Kankakee Schools Audit Reveals Curriculum Gaps and Recommendations

A recent audit has highlighted significant deficiencies in the curriculum of Kankakee School District 111, prompting calls for immediate reforms. The Kankakee School Board received a detailed report on March 2024 from Curriculum Management Solutions, Inc. (CMSi), which undertook the audit at a cost of $130,332. The resulting 250-page report outlines critical areas for improvement and provides six key recommendations to enhance student learning outcomes.

Key Findings from the Audit

Holly Kaptain of CMSi presented the audit findings, emphasizing that the primary issue lies in student learning. While the district’s curriculum policies meet state requirements, they lack the necessary depth to effectively guide curriculum implementation. Kaptain identified the current curriculum policies as “pretty sparse,” indicating an urgent need for a comprehensive strategic planning process.

The audit revealed that District 111 does not possess a written framework for curriculum design, development, delivery, or assessment. Kaptain noted that an outdated curriculum management plan, established five to six years ago, is not being adhered to. Instead, resources available to teachers are not adequately aligned with essential assessments like the Illinois Assessment of Readiness or the ACT. “Even if teachers are teaching those with fidelity, they are not going to get the learning at a high enough level for students to succeed on those assessments,” she explained.

Challenges in Instruction and Equity

The report also pointed to a significant disconnect between district expectations and classroom practices. Instructional delivery often lacked engagement and student-centered approaches. Kaptain observed that teaching primarily consisted of whole-group, direct instruction, with students engaged in low-level seat work.

Furthermore, the report highlighted equity concerns, noting that students of color, particularly Black students, are underrepresented in gifted programs and Advanced Placement courses. They are also overrepresented in special education and disciplinary referrals.

In terms of assessment, the report identified gaps in data analysis and a lack of strategic direction for utilizing assessment tools across the district. While assessments like the STAR test and district-developed formative assessments are in place, Kaptain stressed the need for improvement in both the quality and administration of these evaluations.

Financial Insights and Recommendations

Despite being well-resourced, District 111 has not conducted a thorough cost-benefit analysis in its budgeting practices. The audit pointed out that rising costs related to maintaining aging facilities, student transportation, and inefficient spending have led to budget deficits and dwindling fund balances. Additionally, there was no formal procedure for effectively utilizing technology within the district.

To address these issues, CMSi provided recommendations prioritized as follows:

1. Establish a clear vision for classroom learning.
2. Create comprehensive curriculum documents to aid teachers in resource navigation and define mastery.
3. Develop guidelines for monitoring curriculum delivery aligned with the district’s vision.
4. Link financial management to educational priorities and monitor spending for alignment with student learning goals.
5. Focus assessments on authentic and rigorous performance-based measures.
6. Develop a technology plan for program evaluation to enhance productivity.

Looking ahead, Kelly Gilbert, the assistant superintendent for curriculum and instruction, stated that the district plans to begin implementing some of the auditors’ recommendations in the upcoming semester. “We are not waiting,” Gilbert assured, indicating a proactive approach to reform.

The district anticipates receiving a final report from the auditors before the winter break, which will provide further insights and outline next steps for improvement. Kaptain concluded by stressing the importance of maximizing the current resources and expertise within classrooms, highlighting the need for teachers to work smarter, not harder. “You are at such an important crossroads as a board,” she remarked, urging prompt action to enhance educational outcomes for all students in Kankakee.