The Department of Advanced Academics will ensure that all advanced and gifted learners make continuous progress from a strong foundation in elementary school, through a rigorous and challenging middle school curriculum, into a high school program that offers the opportunity to complete college-level work before graduation.   

Department Mission:

• The Mission of the Department of Advanced Academics is to design, guide and promote rigorous programs that challenge the advanced and gifted learners of Durham Public Schools.
• The Department will ensure that all DPS students have access to programs and courses that enhance and broaden opportunities for further education and career success.

Goals:

Department Goals 

• Increase participation in accelerated courses and programs

• Articulate AIG nurturing program K-2
• Identify students with potential for success in advanced courses
• Provide College Board sponsored training for teachers of AP courses
• Investigate an Early Admissions option for eligible seniors

• Research and promote programs that allow students to accelerate their education
• Provide leadership for the district’s AIG plan
• Provide ongoing professional development for AIG teachers in identifying/serving gifted students

Key Beliefs:

• Schools have an obligation to identify and provide services for their gifted and advanced students
• The process used to identify students in need of gifted services must be ongoing, reliant on multiple measures, free of bias and non-exclusionary
• Strategies must be employed to identify students from groups traditionally underrepresented in gifted populations.

Elementary Curricula Resources

Resources and information regarding classroom opportunities for the gifted student in elementary school.

Middle School Curricula Resources

Resources and information regarding classroom opportunities for the gifted student in middle school.

High School Accelerated Programs

Resources and information regarding classroom opportunities for the gifted student in high school.

Academically Focused Extra Curriculars

 Durham Public Schools offers and supports extra curricular activities for all grades.

Curricula for Elementary and Middle Schools

William and Mary Curriculum:

William and Mary and the Center for Gifted Education offer an overview of their ideas for teaching the curriculum.  They provide resources to Kendall-Hunt which gives advice on how to integrate content in the classrooms. W&M and CfGE also provide a FAQ for teachers.

Outlined through W&M are graphic organizers and thought processes for teaching and integrating the units into your classes.

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Michael Clay Thompson Vocabulary Strategies:

Vocabulary is a critical skill to build for reading comprehension.  Through the use of Building Language, and Word Within the Word Michael Clay Thompson hopes to teach students how to build vocabulary skills, not just words.  He provides curriculum overviews for Elementary and Middle.  A teacher named Mr. Anderson provided all the parts for Word Within the Word online.  Flashcards are available online through Quizlet.  Lists should be broken up for grade levels so that it is built upon:

Grade 6: #1-5

Grade 7: #6-10 (and spiraling 1-5)

Grade 8: #11-15 (and spiraling 1-10)

Example of this with word stems

Thanks to the Duke of Definition for creating this interactive site for each list.

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Mentoring Mathematical Minds:

A national curriculum designed to Mentor Mathematical Minds in the elementary school classroom, M³ provides curriculum units for teachers to use.  They have also provided a list of resources to help instruction.  Further explanation can be found at Kendall-Hunt along with webinars.

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Accelerated Programs in High School

Honors/Advanced Placement Courses in grades 9-12

Honors:

• More rigorous and complex content
• Offered in all academic areas
• May require completion of prerequisite courses
• Open enrollment
• State-mandated curriculum standards
• Weighted grades—“plus 1”

Advanced Placement:

• Designed to challenge motivated students and prepare them for the rigors of post-secondary studies
• Open enrollment if prerequisites met
• Prepare students to take the AP exams of the College Board
• Many colleges and universities offer credit for high scores on these tests
• Each course carrying the designation "AP" will have to be reviewed by the College Board through an AP course audit process
• Weighted grades--“plus 2” 

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IB Diploma Programs

• Hillside International Baccalaureate Programme
• Rigorous pre-university course of study that meets the needs of highly motivated secondary students
• Internationally Recognized academic program that prepares students for college admission and success

Features:

• In-depth study of selected subjects
• Internationally accepted standards of excellence
• Potential to earn college credit

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Dual Enrollment Options

A collaborative program enabling high school students to earn college credit

• Permits students to enroll in college courses while in high school
• Can receive high school and college credit for successful completion of courses
• Provides acceleration mechanism for able and motivated students

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Academically Focused Extra-Curricular Activities for All Grades

