[{"_1":2,"_124":-5,"_125":-5},"loaderData",{"_3":4,"_26":27},"root",{"_5":6,"_17":10,"_18":19,"_20":21,"_22":10,"_23":-5,"_24":-5,"_25":10},"user",{"_7":8,"_9":10,"_11":10,"_12":-5,"_13":-5,"_14":15,"_16":-5},"roles",[],"isAuthenticated",false,"isPremium","planName","subscriptionStatus","featureFlags",{},"insightsBudget","isDevelopmentHost","userPreferences",{},"recaptchaSiteKey","6LcvOJcUAAAAAHsB-gPGfGktcRlKpH7OTIU_dMTD","isImpersonating","impersonation","affiliateStatus","isFreedomPortal","routes/v2/article/layout",{"_28":29,"_30":31},"notFound",true,"relatedArticles",[32,76,88,100,112],{"_33":34,"_35":36,"_37":38,"_39":40,"_41":42,"_43":44,"_45":46,"_47":48,"_49":50,"_51":52,"_53":54,"_55":56,"_57":58,"_59":60,"_61":62,"_63":64,"_65":66,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},"mediaId",5979735,"mediaKeyId","5819445-662144621f0ba0325078a5c4adb1b114","parentId",5819445,"title","Plainfield 202 reports fewer vacancies after sign‑on bonuses, mentor program and paraprofessional hires","audioSeconds",205,"startMs",9851000,"endMs",10056000,"viewUrl","/Search/View?dp=1&key=5819445-662144621f0ba0325078a5c4adb1b114&start=9851&end=10056","thumbnailUrl","https://assets.pipeline.soar.com/5819445-662144621f0ba0325078a5c4adb1b114/thumbnail_9851000.jpg","articleUrl","/articles/5979735/Illinois/Plainfield-202-reports-fewer-vacancies-after-signon-bonuses-mentor-program-and-paraprofessional-hires","mediaUrl","https://secure.pipeline.soar.com/5979735-26b275b8a92c3b1be24db7f9de0a5c7e/orig.mp4?Expires=1773580704&Signature=H-gbq8rfy1-v~zYzwErLF8-hwv-0xMEOyZTIX2Olijq8B0JB0adAB5rHOOP7cukNCun2U0x4Z5e4KRjyIxlziBP~u2XuCijZkMsHFWiv1lubD6s2prk~zfQWrMuPRaJcYQcqO9WAxXBP4hoTNuEg3eVNyp3jHh5bp264kM5lhxRz2ngsbLVyjniWOQsChH~twc8TJ-VKbmIelQpMJLVN~m9EmXXPSQWw1cR7JyBHQnR7rpN2bNplrxcA1OwOrJbyjIL13J-Ou4c~HgA0e7LMWDlzbehjZWwxxqZeTBRjMg-0TgPtYWTL5CtKoeDBBN1MKttGEdTjFqfG3z80A~J42g__&Key-Pair-Id=KUT5TJCACFTXG","author","Plainfield SD 202","date","2025-09-18T00:00:00Z","article","Plainfield CCSD 202’s Personnel, Policy & Administration committee reviewed staffing Sept. 17 and reported a notable decline in vacancies compared with last year amid targeted recruitment and retention strategies. The district reported 2,161.9 certified FTEs (a 28.3‑position increase year over year) and 1,114.7 noncertified positions (a 25.5‑position increase). Committee presenters said certified vacancies are down to one open teaching position (a middle‑school Title I intervention posting); total unfilled noncertified positions were reported at 34 and had fallen to about 17 by the close of the meeting.

Why this matters: hiring and retention affect class sizes, special‑education supports and program delivery; lower vacancy counts reduce reliance on emergency staffing and out‑of‑district placements.

District staff credited multiple factors for improvements: negotiated contract increases and incentives (including tuition reimbursement provisions and multi‑year retention commitments for some paraprofessional tuition supports), use of signing bonuses for critical‑needs positions, a mentor and coaching program for new staff, and a district \"grow your own\" pipeline for moving classroom teachers into administrative roles. Committee members were told the teacher vacancy grant has helped fund signing bonuses for critical positions; average signing bonuses are around $2,000, with an additional $1,000 available after a successful evaluation period. Morris and other staff described a $5,000 incentive that was used previously to sustain dual‑language staffing in an especially hard‑to‑fill area.

