meaning of extra homework

There are a few exceptions in this group, though. There always are a few students who make it into the top of the class and can get by without doing homework. From what I have experienced and heard, they tend to be auditory learners -- they listen intently in class and can retain the information without having to put it into their heads more than once.

The middle of the road students and those in danger of failing tend to tell me that they don't do any homework. The reasons that they cite include the fact that, under the policy of many schools, homework can count for only 5% or less of a student's overall grade. So if it doesn't count towards a grade, the reasoning goes, why bother? This is unfair to the teachers who have to continuously re-teach material, and to the other students who must endure listening to the same material over again.

A related reason these students don't do their homework is that they don't believe it will help them. It's been so long since they've done homework that they have either forgotten or never learned how -- and thus never reaped its benefits.

Time Management, Resources and Context

Here are a few ways that students I've talked to have had success, which I present with a couple of fresh ideas.

1) Use In-School Time

Doing homework during extra time in school helps. When students have the opportunity to do some of their homework in school with a large support base, I've noticed that they tend to get more out of it, and finish more. Yes, there are the exceptions, i.e., distractions, friends and goofing around. But the students that use the time wisely are no strangers to the ends justifying the means.

2) Do Homework in Period Order

Complete assignments in the order they are due the next day. Many students will suggest this as a means of making sure it all gets done. Setting it out by period and going in order has helped me in the past. A problem, though, is that it often encourages procrastination. When students set their work out like this, they are more likely to picture where their free time is during the school day and imagine themselves doing it then.

3) Use Social Media!

As I discussed in my previous blog post, kids love technology and are highly knowledgeable in social media. One thing I've often thought about is creating groups for classes on Facebook, Twitter and Instagram. If a student is having trouble with a particular problem, they should be encouraged to seek help from a teacher or student that can respond with a picture of their own work within seconds. If schools started encouraging teachers to work this into just a few classes, I think we would see improvements in the quality of homework completed.

4) Make Real World Connections

What could be a better way of answering students' biggest question -- "When am I ever going to use this?" -- than by showing them? There are many ways this could be done. Teachers could assign students the task of finding their own applications of certain principles at home, such as how electrical circuits can illustrate a concept for physics class, or how chemistry is applied in the kitchen. Or you could give them a list of things to notice at home or around town. For example, my town is right on the Erie Canal, and it has more heritage and history than most small towns. But when we study the era in history class, we never go out of the building and realize that it's right there.

From Day One of school, homework needs to be shown as important and assigned as something substantial, not busy work. As we continue to move into the digital age, I am sure homework will change -- along with most everything else.

What are some other examples of meaningful homework you've seen?

School Life Balance , Tips for Online Students

The Pros and Cons of Homework

Updated: December 7, 2023

Published: January 23, 2020

Homework is a word that most students dread hearing. After hours upon hours of sitting in class , the last thing we want is more schoolwork over our precious weekends. While it’s known to be a staple of traditional schooling, homework has also become a rather divise topic. Some feel as though homework is a necessary part of school, while others believe that the time could be better invested. Should students have homework? Have a closer look into the arguments on both sides to decide for yourself.

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Why should students have homework, 1. homework encourages practice.

Many people believe that one of the positive effects of homework is that it encourages the discipline of practice. While it may be time consuming and boring compared to other activities, repetition is needed to get better at skills. Homework helps make concepts more clear, and gives students more opportunities when starting their career .

2. Homework Gets Parents Involved

Homework can be something that gets parents involved in their children’s lives if the environment is a healthy one. A parent helping their child with homework makes them take part in their academic success, and allows for the parent to keep up with what the child is doing in school. It can also be a chance to connect together.

3. Homework Teaches Time Management

Homework is much more than just completing the assigned tasks. Homework can develop time management skills , forcing students to plan their time and make sure that all of their homework assignments are done on time. By learning to manage their time, students also practice their problem-solving skills and independent thinking. One of the positive effects of homework is that it forces decision making and compromises to be made.

4. Homework Opens A Bridge Of Communication

Homework creates a connection between the student, the teacher, the school, and the parents. It allows everyone to get to know each other better, and parents can see where their children are struggling. In the same sense, parents can also see where their children are excelling. Homework in turn can allow for a better, more targeted educational plan for the student.

5. Homework Allows For More Learning Time

Homework allows for more time to complete the learning process. School hours are not always enough time for students to really understand core concepts, and homework can counter the effects of time shortages, benefiting students in the long run, even if they can’t see it in the moment.

6. Homework Reduces Screen Time

Many students in North America spend far too many hours watching TV. If they weren’t in school, these numbers would likely increase even more. Although homework is usually undesired, it encourages better study habits and discourages spending time in front of the TV. Homework can be seen as another extracurricular activity, and many families already invest a lot of time and money in different clubs and lessons to fill up their children’s extra time. Just like extracurricular activities, homework can be fit into one’s schedule.

The Other Side: Why Homework Is Bad

1. homework encourages a sedentary lifestyle.

Should students have homework? Well, that depends on where you stand. There are arguments both for the advantages and the disadvantages of homework.

While classroom time is important, playground time is just as important. If children are given too much homework, they won’t have enough playtime, which can impact their social development and learning. Studies have found that those who get more play get better grades in school , as it can help them pay closer attention in the classroom.

Children are already sitting long hours in the classroom, and homework assignments only add to these hours. Sedentary lifestyles can be dangerous and can cause health problems such as obesity. Homework takes away from time that could be spent investing in physical activity.

2. Homework Isn’t Healthy In Every Home

While many people that think homes are a beneficial environment for children to learn, not all homes provide a healthy environment, and there may be very little investment from parents. Some parents do not provide any kind of support or homework help, and even if they would like to, due to personal barriers, they sometimes cannot. Homework can create friction between children and their parents, which is one of the reasons why homework is bad .

