Grayslake CCSD 46 outlines staffing reductions; teachers and families urge board to retain reading assistants and SEL coaches

Grayslake CCSD 46 administrators presented a 2026–27 staffing plan March 18 that the district said is designed to align positions with projected enrollment and a shrinking fund balance, while preserving services where possible. Superintendent Dr. Glickman and Dr. Wolk framed the review as a ‘‘very deep dive’’ into every position conducted since November and said reductions would be handled largely through attrition and reassignments.

Dr. Wolk presented enrollment projections and the staffing changes the district plans to implement, saying the district projects about 3,317 students next year and that ‘‘we will need to reduce 2 classroom sections across the district’’ and cut roles that do not work directly with students. He said the district will reduce reading-assistant positions from 24 (20 filled) to 10, make media specialists at Frederick and Grayslake Middle School halftime and reduce media assistants from five to four. He also said some certified roles (TOSAs, SEL coaches and student services facilitators) and a union-exempt data coordinator will be reduced or transitioned, and the early childhood center coordinator will move to a principal role while four assistant principals will be added at K–4 schools to support discipline and instructional leadership.

Teachers, reading specialists, SEL coaches and parents used the second public-comment period to press the board to reconsider. ‘‘Do not cut the people who have an immediate and indispensable impact on student learning,’’ said Michelle Knott, a reading specialist, arguing that reading assistants provide early intervention, small-group instruction and day-to-day support that classroom teachers cannot sustainably cover alone. Amy Forrest, speaking for Prairie View’s first-grade team, urged maintaining a full-time library assistant so the media center can function and support literacy instruction.

SEL coaches described their work in classrooms and with staff. ‘‘An SEL coach isn’t just teaching feelings...we’re teaching self-regulation, executive functioning, resilience,’’ said Marnie Emmerman, noting research linking SEL interventions to improved academic outcomes. Stephanie Timm, the district’s other SEL coach, said the role supports approximately 28 classrooms weekly and reaches an estimated 640 students through direct instruction, small groups and teacher coaching.

Commenters raised operational and equity concerns: teachers said reading assistants also perform recess supervision and serve as frequent substitutes when substitutes are unavailable; parents asked how schedule changes would avoid students missing science or social studies when pulled for intervention; and one commenter asked whether reductions could raise Americans with Disabilities Act implications for serving students with special needs.

District leaders repeated that staffing decisions were made carefully and emphasized reassignment and attrition as tools to reduce positions without eliminating jobs. They also described the assistant-principal additions as a response to rising elementary behavior challenges and as a way to provide IEP/LEA representation. When asked about cumulative energy savings from capital projects, administrators said the chief school business officer was not present and that staff would follow up with data.

The board did not take further action on the staffing plan at this meeting; several related items that affect staffing (contracts and approvals) were considered separately. The administration said more information and follow-up answers (including local sourcing details for the food-service contract and a cumulative energy-efficiency accounting) would be provided at future meetings.

Next steps: administrators plan to return with answers to several questions raised by board members (food sourcing, cumulative energy savings) and with contract renewals slated for upcoming meetings. Public commenters asked the board to visit classrooms and review day-to-day roles of reading assistants, SEL coaches and media staff before making final staffing decisions.