Welcome to the Gifted Association of Missouri’s 2026 Annual Conference! Join us October 16–17, 2026, at Lindbergh High School in St. Louis, Missouri, for this year’s conference, Adventures in Gifted Education. Designed with both gifted specialists and general education teachers in mind, this year’s conference invites you to explore practical, engaging ways to support advanced learners in every classroom.
Our adventure begins with opening keynote speaker Karen Rambo-Hernandez, who will explore the wide variability of student needs and challenge the idea that “one size fits all” in today’s classrooms. Grounded in research and real-world application, her message will resonate with anyone working to meet students where they are—especially those ready for more challenge.
We’ll close our journey with Bryan Pearlman, a nationally recognized educator and speaker known for his dynamic, inspiring approach to teaching and learning. Bryan will leave you energized with creative ideas and a renewed sense of purpose as you continue your work with students.
Throughout the conference, you’ll have opportunities to engage in sessions that offer immediately applicable strategies, fresh perspectives, and meaningful collaboration—no matter your role or experience with gifted education.
Don’t miss your chance to connect, learn, and be inspired—register early and take advantage of the discounted early bird rate of $300, available through August 3rd. After that, registration increases to $375 starting August 4th. We can’t wait to see you in St. Louis for this exciting adventure!
Parking Free parking is available at Lindbergh High School in the GREEN lot.
Hotel Information Comfort Suites St. Louis - Sunset Hills - Choice Hotels or La Quinta Inn & Suites by Wyndham St Louis Route 66 Click on the Hotel & Meal tab for morning information!
Meals A coffee/pastry bar will be provided both Friday and Saturday. The awards luncheon on Friday will take place at Royale Orleans (2801 Telegraph Rd. 63125). A boxed lunch will be provide for attendees stay on Saturday for the GAM general meeting to occur at 1:30 pm.
The Center for Creative Learning (CCL) in the Rockwood School District (St. Louis) utilizes a center-model approach to elementary gifted education, prioritizing project-based learning to meet the unique cognitive and socio-emotional needs of gifted learners.
In this session, two of the CCL Art and Music educators will share strategies for bringing the visual arts and music production into the gifted classroom. Participants will discover creative techniques that promote individual expression, nurture collaboration, and reshape educational outcomes by leveraging the power of the creative disciplines. Attendees will have a chance to participate in hands-on activities, and walk away with practical classroom ideas and transferable strategies to implement multi-sensory arts integration in their own educational settings. Please bring an iPad or laptop.
Educational systems often emphasize intervention while overlooking advanced ability, resulting in unmet needs for gifted and high potential learners. This session presents a strengths based, ability centered approach that aligns directly with Missouri DESE Gifted Education Program Guidelines and 5 CSR 20 100.110, which require programming beyond the general classroom to meet students’ advanced learning needs through enrichment, acceleration, and differentiated instruction. [dese.mo.gov], [regulation...justia.com]Participants will explore how ability driven instructional supports Missouri’s expectations for systematic, multi criteria identification, equitable access, and clearly articulated learner outcomes. The session further connects strengths based practices to Missouri’s continuum and levels of services model, demonstrating how schools can leverage enrichment, subject acceleration, and flexible grouping as tools for meeting gifted learners’ needs within and beyond the classroom—consistent with state guidance and compliance expectations. [regulation...justia.com], [eric.ed.gov] This approach empowers educators and leaders to design ability responsive pathways that promote accurate identification, individualized growth, student engagement, and ensure gifted learners make continuous progress aligned with state and district goals.
Riverside Insights has been providing research-backed assessments for nearly a century, empowering educators with the insights needed to understand each student’s strengths and challenges.
Walk away with 2 practical SEL mini-lessons to use tomorrow. The amygdala lesson helps students understand the role the brain plays in emotional regulation during obstacles. The teamwork lesson gives students fun vocabulary to identify and improve their role in collaborative settings. It's fun, it's engaging and it will improve student success.