3. Homework Adds To An Already Full-Time Job

School is already a full-time job for students, as they generally spend over 6 hours each day in class. Students also often have extracurricular activities such as sports, music, or art that are just as important as their traditional courses. Adding on extra hours to all of these demands is a lot for children to manage, and prevents students from having extra time to themselves for a variety of creative endeavors. Homework prevents self discovery and having the time to learn new skills outside of the school system. This is one of the main disadvantages of homework.

4. Homework Has Not Been Proven To Provide Results

Endless surveys have found that homework creates a negative attitude towards school, and homework has not been found to be linked to a higher level of academic success.

The positive effects of homework have not been backed up enough. While homework may help some students improve in specific subjects, if they have outside help there is no real proof that homework makes for improvements.

It can be a challenge to really enforce the completion of homework, and students can still get decent grades without doing their homework. Extra school time does not necessarily mean better grades — quality must always come before quantity.

Accurate practice when it comes to homework simply isn’t reliable. Homework could even cause opposite effects if misunderstood, especially since the reliance is placed on the student and their parents — one of the major reasons as to why homework is bad. Many students would rather cheat in class to avoid doing their homework at home, and children often just copy off of each other or from what they read on the internet.

5. Homework Assignments Are Overdone

The general agreement is that students should not be given more than 10 minutes a day per grade level. What this means is that a first grader should be given a maximum of 10 minutes of homework, while a second grader receives 20 minutes, etc. Many students are given a lot more homework than the recommended amount, however.

On average, college students spend as much as 3 hours per night on homework . By giving too much homework, it can increase stress levels and lead to burn out. This in turn provides an opposite effect when it comes to academic success.

The pros and cons of homework are both valid, and it seems as though the question of ‘‘should students have homework?’ is not a simple, straightforward one. Parents and teachers often are found to be clashing heads, while the student is left in the middle without much say.

It’s important to understand all the advantages and disadvantages of homework, taking both perspectives into conversation to find a common ground. At the end of the day, everyone’s goal is the success of the student.

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

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

Differentiate Learning for All Students

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

See Student Participation Increase

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

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

Sample School Homework Policy

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

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

Individualized Instruction

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

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

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

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Definition of 'homework'

homework in American English

Homework in british english, examples of 'homework' in a sentence homework, related word partners homework, trends of homework.

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• 1.1 Etymology
• 1.2 Pronunciation
• 1.3.1 Usage notes
• 1.3.2 Hypernyms
• 1.3.3 Coordinate terms
• 1.3.4 Derived terms
• 1.3.5 Translations
• 1.4 See also
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• 1.6 Anagrams

English [ edit ]

Etymology [ edit ].

From home +‎ work .

Pronunciation [ edit ]

• ( Received Pronunciation ) IPA ( key ) : /ˈhəʊmˌwɜːk/
• ( General American ) IPA ( key ) : /ˈhoʊmˌwɝk/

Noun [ edit ]

homework ( usually uncountable , plural homeworks )

• 2013 July 1, Peter Wilby , “Finland's education ambassador spreads the word”, in The Guardian ‎ [1] , archived from the original on 2022-10-15 : Even 15-year-olds do no more than 30 minutes' homework a night.
• 2023 January 12, Kevin Roose, “Don't Ban ChatGPT in Schools. Teach With It.”, in The New York Times ‎ [2] , archived from the original on 2023-01-17 : And I'm sympathetic to teachers who feel that they have enough to worry about, without adding A.I.-generated homework to the mix.
• 2024 May 15, 'Industry Insider', “Labour's plan for the railway”, in RAIL , number 1009 , page 68 : Under the proposals, an assurance is given that GBR (in the words of the plan) will not be marking its own homework .
• 2012 April 10, John Hudson, “North Korea Has a Clumsy Way of Soothing Concerns About Its Rocket Launch”, in The Atlantic ‎ [3] , archived from the original on 2022-01-22 : Since the whole world is watching this launch, they probably should've done some homework on their talking points.
• 2017 May 9, “Mindful sex is better sex, says B.C. researcher promoting new workbook”, in CBC News ‎ [4] , archived from the original on 2022-11-22 : Four years after her first sexual health book came out, Dr. Lori Brotto is giving her readers a little bit of homework for the bedroom.
• 2022 July 18, Donald Mcrae , quoting Michael Yormark, “Roc Nation's Michael Yormark on Romelu Lukaku: 'You have to play to his strengths... I don't think that happened'”, in The Guardian ‎ [5] , archived from the original on 2022-12-26 : I didn't even know who he was until I did my homework and realised he was a premier footballer for Bayern.
• 2023 August 7, Suzanne Wrack , “England beat Nigeria on penalties to reach Women’s World Cup quarter-finals”, in The Guardian ‎ [6] : Nigeria had done their homework and were well organised. Halimatu Ayinde was exceptional in her marking of James, who had scored twice and provided three assists as she ran the show against China.
• 1989 , Eileen Boris, Cynthia R. Daniels, Homework: Historical and Contemporary Perspectives on Paid Labor at Home , University of Illinois Press , →ISBN , page 241 : Hatch perceived homework to be one tool—along with various workfare schemes and private sector training programs—that would take women off welfare and make poor women "independent."
• 1933 , James T. Farrell , Gas-House McGinty , page 186 : My wife and I want a kid, and we do plenty of homework , but goddamn it, Dutch, I just can't connect.
• ( BDSM ) Tasks assigned by a dominant for a submissive to perform when they are physically away from their dominant or otherwise free.

Usage notes [ edit ]

• ( exercises assigned by a teacher ) The term homework generally implies that the work is mandatory and worth marks; exercises that are optional are usually referred to as practice problems , review problems , extra practice , exercises , etc.
• ( exercises assigned by a teacher ) Work of a larger scale than homework (which involves a series of relatively simple exercises) is usually referred to as an assignment or project .

