Regulations Manual

Alterations for the 2021-22 school year

Some of the regulations may not be in effect as written given current guidance and/or emergency rules from the state legislature, OSPI, the State Board of Education and other governing bodies. Please see our Returning to School 2021-22 FAQ page for more information on practices that may be altered at this time.

Administrative Regulations Manual & Procedures

Under Policy Governance®, within the directives and limitation listed in the Board Governance Policies, the Board delegates the development and implementation of Administrative Regulations and procedures to the Superintendent and staff, except in regard to issues for which they are mandated by law to take direct action. A comprehensive review and revision of all District policies and procedures was completed between August and December 2015, and the conversion to an Administrative Regulations Manual was completed on February 1, 2016.

Regulations establish legal records and standards of conduct for the school district. Regulations can provide a bridge between the School Board's philosophy and goals and the everyday administration of programs.

The Issaquah School District is continually updating Regulations and procedures to keep current with state laws and regulations as well as best practices. Regulations or procedures on this website may be in transition or in process of being revised.

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2000 - Instruction

Homework Procedure - 2422P

Code: 2422P

Adopted: 9/13/1997

Last Revised Date: 2/18/2016

A. Guidelines

To ensure that homework is an effective learning experience for students, the following guidelines are offered:

  1. Teachers are responsible for
    1. determining that work assigned to be done at home is appropriate for the student and the curriculum content to be covered;
    2. explaining the purpose of homework assignments and how they will be evaluated;
    3. giving clear and specific instructions for each assignment so that the requirements and expectations are understood by the student and so that additional instruction by parents is not expected or required;
    4. ensuring that homework is not drill beyond mastery or unnecessarily repetitious;
    5. monitoring the amount of work assigned so that it will be reasonable in terms of students' abilities and commitments outside of school;
    6. assigning work to be done at home that does not require the use of reference materials not readily available in most homes, school libraries, or public libraries;
    7. monitoring student homework and providing appropriate feedback to students in a timely manner; and
    8. make student homework information available to parents in a timely manner.
  1. Students are responsible for
    1. understanding the homework assignment before leaving school;
    2. taking home all necessary materials to complete the assignment;
    3. scheduling time for homework that is compatible with family and/or after-school activities;
    4. doing their best on homework assignments with a minimum of parental help; and
    5. completing and returning homework on time.
  1. Parents are responsible for
    1. providing encouragement and support, and showing interest in the student's work;
    2. assisting students to develop good study habits by providing a comfortable, well-lighted area away from distractions;
    3. encouraging students to set a regular time for studying;
    4. evaluating student activities to be sure the student has sufficient study time;
    5. conferring with teachers regarding homework concerns.

B. Special Programs

The District supports certain special programs and activities which are integral parts of the students' educational programs. When students are removed from their normally assigned classrooms on a regular or irregular basis to participate in programs such as SAGE, drama productions, or field trips, the following guidelines are offered:

  1. Classroom teachers are responsible for
    1. recognizing the importance of these programs for the students involved;
    2. determining which material represents essential makeup work (Students may not be required to do makeup work that is drill beyond mastery or unnecessarily repetitious);
    3. helping students work out a system for understanding what work is necessary to make up;
    4. allowing students reasonable time to make up work; and
    5. when possible, scheduling special classroom events on days when all students can participate.
  1. Teachers/counselors/advisors of special programs and activities are responsible for
    1. helping students recognize the importance of finding out about missed work in the home classroom;
    2. communicating with students, parents, and teachers about maintaining good work habits in the home classroom; and
    3. helping students develop effective study habits.
  1. Students in special programs and activities are responsible for
    1. being certain that all assignments are clearly understood;
    2. finding out about assignments that will be missed ahead of time and preparing them on time, if possible;
    3. maintaining an updated assignment sheet;
    4. doing all long-term assignments completely; and
    5. discussing concerns about the amount or nature of makeup work with teachers in a mature way.
  1. Parents of students in special activities and programs are responsible for
    1. encouraging students to get complete instructions about any required makeup work as soon as possible;
    2. providing a good study place for students to work at home; and
    3. maintaining open communication with both the home classroom teacher and the special program teacher/counselor about required makeup work.