Looking to teach problem-solving, budgeting, research, global awareness, and marketing all in one unit? Teach your students the art of travel planning! This session will focus sharing the "Let's Take a Trip" project unit I facilitate with my middle school students to pursue their sense of adventure, hone a variety of interdisciplinary skills, and equip them with knowledge they can actually apply in real life. By the end of this session, participants will leave with access to materials used for the unit (including evaluation rubrics) as well as ideas and suggestions for modifying the unit to fit your individual or program needs. While this presentation focuses on curriculum for middle school gifted learners, the unit presented can be adapted for upper elementary students as well as high school.
Engage in hands-on, multidisciplinary activities to spark gifted students to explore environmental sustainability issues and how they relate to communities in Missouri and around the globe. The presented lessons build skills in science, social sciences, and mathematics while applying learning to addressing authentic problems, and emphasizing collaboration and creativity. Take home ready-to-use, standards-aligned lessons, differentiation strategies, and digital tools to foster critical thinking, STEM integration, and global awareness.
Looking for units that address social/emotional learning while allowing students to explore their creativity? See examples of student work as students learn about and express themselves through projects utilizing wabi sabi, ikigai, internal and external labels, collage, and other artistic mediums.
“Twinkle, Twinkle, Little Star (Astronomy) I know exactly what you are. A glowing ball of hot, hot gas, With so much light and so much mass!”
Nursery rhymes aren't just whimsical poems and stories for young children, they can also provide opportunities for sparking curiosity, creativity, and problem-solving skills in STEM (science, technology, engineering, and mathematics) education as well as social science understandings. Grown ups can lead children through STEM activities and challenges inspired by these beloved rhymes and more. Parents and educators can transform learning environments into a vibrant laboratory of exploration and discovery, where young learners can embark on engaging learning adventures while developing foundational STEM competencies.
Learn how to teach your classroom of gifted geniuses—whether they’re a Sheldon, Leonard, Penny, Howard, or Raj. With practical strategies and plenty of humor, you’ll discover how to manage all that brilliance (and occasional chaos) without needing a PhD in patience! Get ready for a session that's smarter than Sheldon... and almost as funny.
There is a common misconception that high academic achievement equates to holistic well-being. While being labeled as gifted can open doors to academic opportunities, it can also create a limiting fixed mindset belief, hindering resilience when challenges arise (Dweck, 2007; Mueller & Dweck, 1998). Praising intelligence may lead students to avoid challenges to protect their self-identity (Dweck, 2007). Research shows that pre-adolescents and adolescents often exhibit a negativity bias regarding their skills, unless their strengths are intentionally highlighted (Mezulis et al., 2004). Success and well-being are shaped by the intersection of ability, opportunity, and competence. Students need to recognize their individual strengths—both cognitive and social-emotional—to engage in their agency, apply their strengths, and persevere through challenges. Strong social-emotional skills are critical for fostering resilience, overcoming obstacles and achieving long-term success (Cipriano et al., 2023; Yeager & Dweck, 2012). This presentation explores the social-emotional needs of gifted students, emphasizing how fostering agency and a growth mindset within instruction supports resilience and long-term success. (NAGC Standards 4 and 5) Through reflection and partner discussions, we will examine how cognitive reasoning data, alongside social-emotional skills, allows us to recognize the unique strengths in all students while cultivating a growth mindset to empower students to embrace their challenges, building perseverance and lifelong resilience. Attendees will be able to: describe the unique social and emotional needs of gifted students; explore how a growth mindset can support development and foster resilience; and learn how using cognitive reasoning data alongside social-emotional skills fosters student agency.
Riverside Insights has been providing research-backed assessments for nearly a century, empowering educators with the insights needed to understand each student’s strengths and challenges.
Writing is one of the most surprising struggles for gifted learners. Despite their strengths, many resist writing, shut down under pressure, or produce far less than they're capable of. This session examines why — perfectionism, sensitivity, asynchronous development — and offers practical strategies to reduce anxiety, build motivation, and design assignments that work with gifted learners, not against them.