• Battle of the Books-Available to grades fourth through eighth, students read age appropriate books and focus on retaining information to converse about the stories and test their knowledge.  There are various levels of competition.
• Destination ImagiNation-A STEM based program which students compete as a team to solve a nationwide challenge.  Resolutions to open-ended problems are presented at local tournaments.
• MATHCOUNTS-A Middle School mathematics competition aiming at the love of math in each student.  Challenge problems provide logical and critical thinking skills that students need to achieve results in higher level math classes. 
• National Forensics League-Through debate and speech students compete locally to challenge their reasoning skills
• Odyssey of the Mind-Available to all age groups, Odyssey of the Mind provides challenge problems to reinforce application and reasoning in everyday lives.  Students can participate from Kindergarten to twelfth grade, moving up through the age groups.
• Scientifica-Students discover the world of science, pursue a career in this field and succeed in their career path.
• Scripps National Spelling Bee-Each elementary and middle school in Durham participates in the official Scripps rounds to produce a district winner to represent DPS in higher competitions.  The purpose of the Scripps Bee is to build vocabulary and comprehension for students to use in their everyday lives.
• Stock Market Game-Students invest a fictional $100,000 in the Stock Market and create an online portfolio.

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How are students identified AIG?

What is a Differentiated Education Plan?

Can you explain the acronyms used?

What programs are offered in Durham Public Schools to enrich my student's learning?

How do I nominate my child for AIG services?

Each K-8 school has an AIG Facilitator.  Ask to speak to that person so that you can complete the nomination form.  The AIG Facilitator and AIG committee at the school will then assess testing results that may already be in place or decide that further testing is needed. 

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How are students identified AIG?

Students are tested in 3rd and 6th grade using the Cognative Abilitities Test as a base line guide, but there is also documentations and checklists that need to be completed.  Contact your AIG Facilitator if you have further questions

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What is a Differentiated Education Plan (DEP)?

A Differentiated Education Plan is a document that clarifies the services that your student's school offers, and how the school will use those to meet the student's needs.  Below are examples of DEP's for each grade group.

                              K-2                              3-5                              6-8          

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Can you explain the acronyms used?

AA-Advanced Academics, the division of DPS that manages, maintains and accounts for the AIG student population
 
AIG-Academically/Intellectually Gifted, students who are identified as gifted through testing and/or other processes

CFGE-Center for Gifted Education located at William and Mary College

DEP-Differentiated Education Plan, the tool used to align teachers and parents to curriculum enrichment opportunities for students

DEPOT-Durham’s Enterprise Portal of Online Tools, web based sharing platform for DPS employees

DPS-Durham Public Schools, the local LEA referred to in the AIG plan

LEA-Local Education Agency

PAGE-Partners for the Advancement of Gifted Education, a parent based support group providing extra-curricular opportunities for students and parents in DPS.

PLC-Professional Learning Community, a meeting or platform for teachers and other school based personnel to collaborate

W&M-William and Mary Curriculum, a concept based unit plan guide for language arts grades 3-8

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What programs are offered in Durham Public Schools to enrich my student's learning?

There are specific instructional resources located in the school day, depending on the grade level.  There are also extra curricular activities that are provided.  You can see a list of all activities on the Programs Page.

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Director:

Beth Cross: (919) 560-2029

Administrative Assistant:

Shirleta Nelson  (919) 560-3750 x21750

School-Based AIG Facilitators:

High School AIG Questions?

Contact Jane McAdoo or Sandy Lewis.

Website Questions?

Contact Liz Moffitt.

Advanced Placement

Information regarding the AP classes and tests offered in the high schools.  Students who pass the test have an opportunity to earn college credit.

College Board

College Board funds the Advanced Placement tests as well as the SAT.  Through the College Board site parents and students can find information about, register and view scores for the SAT.  College information is also available such as cost and majors.

Duke Talent Identification Program

TIP is a summer enrichment program for rising 8th graders across the nation.  Students are nominated based off of high scores on the PSAT/SAT. 

Math and Science Education Network

The mission of the NC-MSEN group is to strengthen the teaching base of mathematics and science courses and increase the amount of students who graduate high school and pursue a higher education degree in the fields of math and science.

