Cortez Middle School staff told the RE-1 Board of Education during its Sept. 16 meeting that unfilled teaching positions and scheduling challenges are hurting student performance, classroom management and program sustainability.
“I’ve taught at the middle school for 10 years. I clearly remember when the building felt chaotic and our focus was more on behavior management than learning,” said eighth grade English teacher Lissa Lycan. “But through intentional effort, strong leadership and targeted training, we built something different.”
“In the past few years, we have had calm hallways, on-task classrooms and a true culture of learning. Our CMAS scores reflect that with tangible growth that shows our systems work,” she added. “And yet, despite that success, we’ve been asked to absorb so many staff cuts that those hard-won systems are now starting to crumble.”
Staff also raised concerns about the loss of the school’s pod structure, a collaborative model with one teacher each for English language arts, arts, math, social studies and science. Pod structures, they said, foster consistency and support student success.
Unfilled positions have forced teachers to cover multiple roles, leading to chaotic passing periods, lost instructional time and reduced team-based learning.
Counselor Robyne Cote told board members that as class sizes increased, failing grades increased too.
“The district’s failure to fill open middle school positions is already weakening many student outcomes,” she said. “Failing grades are rising, difficult behaviors are rising, test scores are falling – none of which have been the case in the recent past.”
“Middle school staff are some of the hardest-working, most dedicated people I know… These issues are not due to a lack of heart, work, desire or try. They are simply the outcome of not having enough space, time or capacity to meet the current needs of our students,” Cote said.
Test scores have declined from last year, and class sizes now exceed 32 students.
Seventh grade counselor Logan Worley wrote a letter saying test scores are “lower than this time last year,” and teachers are stretched too thin to do their jobs well.
“Having too many students in the classroom is not just a management issue … we have highly qualified teachers and staff,” she wrote. “The issue is that there is not enough space for teachers to provide effective interventions. Previously, we could strategically place students based on their needs. Now, we’re having difficulty even identifying those needs.”
Staff emphasized the impact of the Responsibility-Centered Discipline program, implemented three years ago to reduce disruptive behaviors and build student skills through trust-based conversations. The program has improved attendance, grades and engagement, but staffing shortages have hindered full implementation.
“The heart of RCD is rooted in individualized conversations between teachers and students focused on skill building and student accountability,” Cote said. “These conversations build trust, strengthen relationships and help students feel physically, emotionally and socially safe. When this happens, attendance, grades, student engagement and student learning all go up.”
“RCD only works if teachers have the capacity to implement it,” she added. “Right now, with extra-large classes, teachers spread thin and support staff and administrators stretched beyond capacity, they simply do not.”
Other speakers included Forrest Kohere, Autumn Hanberry, parent Tori Palmer on behalf of Worley, Kathy Clark by letter and Mario Davidson.
The school has struggled to fill positions, with some postings delayed until June – missing the optimal hiring window of March through April.
Principal Andrew Pearson said the school absorbed several positions, increasing the student-to-teacher ratio from 12.5-to-1 to 16.5-to-1. He cited difficulties recruiting qualified candidates, with some positions still unfilled despite postings.
Pearson said he reached out to Superintendent Tom Burris multiple times about open positions but received no response.
“What I will say will possibly get me fired. … I have been fighting for three months with our superintendent to try to be able to get a schedule,” Pearson said. “My schedule was approved. Our posted positions did not come around till June. … We missed the candidacy for teachers. ... I taught a class for three weeks.”
“I’ve had multiple conversations with my leadership,” Pearson said. “Each time, when I ask, ‘Can I post these positions?’ I’ve had zero response.”
Pearson and his assistant principals are now working as substitute teachers daily.
“Myself and my two assistant principals are subbing classes daily, almost every day, half the day,” he said. “It’s very difficult for me. I do not feel we are moving that direction.”
Board members acknowledged the need to begin filling open teacher positions in spring, if possible, rather than June.
