader would spend 50 minutes. At the high school level, it may be necessary for students to do as much as two hours a night depending on the courses that they are taking and whether or not they have a study period at school.

Students do not have to work on homework every day. Weekends can be free of homework for many students depending on their typical assignment load. Older students can choose specific times on the weekend to review the week’s work or do projects. Poor students will profit from spending some weekend time on review or skill-building work. Redoing assignments can be helpful for these students.

It is not necessary for all students to have assigned homework times in a contract. Instead, the agreement can be for students to get all homework done by a specified time. With this type of agreement, no homework for any reason can be done after this time. Instead, the students can get up early to complete any unfinished work.

Why Should Students Have Homework?

In the early grades, there is only a very small relationship between the amount of homework children do and their achievement in school. It is not until sixth grade that a solid relationship can be shown between doing homework and higher achievement. The reason for doing homework earlier is to develop the homework habit as well as independent study skills.

©Compass Syndicate Corporation, 2009

Homework Contract

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Homework Contracts: Tapping the Power of Parents

• Study & Organization

Students who regularly complete and turn in homework assignments perform significantly better in school than those of similar ability who do not do homework (Olympia et al., 1994). Homework is valuable because it gives students a chance to practice, extend, and entrench the academic skills taught in school. Parents can be instrumental in encouraging and motivating their children to complete homework. This homework contract intervention (adapted from Miller & Kelly, 1994) uses goal-setting, a written contract, and rewards to boost student completion (and accuracy) of homework. Students also learn the valuable skills of breaking down academic assignments into smaller, more manageable subtasks and setting priorities for work completion.

• Copy of Daily Homework Planner (see attachment at bottom of this page)

Preparation:

• Train Parents to Be Supportive 'Homework Coaches'. Parents are often very committed to helping their child successfully complete homework. To ensure that parents have positive interactions with students around homework, though, the school should sponsor one or more parent workshops to offer tips on how to be 'homework coaches'. In particular, parents should be offered strategies for listening in a careful and non-judgmental manner to their child, to avoid nagging about homework, and to brainstorm with their child about possible solutions for common homework difficulties (e.g., writing down all homework assignments correctly). Additionally, they should be taught the essentials for setting up and following through with a simple reward system at home (Miller & Kelly, 1994). At this introductory workshop, parents would also be trained in the steps of the homework contract (described below).

Steps in Implementing This Intervention:

• Step 1: The Parent Creates a Homework Reward System for the Child. The parent should put together a short menu of reasonable daily and weekly rewards that the child can earn for successfully completing homework. Good choices for daily rewards are those that do not cost a lot of money, and do not take much time to deliver. While weekly rewards should be somewhat larger than daily rewards, they should still be affordable and not require a great deal of the parent's time. Because any rewards that the parent chooses must appeal to the child, the parent should consult the child in the selection of rewards.
• Step 2: The Parent Negotiates the Homework Contract Program With the Child. Before starting the homework contract, the parent should meet with the child to introduce the program and to set up a reward system (see Step 1). Together, they agree on the percentage of homework goals the child must complete each day (e.g., 80%) to earn the daily homework reward. They also agree on the number of times in a week that the student must earn the daily reward in order to be eligible for the weekly reward (e.g., 3 times in a week).
• Step 3: The Parent and Child Fill Out the Daily Homework Planner. Each day when the student has assigned homework, the parent and student sit down with a copy of the Daily Homework Planner [web page; pdf document]. Together they preview the homework assignment for all subject areas. Then they break the assignment into manageable 'chunks' or subtasks. A description of each subtask is written into the Daily Homework Planner in enough detail so that both parent and student know what must be done to complete that homework chunk. A description for a math subtask, for example, might read "Complete 20 multiplication problems from pg. 40 of math book, then use answer key to check work". The parent and child might write on the homework contract that the child will reserve 30 minutes to complete that subtask.
• If the student earned the daily reward, the parent has the student choose an item from the reward menu. (Daily rewards should be given immediately if possible.)
• If the student also earned the weekly reward, the student can also select an item from the weekly reward menu (to be delivered in a timely manner but when convenient to the parent).
• Step 5: Fade the Reward System. As the child shows that he or she is able to complete daily homework assignments on a regular basis, the parent may want to start 'fading' the reward system. First, the parent may stop the daily rewards but continue the weekly rewards. Then the weekly rewards can be stretched out to biweekly and eventually monthly rewards. In the final stage of fading, the parent can stop giving out regular rewards altogether. Instead, the child's motivation can be kept high by the parent 'surprising' him or her occasionally with an unexpected reward.

Troubleshooting

The parent does not want to use the homework contract If a parent is unable or unwilling to use the homework contract with a student, the intervention can be used in school instead. At the end of the school day, for example, the teacher or other staff member might meet with the child to preview all homework assignments and assist the student in filling out the Daily Homework Planner. If the student brings the Contract sheet and completed homework back to school the next day, the teacher can give him or her the earned daily (and perhaps weekly) reward.

