ABSTRACT
The models of delivery for advanced learners are largely not addressed in the Common Core State Standards, allowing teachers and schools to implement services based on the needs of gifted students with the CCSS as a basis. Gifted students receive services within heterogeneous settings, cluster-grouped classrooms, pull-out models, self-contained classrooms, and special schools. For teachers of gifted and high-potential learners served in the heterogeneous, general education classroom with flexible grouping, the CCSS can serve as benchmarks for what all students should know, although educators should be careful not to limit curriculum for high-ability students based on the foundational expectations that would be provided to general education learners. In cluster-grouped classrooms, teachers can use the CCSS as a basis for preassessment to determine where students are performing and adjust grouping according to students’ abilities, interests, and strengths with respect to mathematics.
