Academic Resources

Homework Guidelines

Schalmont believes that homework plays a critical role in teaching and learning. It also provides an excellent opportunity for parents to become aware of their child’s daily academic experiences.

The purpose of homework is to strengthen academic skills and reinforce concepts taught by teachers.  Homework not only improves student achievement, but it also develops time management skills, self-discipline, independence, personal responsibility, and the ability to follow directions and prioritize.

Parent’s Role and Responsibilities

Parents are encouraged to reinforce the importance of homework and encourage completion in a timely manner. Parents can help monitor their child’s homework and set rules within their home about where and when their child needs to complete their work to create a routine for their children. Parents are encouraged to provide guidance instead of answers.

Homework Tips for Parents
  • Explain to your child the importance of a good education and the value of doing homework.
  • Make sure your child has a quiet, well-lit place to do homework. Make this location a permanent one.
  • Watch your child for signs of frustration. Suggest a short break and then return to the task.
  • Tell your child how well they are doing to positively reinforce their efforts.
  • If your child struggles to complete an assignment, you may need to contact your child’s teacher.
Student’s Role and Responsibilities

Students should complete homework when it is due. If students are unclear or have difficulty with an assignment, they should ask their teacher for help. If a child is absent, they or their parents or guardians should contact their teacher to request homework assignments.

Teacher’s Role and Responsibilities

Teachers are responsible for assigning meaningful homework to all students and for providing the necessary explanation and direction so students can accomplish the work. Teachers are mindful of students with limited resources, like internet access in the home, and will provide suggestions for how students might accomplish these assignments in school. Students receiving special education or related services are  given appropriate homework assignments on a regular basis. Homework will be checked and proper feedback given to students.

Middle and High School teachers are available Mondays, Tuesdays and Thursdays from 2:30 to 3:15 p.m. for students who need help with classwork or homework.


Homework often involves a reading assignment with follow up questions to help ensure students understand the material. Reading for pleasure can also have a great impact on a student’s success. Libraries are great resources and children get public library cards at a very young age.

Academic Intervention Services

Schalmont provides Academic Intervention Services (AIS) for students who need additional help based on state assessments. The plan is reviewed regularly.

II. Definition

AIS are services designed to help students achieve the learning standards in English language arts and mathematics in grades K-12 and social studies and science in grades 4-12.

These services include two components:

  • Additional academic instruction that supplements the general curriculum (regular classroom instruction) and/or student support services needed to address barriers to improve academic performance such as discipline problems, attendance problems, health issues, family issues, mobility, etc.
  • AIS is intended to provide students with specialized instruction which means the provision of extra time for focused instruction and/or increased student-teacher instructional contact time designed to help students achieve learning standards in English, math, social studies and science.
III. Eligibility

Students who score below the designated performance levels:

  • Elementary and Intermediate Levels (students who score below Level 3 on the 4th-grade math, 4th grade ELA, 4th-grade science, 5th-grade social studies, 8th grade ELA, 8th-grade math, 8th-grade science, and 8th-grade social studies)
  • Commencement level (students who score below 55 % on five required Regents for graduation. (English 11, Math A, Global History, U.S. History, and one Science)
  • Students at risk of not meeting the state standards as indicated through district adopted or approved procedures
  • LEP/ELL (Limited English Proficient/English Language Learner) students who do not achieve the CR Part 154 standards.
IV. District Procedures for Academic and Support Services K-12

The Schalmont AIS plan outlines procedures for identifying students for AIS in grades K-12 where there are no state assessments. This plan assures that multiple measures of assessment and other sources of evidence will be used in the identifications of students to be served. These may include but not be limited to: student records, report cards grades, classroom participation, diagnostic assessment, teacher/counselor/social worker recommendations, parent referrals, and student projects or tests of demonstrated technical quality.

The Schalmont Central School District has identified:

1. Behaviors (which students are in need of AIS based on their learning behaviors)
2. Assessment Measures Used (to determine eligibility)
3. Criteria for Beginning AIS
4. Types of AIS Provided (academic or support services)
5. Records/Intensity of Service
6. Procedures for Parent Notification
7. Criteria for Ending AIS

V. Parental Contact and Involvement

The building principal is responsible for notifying parents of children who are to receive AIS. The notification includes:

  • A summary of services to be provided
  • The reason the student needs services
  • The consequences of not achieving expected performance levels

Parents are also notified in writing when the AIS services are ended. This notification includes criteria for ending service and the performance levels obtained on district selected assessments.

Parents receive quarterly progress reports during the regular school year. These reports vary in delivery, i.e., interim reports, phone calls, conference reports, report cards or individual reports and by level. For parents of ESL/ELL students, the district makes accommodations for translation of the report into their native language.

Parents may obtain information on ways they can support their child’s learning by working with their child, monitoring their child’s progress and working collaboratively with staff members providing AIS.

VI. Management and Coordination of Services

The Schalmont Central School District offers AIS in the areas of academic instruction as well as support services. Appropriate staff at the building level make recommendations for the eligibility and frequency and intensity of services.

At the elementary level this determination of eligibility, monitoring and service delivery will be coordinated by the child study team in cooperation with teachers, social workers, and counselors, reading teachers, and administrators.

At the middle and high school levels the determination of eligibility, monitoring and service delivery will be coordinated by each academic department as well as social workers, and counselors, reading teachers and administrators.

This plan is intended to provide a general description of AIS for students in the district k-12. Subcommittees of the district committee have reviewed the AIS specific to the levels of elementary, middle school and high school. Each level, elementary, middle and high school will determine:

  • The number of students receiving AIS within each grade level,
  • The range of performance levels of eligible students as determined by state assessments, and
  • Staffing needs, instructional approaches and scheduling options required to meet the needs of students as required by AIS.

Response to Intervention

Response to Intervention (RTI) provides early intervention for students who struggle to attain or maintain grade-level performance. Teachers may provide additional instruction or small group instruction to help students. Read Schalmont’s RTI plan here.

Report Cards and Testing Schedule

Schalmont distributes report cards throughout the year for all students. Progress reports are also provided four times per year for students in grades 6-12.

Report cards are sent home with elementary students and mailed home to middle and high school students. Progress reports for grades 6-12 are available on the Parent Portal and also mailed home.

In the Middle School, report cards are given to students in homeroom, except for the final report card in June or July, which is mailed home. Progress reports for students in grades 6-12 are now distributed online through the district’s online  Parent Portal.

Home School Information

Schalmont works with families who chose to teach their children at home to help ensure all children receive an adequate education. Students taught at home are not awarded a high school diploma, which are only awarded to students enrolled in a school district and who complete program requirements.

Students instructed at home are not eligible to participate in interscholastic sports or extracurricular activities. Schalmont works with families to provide textbooks and materials that may be needed. Schalmont is not required to offer health services or remedial programs to home-schooled students. Students who are home-schooled can not use school facilities. Dual enrollment is not permitted.

While Schalmont is not authorized to provide special education services to home-schooled students, the district may conduct an individual evaluation if a child is suspected of having a disability and a parent or guardian consents. The district cannot compel a parent or guardian to have an evaluation if they do not consent.