Presenters emphasized the district intends to keep monitoring and to use validation and strategic staffing tools to match supports to student needs. \"I was able to change the title this year to retaining and attracting employees,\" a personnel presenter said, describing the shift from vacancy‑fill tactics to a longer‑term retention focus. The committee asked for continued monitoring and for midyear updates on hiring, retention and the effectiveness of signing incentives.","mediaType","Video","parentTitle","PSD202 Committee Meeting - Wednesday, September 17, 2025","oneSentenceSummary","Personnel committee heard that certified FTEs rose to 2,161.9 and noncertified positions to 1,114.7; vacancies are far lower than last year after hiring incentives, contract changes and a mentor/coaching program.","taxTitle","Plainfield SD 202, School Boards, Illinois","taxId",14974,"location","Illinois","headline","","shortSummary",{"_33":77,"_35":36,"_37":38,"_39":78,"_41":79,"_43":80,"_45":81,"_47":82,"_49":83,"_51":84,"_53":85,"_55":56,"_57":58,"_59":86,"_61":62,"_63":64,"_65":87,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},5979740,"University candidate seeks permission to survey Plainfield 202 elementary teachers about inclusion practices",227,3899000,4126000,"/Search/View?dp=1&key=5819445-662144621f0ba0325078a5c4adb1b114&start=3899&end=4126","https://assets.pipeline.soar.com/5819445-662144621f0ba0325078a5c4adb1b114/thumbnail_3899000.jpg","/articles/5979740/Illinois/University-candidate-seeks-permission-to-survey-Plainfield-202-elementary-teachers-about-inclusion-practices","https://secure.pipeline.soar.com/5979740-19bff25fcd04d1a23f3d14a5943407e6/orig.mp4?Expires=1773580704&Signature=Mvkiw5wSah9v8JzDMtIsJ1PLPqUBpGyylU4mhYBJeJUKRFx7jWEbV4hRU6RhAQFMvgL7urGylSpynckdi5ipMOc9Cj2~9ITW2g5lIijPatwrUPQo2NNUkikqYvWdB8z~d00-AtxkDkQfKKGpn0U8GMtxl0UXzoDS8Wup3m0vnoQlH86VEf-FyW9dqDwPZwsis2X2~hq5d03t7QmnaJqbbXb2ihHSVZ7ybtdQX5JLNW85aUUdF3pWBdquTHsxEeqJnWinl2qUrT28PdQQBCB83qctq3MGMdedlHxdpj8YVGuYBbKbAH9op0orTwNJ~kTHb6Nb6JVj-q3s4nGeVpuCBg__&Key-Pair-Id=KUT5TJCACFTXG","The curriculum and technology committee reviewed a request Sept. 17 from Megan Craigcraft, a doctoral candidate at the University of Saint Francis, to survey elementary general‑education and special‑education teachers about their attitudes and perceived skills for inclusion. Mina Griffith presented the proposal and said the research would use confidential teacher surveys only and would not collect student data.

Why this matters: teacher perceptions of inclusion affect classroom practice and policy; the board and administration must verify safeguards for confidentiality and compliance with district research procedures before approving any research in district schools.

Griffith told the committee, \"the researcher will survey elementary gen ed and elementary special education teachers about their perceptions of self efficacy and attitudes towards the inclusion of students. So it's teacher attitudes, it seems, that's being surveyed. Perhaps there is no student data.\" Committee members said they had initially misread the packet and thought students would be involved; a member said they would oppose student surveys, while others said teacher‑only studies are acceptable provided no identifying information is collected. The application packet states no names or email addresses would be collected, that participation would be confidential and that results would be shared with the district after completion.