Hypernyms [ edit ]

Coordinate terms [ edit ], derived terms [ edit ].

• bit of homework
• do one's homework
• homework club
• homework diary
• piece of homework
• the dog ate my homework

Translations [ edit ]

See also [ edit ], references [ edit ], anagrams [ edit ].

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Meaning of homework in English

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• The kids are busy with their homework.
• My science teacher always sets a lot of homework.
• "Have you got any homework tonight ?" "No."
• I got A minus for my English homework.
• For homework I want you to write a paper on an endangered species .
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homework | Intermediate English

Homework | business english, examples of homework, translations of homework.

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to fasten the belt that keeps you in your seat in a car or a plane

Searching out and tracking down: talking about finding or discovering things

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homework noun

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What does the noun homework mean?

There are three meanings listed in OED's entry for the noun homework . See ‘Meaning & use’ for definitions, usage, and quotation evidence.

How common is the noun homework ?

How is the noun homework pronounced, british english, u.s. english, where does the noun homework come from.

Earliest known use

The earliest known use of the noun homework is in the mid 1600s.

OED's earliest evidence for homework is from 1653, in the writing of Edmund Chillenden, parliamentarian army officer and General Baptist leader.

homework is formed within English, by compounding.

Etymons: home n. 1 , work n.

Nearby entries

• homeward-bounder, n. 1837–
• homeward-bound pennant, n. 1853–
• homewardly, adv. 1797–
• homewards, adv. & adj. Old English–
• homeware, n. 1782–
• home waters, n. 1838–
• home wear, n. 1836–
• home-whining, n. a1657
• home wind, n. 1732–
• home-woe, n. 1838–
• homework, n. 1653–
• homework club, n. 1900–
• homework diary, n. 1973–
• homeworker, n. 1843–
• homeworking, n. 1844–
• home-working, adj. 1850–
• home worship, n. 1849–
• homewort, n. Old English–
• home-wreck, n. 1845–
• home-wrecker, n. 1878–
• home-wrecking, n. 1878–

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Meaning & use

Pronunciation, compounds & derived words, entry history for homework, n..

homework, n. was revised in September 2011.

homework, n. was last modified in September 2023.

oed.com is a living text, updated every three months. Modifications may include:

• further revisions to definitions, pronunciation, etymology, headwords, variant spellings, quotations, and dates;
• new senses, phrases, and quotations.

Revisions and additions of this kind were last incorporated into homework, n. in September 2023.

Earlier versions of this entry were published in:

A Supplement to the New English Dictionary (1933)

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OED Second Edition (1989)

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Citation details

Factsheet for homework, n., browse entry.

Wrightslaw Way

Special Education Law and Advocacy

Accommodations: LATE ASSIGNMENTS AND 504

Treena:  HI ~ I have a high schooler that is just about to graduate, she has a 504 plan put in place due to clinical depression and insomnia. She’s missed allot of school and has rec’d excessive absence notices. Her language arts teacher won’t let her turn in assignments ,because she says she wasn’t there to turn in or its to late. with 5 weeks away she’s in jeopardy of failing this class. Can the teacher not accept assignments being to late, if the child has a 504?

If a high school student has an AB block schedule (classes every other day from Monday to Thursday, no school on Friday), let’s say an assignment is due on Monday but IEP extended time and a half accommodation, would the assignment be due on Wednesday (the next time they have the class) or on Tuesday the next day. It would be the student’s responsibility to go to the teachers classroom to turn in? What if an assignment is due on a Thursday but will not have the class again until the following week on Tuesday? When would the assignment be due? On Friday when there is no school, or the following week on Tuesday, when they have the class next? Or Monday, the next time they have school?

Ideally the campus should have a policy, & procedure that address these questions. But often campuses, & IEP teams to do think through implementing accommodations, so decisions are made by teachers or administrators, & inconsistencies occur.. .

Thank you so much for your reply. Do you know how or where I could find out what the exact IEP rules or laws are for extended time accommodations? My son turned in an assignment late, the next time he had the class and the teacher deducted 20 points. And the assignment was ONLY for a parents signature on the syllabus. She said that was considered double time and not time and a half. The ESE Specialist defended the teacher during a conference and during an IEP meeting stating that if my son used his extended time he would have to turn in all assignments the following day. She said it would be his responsibility to walk to each teachers classroom before or after school to turn in the assignments. I find this hard to believe as it creates more work and stress for a student with an IEP. Especially when I know for a fact that this specific teacher has been more lenient with other students turning in assignments late without deducting points. Thank you for your help.

Christie, Your state education agency could have rules, or “guidance” on extended.time, but typically any rules on this would be set by the district or campus. So asking to see the district or campus policy or procedures on this is a place to start. But IEP decisions are to be individualized so just following campus rules, or letting each teacher decide would violate this. I suggest reaching out to the state parent training & information project for guidance on this. http://www.parentcenterhub.org/find-your-center

Chuck, Thank you so much for all your help. Have a great weekend!

What if a student refuses to sign your policy? do you do like software companies and don’t allow the student in class? You shouldn’t be allowed to make your own policy. Further more late homework should be counted as 100% as long as it is submitted before the semester ends. You are paid to help students with difficulties succeed, “A” students don’t need much of your help.

On a 504 with Extended Time if they get assigned a Project on a Monday November 5th and it is due that coming up Friday November 9th (dates are made up to give more clarification), does that mean a child with Time and a Half has until the Following Wednesday November 14th to complete their Project? Or does it mean that they have until Wednesday November 21st? Or is it a different due date altogether?

Time and a half is widely understood to mean 50% extra time… 100% of what peers receive (=”time”) plus 1/2 or 50% in addition. 100% extended time is easier to calculate on assignments as 50% can be awkward. Now that we live in a post-Covid (digital schoolwork) world, some things are easier in this way (turn in at 11:59pm used to be impossible) while others may be more difficult. On a related note, best practices dictate that extended time be offered for tests if it is offered for assignments . It is generally easier to determine the end time with tests, particularly if best practices are followed with a consecutive time extension (but which is not always possible).

