Brunswick Board hears district report on MTSS, cites large reading gains

The Brunswick Board of Education on Feb. 17 received a detailed presentation on the district’s Multi‑Tiered System of Supports, or MTSS, as officials described a shift from reactive to preventative instruction and the use of data to guide teaching.

Claire Trujillo, who introduced the presentation, told the board MTSS “flips that. It's a proactive framework, focused on the prevention of student failure through tiers of support.” She said the district visualizes supports as a pyramid with a large Tier 1 of universal instruction that the district targets to meet the needs of at least 80% of students.

Trujillo walked the board through the district’s data cycle — universal screening, diagnostic assessment and progress monitoring — and emphasized the role of regular collaborative teacher time to interpret data and set goals. She highlighted elementary benchmark results, saying the district’s third‑grade reading accuracy rose from 62% two years ago to 90% at midyear in the current cycle, framing that as evidence the district’s emphasis on core instruction is yielding gains.

The presentation described how the district uses a protected daily IE/IT block at the elementary level where title teachers, intervention specialists, paraprofessionals and classroom teachers regroup students for targeted instruction, enrichment, or intervention. Trujillo characterized that structure as ensuring “just right instruction” for each student rather than relying solely on pulling students out for remediation.

At the secondary level, staff described using the state's early warning system (attendance, behavior, course performance) and additional local flags to identify students earlier. Trujillo said the district is piloting a mentor program with a small group of intensive mentors who implement a Check and Connect approach and that the district currently has 27 mentors providing support in its initial rollout.

Behavior specialists contracted through LLA Therapy described a five‑step protocol to assess behavior, design and implement individualized plans, involve parents in monthly meetings when appropriate and coach staff toward gradual transfer of responsibility. One provider said the team has supported 47 students across eight buildings this year and that teacher survey feedback showed reduced classroom disruptions and stronger instructional time.

Board members asked about parent feedback and how students move between intervention groups. Trujillo said parent feedback has mostly been indirect — reflected in improved student outcomes and families’ observations at home — and that elementary interventions typically take six to eight weeks while checkpoint meetings about placement occur roughly four weeks after initial sorting.

Trujillo and staff framed MTSS as both instructional and relational work, saying that strengthening Tier 1 instruction reduces the need for intensive interventions and that mentoring and behavior supports amplify student engagement and success. The board thanked presenters and moved on to business items.