Attachments

• Daily Homework Planner Sheet

Jim's Hints

Identify Other People To Help the Parent With the Homework Contract . If the student attends an afterschool program where he or she completes homework, personnel from that program may be willing to set up and use the homework contract with the child. Or if there is a responsible older sibling in the home, he or she may be willing to administer a homework contract system. The parent would still be expected to deliver any rewards that the student may have earned.

• Miller, D.L. & Kelly, M.L. (1994). The use of goal setting  and contingency contracting for improving children's homework  performance. Journal of Applied Behavior Analysis,27, 73-84.
• Olympia, D.E., Sheridan, S.M., Jenson, W.R., & Andrews, D.  (1994). Using student-managed interventions to increase homework  completion and accuracy. Journal of Applied Behavior Analysis,27, 85-99.

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Student Behavior Contract Middle School | Free Printable

Home » Parent Press » Products » Printables » Behavior Charts » Student Behavior Contract Middle School | Free Printable

Parenting is a wild ride, isn’t it? One minute, you’re changing diapers, and the next, you’re preparing for middle school. It’s like someone hit fast-forward on your life’s remote control. But here’s some good news: A student behavior contract can be your guide through this transition. Not only does it help maintain order in class, but it also promotes responsibility among kids at home! We have a free downloadable PDF for you later in this blog post to sweeten the deal.

Table of Contents

Why Do Kids Need A Behavior Contract?

Middle school brings many changes that can bewilder even the most resilient kids. First, they are dealing with physical transformations, and second, they grapple with social dynamics as complex as quantum physics (well, almost!). Now add academic pressures to this cocktail – enough to make anyone wobbly on their feet!

• Maintaining Focus: With so many distractions around them, staying focused becomes a Herculean task for our young ones.
• Fostering Responsibility: As children inch towards adolescence, fostering responsibility is crucial to nurture self-reliance.
• Promoting Accountability: There’s no better time than now to teach accountability; after all, these skills will serve them well into adulthood.

The Mechanics of a Student Behavior Contract Middle School

A student behavior contract lays down expectations clearly while providing tangible goals for kids to work towards. Furthermore, involving your child in creating their contracts gives them ownership over their actions and behaviors.

For instance, setting clear guidelines about homework completion, establishing screen-time rules, outlining consequences if responsibilities are not met. Above all, remember that this is a collaborative effort. A contract forced upon a child may lead to resistance rather than compliance.

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Our apps teach executive function , language , emotional regulation, finger dexterity skills , and more. It also 100+ video classes teaching social skills.

Creating an Effective Behavior Contract

To make your behavior contract effective, keep it simple and achievable. Here’s how:

• Identify the Issue: Zero in on what needs changing or improving. Is it homework completion? Or screen time?
• Create Clear Goals: Set specific, measurable goals – vague objectives only create confusion.
• Determine Consequences: Discuss with your child about appropriate consequences if they fail to meet their responsibilities.

The Power of Consistency and Reinforcement

In student behavior contracts, consistency is king! However, remember that positive reinforcement goes hand-in-hand with this concept. Acknowledge when kids adhere to their agreements; small rewards can go a long way in cementing good habits!

Student Behavior Contract Middle School Printable

To help kickstart this process, we’ve created an easy-to-use printable PDF that serves as a template for creating your own student behavior contract. Download it today and embark on this exciting journey towards fostering better behaviors in your kids during their middle school years!

Goally | Apps That Build Behavior & Life Skills for Kids

Want to keep your child motivated while building essential behavior and life skills? Goally’s skill-building tablet is designed to celebrate small wins and help your child grow.

Our Behavior Tracker helps you reward your kiddo for specific skills, like “being kind” or “flushing the toilet.”

By setting clear expectations and rewarding their efforts, you foster a positive environment for your child to flourish in their behavioral skills journey.

Like any other strategy, student behavior contracts aren’t magic wands. It takes time and patience before you see results – but hang in there! Most importantly, though, avoid using these contracts as punishment tools – they’re meant for learning, after all!

To sum up, navigating through middle school madness doesn’t have to be chaotic or stressful (we promise!). The right tool – such as our student behavior contract middle school – can turn things around remarkably while teaching kids valuable life skills.

So, here’s wishing you luck on this exciting journey ahead! Remember: every step taken now is one less hurdle later!

FAQ about Student Behavior Contact Middle School

Hennah is an experienced writer and researcher, helping children with autism, ADHD, and other neurodivergent conditions. As a blog contributor for Goally, she combines her deep understanding of neurodiversity with practical advice, offering valuable insights to parents and educators.