Julie, Accommodations and modifications are intended to level the playing field – not to make things “easier” for school staff. A one-size-fits all formula like “50% extra time” is not correct or legal.

Change the facts. The school has a physical fitness program that includes several events, including a race. Your child has CP. He can complete the race but will take longer than students who don’t have CP. Now assume the school proposes to allow your child “50% extra time” to complete the race. If he can’t complete the race with “50% extra time,” he fails.

What is more important: that he finishes the race with 50% extra time, or that he finishes the race?

If a high school student has an AB block schedule (classes every other day from Monday to Thursday, no school on Friday), let’s say an assignment is due on Monday but IEP extended time and a half accommodation, would the assignment be due on Wednesday (the next time they have the class) or on Tuesday the next day. It would be the student’s responsibility to go to the teachers classroom to turn in? What if an assignment is due on a Thursday but will not have the class again until the following week on Tuesday? Thank you.

Wrightlaw, concerning late work, at the high school level, if a student were to not use their time wisely after several conversations about using time wisely, could that student have their 504 extended time on assignments waived for that assignment? Is there ever a case that a 504 in the high school level that would merit a non-compliance with extended time from a teacher?

Following up on this – if a student refuses to do any work in class because they know they have extended time, how does that affect their 504? They are defiant and disruptive.

The Teacher has the right to reject late assignments after deadline. If you signed the Syllabus then that Teachers terms and conditions for late assignments where in there. Yo have to follow and accept the teachers policy set for her classroom students!

I know because I am a Teacher and have my own policy.

Actually, a student’s 504 plan trumps a teacher’s syllabus due dates. If a student needs extended time on assignments and test due to a medically diagnosed disability, then the teacher has a legal obligation to provide the accommodation.

Yes I agree and modification.

What about end of the school year due dates?

Teresa, You are wrong. Your attitude, “I am a teacher and have my own policy” is legally wrong and a disservice to good teachers who know students have a legal right to the accommodations and modifications they need.

Signing the syllabus generally serves as an acknowledgement of what is written in the syllabus and not necessarily that you are in agreement with what is written. It depends on how it is worded. That said, a syllabus is written for the general class, and therefore students that are “regular” learners. 504 and IEP plans override a classroom syllabus.

Then you should correct your Grammar. And a 504 can be changed trumping your syllabus. Mom/nurse

A syllabus can be construed as a non monetary contract, a contract cannot ever supersede law. If a contract might run afoul of the law, it is unenforceable and null. A syllabus is a good tool to lay out expectations and is the ground work for discipline and procedure, but it can never supersede a 504 or IEP.

Our school district stated that they “do not take homework into consideration for 504’s or IEP’s.” Our high schooler is incredibly bright (honors/AP classes), but has severe ADHD that is helped with medication. The problem arises when homework comes into play. Due to previous negative side effects, he cannot take additional meds after school to help him focus and complete his homework, which often results in missing/incomplete work. Is our school district legally allowed to do this? When we lived in a previous school district he was given extra time on assignments (including homework) and he always had A’s and no missing assignments. He has never received any other accommodations, other than additional time on assignments, and we are not asking for anything more than that.

I have the same issue happening. I look forward to a reply

Amber, Andrea, I am not clear if the school is saying 504 rules, or district procedures do not allow accommodations for homework. 504 rules certainly allow this, & district policy should. Ask the district 504 coordinator to show you the district policy, & the district internal complaint process. Your state parent training & information project can also give you information on your state rules on this, & your options. http://www.parentcenterhub.org/find-your-center &nbsp ;

Great questions to ask…I am still battling this one. It seems ridiculous to not allow homework a grace period.

Chuck, the school will only put the late homework issue in the section on the back page of the 504. It is in area “additional information”. Do you have any insight into this?

Special education provides students with specially designed instruction (which includes accommodations). 504 provides accommodations to give students access to learning the curriculum. It does not really matter where in the paperwork it lists accommodations, as long as they are clearly stated so anyone understands them. Each district is to have a 504 coordinator. If you have not done so, you should contact this person. Parents can use the district complaint process, or for 504 students, parents can request a due process hearing. However, the district sets this up and finds the hearing officer.

IEPs are legal documents. There can not be a district policy to not follow an IEP. I teach special education. If this were my child the district would find themselves in due process.

Hi – apologies if I’m posting this question in the wrong place. I have a question re: accommodations. My son’s ICT teachers (5th grade) ‘forgot’ to comply with his accommodation for small group classroom (6-8 students) during today’s NYC ELA exam. I was informed of the mishap over the phone, and they were apologetic and asked if I would like to authorize a “waiver” allowing the test to go to the DOE by 5pm tonite, or receive ‘no score’ for this portion of the test. My son said he felt “okay” in the bigger room, so I agreed to send the test in. I was informed I’d need to sign some paperwork, and it would be coming home in my son’s folder. Well, I just looked at the ‘paperwork’ and it’s a “refusal of accommodation” form. Since the school is the party that in essence refused his accommodation (by error), why would my son sign a doc that states he refused his right to this accommodation? My hesitance in signing is that his refusal could mean a battle to keep the accommodation further down the line/first MS IEP meeting. Should I be concerned, or is there perhaps another way of documenting what happened today? Thank you!

Rachel, you are correct about IEPs. This student was under a 504 plan. That is why I referred the parent to the district 504 coordinator.

I am having a similar issue except my daughter does get extra time but the problem is that she still looses or forgets to turn in homework and if in assignment is not in written down somewhere and the parents are not notified she forgets about it and gets a zero. We asked to be emailed or have a note written on her calendar and have the late assignment be due one day after written notification but the school won’t allow it . They say its unfair.