North Carolina Governor's School

Started in 1963 at Salem College, Governor's School is a six week program full of enriching experiences for high school students in concentrated programs.  The second campus, Meredith College, started in 1978.

 Advocacy Groups and Programs

American Association for Gifted Children  (at Duke University)

An advocacy group for the gifted students, they provide information primarily for parents and educators.

National Association for Gifted Children

NAGC is a coalition of parents, guardians, educators and school personnel united to meet the needs of the gifted students in their communities.

NC Department of Public Instruction AIG Homepage

The state's site for standards addressing the AIG students' needs.  The goal is to increase equality of services across the state.

No Child Left Behind Provisions for Gifted Students

The purpose of the gifted student provisions in NCLB is to "initiate a coordinating program" for all states that provide research based opportunities, including, but not limited to demonstration projects and innovative strategies from Kindergarten through Twelfth Grade.

North Carolina Association for the Gifted and Talented

An organization of educators, parents, guardians and community leaders dedicated to meeting the needs of the whole, gifted student.

Social and Emotional Needs of the Gifted

SENG is a group formed to provide information to parents, guardians and educators about the social and emotional needs of the gifted students.  They provide research, conferences and discussions to guide and aid the support people in a gifted student's life.

One-Page AIG Plan Overview (2011)

Below you will find an outline of the district's plan to address the North Carolina AIG Program Standards as described in the AIG Plan for 2010-2013.

Standard 1: Student Identifitcation

Standard 2: Differentiated Curriculum and Instruction

Standard 3: Personnel and Professional Development

Standard 4: Comprehensive Programming within a Total School Community

Standard 5: Partnerships 

Standard 6: Program Accountability

• DPS makes AIG identification procedures available to all stakeholders through :
• Frequently Asked Questions (FAQ) on the Advanced Academics website
• Links on the Advanced Academics website
• Presentations by AIG facilitators in schools.
• DPS uses multiple criteria for identification of AIG students including aptitude (IQ) and achievement.
• DPS conducts a “sweep screen” of students in third and sixth grades.
• Nomination by teacher, parent, or student can also result in screening.
• DPS endorsed achievement tests:
• Woodcock Johnson III Achievement Battery
• Iowa Test of Basic Skills
• DPS endorsed aptitude tests:
• Naglieri Nonverbal Abilities Test (NNAT, Version II)
• Ravens Progressive Matrices (1998 Edition or later)
• Otis-Lennon School Ability Test (OLSAT) (Eighth Edition)
• Kaufman Brief Intelligence Test (K-BIT-2, Second Edition)
• Cognitive Abilities Test (CogAT®, Form 6, 2001)
• Other data used in identification:
• All testing is administered by qualified personnel, adhering to any modifications as outlined in an IEP or 504 plan.
• DPS is committed to initiating screening to the diverse population of the district in a consistent manner.
• DPS has policies in place to safeguard the rights of AIG students and parents as well as procedures for resolving disagreements.
• DPS documents all identification of and services for AIG students through Differentiated Education Plans (DEP).
• Grades
• Work samples/portfolios
• Student behavior
• Teacher observations
• Student interests/activities

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Standard 2: Differentiated Curriculum and Instruction: The LEA employs challenging, rigorous, and relevant curriculum and instruction K-12 to accommodate a range of academic, intellectual, social, and emotional needs of gifted learners.

• DPS adapts the current NCSCOS objectives to differentiate for the needs of the gifted students.  Resources such as alternative curriculums, vocabulary and interactive sites are provided through the county.
• Renzuilli
• William and Mary Center for Gifted Education
• ES: Building Language, MS: Word Within the Word, HS: Word Skill
• Mentoring Mathematical Minds lessons
• Math Superstars
• DPS will show growth opportunities and data through a variety of resources including, but not limited to:
• Lesson plans
• Growth data
• PLC agendas
•  DPS will foster the abilities of the gifted students becoming 21st century learners through the use of technology in the classroom and beyond.  Uses of technology include:
•  Wikis
•  Skype
•  Blogs
•  The Big 3 and Super 6 for research skills
•  Teachers are encouraged to train and receive AIG licensure through local programs.
•  DPS will nurture the needs, both emotionally and academically, of AIG students through the use of school guidance counselors serving on the AIG committee
• Teachers provide differentiated lessons and opportunities for young students who have not been identified (K-3).  Focus will be on problem solving skills and thinking skills.
• Each student who identified AIG/nurtured AIG will have a Differentiated Education Plan (DEP) that will be provided to each teacher and reviewed annually.