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How to Create a School Contract With Your Tween

Help Your Student Prioritize the School Year

Blend Images / Getty Images

Students and parents often have high expectations and hopes for a new school year. But without a plan, it's easy for the school year to get ahead of you. Before you know it, your child may be struggling and you're wondering why you didn't pick up on the fact that he's behind on homework or having challenges in math.

One way to avoid these problems is to have a school contract in place at the beginning of the school year. A parent-student contract can help you and your student stay focused and start communicating about any challenges they face, now and in the future. It also serves as a reminder of the responsibilities each of you has regarding their school work. 

A Sample Parent-Child School Contract

Below is a sample school contract that you and your teen may use. You can alter it to suit your particular situation. Be sure to update the contract as needed, when circumstances and challenges change.

Parent's Responsibilities

• I will help my child start the school year off by attending the school's open house or school orientation. I will visit with my child's teachers and learn more about my student's classes by reviewing the class syllabus or class outline.
• I will provide all the necessary school supplies my child needs and will stock up on extra supplies that we anticipate will be needed periodically throughout the school year.
• I will help my child determine if new school clothes will be needed as well as shoes and sneakers for gym class .
• I will fill out all school forms in a timely manner so that my child can return them promptly to the school.
• I will periodically review my child's homework in order to make sure he isn't having difficulties.
• If my child needs assistance, I will work with him through the academic challenge, or I will find a tutor or a teacher to help my child overcome the academic obstacle.
• I will provide positive feedback and appreciation for my child's hard work. I will not berate my child for struggling on a test or for having problems with a class.
• I will provide healthy after-school snacks and breakfast options for my child.
• I will allow my child the chance to tackle homework and projects without unnecessary interference. I will help when asked but will refrain from taking charge so that my child does the work on his own and learns from the experience.
• I will stay up to date on school events, field trips and other activities.
• I will give my child more and more independence based on his maturity and the circumstances.

Student's Responsibilities

• I will keep my parents informed of school events, class projects, and other school responsibilities as I learn about them.
• I will make homework a priority and will begin my work without being told.
• I will let my parents know if I'm falling behind in class or struggling with a subject.
• I will let my parents know if I'm being bullied at school or on the school bus.
• I will attempt to eat a healthy breakfast and pack a healthy lunch for school.
• I will bring my gym clothes home weekly for washing.
• I will not engage in dangerous practices or behaviors that could harm me such as drinking, smoking, or using inhalants.
• I will join a school club or activity that interests me.
• I will not wait until the last minute to study for a test, write a paper, or do a project.
• I will not cheat , plagiarize, or allow others to cheat off of my work.
• I will respect my teachers and other members of the school staff.
• If I take advanced courses I will put the time into them that they require.

Signature _____________________________ (Parent)

Signature _____________________________ (Student)

Keep your contract posted someplace where both of you can review it if needed. The contract can serve as a gentle reminder to everyone about their school responsibilities.

A Word From Verywell

This simple parent-student contract can do wonders for improving your child's performance at school. By showing them that you are taking on responsibilities as well, it reinforces the idea that they are not alone. It's a small step that is worth trying for a variety of school related challenges.

By Jennifer O'Donnell Jennifer O'Donnell holds a BA in English and has training in specific areas regarding tweens, covering parenting for over 8 years.

The Reluctant Cowgirl

Raising Responsible & Resilient Teens

Help Your Teenager Succeed in School with a Parent-Child School Contract

July 31, 2019 By: Miranda 8 Comments

Our kids have been in a variety of school settings: traditional school, private, and homeschool. And honestly, I know what it’s like to just hold your breath and hope for the best. It can seem like even talking about school during the summer just anticipates problems and causes more arguments, right?

And sometimes you have that student that you aren’t looking forward to hearing them argue with you, so you tend to avoid bringing up hot trigger items.

10 Steps to Creating a Back to School Contract with Teens

But the way through is better than avoiding those minor details…like SCHOOL expectations (tongue in cheek:)! So bolster yourself moms! This year we are going to bring up the challenging discussions and create a PLAN! 

Let’s walk through some tips that will help you more confidently talk with your kids about the school year, create a workable parent-child school contract and make the smooth routine of the first weeks last months longer!

Find a Good Time to Talk to Your Tweens and Teens about School

Instead of springing out of nowhere with the topic, slowly warm your kid to the idea! Tell your teen that you would like to sit down with them sometime that week to discuss what they want to achieve during the school year.

You may get shocked looks, angry retorts, sarcasm or even a few worried looks! Just ignore, keep it brief and even flee the room if you have to;)! We are just giving them time to come around to the idea.

Print off your teen school contract and look it over for yourself . Decide what you think is most important to you or the problem areas you want to hammer out the details.  Make a decision as to if you want to try to cover the contract discussion in one sitting or a page at a time spread out over a few days. Will it work to give to the contract to your teen to fill in as much as they can, and later look over together?

Once YOU have decided, go back to your teen a day or so later and pick a time you all will chat.