I suggest contacting your state parent training & information project. http://www.parentcenterhub.org/find-your-center

In a 504 Plan what does time and a half mean? If my assignment was for 30 minutes, does the student get an extra half of the 30 for a total of 45 minutes or do they get the 30 minutes plus 45 minutes for a total of 75 minutes. I am being told the latter at my current school but was told the former at my last school

Time and a half should mean the original time plus half (50% more time) so for 30 minutes they would get 45. 75 minutes would be 150% more time.

What does “extended time on assignments up to 100%” mean? Does it mean they have the same amount of time as all students? If all students have two weeks to complete a project, does this accommodation give two weeks? Four weeks? Or ? Does it mean if the average student has one year to complete tenth grade, this student gets two years? Where is a good place to find specifics on accommodations such as this? Thanks in advance!

Two years later I have the exact same question as “Hans” and nobody answered it…what does “extended time on assignments up to 100%” mean? Does it mean they have the same amount of time as all students? If all students have two weeks to complete a project, does this accommodation give two weeks? Four weeks? Or ? Does it mean if the average student has one year to complete tenth grade, this student gets two years? Where is a good place to find specifics on accommodations such as this?

This could be a campus or district wide term. Start by asking at your child’s campus You could then discuss this with the district special education director.

I have a 504 in 8th grade and I forget to turn in my gym logs for E learning. I’m scared I’m going to fail with a D+. Can my 504 help at all

Possibly, especially if your issues related to forgetfulness, e.g ADHD, executive functioning. I think the best thing is to get them turned in ASAP, with an appropriate explanation to the teacher. Also try to locate the district & campus policies on grading. Sometimes they give the teacher some flexibility in determining grades.

Many parents are complete morons when it comes to IEPs and 504 99% of the time. Most of the parents that like to complain haven’t actually read the documents. Many parents don’t spend any time checking their students homework or following up about anything until grade is posted. If a child has a 504 plan and truly needs one then, what I would suggest is understanding there’s a difference between extended time as an accommodation and not doing your work. Extended time does not mean turning in all assignments late. Most assignments that are given as homework or not open ended nor or they tuthe best policy is to understand that most teachers are educated and not only do they know how to read these documents but they are often the ones advocating for your child to get access to these services.

Complete morons?? I think you are generalizing and judging inappropriately . Parents are mostly uninformed and the schools do not provide access to resources for them to educate themselves. It took me many years to learn the inns and outs of special education.

Sorry. I’m going to have to chime in here because clearly, some people don’t really know what they are talking about and need some education on the topic. Just to clarify I am a current student with ADHD and have had to struggle through these things and know the ins and outs very well in both public and private schools from hundreds of hours of research and personal experience. For starters children with ADHD have it in varying severities so it is not correct at all to generalize all children with ADHD as the same. Another things that I wouldn’t say that the parents are morons, in fact, my parents, for example, have been very involved with the school around these things and I believe that is a common thing which parents with children with ADHD have to do which takes time from their already

Lupe this hurts. Obviously, you have no idea what parents go through emotionally and mentally when dealing with their children who such accommodations. Not everyone, even when these documents are read understand what they’re reading. I get where you are coming from but you do not ever need to be this harsh in this forum. People like me come to places like this for help.

That wasn’t cool and we learned this in Kindergarten so who are you to judge.

Thanks, Yone.

complete morons?? the same can be said about some “teachers” or a “purveyor of information”, which ever you are…It sounds like you have been at it too long and lost your focus about why you’re there..collect a paycheck or reach the children and educate them so they can be productive in their future endeavors …smh

It depends on what is written on the 504 plan. If there are no accommodations or modifications that account for late work, etc. it can be difficult. I think you should have a meeting with the school and see if you can get the superintendent involved. It may help. You would need to remind them how discriminatory this would be.

I wish WrightsLaw could comment on this. Firstly, ADHD students have a terrible statistics on High School graduation (3-5 times dropout rate compared to normal, combined with the fact that the ADHD group spans the same ability range as normal, and can have close to 100% graduation rate in the best schools). Late homework is very typical for ADHD students and probably a major factor in the high dropout rate. The law, as far as I have understood, has no limitations or conditions for what can be done to compensate for the disability, and it would be strange in teacher’s grading policy would prevent e.g. “no penalty for late work”. Is it?

Morten – Correct. Section 504 is a civil rights law. The purpose of Section 504 is to ensure that the child with a disability has equal access to an education and “a broad spectrum of protections against discrimination on the basis of disability.”

All eligible students “are entitled to receive regular or special education and related aids and services that are designed to meet their individual educational needs as adequately as the needs of students without disabilities are met. .” 34 C.F.R. § 104.33.

The law does not include limits on what can be done to compensate for the child’s disability. Accommodations and modifications should be “designed to meet their individual educational needs as adequately as the needs of students without disabilities are met. The child may need accommodations and modifications to enable them to receive ‘equal access.'” Decisions should be based on what each child needs to receive equal access to education.

Section 504 also requires that a student with a disability receive an equal opportunity to participate in athletics and extracurricular activities and to be free from bullying and harassment based on disability.

Source: Parent and Educator Resource Guide to Section 504 in Public Elementary and Secondary Schools

Morton: Nearly twice as many boys v. girls receive special education services.

Take a look at The Boys Are Not Alright by Andrew Yang

“The data are clear. Boys are more than twice as likely as girls to be diagnosed with attention-deficit/hyperactivity disorder, according to the Centers for Disease Control and Prevention; are five times as likely to spend time in juvenile detention; and are less likely to finish high school.”

“It doesn’t get better when boys become adults. Men now make up only 40.5 percent of college students . Median wages for men have declined since 1990 in real terms. Roughly one-third of men are either unemployed or out of the workforce. More U.S. men ages 18 to 34 are now living with their parents than with romantic partners . . .”

