If the Common Core State Standards are designed "for general education teachers to recognize and address student learning differences, and incorporate rigorous content and application of knowledge through higher-order thinking skills" (taken from NAGC - Information & Resources - Common Core State Standards), then what happens to advanced students who meet the CCSS before completing high school?
Could the CCSS actually limit learning for gifted students? According to the NAGC, research targeting gifted education shows that gifted educators must "create a full range of supports for high-ability learners through differentiated curriculum, instruction, and assessments." Otherwise, the CCSS may negatively impact the academic achievements of high-potential students.
In addition, grade-level standards may be inadequate to challenge advanced learners. "Therefore, it is critical that curriculum is matched to student ability through a range of content acceleration strategies and that teachers are able to implement an array of differentiation strategies to supplement and extend the curriculum," according to the Common core state standards statement. In other words, one size does not fit all!
Holly Korbey raises a good question in her Mind/Shift blog post September 16, 2013--Is it Time to Redefine “Gifted and Talented”? According to a North Carolina G/T teacher, "...what many misunderstand is that being gifted is a learning need, not a privilege. It is just one learning style that needs to be met, due to the speed and ease at which the student learns. It does not mean they [gifted and talented students] are better or likely to become more successful in life than their peers.”
How can you adapt Common Core standards to accommodate various learning needs (i.e. gifted/talented learners)? Please share your comments!