Parent tip: Feel free to call contract whatever you think will be most helpful: Back to School Goal Sheet, Back to School Agreement or Back to School Expectations.

Discuss Bed Times and Evening Routines for School

What is a good bed time for a teen? For your teen? Knowing that teens need at least 9 hours of sleep, what is a reasonable time for them to go to bed?

Yes! I Want My Teen To Do Great In School This Year!

This should be an easy question, but more often than not parents struggle with this. I know I have. You want to give your teens some freedom and not make a bedtime like you did when they were 8 years old. But honestly, we need to make a hard stop rule about when lights need to be out and phones off.

So allow for wiggle room, but agree upon a HARD TIME when light have to be out.

Help them then work backward from bedtime to create a bedtime routine . When should they be off video games and social media, knowing that getting off an hour or 1/2 hour before will allow time for their brain to slow down?

Chat about what helps them relax and some things they may wish to include in a bedtime routine.

Create a Morning Routine for School

Realistically, how much time does your teen need in the morning to get ready?

If you don’t already know, find out or decide on the time your kids needs to be ready to start their day. If they are doing online or homeschool when will their school day start? If they are going to a brick and mortar school, what time do they need to be in the car or at the bus stop?

Make sure to allow a little leeway as nothing goes always as planned.

Also have a discussion about one thing they ENJOY doing in the morning if they have a little extra time? When we create a morning routine that involves something we love, then getting up to start the day is more inviting. Does your teen like to scroll social media, text a friend, sit down to eat breakfast, read for a few minutes or have time to do their hair and make-up?

Understand Your School’s Sick and Tardy Policy

Make sure you and your kids are current on your school’s sick and tardy policy. Each school district and school year may be a little different.

Avoid unwelcome surprises by discussing how many parent note sick days your kid has and how many tardies add up to a missed school day!

Parent Tip: One of my co-workers would cut out physical strips of paper to represent that amount of sick days her kids were allowed. When a kid used a sick day they had to turn in a strip of paper, so the teen clearly understood their was a limit to sick days!

Create Homework Contract and School Goals for the Upcoming School Year

Chat about what classes your student will have this year and if they foresee any problem areas. Do they have a class they wish to improve, and what is ONE thing they can do differently. What is the grade they wish to achieve?

Make specific goals, not vague ideas! An example of a specific goal is, “I want to make at least a C in Chemistry this year by taking my own notes in class and studying 3 times a week for at least 1/2 hour.”

Vague ideas like, ” I want to do better in school this year,” or, ” I don’t want to fail Chemistry,” have no teeth to them and certainly no specific steps. It will fail!

Will Your Student Participate in Extra-Curricula Activities

Will your student be participating in extra-curricula activities? Do they have activities they wish to participate in or that would look good on their resume?

How much time is involved in these activities? As a parent, do you think this is a wise use of your kid’s talents and time resources?

Also chat about when your student will keep up with their studies and homework due to their activities. Finally, does your student need to save or earn some money to help cover expenses from participating in this activity?

Design Fun Goals to Develop Teen’s Skills

Not every tween or teen is a “sit and learn in the classroom student.” And that is OK! Let’s help our teens stay motivated about their education by creating after school goals that keep them excited about life and learning!

Dream with your teen about talents they have that they would like to improve? In the past, one of our teens volunteered at a local charity organization running sound, something he was later hired to do for a living.

Presently, our daughter decided to improve her sewing skills this summer, creating a product that she hopes to sell in the near future.

Want some creative ideas for ways your teen can incorporate career exploration? Go Here !

Create a List of School Stress Busters for Teens

Many teens struggle with stress, anxiety and depression making getting to school and performing well difficult. Brainstorm with your teen about how they can combat stress.

Netflix Rules for Teens, Plus a Cell Phone Contract

Finally let’s talk about Netflix binging, playing video games and social media scrolling! While rewarding yourself with watching a TV show or scrolling on Instagram can be fun, it is also a HUGE time waster! And watching Netflix or Amazon til 2 am is one of the #1 reasons teens are truant or tardy for school!!

Set VERY SPECIFIC parameters on when and how long your teen can be on social media and the TV.

Is your teen allowed to be on the internet before homework? Do they need to have certain chores done before they jump on the game station? What platforms are they allowed to be on and how often?

If you haven’t already discussed it, make sure that you have clear cell phone guidelines. Discuss cell phones rules and when they cell phone needs to be off or on silent for the evening.

While technology can be a bear, also remember it works in your favor.

We use the app Screentime on my daughter’s phone so I can set limits, create bedtimes, reward when chores are done and see any new apps she downloads.  In our home, we also have a wi-fi filter on our Netgear box so we can control at least some of the stuff that comes into our home and turn the internet OFF at a certain time for the whole household. This is the Netgear wi fi router we use !