Next steps: staff said they would re‑review the full dissertation packet to confirm there is no student data collection and then return with a recommendation to the Board. Committee members were comfortable proceeding if the packet confirms teacher‑only, confidential surveying.","A University of Saint Francis candidate asked to survey elementary general‑education and special‑education teachers on their perceptions and self‑efficacy for inclusive instruction; the committee confirmed the project surveys teachers only and will review the full packet before final sign‑off.",{"_33":89,"_35":36,"_37":38,"_39":90,"_41":91,"_43":92,"_45":93,"_47":94,"_49":95,"_51":96,"_53":97,"_55":56,"_57":58,"_59":98,"_61":62,"_63":64,"_65":99,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},5979745,"Plainfield 202 reports $15.2M in summer capital work, hires consultants to poll voters on funding options",1372,6187000,7559000,"/Search/View?dp=1&key=5819445-662144621f0ba0325078a5c4adb1b114&start=6187&end=7559","https://assets.pipeline.soar.com/5819445-662144621f0ba0325078a5c4adb1b114/thumbnail_6187000.jpg","/articles/5979745/Illinois/Plainfield-202-reports-152M-in-summer-capital-work-hires-consultants-to-poll-voters-on-funding-options","https://secure.pipeline.soar.com/5979745-eaf40502152b5725b1f1b41fbb25b128/orig.mp4?Expires=1773580704&Signature=ZbZ4Kc5-tgivH4KrNeYO7cv5iFadmIH-3GR--T24VPAfBHjrTiMWb-F4WSJ9pKbEPZFAwkQQuDTYlnZaaZl4-4DgE8c~UXo8bXYdEq0zEaD8SR0gIo-5VRMkwBzECzk5KMNsU2jw05~eVj142x2RpuNNnmwZmPCHtNF18StAQRSPndgi5QyGAt21WwgEGKo2ddo7M6GKSiZZR0kv~YBuN~nRu8qjlB63mHNHXuW-lHPJ11EKmLXbT8un2RCIQKGz~5O-HMjHW-LnYRj~r5y-F7kGrrBO-DZ0~HU3Hft8w5AM9pralE34Qygtb5BqsgmtfyjtAaTkk5S2R0Ho7hCxPQ__&Key-Pair-Id=KUT5TJCACFTXG","The Plainfield CCSD 202 finance committee on Sept. 17 reviewed a summer capital program described as substantially complete and under budget and authorized a public engagement process to test voter priorities and funding approaches for future capital needs. District staff reported the district’s summer life‑cycle projects were completed this year with an overall program cost of about $15.2 million and noted a handful of remaining items, including chiller installation at two schools and a deferred softball field project.

Why this matters: several existing bond obligations will roll off in 2026, creating a window for the district to ask voters for new funding to cover a mix of priorities — from a potential new middle school to CTE expansion, an 18–22 transition center for older students with special needs, early‑childhood facilities and building repairs. District leaders said the next step is structured community testing so the Board can weigh whether to place a question on a future ballot and, if so, which funding mechanism to use.

The district contracted Studio GC to lead engagement, with quantitative polling by Acuity and demographic analysis from CityHealth Technologies; communications support will be provided by Public Communications Inc. Studio GC presented a multi‑stage plan that begins with a statistically representative survey of likely voters, followed by targeted sessions with community stakeholders to probe the reasoning behind survey responses and then broader town halls if the Board chooses to pursue a measure. Studio GC said the work will help the district choose a question the community understands and is prepared to support.

District staff summarized the capital work completed: flooring and media‑center renovations at several schools, roof replacements, LED lighting upgrades, replacement of aging boilers with high‑efficiency condensing boilers at Timber Ridge, concrete repairs and three playground installations; the presentation noted most projects were delivered in a short summer schedule to avoid classroom disruption. Two chiller replacements remain to be installed when weather cools.

On funding, the consultant and staff explained the tradeoffs between a traditional general‑obligation construction bond (a time‑limited capital borrowing) and a limiting‑rate increase (an ongoing levy increase), noting the two approaches carry different public messages and operational consequences. Studio GC recommended survey questions that test both approaches and ask respondents to prioritize specific projects because priorities and willingness to pay can change after brief educational prompts.

