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Teacher presses Manchester School Committee to revisit 10-school-day late-work procedure; administration says procedure allows meeting with teacher
Summary
At the March 24 Manchester School Committee meeting, teacher James Colby urged the committee to reconsider a procedure that permits students up to 10 school days to address missed deadlines; district staff said the window is for discussion with teachers and that penalties typically apply.
James Colby, a Ward 2 resident and Memorial High School teacher, told the Manchester School Committee on March 24 that a district procedure allowing students up to 10 school days to turn in work without penalty is teaching procrastination rather than responsibility.
Colby told the committee the rule “sends and tells students that deadlines are optional” and said the procedure should be reconsidered to better prepare students for college and the workplace. He provided the committee a staff-created worksheet showing how extending due dates by 10 days affects end-of-year deadlines and said he supports help for students facing real hardship but not a blanket 10-day unpenalized window.
A district representative clarified during public comment that the procedure is implemented differently in schools: students typically have 10 days after a missed due date to speak with a teacher and make a plan to complete the work; penalties are commonly applied based on days late. Committee Member Banks questioned how the procedure was adopted; a committee member said it was developed by a grading-and-assessment committee that included roughly 25 people and teachers.
Vice Chairman O'Connell moved — and Committee Member Turner seconded — a motion to take all public comments under advisement, receive and file written documentation presented, and table remaining minutes for public comment to the end of the meeting. The motion carried by voice vote.
Committee members and staff said the Teaching and Learning Committee is continuing work on grading and assessment and will provide further updates; committee members were encouraged to attend the committee's next meeting for a fuller discussion.
Why it matters: grading and late-work procedures shape classroom expectations for tens of thousands of district students, affect how teachers manage assessments and can influence equity for students with differing access to supports. The committee signaled it will continue review through its grading-and-assessment and Teaching and Learning subcommittee processes.
The committee did not adopt an immediate policy change at the March 24 meeting; the public comment was taken under advisement and the district said more information will be presented at future teaching-and-learning meetings.
