Effingham CUSD 40 approves budget and agreements, hears MTSS update and modular classroom timeline; 3‑year after‑school grant to begin fast rollout

The Effingham CUSD 40 Board of Education on March 3 approved routine financial items and several intergovernmental agreements, voted to fund a tuition‑reimbursement memorandum of agreement for a special‑education certification, and heard staff briefings on the district’s MTSS (multi‑tiered system of support), a modular classroom planned for South Side property and an expedited three‑year after‑school/summer grant the district must spend quickly.

The board unanimously or by large majorities approved a financial report showing a $28,811,722 net fund balance and recommended reimbursements and payments that included reimbursing an impressed account for $3,150.22 and approving payment of bills totaling $1,647,231.67. The board also approved intergovernmental agreements with Lakeland College to establish Laker Connect membership and with the Regional Office of Education (ROE) No. 3 to continue alternative education services; it approved a memorandum of agreement (MOA) for tuition reimbursement tied to an LBS1 special‑education certification for an employee, and it adopted a resolution expressing official intent to reimburse future capital expenditures from proceeds of a potential obligation (up to $5,000,000 as presented).

Why it matters: The MTSS work informs classroom interventions and can affect staffing and program priorities; the modular classroom is a near‑term capacity expansion expected on district property; and the state grant creates an immediate operational timeline because state rules require program delivery and spending within a narrow window.

MTSS presentation and data Lauren Pals, identified in the meeting as the district’s MTSS/SEL director, summarized the district’s Multi‑Tiered System of Support, saying it “focuses on the whole child, identifies student struggles early so that, hopefully, we can intervene quickly.” Pals described MTSS tiers used by the district (Tier 1: roughly 80% of students; Tier 2: targeted intervention for about 10–15%; Tier 3: intensive support for about 5% or fewer) and explained the district uses NWEA MAP screening to assign students to tiers and to monitor progress.

Pals showed fall‑to‑winter screening comparisons for reading and math. She said reading remained at or above the 80% Tier‑1 target for last year and this year, while Tier‑3 counts rose slightly in the current year and will prompt targeted interventions. On math, she said winter screening had returned the district to roughly an…