So, the law seems to clearly allow, or even require, an IEP to specify that grades should not be reduced for late work (if the reduced ability to keep track of assignments is due to ADHD). The problem is that it is difficult to get it into an IEP. When I ask LEA, the principal, or teachers they all say “teachers are allowed to reduce grades for late work”. I am sure it does not help to show them Section 504. The common recommendation from them is extended time, but that does not help when the first sign of a missing assignment occurs in the grade book a few weeks after the “extended time” period is passed (which is common). Is there anywhere to be found an authoritative guideline for how to get “no penalty for late work” into an IEP? I think that may save a lot of high school students from dropping out.

Morten – I need to clarify and apologize if my words are confusing. First, children with ADD/ADHD should be evaluated to determine if they are eligible for special education services (IDEA) and an IEP. If the child has ADD/ADHD, that child is likely to be eligible for a Section 504 Plan. Children with IEPs are automatically covered by Section 504 so the IEP should describe the accommodations and/or modifications the child needs.

Laws like 504 and IDEA do not specify in great detail exactly what a school is required to provide to a category of people – in this case, kids with ADD/ADHD. The law is silent about whether a school is “allowed” or “required to specify that grades should not be reduced for late work.” But if a child has ADD/ADHD, the child will generally be eligible for a Section 504 Plan. A 504 Plan may provide more specifics – like how late work will be handled – about what the school will do.

504 Plans are weak, especially when compared to IEPs. A 504 plan can be written on the back of a napkin. Section 504 does not require the school to include the parents in a meeting and does not provide the parent or child with the procedural safeguards available under IDEA.

However , I encourage you to visit our Section 504 page for articles, guidance publications from the Office for Civil Rights, etc.

I also encourage you to download and study The Parent and Educator Resource Guide to Section 504 in Public Elementary and Secondary Schools .” Finally, I encourage you to study the resources on the Wrightslaw ADD/ADHD page .

After you burrow into these assignments, I think you will have a clearer understanding of the law and its limits. Whenever possible, you want to educate school staff so you can negotiate with them on the child’s behalf – using oral persuasion and story-telling. Good luck!

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We Still Don’t Know How to Talk About Amy Winehouse

The expectations and perception around the ‘Back to Black’ movie reflect a sort of mean grief over the singer persisting to this day

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We weren’t very kind to Amy Winehouse when she walked among us. She was a tremendous singer with a mesmerizing style, a strange case of a 21st-century pop star who was largely influenced by postwar jazz. She was also an alcoholic and, in her later years, a connoisseur of harder drugs, including heroin and crack cocaine. We know this much about Amy Winehouse because The Sun published photos of her at home in East London, smoking crack, sure enough, on a famous front page with the splashy headline “Amy on Crack.” The tabloids tracked her emaciation in real time, swarming her at every smoke break and liquor run, running a barefoot woman down as if they were chasing a wet rat all over London, New York City, and Miami. Ultimately, Amy Winehouse recorded only two albums, her striking debut, Frank, and her legendary breakout, Back to Black, the latter selling millions of copies, winning a ton of awards, and setting her up for still more massive success in the long run. But Winehouse died from alcohol poisoning, alone in her flat, at age 27, five years after Back to Black, and so she became the sort of icon who now arouses great defensiveness in all corners—only now it’s too late for anyone to protect her in any real way.

So now we have the obligatory biopic, Back to Black, directed by Sam Taylor-Johnson ( Fifty Shades of Grey, A Million Little Pieces ). Fans of Winehouse have been dreading this thing for months. The trailers seemed treacherous. Here you have the opportunity to produce a biopic about the edgiest pop singer of the century so far, and yet you’ve got Marisa Abela seeming so perfectly harmless, in the baddest of signs, in the lead role. What also doesn’t help is the very existence of Asif Kapadia’s excellent 2015 documentary, Amy, full of home video footage and passionate interviews with her family, friends, and peers. Back to Black, by comparison, seemed cartoonish. This, many feared, would be Disney’s Amy Winehouse: a pretty, sappy, plastic bit of hagiography turning her into one of those chibi caricatures of famous people that you see in children’s books. A disgrace, surely.

Really, though, Back to Black isn’t bad. We might’ve braced ourselves for something exceptionally awful, but no, Back to Black is perfectly mediocre and otherwise unremarkable, as far as these things go. It’s unsatisfying only so far as biopics, in general, are almost inherently irritating : It’s trite, it’s formulaic, and it’s conspicuously easy on key figures with keen interest in not coming off too poorly in the story of a woman who clearly wasn’t served very well by the company she kept. The two most controversial men in her life were her father, Mitch Winehouse, who notoriously discouraged her from entering rehab to address her alcoholism a couple of years after Frank ; and her ex-husband, Blake Fielder-Civil, who introduced the singer to hard drugs circa Back to Black. Nearly a decade ago, Mitch trashed the Amy documentary and told those filmmakers to their faces, “You should be ashamed of yourselves,” presumably due to the film’s characterization of him as self-absorbed and negligent in the face of his daughter’s disorders.

Back to Black , as a biopic, was going to have be a more diplomatic project; Taylor-Johnson met Mitch and Janis Winehouse, and the director ultimately won the family’s approval. Back to Black isn’t entirely uncritical of Mitch but rather depicts him as a loving father who was understandably blinded by the limelight and too proud of his daughter to see the darker signs. Blake Fielder-Civil wasn’t involved in the making of Back to Black, but the biopic nonetheless spares him much blame for the hard drugs and physical violence in his relationship with Amy. What Back to Black says about Fielder-Civil is more or less what he’s said about himself in recent years: He was a bad influence, yes, but he tried to distance himself from Winehouse and ultimately divorced her in July 2009—nearly three years after the Back to Black album and two years before her death—hoping to “set her free.” With this biopic, Taylor-Johnson seems to have a similar agenda—to finally end the cycle of recriminations about the death of Amy Winehouse and instead treat the world to a more sentimental and straightforwardly enjoyable overview of her life and her music.