ALSO, did you know that you can see EVERYTHING your teen has watched on Netflix? Check out this website and follow the simple steps to download their complete viewing history. Click on the download and then follow the instructions!

Moms, we can’t prevent all internet over or unsafe usage, but we can the majority. Find a few apps or devices that will help you set parameters, create consistent rules and keep an eye on things for YOU!

Now, head on over and PRINT OFF your Back to School Contract !

July 31, 2019 at 12:33 pm

Great idea, Miranda! I love the idea of a contract for teens and wish I had had access to one when my now-grown kids were younger. I know you put a ton of work into these posts and am sure other moms will truly appreciate the advice in this post as summer vacation is coming to an end!

August 1, 2019 at 8:21 pm

Thanks Heather! Yes, I tried to think of all the topics that intersect with how our teens cope with and handle school.

July 31, 2019 at 2:24 pm

This is such a great post. I really love the idea of brainstorming stress relievers because I think that will help my middle son if we send him to public school again this year. I also like talking over the expectations with them. That always seems to make things go smoother.

August 1, 2019 at 8:20 pm

It is amazing how discussing expectations can make things so much smoother, or at least help us as moms to truly hear what our kids are thinking. And yes, for most teens, stress is a reality!

August 3, 2019 at 12:41 am

This is fantastic! Thank you!

August 6, 2019 at 11:01 am

Thanks Karen! You are so welcome.

March 28, 2021 at 6:04 am

Looking forward to receiving free sample

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Guide to Creating a 9th Grade Contract for Grades

• Kellie Hayden
• Categories : Teaching methods, tips & strategies
• Tags : Teaching methods, tools & strategies

What Is a Contract for Grades?

The 9th grade contract for grades is one that helps students, parents, teachers, and administrators reach a consensus on how to best help a student complete current academic work, make up missing work, change classroom behavior and/or improve study habits.

Some schools have basic contracts that teachers can use. However, this article includes a sample one that teachers can use. All contracts between students, parents and teachers should be approved by the school administration.

Who Needs a Contract for Grades?

Some teachers ask students to sign a very basic contract at the beginning of the year that asks for their best work. However, the grade contract is one that can help students when students are struggling with their grades.

The students who struggle with missing assignments or poor assessment marks are super candidates for this grade contract. If students are behavior problems in the classroom, this too can be added to the grade contract as well.

Contract Success

For the contract to be successful, the parents need to be an integral part of the contract. The parents and teacher need to work together. This means that a good line of communication needs to be forged between the parents, teacher and student. Again, the administration should be involved in the contract as well.

The contract needs to stipulate consequences and rewards. These consequences and rewards work best if the parents dole them out at home.

Another important part of the contract is the length of time for the contract. It helps to start out with short deadlines, such as two weeks. Then, the parents, teacher and student can discuss if the contracted needs an extension with new deadlines.

Sample 9th Grade Contract

The following is a sample contract that teachers can use to improve grades in the high school classroom.

Sample Grade Contract Introduction

I, ___________________________ (student’s name), agree to the following grade contract for the ____________________ class.

My parents, _________________________________, also agree to this grade contract. The contract will begin on ______________ and end on _____________________.

Sample Contract Details for Student

___I will turn in all my current work on time for the next two weeks. After two weeks, my parents, teacher and I will assess my progress.

___I will study at an assigned area each night for at least 30 minutes.

___I will make up all my missing assignments within two weeks for half or no credit, as decided by the teacher.

___I will attend tutoring for two weeks to improve my scores on tests and quizzes. If further tutoring is needed, this will be assessed by my parents, the teacher and me.

___I will not disrupt the learning environment for my fellow students.

Sample Contract Details for the Parents or Guardians

___We will communicate with the teacher each week on our child’s progress though email, phone calls or notes home.

___We will offer rewards or consequences after the first week of using the contract. These rewards and consequences will be negotiated before the contract begins. After the first week, the rewards and consequences will be re-assessed.

___We will support our child in his or her efforts to improve his or her grades.

Sample Contract Details for the Teacher

**___**I will keep communication lines open with the parents and support their efforts in helping their child improve his or her grades.

___I will guide the parents to find tutors.

___I will assist the student with learning missed content or missing assignments.

The 9th grade contract for grades is a sample contract that teacher can use in the classroom. Communication is the key for the contract to work properly.

References :

https://www.readwritethink.org/classroom-resources/lesson-plans/student-contracting-141.html

https://www.teach-nology.com/web _tools/contract/

https://www.eqi.org/tscont.htm

Photo by Kellie Hayden

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In the middle school years, students begin to experience the benefits of homework, though it is difficult to determine how much good it does, particularly at a given age. And there is some debate on how much homework students need to receive that benefit.

Duke University’s Harris Cooper, one of the leading researchers on homework, says students enjoy genuine academic benefits from homework, including better comprehension and retention of subject matter. However, while the benefit is clear for high school students and beyond, the degree to which homework helps middle school students is a matter of some contention.

