Five monthly 30-minute contests are administered at your school or other location at your convenience. Mathematical Olympiads for Elementary and Middle Schools (MOEMS) - A not-for-profit corporation dedicated to stimulating enthusiasm, fostering creativity, and strengthening intuition in mathematical problem solving.offers a variety of programs for students in grades 3-12. - The program includes a number of services focused on enhancing the quality and quantity of competitive mathematical opportunities available to students everywhere.Participants build self-confidence, develop life skills, create new friendships, and are able to recognize and explore their true potential. Odyssey of the Mind - Odyssey of the Mind is an international creative problem solving program that engages students in their learning by allowing their knowledge and ideas to come to life in an exciting, productive environment.Students in grades 1-12 are eligible to participate. Destination Imagination - Texas Destination Imagination is a problem solving educational organization that strives to promote creativity in the young people of Texas.Some options to consider for your school or district include (but are not limited to) the following: Provisions in the Texas State Plan for the Education of Gifted/Talented Students include providing students “Out-of-school options relevant to the students’ areas of strength…” (3.6), and “information concerning special opportunities…is available and disseminated to parents and community members” (3.2). Unlocking Emerging Talent Supporting High-Achievement of Low-Income, High-Ability Students. Interdisciplinary Journal of Teaching and Learning, Volume 2, Number 1 (23-33). Socio-Emotional and Psychological Issues and Needs of Gifted African-American Students: Culture Matters. Educational opportunities for these students must include developing cultural identity and high academic achievement (with scaffolding, when necessary). Provide assistance with grit (perseverance) for challenging work, coping skills for addressing peer issues, and a dual-identity for gifted and cultural belonging. For instance, assisting students in building identities to include multiple areas, such as high academic achievement, home-life, peer relationships, and society integration will help to meet these cognitive needs. Gifted CLED students must have both affective (social/emotional) and cognitive needs met in the gifted classroom. Therefore, gifted teachers must develop a knowledge base of the various ethnic/racial groups in their classrooms to create enriching activities suited to their students’ specific needs. Once identified for Gifted/Talented services, the program may not be responsive to CLED students’ needs. They become confused and overwhelmed with newfound struggles and may be at risk of exiting the program. Social and identity issues often increase with the level of giftedness which may enhance sensitivity, perfectionism, self-criticism, and self-destructive behaviors. Any of these identity pressures can impact experiences, feelings, and possibly even behaviors in gifted programs. Participation in services that remove them from this communal environment may raise identity issues. In addition, many CLED gifted students have rich communal backgrounds with very strong family ties. Taking advanced/challenging classes, studying, and academic achievement may be perceived as “acting white” and can threaten a student’s sense of belonging. When academically successful or being serviced through a gifted program, CLED gifted students are faced with the possibility of being rejected or isolated from peers and may resort to underachievement (failing to work up to potential). Support for these students can be attained through small-group meetings with students from like backgrounds or concerns, mentorship programs, and individual relationships with teachers. Awareness of and attending to these various social and emotional needs is essential to the success of gifted CLED students in gifted programs. The Texas State Plan for the Education of Gifted/Talented Students indicates districts must (3.11) “Develop and implement services to address the social and emotions needs of gifted/talented students and their impact on student learning.” All gifted students have social and emotional needs, but culturally, linguistically, and economically diverse (CLED) gifted students have additional social and emotional considerations.
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