All nine teachers at Evergreen Elementary School have called on the school board to address critical staffing shortages and operational gaps they say are hindering their ability to educate students effectively.

The board received a one-page letter from the group in the agenda packet for its March 16 meeting, another sign of a rift between teachers and the administration over the resources necessary for student success.

No teachers attended the meeting to address the board, which did not discuss the letter.

The teachers outlined several areas where they believe the school is falling short, ranging from academic intervention programs to basic administrative support.

According to the letter, the environment has made it increasingly difficult to provide the level of instruction and intervention that students deserve. They emphasized that the services they are requesting are “not luxuries,” but rather necessary components of a strong, effective school system.

Among the primary concerns is the absence of a homework club to provide structure for students needing help beyond the school day, as well as a lack of individualized math and reading interventions for students performing significantly below grade level.

The letter also pointed to a lack of reliable substitute coverage — an issue the teachers have raised previously — which they said often forces the district to reassign paraprofessionals to cover classrooms.

This practice, the teachers said in their letter, removes vital support from students who depend on it and places the school at risk of noncompliance with federal requirements that students with disabilities receive an appropriate education through tailored support.

Superintendent Joshua Garrett addressed the teachers’ concerns during an interview on March 17, stating that he understands the frustrations but believes many of the issues can be managed within the existing framework. Regarding the need for afterschool academic support, Garrett suggested the responsibility could fall to teachers.

“There’s absolutely nothing that says teachers can’t support their students after school,” Garrett said. “Traditionally, that has been something that paraprofessionals do; but we are having turnover with paraprofessionals.”

The struggle to maintain support staff was evident during the meeting, as the board accepted the resignations of three special education paraprofessionals. While the board approved the hiring of two new paraprofessionals, the net loss of specialized staff remains a challenge for the district.

The board also accepted the resignation of special education teacher Mikki Angerman. In a later interview, she said it was a hard decision after teaching the past 15 years, but her family is moving out of state.

Garrett expressed a different philosophy regarding student interventions. “I believe teachers should do the interventions,” he said. “I would rather the teachers, who are certified specifically to do those interventions with the students do them, instead of a paraprofessional.”

The teachers also requested consistent Friday preparation time, noting they have only received one such period since winter break. They argued that regular prep time is essential for planning, data analysis and collaboration.

Other points of contention included the library, which is currently staffed for only three hours a day, four days a week. Teachers requested the position be expanded to cover the entire school day to ensure students have constant access to books.

Garrett countered this by noting the library has “always been available” and that faculty members have been instructed on how to access its services independently.

While the superintendent acknowledged that maintaining a full substitute list is an ongoing struggle for a community with a small population, he said two new names were recently added to the roster.

Despite these additions, the teachers maintain that current staffing levels are straining limited resources and making it difficult to meet the needs of every student.