2024-25 Homework Plan

In accordance with WCPSS Board Policy 3140, WECHS faculty will assign homework for the purposeful pre-teaching, continuation, or extension of the instructional program as appropriate to the student's developmental level.  Homework should help students become responsible, self-directed learners, improve their academic achievement and provide reinforcement opportunities.  

Homework is an important component contributing to student success.  Homework assigned should be meaningful, reasonable in length, and either prepares students for the lesson that day or references a previously taught lesson.  Though homework may vary in purpose and design, the following principles provide guidelines for each student:

• Students need to know expectations for assessment and grading of homework
• *Students and parents will be notified of homework percentage values or proficiency standards (not to exceed 15% per board policy)
• Parents should check and help with homework as necessary, but not do homework
• Teachers will set consequences and grading scales for late homework, homework not completed and homework make-up
• Though long-term projects may extend over weekends or holidays, mandatory homework should not be scheduled over student breaks.  An exception is any WCPSS recommended summer reading list and/or test prep activities.
• The time guideline for homework is two hours per school night, five nights per week.  Teachers and staff will teach students time management skills and students should plan their study time wisely to accommodate block scheduling and alternate day courses.

*Students enrolled in college courses will adhere to homework requirements as stated by their course instructor.

Grading Plan

Evaluation of Student Progress (reference Board Policy 3400)

https://boardpolicyonline.com/bl/?b=wake_new#&&hs=194204

We, the Wake Early College of Health and Sciences staff, are committed to providing a fair and consistent process for evaluating and reporting student progress that is understandable to students and their parents and relevant for instructional purposes. Though grading systems may vary in design, we agree on the following guiding principles:

Grading System

• Grading systems aim to appropriately and consistently measure and communicate an individual student’s mastery of defined learning objectives.
• Grading practices will foster college readiness and content mastery through opportunities for extended learning and remediation in a time-bound fashion.
• For students at risk of academic failure, teachers and staff will develop and implement a support plan.

Assessment

• Grading policies from other high schools
• Basement scores
• Assessments (20% final exams, EOC 20%) (unless changed by the state)