The A in SEAD: Unlocking Every Learner’s Potential

The Learners We're Missing

Meet Everett. He scores in the 94th percentile on gifted assessments, shows creativity, and is curious about complex topics. Yet, he misses the gifted program cutoff by a single point, leaving his teacher without a clear path to support him.

Vivian, in the gifted program, breezes through assignments. She equates "being smart" with effortless success, so when she finally faces a challenge, she struggles. She has never learned how to persevere.

Both learners represent gaps in how we traditionally support advanced learners, and both deserve better.

MTSS: The Foundation

The Multi-Tiered System of Supports (MTSS) provides tiered interventions based on student needs. Originally, MTSS aimed to support all learners, including those ready for advanced challenges.

Today, MTSS is mostly used to address deficits.

• Tier 1: Core instruction

• Tier 2: Targeted intervention for learners below grade level

• Tier 3: Intensive support for significant learning challenges

  
  

But what about students ready to go beyond? Where is the structure for above-grade-level growth?

The Advanced Triangle: Flipping the Framework

The Advanced (A) triangle in the SEAD framework applies the same three-tiered logic to advanced learning:

• Tier 1 (A1): Enrichment and differentiation for all. Exposure to complex thinking, creative challenges, and exploration.

• Tier 2 (A2): Targeted, advanced opportunities for learners who show readiness. No label required.

• Tier 3 (A3): Intensive, individualized opportunities for exceptional abilities.

  
  

Sound familiar? It should. We're simply applying the same intentional support structure to the other end of the learning spectrum, bringing back into focus the original intention of MTSS.

Why This Matters

Advanced learners need growth, too, but our systems often overlook them. When we only track achievement, those who start ahead become invisible.

If a student starts out knowing 80% of the material and leaves knowing 85%, that's minimal growth. Without intentional support, this may easily go unnoticed.

Growth requires intentionality. Advanced learners don't automatically grow. They need tasks at their appropriate level of challenge, opportunities to work in their zone of proximal development (Vygotsky, 1978), experiences with productive struggle, support for developing perseverance, and executive functioning and social-emotional guidance.

Talent development is for everyone, not just those labeled gifted. It's for students who miss cutoffs, whose gifts emerge later, who show advanced interest in certain topics, or need challenge in one area and support in another.

The Reality of Jagged Profiles

This is powerful because learners flow through and between the advanced and developing supports as their needs change. Consider:

• A learner receiving Tier 2 developing support in writing (D2) might need Tier 2 advanced support in mathematics (A2)

• A traditionally "struggling" ELA learner (D2) might have deep background knowledge in a specific topic and need advanced learning opportunities during that unit (A2)

• A gifted math learner (A2) might need support in organization skills (E2)

  
  

This is the "jagged profile" at work (Rose, 2016). We all have strengths and needs across different areas. Growth isn't linear; every learner is complex.

The Power of Seeing Potential

The Advanced triangle sends a crucial message: We see what you can do, we're going to meet you there, and support your growth.

This creates classrooms where:

• Every learner expects to be challenged at their level.

• Learners are given respectful, rigorous tasks based on demonstrated readiness.

• Everyone grows regardless of where they start.

• Achievement is celebrated.

• Support is welcomed as an essential part of the learning process.

  
  

Preventing Underachievement and Perfectionism

Learners who never face challenges often tie their identity to "being smart," not to effort or growth. When they finally hit difficulty, they lack strategies and resilience. Easy success leads to beliefs like:

• "If it's hard, I must not be smart."

• "Real smart people don't have to try."

• "Making mistakes means I'm a fraud."

• "I can't let anyone know I don't understand."

  
  

The Advanced triangle normalizes challenges. When advanced tasks are expected, struggle becomes a sign of learning, not failure. This creates safe spaces for productive struggle with support.

Practical Application

Let's return to Everett and Vivian:

Everett no longer waits for a gifted label. His teacher pre-assesses each unit, finds his readiness level, and provides the appropriate supports for him to grow.

Vivian, still identified as gifted, now gets support based on her needs. She tackles tough problems (A2) in her strengths and receives help (D2) in areas where she has gaps in her learning. She learns that being gifted doesn't mean being perfect.

Both learners benefit from fluid movement based on demonstrated needs, not static labels.

The Vision: Every Learner Pushed Beyond Their Ceiling

The Advanced triangle is grounded in the belief that every learner should work at the edge of their abilities, experiencing productive struggle and real growth.

This is NOT about creating more work for teachers. It's about bringing intentionality and awareness to the needs of all learners. When we implement the Advanced triangle, ALL learners:

• Consistently receive appropriate challenges.

• Gifted learners learn to struggle and persevere.

• Talent emerges in unexpected places.

• Classrooms become places where everyone grows.

• Strengths are celebrated in all learners.

  
  

Let's build systems where Everett gets challenged without waiting for a label, Vivian learns that growth matters more than perfection, and every learner knows they are seen and supported.

________________________________________________________________________________________Want to dive deeper into the SEAD framework? Contact us to explore professional learning opportunities, implementation resources, and ongoing support for transforming how you meet every learner's needs to help them grow beyond the ceiling.

References

Rose, T. (2016). The end of average: How we succeed in a world that values sameness. HarperOne.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.