Founder, Bright Child Books and The Gifted Collective, Bright Child Books/The Gifted Collective
Adam C. Laningham brings more than two decades of experience in public education and a deep passion for supporting gifted and twice-exceptional learners. Recognized as Arizona Gifted Teacher of the Year, Adam has taught across multiple grade levels, developed and led innovative gifted... Read More →
Gifted students thrive when presented with a problem-based learning project that doubles as a service project! Through planning a gifted conference for middle school students, gifted learners develop life-long skills. Come to learn how to empower your own students to host a conference!
Student enrollment in advanced high school science courses in Arkansas—specifically Chemistry, Physics, AP Biology, AP Chemistry, and AP Physics—has declined since 2014. Decreased enrollment in these subjects can lead to fewer college science majors and may affect preparation for STEM careers such as engineering and healthcare. A qualitative phenomenological study explored this enrollment decline and examined demographic changes within these courses over time. The study also investigated barriers to enrollment and compared instructional pedagogy, classroom climate, and assessment practices in advanced science courses versus other secondary science courses, drawing on data from 15 Arkansas high school advanced science teachers. Findings highlight key implications for supporting advanced learning opportunities, including disparities in instructional practices, enrollment barriers, and stakeholder perceptions. This session will share major findings and recommendations for increasing enrollment in advanced science courses.
The Missouri Alliance for Arts Education champions arts-centered learning in gifted education, empowering educators to chart new paths through creativity and innovation. As a nonprofit service organization dedicated to strengthening the arts across Missouri, MAAE provides resources, professional learning opportunities, and meaningful support for arts integration in gifted classrooms. In this session, Rachel Johnson will share strategies for bringing music into the gifted classroom. Participants will explore creative approaches that expand student voice, foster collaboration, and transform learning experiences through the power of the arts. In addition to practical classroom ideas, educators will discover how MAAE can serve as an ongoing resource and partner in advancing innovative practices in gifted education.
Attendees will get an interdisciplinary unit plan to teach Spy School to middle schoolers. This can be adapted to higher or lower grade levels. Topics will include language of espionage, spying and intelligence collection, Human Intelligence (HUMINT), Signals Intelligence (SIGINT), and Imagery Intelligence (IMINT). Attendees will get hands-on experience in each component and walk away with ready-to-teach lessons.
When a student told me, "You didn’t do anything!" I realized I had succeeded. In this interactive workshop, I pull back the curtain on Maschmann Escapes LLC, a project-based model where gifted learners evolve from individual perfectionists into a high-functioning design firm. This is not a "sit and get" session. Attendees will step into the shoes of the students, engaging in hands-on "PST" (Puzzle Stress Testing) to experience the same frustration and "aha!" moments we foster in the classroom.
We will explore how to manage high-ability students who are destined to be future leaders but must first learn that true leadership is about using the whole team, not being overbearing.
Through hands-on stations, you will: Solve & Analyze: Interact with student-designed puzzles using Simple Machines, Makey Makeys, and "Kitchen Chemistry" to see how high-tech and low-tech elements merge. Learn how to facilitate "invisible leadership," where your role is to tirelessly clear the path behind the scenes so your students can take center stage. Come prepared to collaborate, iterate, and perhaps get a little frustrated -- it's all part of the process!
With 24 years of dedicated service, I have a proven track record of success in the classroom. My educational background includes a Bachelor's in Psychology and a Master's in Elementary Education from Truman State University, as well as a Gifted Teaching Certification from the University... Read More →
Explore how to recognize gifted potential without relying on language and achievement. Engage in simulated, bias-reduced assessment experiences and analyze reasoning-based tasks designed to uncover diverse strengths. Learn practical strategies and tools to expand identification practices, increase access for underrepresented learners, and align equitable identification with inclusive, responsive gifted programming.
