One of our core beliefs, and one of the distinguishing traits of the Valley School's approach, is that any kind of formal homework is not appropriate for the pre-primary grades. For pre-K and kindergarten children, there is no better "homework" than being read to on a daily basis.

We also believe it is extremely valuable for parents to share ideas and discuss topics being explored at school with their children at this age. Exchanging ideas and modeling a love of language are two wonderful ways parents can influence their children's attitudes about learning and school all the way through their academic years.

For first graders, we believe that children at age six or seven are not developmentally ready for symbolic work outside the classroom. They may go home and practice errors, or they may receive instruction at home that is different, and therefore confusing, from how they're being taught in class. First and second graders work very hard at school, and learning to work with symbols is a delicate and difficult process. It's vital that they be able to recharge their minds while at home.

In addition to reading aloud every night, first grade parents can help them most by taking note of the weekly newsletter from the teachers and asking leading questions about classroom themes. The final step in the learning process is being able to share the information with others. If parents want to continue the process, they can arrange additional experiences in a subject area with books, home experiments, and special trips.

Spelling is the main homework focus for third graders, although there is more emphasis on using homework to teach organizational and time management skills. By fourth grade, math becomes part of this responsibility. In fifth grade, homework is given on a weekly rather than daily basis. This allows children to plan their free time and make choices about priorities.

Some students are not naturally organized or need visual clues to retain oral assignments. In such cases, teachers help develop strategies appropriate to the child's learning style and individual strengths and weaknesses.

Our ultimate goal is for all fifth graders to leave Valley with a positive attitude, solid skills, and a successful approach to homework. However, we refuse to give more homework than what we think is developmentally appropriate just to mimic the demands of some sixth grades. Philosophically, this is much like our policy of waiting to introduce academic subjects formally to first graders rather than to kindergartners who need a more age-appropriate experience. We are determined to prepare children for the jump to sixth grade without turning their last elementary year into a premature middle school experience.