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But who ever wanted to see that ? Fans of Winehouse, if anything, might’ve found themselves wishing, perversely, to see something as startling and ugly as the contemporary tabloid coverage, something as irreverent as “Stronger Than Me,” something as righteous as “Rehab,” something as intense as “You Sent Me Flying” or, well, “Back to Black.” Amy is grainy and candid and argumentative, and that’s all about right, but of course that’s a documentary. As a biopic, Back to Black is somewhat hamstrung by the absence of the real Winehouse and its need to be significantly less demoralizing and infuriating than the real story, which culminated with one of the greatest singers of her generation dying alone, watching YouTube, on the losing end of alcohol addiction and also bulimia. The trailers, to the movie’s detriment, show a lot of scenes of the singer in her late teens, the years when she’s less recognizable as the tattooed, beehived icon she’d become, but really, this is who Winehouse was, too. Abela sells both the musical wonderment and jazz geekery of Winehouse in her formative years as well as the bruised and bleary disillusionment of her 20s, as she slathered herself in booze and tattoos, in the years after Frank and Blake. Together, Abela and Jack O’Connell, as Amy and Blake, do a decently captivating dance as two troubled lovers who clung to each other in all the wrong ways and for all the wrong reasons. It just isn’t enough for the audience. It was never going to be enough.

Ultimately, the pre- and post-release grumbling about Back to Black isn’t owing to any egregious failure of Taylor-Johnson or whether or not Abela physically resembles the character so much as it speaks to a mean grief, persisting to this day, for Winehouse. It’s a grief to be rehashed but never relieved by a biopic such as this. We miss plenty of troubled entertainers who died too young, of course, but Winehouse especially rubbed her fate in our faces. Her biggest song was “Rehab,” for chrissakes. She was a dead woman walking through volleys of camera flashes for five years. She made her pain so plain and so integral to her music, yet it was ultimately something to be mocked and gawked at. The tabloids made her out to be some goddamned alien. The late-night comedians reduced her to a punch line. No one’s ever going to feel good about any of this, biopic or not. Amy Winehouse deserved better than just pop sainthood. She deserved so much more than Back to Black, even if it didn’t really do anything wrong . One day, we—so far as the collective consumers of popular entertainment and celebrity metaculture can be addressed as such—will be at peace about Amy Winehouse. But no time soon. We’re still mad about the girl .

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More From Forbes

Nyt ‘strands’ hints, spangram and answers for tuesday, may 21.

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Looking for Monday’s Strands hints, spangram and answers? You can find them here:

Tuesday has arrived and with it, one of the more tricky Strands puzzles I’ve seen. Even solving it, I’m still not 100% sure it makes sense, but I sort of get what they’re going for, at least. But first...

How To Play Strands

The New York Times’ Strands puzzle is a play on the classic word search. It’s in beta for now, which means it’ll only stick around if enough people play it every day.

There’s a new game of Strands to play every day. The game will present you with a six by eight grid of letters. The aim is to find a group of words that have something in common, and you’ll get a clue as to what that theme is. When you find a theme word, it will remain highlighted in blue.

You’ll also need to find a special word called a spangram. This tells you what the words have in common. The spangram links two opposite sides of the board. While the theme words will not be a proper name, the spangram can be a proper name. When you find the spangram, it will remain highlighted in yellow.

Best Nintendo Switch Games: It’s Mario’s World, We’re Just Visiting

Every letter is used once in one of the theme words and spangram. You can connect letters vertically, horizontally and diagonally, and it’s possible to switch directions in the middle of a word. If you’re playing on a touchscreen, double tap the last letter to submit your guess.

If you find three valid words of at least four letters that are not part of the theme, you’ll unlock the Hint button. Clicking this will highlight the letters that make up one of the theme words.

Be warned: You’ll need to be on your toes. Sometimes you’ll need to fill the missing word(s) in a phrase. On other days, the game may revolve around synonyms or homophones. The difficulty will vary from day to day, and the puzzle creators will try to surprise you sometimes.

What Is Today’s Strands Hint?

We will first begin with the official Strands hint for the day, and then I will craft one of my own, as I think you’re going to need some guidance for this one. The official hint today is:

And my own hint will be:

Non-alcoholic

That will make sense in a minute but I think it will at least avoid pointing you in the wrong direction.

What Are Today’s Strands Answers?

Now will we move on to the spoilery answer part of things, first with the spangram and then with the full list of answers below that. Again, this is a pretty weird one:

And this is where you will find that on the board:

And here is the list of answers that will wrap themselves around both sides of the spangram:

Alright so you get it now, these are all computer-based things, but they don’t really go together as you will find things like HISTORY for instance buried pretty deep inside the internet browser as it’s not on the top bar. stuff like EDIT and FILES are instead in like, a word document, not an internet browser. I can’t even remember what has WINDOW as an actual menu item on it.

What’s funny is that you could apply At the Bar and Menu Items to both computer stuff and food. I also thought At the Bar might apply to some sort of law-based clues, especially since the first one I found was FILES which would have made sense. But nope.

This was a tough one, and sort of weird based on the clue and spangram where some of these still don’t add up. As such, I used a ton of hits today.

Follow me on Twitter , Threads , YouTube , and Instagram .

Pick up my sci-fi novels the Herokiller series and The Earthborn Trilogy .

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Do I get a refund if I paid off my HECS last year? How do I get the payment?

Nicole from Sydney was out with friends when she found out the federal government had made changes to the way HECS or HELP loans were indexed.

She was shocked, and not in a good way.

"My gut dropped because I'd just paid off $36,000."

Nicole's student debt was affecting her ability to buy her first home.