Next steps: staff will refine cost estimates, adapt the survey and start outreach; Studio GC will return with polling results and stakeholder feedback on a quarterly schedule. The committee will use those findings to craft a board recommendation on whether to seek voter approval and which funding mechanism to pursue.","Finance committee reviewed a summer capital program that came in under budget and launched a community engagement process with Studio GC, Acuity and CityHealth to test priorities and ballot language for possible funding after 2026 bond roll‑offs.",{"_33":101,"_35":36,"_37":38,"_39":102,"_41":103,"_43":104,"_45":105,"_47":106,"_49":107,"_51":108,"_53":109,"_55":56,"_57":58,"_59":110,"_61":62,"_63":64,"_65":111,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},5979750,"District puts five new high‑school courses on 30‑day display; merchandising pilot to start at Plainfield East",234,4418000,4652000,"/Search/View?dp=1&key=5819445-662144621f0ba0325078a5c4adb1b114&start=4418&end=4652","https://assets.pipeline.soar.com/5819445-662144621f0ba0325078a5c4adb1b114/thumbnail_4418000.jpg","/articles/5979750/Illinois/District-puts-five-new-highschool-courses-on-30day-display-merchandising-pilot-to-start-at-Plainfield-East","https://secure.pipeline.soar.com/5979750-9faca81c56ab7acdb975ee6b6c8de0a9/orig.mp4?Expires=1773580704&Signature=NvV5Km0SPwB3SIaaalFNP9BtFqN9k5hcbeCopmKRXqTw1Hqev9JoYDsve0cPx~YgwL~pDiRz4WrWWhfvYmDi8DPSrdhRPlM8LxKEVoz3x4wEk-GHKj-PKWxcoOG2UcT2bPq7OOKf1pA6RXI3u3A6hueNH1Cwso~mM3TENjrNXb3PcjA-XmCO~YWKu33qfw1-GEqBgDbqvMXB0hyPNkMAwLyS-ApcnbYpc28hwgd3ZITabDS3e36WmHaxyZfoedElRln2Mcjt5NMlcJ4hqDnZ4MaecikAyncBuCMwU6-cqbXk2eQh7Xte8phSKG6PVHvge36Hu0s57TO7RtcOKJclhA__&Key-Pair-Id=KUT5TJCACFTXG","The Plainfield CCSD 202 curriculum and technology committee voted to move five new high‑school courses to 30‑day public display Sept. 17, recommending the Board of Education later consider final approval. The proposal includes astronomy, interior design, merchandising and manufacturing, residential plumbing and residential electrics; merchandising and several CTE‑adjacent classes will be piloted first in select schools.

Why this matters: those courses expand on‑site career and technical education (CTE) exposure and academic offerings, which district leaders said should increase student access to career pathways and certifications.

Committee materials show merchandising and manufacturing, and the residential plumbing and electrics proposals were written as introductory, on‑site pilot offerings. District staff said Plainfield East will host the Year‑1 merchandising and manufacturing pilot because the school already has much of the required equipment, reducing Year‑1 setup costs. \"Year 1 is going to be a much less cost because Plainfield East has that equipment, which is one of the reasons we're piloting it there,\" said Dr. Kate Morris. The packet shows a Year‑1 pilot cost of $3,880.98 for merchandising at Plainfield East; the district said that figure assumes existing equipment will be used where available.

Staff emphasized purchases of textbooks and larger equipment will be contingent on enrollment. Curriculum staff described an overlapping timeline: courses go on 30‑day display to the public, the Board considers resources for approval in January (then final course approval in March after the 30‑day posting), and actual resource purchases depend on November–January student enrollment counts. \"Sometimes that purchase, while it's approved in March, doesn't even happen till May or June because we're taking a look at our numbers,\" a curriculum director said.

The committee also discussed how the new plumbing and electrics classes relate to existing programs at Wilco (the regional career center). District staff said the on‑site offerings are intended as foundational, introductory courses to increase exposure so students who like the work may later pursue extended training at Wilco. \"These are foundational level introductory courses. Our goal with these courses is not to replace any courses that are taking place at Wilco. They are to expose students to the foundational level course,\" staff said.

Committee members asked about funding language in the course packet; staff said an entry that listed \"gift and donation\" for merchandising was an error and will be corrected to show grant funding (CTE grant) where applicable. The package will move to a Board meeting for full‑board action after the 30‑day display period.","Curriculum committee advanced five new high‑school courses for 30‑day public display and discussed pilots and funding sources; purchases of materials will depend on enrollment.",{"_33":113,"_35":36,"_37":38,"_39":114,"_41":115,"_43":116,"_45":117,"_47":118,"_49":119,"_51":120,"_53":121,"_55":56,"_57":58,"_59":122,"_61":62,"_63":64,"_65":123,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},5979755,"Plainfield 202 high‑school leaders cite preACT work, new math practices and AP access gains",1197,117000,1314000,"/Search/View?dp=1&key=5819445-662144621f0ba0325078a5c4adb1b114&start=117&end=1314","https://assets.pipeline.soar.com/5819445-662144621f0ba0325078a5c4adb1b114/thumbnail_117000.jpg","/articles/5979755/Illinois/Plainfield-202-highschool-leaders-cite-preACT-work-new-math-practices-and-AP-access-gains","https://secure.pipeline.soar.com/5979755-5a1240405bdc572bb22421ba0befa438/orig.mp4?Expires=1773580704&Signature=Vnr7kUc23OowZ25CNjvWPUtxf5zgqugdiNthSfiBRvsPdLuwavHnv4Y-hlBZ48Nb2jqzJnTPmiuxpyE7bXdixkIm8UaPlSWc6WTN3rR-e8lEr7c-rwsOSt7xKcsVf-bkO0IoLvJRd5T-wJGgBXoQrqcfK-KNzVNoPyW9yO6QuWmUk8swUZ2pZ7bXe-LBPk6BmWi5X51N5f-xySyPfsgXz12ON0P7vYj-GhE2RgLU9zEhozFOFWo-Ppm6k8eN1GGfP1pUiItq62dmr1anwLAXXNUnzrtFkyP8B3NMuw8PGZ6ebvzAYqHWOsUd4a9JRtG3AaVeDd8CRHq0gbQvokldXA__&Key-Pair-Id=KUT5TJCACFTXG","Plainfield Community Consolidated School District 202 curriculum and technology committee heard a presentation Sept. 17 from high‑school leaders and district staff on preACT cohort tracking, classroom changes aimed at increasing math proficiency, and continued expansion of Advanced Placement access. The district reported fall and spring pretest tracking for 2024 ninth‑ and tenth‑graders, work to validate new algebra‑skills and geometry‑skills support courses, and plans for districtwide ACT‑prep classes in second semester. \"The preACT readiness benchmarks are directly linked to the ACT college readiness benchmarks,\" said Dr. Kate Morris, who led the presentation, explaining why the district is using fall preACT scores as new baselines for growth given recent cut‑score changes.