• It’s difficult to tell if homework helps high achievers do well, or if they do their homework because they are high achievers.
• It’s challenging to determine how much homework students actually do. Most homework studies rely on self-reported data, which means students can easily misstate the quantity of time they spend on homework.
• Many studies use test scores to measure academic success, which, as many researchers point out, is an inherently problematic form of measurement.

Teachers should assign an appropriate amount of homework

While there is still much discussion on the effectiveness of homework, research asserts that the 10-minute rule per grade level holds true for middle school students. This means that students might receive anywhere from 60 to 90 minutes of homework each evening.

In middle school, students’ higher academic achievement starts to correlate with completing homework. However, this correlation fades if homework lasts longer than that.  Indeed, giving more than 90 minutes of homework has been shown to have detrimental effects on students.

Students need time away from their studies to relax and engage in social, extracurricular and family activities. When given too much homework, students lose this time and suffer the effects of stress and sleep deprivation, which has proved to reduce academic performance.

Purposeful assignments

Teachers who give homework must consider the purpose and value of the assignments. While elementary school homework can build confidence and engage students in the subject matter, middle school homework needs a more specific purpose.

Certain subjects require practice homework, such as vocabulary, which often requires drills. Other homework requires reading or more complicated skill work. Still, there is a growing belief among researchers that even when homework serves a clear and distinct purpose, less is more.

Homework should be clearly connected to learning outcomes and shouldn’t overwhelm students so much they are unable to actively participate in their lives beyond the walls of the classroom. Teachers should carefully consider how much practice students need and design homework to effectively meet those goals within the shortest duration possible.

Ultimately, even if the benefit margin is small for middle school students, there are other advantages of completing homework. Some researchers argue that at least anecdotally, students develop important study skills that will benefit them in high school and college, and they learn the value of time management and responsibility.

Caitrin Blake has a BA in English and Sociology from the University of Vermont and a master’s degree in English literature from the University of Colorado Denver. She teaches composition at Arapahoe Community College.

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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.

IPS changes homework, discipline policies in bid for equity

Sign up for Chalkbeat Indiana’s free daily newsletter to keep up with Indianapolis Public Schools, Marion County’s township districts, and statewide education news.

When eighth grader Kelsey Aguilar is called from class to de-escalate a conflict between her peers, she heads to the Guided Learning Center at Harshman Middle School with a calm demeanor.

That’s where she’ll get to the heart of an issue between friends or couples, unpacking insults on social media or rumors that could lead to a fight.

The mediation program that Aguilar participates in as a peer mediator is part of the school’s restorative justice approach to discipline. It’s less punitive, aims to stop fights before they start, and focuses on healing transgressions between students.

It’s a disciplinary approach that Indianapolis Public Schools hopes to embrace district-wide through the adoption of a series of policies that aim to promote equity and reduce barriers to learning that affect certain groups of students. The policies, which the school board has been approving in batches, include a shift in how teachers should approach assigning homework and how the district should identify students for its gifted program. The board approved the latest round of policy changes — including one highlighting restorative justice in student discipline — on Tuesday.

The policies could address some of the district’s disparities that are common in education .

For example, Black and multiracial students in the district have historically been disciplined at higher rates than their white peers, according to district data . Some of the district’s most popular schools with specialized academic programming are disproportionately white .

And while the latest ILEARN state test scores show white students appear to have recovered from pandemic learning loss , Black and Hispanic students have yet to recover to pre-pandemic levels of proficiency.

At Harshman, officials say the mediation program has helped reduce the number of suspensions both for Black students and for students overall.

And Kelsey believes it has definitely reduced the number of fights among her peers — even though some may see mediation by a classmate as a joke.

“I honestly think it’s a serious thing because we’re solving problems with other people,” she said. “I think that’s a great thing for us to do.”

Changes to dress code, homework assignments adopted

The policy changes were proposed by the Culturally Responsive and Equitable Education Committee, which the school board created last year . They reflect much of the district’s ongoing work around expanding academic opportunities to more students of color and those from diverse backgrounds.

The district’s Rebuilding Stronger plan, for example, will bring Honors Algebra, Honors Geometry, Honors Biology, and Spanish I classes to all middle schools. The plan will also expand Montessori, STEM, high-ability, dual language, performing arts, and International Baccalaureate academic models to more schools throughout the district.

Many of the committee’s proposed changes codify the district’s current equity efforts under Superintendent Aleesia Johnson, said school board member Nicole Carey, who led the creation of the committee. But the policy shifts will hold any future leaders of the district accountable to this equity mindset, she said.

