The Great Divide: When Two Frameworks Collide (Part 2)

The Great Divide: Continuing our journey beyond the ceiling

Welcome back! In Part 1, we explored the three fundamental differences (the WHAT, the HOW, and the WHY) between traditional MTSS and MTSS for gifted and advanced learners. But I left you hanging with a crucial question: What happens when these frameworks collide?

The answer is more beautiful—and complex—than you might imagine.

The Overlap That Matters: Tier 1 Excellence

Before you assume these frameworks exist in parallel universes, let me highlight their crucial intersection: exceptional Tier 1 instruction. This is where both frameworks find their common ground and shared foundation.

When Tier 1 instruction is robust and differentiated, it serves every learner in the classroom—those working toward proficiency and those ready to soar beyond grade-level expectations. The magic happens when Tier 1 isn't sufficient. Both frameworks then provide the same structural support: targeted, intensive interventions delivered in small groups or individually. The distinction lies in direction—one framework offers interventions to help learners reach the grade-level target, while the other provides opportunities to grow far beyond the ceiling.

The Plot Twist: Twice-Exceptional Learners

Now here's where things get really interesting—and where our Ohio framework is breaking new ground.

What happens when a learner needs BOTH frameworks simultaneously?

Meet Everett, a fifth-grader who:

• Reads at a high school level (needs gifted and advanced MTSS)

• Struggles with writing due to dysgraphia (needs traditional MTSS)

• Has anxiety about math despite being mathematically gifted (needs both)

  
  

Everett navigates both triangles simultaneously, creating a complex support puzzle. Traditional approaches would prioritize his writing challenges—the visible struggle—while his advanced reading abilities fade into the background. The dangerous assumption becomes, "Everett already reads above grade level, so he'll be fine in that area." Meanwhile, his reading potential stagnates while energy is focused solely on remediation.

Our framework takes a different approach, recognizing that Everett's gifts don't pause while we address his challenges. He needs simultaneous, differentiated support that nurtures his strengths while addressing his areas of need.

Why This Matters for Every Educator Reading This

Whether you're a classroom teacher, gifted coordinator, or administrator, understanding these differences changes how you see learners and their needs.

That quiet kid who always finishes first? They might need MTSS for gifted and advanced learners. The learner who's bored but compliant? They definitely need this framework. The twice-exceptional learner who's struggling in some areas while excelling in others? They need both, and we're building the roadmap to make that possible.

What's On the Horizon

Through our collaborative work in Ohio, we're developing practical tools that honor these differences while creating a cohesive approach districts can actually implement. This isn't just theoretical exploration—we're building actionable frameworks that work in real classrooms with real learners like Marcella and Everett.

In future posts, I'll share more details about the innovative components we're developing and how teachers can start implementing these ideas.

Because here's what I know for certain: every day we wait is another day our gifted and advanced learners hit that invisible, but very real, ceiling.

And we're about to shatter it completely!

__________________________________________________________________________________

Ready to join the revolution? Follow my journey as we develop Ohio's groundbreaking MTSS framework for gifted and advanced learners.

Connect with me:

• Follow me on Instagram: @angie_beyond_the_ceiling

• Join the conversation: angiebeyondtheceiling@gmail.com

  
  

Because every gifted and advanced learner deserves to soar beyond the ceiling!