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Standard 3: Personnel and Professional Development: The LEA recruits and retains highly qualified professionals and provides relevant and effective professional development concerning the needs of gifted learners that is on-going and comprehensive.

• DPS has an Advanced Academics Director who oversees the K-12 AIG program.
• AIG-licensed Facilitators support implementation of AIG programs.
• AIG-licensed teachers work with students in classrooms.
• DPS partners with local universities and the NC Model Teacher Education Consortium to increase the number of AIG-licensed teachers in DPS schools.
• DPS has an AIG Steering Committee that monitors the implementation of AIG programming.
• AIG Facilitators participate in monthly PLC meetings to ensure schools are meeting the needs of AIG students.
• DPS believes in professional development and add-on licensure for any employee interested in working with the AIG program.
• DPS provides AIG services that are determined by the number of qualified staff in a given school.
• DPS provides training in AIG programs, strategies, and methods for teachers who work with AIG students.

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Standard 4: Comprehensive Programming within a Total School Community: The LEA provides an array of K-12 programs and services by the total school community to meet the diverse academic, intellectual, social, and emotional needs of gifted learners.

• Students identified as AIG are provided a Differentiated Education Plan (DEP) to outline differentiation for them and their teachers.
•  Differentiation in the classroom would be modeled through vocabulary programs, William and Mary Curriculum and Mathematical Minds programs.
•  Resources are stored online for teachers on DEPOT
•  Success of differentiation will be modeled through common assessments, data improvement and DEPs.
•  AIG materials will be disbursed from the AIG Area Facilitator, to the school facilitator, and then to school personnel and parents.
•  Print materials will be provided, such as the Advanced Academics brochure, but will also be electronic on the website: http://dpsnc.net/advancedacademics 
• Parent nights will be hosted at each elementary and middle school for teachers and parents to discuss needs of the students.
•  DPS aims to have the AIG population mirror the population of the county.  Through programs such as Renzuilli and other nurturing programs underrepresented groups are targeted for AIG classification.
•  Extra-curricular opportunities are provided such as:
•  Scripp’s National Spelling Bee
•  Odyssey of the Mind
•  Duke TIP
•  Durham PAGE
•  Governor’s School

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• DPS believes in strengthening partnerships with the parents/families and community to support AIG students.
• DPS communicates regularly through websites, emails, and connect-ed messages to keep all stakeholders informed.
• Parents of AIG students are surveyed annually about the district’s AIG plan and programs.
• DPS works to foster partnerships with parents, businesses, educational institutions, and community agencies to enhance and enrich services for gifted learners.  Some of these partnerships include (but are not limited to):
• Duke TIP Program
• AIG Licensure programs at Duke and NCCU
• Emily K Center (ELL population)
• NCSSM
• Museum of Life & Sciences

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Standard 6: Program Accountability: The LEA implements, monitors, and evaluates the local AIG program and plan to ensure that all programs and services are effective in meeting the academic, intellectual, social, and emotional needs of gifted learners.

• DPS provides the AIG plan in it’s entirety and in a quick reference guide to schools and parents
• Goals of the plan are monitored by the Director of Advanced Academics through school based checklists
• Parental surveys will be given at the end of each year to monitor successes and involvements.
• The budget will monitored for effective use of AIG funds
• Data will be disaggregated on the EOG/EOC/AP to provide evidence of proficiency and growth for AIG students
• The Director of Advanced Academics will work with RDA to disseminate data to schools
• Data will be disaggregated on the EOG/EOC/AP to provide evidence of population representation and growth for subgroups.
• DPS will maintain records for licensed AIG teachers

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The Department of Advanced Academics within Durham Public Schools will discover, nurture, and develop the potential of every student through designing, guiding, and promoting rigorous programs that challenge and develop the gifts in all learners.

Parent Resources

• FAQ

• Helpful Links
• Middle School AIG Parent Information Session, 5.30.12
• Contact Your AIG Facilitator

Student Resources

• Links

Teacher Resources

• Programs
• Links
• Contact Your AIG Facilitator
• Suggestion Box