Here are equity-focused policies that the board approved in April:

• The district’s revised homework policy acknowledges that students come from “diverse backgrounds with different resources and support systems.” The policy says that, “Homework assignments must be equitable and considerate of these varied home environments.” In addition, the policy states that the assignments should also consider students’ academic needs and out-of-school responsibilities.
• The district’s revised policy on its gifted and talented program commits the district to using culturally responsive, unbiased assessments to identify students eligible for its academically gifted program. That program is currently housed at the K-8 Sidener Academy but will expand to two separate elementary and middle schools in 2024-25. It also directs the district to actively inform families from diverse backgrounds about the gifted program. (Enrollment data from 2023-24 shows Sidener Academy is whiter and has fewer students qualifying for free or reduced-price meals than the district as a whole.)
• The district’s new universal dress code provides less-rigid guidelines that aim to reduce disciplinary actions that keep students out of classrooms.

Below are some equity-focused policy changes the board approved Tuesday:

• The revised policy on the use of seclusion and restraint requires all administrators, special education teachers, and school-based crisis teams to undergo training in de-escalation techniques and conflict resolution strategies. All incidents involving seclusion or restraint of a student must be documented and provided to the student’s guardian in a timely manner, and an annual report of these incidents will be presented to the board.
• Another revised policy directs administration to develop clear, written criteria for the approval of student groups . It also encourages groups that represent diverse demographics and interests.

In March, the equity committee proposed a more comprehensive restorative justice policy that would require training for all staff members. But it’s unclear if that will come before the board.

Restorative justice at Harshman could be inspiration for others

Meanwhile, the new discipline policy says restorative justice approaches should be used as alternatives to traditional discipline “when appropriate.” It also says educators should collaborate with families on approaches to discipline.

At Harshman Middle School, officials say their mediation program has reduced the number of incidents of aggression or physical fighting between current eighth graders from the first semester of last year to the first semester of this year.

Sometimes, peer mediators such as Kelsey are called to oversee a mediation session with staff present. Other times, staff mediate. There are even sessions to resolve conflicts between staff and students.

Even the school’s hallways advertise restorative justice.

“Problem: Unresolved conflict,” reads one sign. “Solution: Peer mediation. Let’s talk about it!”

The school received support from the Peace Learning Center , funded through a grant, to provide mediation training for students and staff. Students are selected as mediators after an interview process.

School staff say the program has created a mindset shift in students, who will alert staff members of potential rising tensions between students or request mediation on their own.

“They don’t want to fight each other, they don’t want to argue, they don’t want to miss class, they don’t want to be suspended,” said Rockeyah Lord, a dean at the school.

Because the program aims to resolve issues before they devolve into fights, Lord said, suspensions overall have decreased.

Kelsey said she got involved in the program because she used to be involved in a lot of drama herself — but at times wanted a way to get out of it.

“I knew that other people do want to get out of it too sometimes,” she said. “So it’s better to talk about it than to keep going with it.”

Amelia Pak-Harvey covers Indianapolis and Lawrence Township schools for Chalkbeat Indiana. Contact Amelia at [email protected] .

Chicago Mayor Brandon Johnson asked Illinois Senate President Don Harmon in a letter late Thursday to hold a bill that would block changes to selective enrollment schools and prevent any school closures until 2027.

Lawmakers last year relaxed income eligibility rules so that most Indiana families now qualify for the Choice Scholarship program.

Students work with artists to find themselves, learn about their world, and see their work showcased around the city.

El programa capacitará a jóvenes de entre 18 y 24 años para actuar “como navegadores que sirven a estudiantes de secundaria y preparatoria en escuelas y en organizaciones comunitarias.”

The teachers union’s 7,000 members are scheduled to take a ratification vote on June 6.

The state superintendent said cuts to staff won’t be prevalent in all districts. But educators say the “fiscal cliff” existed in the state well before federal COVID relief funds.

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Fresno Unified is contracting with the Council of the Great City Schools for training and coaching services. (GV Wire Composite/Paul Marshall)

• Fresno Unified trustees will hold a two-day workshop this weekend to learn about Student Outcomes Focused Governance.
• Fresno Unified's new two-year, $100,000 contract for coaching services with the Council of the Great City Schools includes this weekend's workshop.
• Student Outcomes Focused Governance has been rolled out in urban school district around the nation with mixed results.

Update : Board President Susan Wittrup said Friday evening that the weekend workshop has been cancelled because of weather delays on the presenters’ flights to Fresno. The workshop will be rescheduled to a later date, she said.

Fresno Unified trustees will spend part of their Memorial Day weekend at a two-day workshop in downtown Fresno to learn about an initiative that’s already being implemented in other big-city districts across the nation.

The initiative is “Student Outcomes Focused Governance,” which the Council of the Great City Schools has been promoting for years as a process in which School Boards adopt a laser focus on improving student outcomes and shape their discussions to accomplish it.