"The difference that my having a HECS debt made to my borrowing power was close to $100,000. Obviously, with house prices the way that they are at the moment, not having that extra $100,000 of borrowing capacity was the difference between me being able to buy a property and not being able to buy a property," Nicole explained.

So, she decided to pay the debt off, using the savings she'd earmarked for her home deposit.

That payment went through on May 2, just days before the federal government announced it would tie indexation to either CPI or the wage price index (WPI), whichever was lower, and backdate the change to last year.

The change would see indexation for the previous year slashed from 7.1 per cent, to 3.2 per cent.

The tax office will apply credits to current and former students' loans to reflect the lower rate.

Paying WPI instead of CPI on last year's debt would have saved Nicole around $1,600. But paying it off in a lump sum means she has no tax office debt to credit.

She got in touch with Hack to find out if she'll get any of that money back.

Do I get backpay if paid my HECS off last year?

In a word, yes.

We asked the office of Federal Education Minister Jason Clare for a bit more detail.

"Anyone who paid off their HELP loan during the year will receive an indexation credit once legislation has passed and the Australian Taxation Office (ATO) has processed the indexation credit," a spokesperson for the minister said.

"Individuals who have fully paid their HELP loan may receive their indexation credit as a cash refund, if they have no other tax liability."

In other words, if you don't owe the tax office any money this year, you could be getting a nice tax return.

How do I get the credit on my loan?

The 'credit' — which is the difference between the amount of money you paid when the loan was calculated under CPI, versus what it is now under WPI, will be applied by the tax office automatically.

Essentially, it'll be used to draw down your overall loan.

But if you don't have a loan because you paid it off, like Nicole, you could get it back in the form of a return when you lodge your tax this year.

Retrospective changes 'frustrating'

It's important to note that only people who were subject to last year's 7.1 per cent indexation are eligible for a credit.

Thomas from Melbourne sought advice from his accountant before deciding to raid his savings and pay off a whopping $45,000 in debt in May last year – weeks before the 7.1 per cent indexation was applied.

"I paid off prior to the 7.1 per cent indexation being applied to avoid incurring an extra approximately $3,500 being applied to my HECS debt," Thomas told Hack.

"However, if it was known that the indexation was to be changed to be the lower of CPI or WPI, that would've informed my decision and I would not have voluntarily repaid, instead, retaining the sum to put towards a house deposit."

Thomas acknowledges that the changes will be positive for a lot of people but says it's "frustrating" that the government applied the changes retrospectively.

"How can young people best plan, financially, for the future, when the government moves the goal posts?"

Just under 3 million Australians have a HECS or HELP debt, and the federal government says lowering the rate of indexation will cost the federal budget around $3 billion in revenue foregone.

HECS and HELP indexation is applied annually, every June – and the effect of its addition is to bump up the amount owed, in line with inflation.

The 7.1 per cent rise last year, based on CPI — which the government, under the change, is now reversing – was the highest hike since 1990.

• X (formerly Twitter)

• Boeing & Aerospace
• Everett-built Boeing 767 gets a 5-year reprieve from climate rules

Boeing will have five extra years to build its 767 freighters in its Everett plant thanks to a provision in the newly passed Federal Aviation Administration reauthorization bill.

Boeing won’t say what these extra years will mean for the aviation company beyond 2028, when it originally planned to shutter its 767F program because the plane doesn’t meet global aviation carbon emissions standards. Boeing could now sell the plane until 2033, but those planes would be out of compliance with international regulations and could only be flown in the United States.

Still, the company’s machinists and engineering unions last week hailed the extension as a win for workers as the FAA bill was passed by Congress and then signed by President Joe Biden.

Under international emissions standards set in 2017, airplane manufacturers by the beginning of 2028 must only build jets powered by the newest, most fuel-efficient engines.

U.S. Rep. Rick Larsen, D-Everett, one of the lead negotiators on the $105 billion FAA bill, said Boeing workers brought the issue to his attention. The original Senate version of the legislation didn’t have the provision, whose inclusion in the final bill was first reported by The Air Current.

Workers said they needed more time to transition to “either better engines or a new plane that enters the market as both a passenger plane and as potential freighter replacement,” Larsen told reporters this week, according to a transcript provided by his office.

Boeing is not believed to be developing a new airliner at the moment, nor has the company indicated it plans to reengine the aging 767.

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In a statement, Boeing didn’t comment on its lobbying or involvement, if any, in securing the extension, but said the company supports the civil aviation industry’s target to cut CO2 emissions to near-zero levels by 2050.

“As we look ahead to future medium-widebody freighter options for our customers, the 767F continues to be the most efficient midsize freighter available,” Boeing wrote in a statement.

Boeing first began manufacturing the cargo variant of the plane in the mid-1990s to expand its share of the cargo market. The medium widebody freighter can haul up to 52 tons of cargo and has a range of 3,255 nautical miles.

The 767 freighter is built in Boeing’s Everett plant, which has more than 30,000 workers, and is delivered to two customers: FedEx and UPS. The Everett plant’s production rate for the 767 is three per month, Boeing said.

Machinists union District 751 discussed and supported extending the life of the 767 line, President Jon Holden said, what he called a critical aircraft.

“Our members continue to be proud of the aircraft they build,” Holden said.

A spokesman for Society of Professional Engineering Employees in Aerospace said the union itself wasn’t involved in lobbying for the 767 extension but individual members could have brought it to Larsen.

“Our union is glad that the 767 will continue to support jobs in Everett,” SPEEA spokesperson Bryan Corliss said by email.

UPS has 88 767s in its fleet, and had consistent conversations with lawmakers about the FAA reauthorization bill, including the 767 provision, according to UPS spokeswoman Michelle Polk. The company has 19 jets on order.

FedEx has 137 767 freighters and is committed to buying 15 additional freighters through 2026, a spokesperson said.

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