Why this matters: the preACT and ACT remain the district’s primary college‑readiness measures, and the committee was shown how curriculum, assessment and dedicated collaborative teacher time will be used to narrow gaps. The presentation also highlighted strategies intended to improve classroom engagement in math — labeled \"building thinking classrooms and mathematics\" — and the district’s continued emphasis on formative assessment, item‑level ACT analysis and professional learning communities that share data across schools.

District leaders told the committee they have fully staffed professional development for math teachers across all four high schools and the Academy and are testing classroom strategies that move students away from teacher‑fronted lessons toward collaborative tasks, visible student work and frequent feedback. Morris said the district is running new algebra‑skills and geometry‑skills classes alongside Algebra I and Geometry; 137 students were reported enrolled across the four high schools in the algebra skills class during initial roll‑out. She said the Renaissance learning approach used in those classes emphasizes mastery of targeted skills and does not replace core Algebra I coursework.

On instructional time and supports, leaders described the expanded eighth‑period (A‑period) day, which provides 90 minutes of collaborative time for teachers and additional supported study periods (SSPs) where students may scan in for targeted help. Morris reported roughly 500 student check‑ins for math support and about 150 for English through SSP scanning so far this year and said the district is building validation tools to test whether SSP participation correlates with improved outcomes. \"If you have for the first time a math SSP available at your school and the average on the outcome... goes up 5% and you have 40% of your kids utilizing that support time, my guess is that has something to do with it,\" Morris said, while cautioning the district cannot claim 100% causation without multi‑year tracking and matched student‑level analysis.

The presentation also reviewed AP testing trends. Morris said the district’s number of AP test takers and the share of exams scoring 3 or higher increased from 2021 to 2025, and she showed a comparison of overall district demographics with the demographics of students taking AP exams to demonstrate growing equity in access. She cautioned that AP and dual‑credit pathways serve different purposes for students: AP scores are portable subject to college review and a qualifying exam score, while many dual‑credit courses transfer as college credit but practices vary by college and department. \"Our counselors and AP teachers coach families to contact the admissions or department offices at a student’s target colleges to find out what credits they will accept,\" Morris said.

Committee members pressed on next steps: the district will validate new and revised courses over the coming year using teacher, student and community surveys, enrollment and retention data, and alignment checks to state and workforce standards. District staff said they will report validation progress back to the committee midyear and continue to refine use of the A‑period and SSPs to target at‑risk freshmen and other groups.","High‑school principals and district curriculum leaders reviewed fall–spring preACT cohort tracking, new math instructional practices, expansion of AP access and postsecondary planning; district will validate new courses and monitor an expanded eighth‑period support period.","actionData","errors"]

Article not found

Plainfield 202 reports fewer vacancies after sign‑on bonuses, mentor program and paraprofessional hires

University candidate seeks permission to survey Plainfield 202 elementary teachers about inclusion practices

Plainfield 202 reports $15.2M in summer capital work, hires consultants to poll voters on funding options

District puts five new high‑school courses on 30‑day display; merchandising pilot to start at Plainfield East

Plainfield 202 high‑school leaders cite preACT work, new math practices and AP access gains