Fresno Unified’s two-year, $100,000 contract for coaching services with the Washington, D.C.-based Council of the Great City Schools was added as an amendment to Wednesday’s School Board meeting agenda and was approved by the board without discussion. The approval came only days before this weekend’s workshop, although the contract’s effective date was April 24.

According to the staff report, the district will receive “leadership training and support coaching; confidential and closed session participation and advising; professional development; facilitation of discussions regarding the district’s long-term vision and strategic plan; real-time coaching during school board meetings; and other governance team supports as mutually agreed upon.”

The contract also requires the district to pay travel-related expenses, to total not more than $2,500 per person per trip, for consultants,

Why This Weekend?

When asked why the workshop was scheduled for this weekend and what the School Board hopes to gain from it, Board President Susan Wittrup initially declined to comment but later said that the board is “receiving training on how to increase its focus on improving student outcomes.”

The workshop will be held in the Factory 41 building at 2721 Ventura St., less than a mile from the district’s downtown headquarters at M and Tulare streets, and will start at 9 a.m. on both Saturday and Sunday.

District spokeswoman Nikki Henry said the board will be using space that the district is already leasing in the building. Why isn’t the workshop at the district’s headquarters? “This is meant to be retreat-style and oftentimes in retreats you change the dynamics in the room to build more collaboration by being in a new or different space,” she said.

Henry said the trainer is Ashley Paz. According to the Council of the Great City Schools, Paz is the secretary-treasurer of the council’s executive board and a former trustee of the Fort Worth Independent School District.

And why is the training being held on a holiday weekend? “This decision was made by the board as this is their training,” Henry said. “The board feels an urgency with our new interim superintendent, and this is the first two-day span where all board members could be together and uninterrupted. As you know, many of our trustees have full-time jobs, so a weekend is often necessary to get two full days of uninterrupted time for training like this.”

According to Henry, Student Outcomes Focused Governance is a trademarked training program through the Council of the Great City Schools. The framework is based on six “pillars” that define board behaviors and how they impact improvements in student outcomes: visions and goals; values and guardrails; monitoring and accountability; communications and collaboration; unity and trust; and continuous improvement.

Fresno Unified’s three main goals through the contract, Henry said, are to clarify the district’s priorities, align the superintendent search to those priorities, and monitor student progress.

Adopted by Other Districts

Fresno Unified is the latest among urban school districts to adopt the Student Outcomes Focused Governance. The framework can be customized to fit the needs of each district but follows the same general outline of establishing goals and “guardrails” to guide school district administrators as they implement the goals.

According to San Diego Unified’s website , the board started its process moving toward Student Outcomes Focused Governance in December 2022, signed a contract in April 2023 with the Council of the Great City Schools, and held board workshops in July and October before adopting a two-year implementation timeline in November.

In February and March this year the board conducted community listening sessions. San Diego trustees then considered data from those sessions to begin crafting their five-year goals, which include what elementary, middle, and high school students should know and be able to do.

One of the earlier adopters of Student Outcomes Focused Governance was Charlotte-Mecklenburg Schools in North Carolina, which drew up its goals give years ago, setting specific targets for student progress and guardrails directing the superintendent not to neglect students’ social-emotional needs, nor allow inequitable treatment of students, nor deprive students of access to course offerings that are “rich, diverse, and rigorous.”

But five years later, the district seems to be struggling to meet its goals. The news site Queen City News reported in February that the district’s goal of reducing suspensions of Black students from 31% to 23% came up short — by the end of the first semester this year the percentage had only been lowered to 29%.

Charlotte-Mecklenburg’s goal of having 75% of its students graduate with diploma endorsements was falling woefully short, according to Queen City News. Only 37% of last year’s graduates had a diploma endorsement — 12% lower than when the district set its goal.

Meanwhile, in Seattle concerns have been raised over whether the School Board’s adoption of Student Outcomes Focused Governance has caused it to hand over too much power to the district’s superintendent. Articles published last year in The Stranger, an alternative publication in Seattle, outlined concerns over whether the policy changes would weaken public accountability and oversight.

How Will It Impact Classrooms?

Manuel Bonilla, president of the Fresno Teachers Association, said he will be interested to see what the board learns from its weekend workshop and whether that leads to policy changes. But he questioned holding the workshop on a holiday weekend when it will be less likely to draw a lot of attention from the public.

And what good are presentations from the Council of the Great City Schools if the board ignores them, he said. For example, Bonilla said, many of the issues raised and recommendations about the district’s special education programs that were cited in a 2018 study by the Council of the Great City Schools surfaced in the council’s latest presentation to the board earlier this month.

Instead of spending money on outside consultants, the board needs to listen to its front-line workers, Bonilla said.

As for shifting to Student Outcomes Focused Governance, “my fear is that people get caught up in the buzzwords, as opposed to, what’s the action?” he said. “Buzzwords, they sound nice, they do. But what’s the action, how’s it impacting the classroom?”

Student Outcomes Focused Governance Training Manual

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