At Grayslake District 127, every student matters. That’s why the district has spent the last several years refining a more effective, efficient way to ensure each student gets the right help at the right time, ensuring everyone stays supported, engaged, and on track.
This approach, known as Multi-Tiered Systems of Support (MTSS), ensures all students receive the academic, social, or emotional support they need to thrive. And while MTSS may sound complex, its purpose is clear: students shouldn’t have to struggle in silence, and teachers shouldn’t have to solve every challenge alone.
If a student begins to fall behind, whether in class, in attendance, or emotionally, a team of staff members is alerted through an internal data system. That student is quickly matched with the right support, whether it’s small-group tutoring, one-on-one mentoring, access to wellness resources, or an alternative learning path.
Each high school has a dedicated MTSS coordinator: Jack LaBelle and Jenny Rich at Grayslake North, and Kim Palmer at Grayslake Central. They work closely with associate principals Jeff Schagrin and Megan Licht (GNHS) and Julie Bryniczka and Mike Pryzbylski (GCHS) to lead this important work. Together, the team has built a real-time dashboard that tracks student performance and helps staff respond with proven, ready-to-go interventions, eliminating delays and guesswork.
“Teachers aren’t on an island,” says Dr. Tracey Landry, Associate Superintendent for Teaching, Learning, and Innovation. “We’ve built a system that supports them, supports students, and helps us act fast.”
That fast, focused support is making a difference. Since launching its first intervention program nearly nine years ago, D127 has significantly improved its ability to identify and support students in need. In just the past two years, with data dashboards and targeted supports now in place, the district has seen measurable gains: 77% of students finished the most recent semester “in the green,” up from 72% the previous year.
Students who consistently meet expectations, earning passing grades, attending class, and avoiding behavior issues, are recognized as being in the green. This status isn’t just a data point; it’s a sign of readiness and a source of pride. Students in the green earn special privileges, including flexible learning spaces and off-campus passes.
And other schools are noticing. District 127 has become a model for MTSS implementation, with other districts visiting to learn from its systems and results.
“We’ve always cared for our students,” Landry adds. “Now we’re doing it better, faster, and in a way that lifts everyone.”