The Future City Competition is a project-based STEM program that challenges middle and high school students to imagine, design, and build cities of tomorrow. This year’s theme, “Fire Resilient Future!”, invites participants to develop innovative solutions that help cities prevent, withstand, and recover from fire-related disasters. Teams explore engineering principles and sustainability while completing deliverables: a scale model, an essay, a live presentation to judges, and a project plan. The competition is open for grades 6-12, but the curriculum can be used with younger gifted students. Curriculum and rubrics will be shared.
Since Multi-Tiered System of Support (MTSS) uses tiers of instructional and behavioral interventions to meet varied learning needs, several U.S. states and school districts have adapted the framework to include advanced learning and talent development services. Let’s explore how to utilize MTSS to expand access to enrichment and acceleration, promote equity, and encourage collaboration. Presenter also explores “lessons learned” from implementing MTSS-based models and a framework for success.
Melissa Hinshaw is the Assessment Coordinator at Northwestern University’s Center for Talent Development. Throughout her thirty-year career as an education professional, she has served as a classroom teacher, administrator, consultant and Account Manager for NWEA. You can find recent... Read More →
How can schools and districts ensure all students in need of advanced content have access, while considering variations among schools? Local norms offer a research-backed, practical approach to pinpoint learners in each school ready for advanced coursework. This session clarifies the logic behind local norms, explores the benefits and challenges, addresses stakeholder concerns, and provides actionable strategies for district and building leaders to implement or refine local norms policies. Empower your schools to serve advanced learners with targeted, relevant content that meets students where they are
Fulbright Research Chair, Spring 2026| University of Calgary CEHD Academic Affairs| Faculty Fellow Teaching, Learning, and Culture| STEM Education Educational Psychology| Research, Measurement, & Statistics (affiliate) Educational Psychology| Learning Sciences (affiliate), College of Education and Human Development Texas A&M University
Opening Keynote Title: Variability in Student Academic Needs: One Size Does Not Fit all Abstract: Many high-achieving students do not always get what they need from school, since most lessons target grade-level expectations and can overlook how far ahead some students are. In this keynote, I’ll share what research shows about the wide range of achievement in classrooms... Read More →
Gifted learners are more than high achievers — they're complex, sensitive, and often misunderstood. This session explores asynchronous development, twice-exceptional learners, and the barriers gifted students face in the classroom. Walk away with practical strategies to support executive functioning, emotional regulation, and social development, plus tools to strengthen partnerships with families.
Founder, Bright Child Books and The Gifted Collective, Bright Child Books/The Gifted Collective
Adam C. Laningham brings more than two decades of experience in public education and a deep passion for supporting gifted and twice-exceptional learners. Recognized as Arizona Gifted Teacher of the Year, Adam has taught across multiple grade levels, developed and led innovative gifted... Read More →
“Perfectionism comes with the territory of giftedness. It is not created by bad parenting, nor is it ‘cured’ by self-help techniques. It is a permanent part of the personality that has a positive function” (Silverman, 2007, p. 242).
Perfectionism in gifted learners can serve as both a strength and a challenge in home and school environments. This session examines the positive and negative dimensions of perfectionism through the perspectives of children and researchers. Participants will explore different perfectionism profiles, including self-oriented, other-oriented, and socially prescribed perfectionists, as well as patterns such as the academic achiever, the aggravated accuracy assessor, the risk evader, the controlling image manager, and the procrastinating perfectionist.
Drawing on student voices (ages 8–18) and current research, this presentation highlights practical strategies for supporting perfectionist learners. The goal is to help students move beyond stress, procrastination, paralysis, underachievement, and shame toward flexibility, resilience, grit, and self-confidence.
Participants will engage with evidence-based strategies including W.I.N. (What’s Important Now), 5+5+5, breathing techniques, mind mapping, the 80/20 rule, S.W.A.T. (Should, Would, Automatic Thoughts), and W.O.O.P. (Wish, Outcome, Obstacles, Plan). These tools provide actionable approaches for parents, caregivers, and educators to better support gifted learners in both academic and personal contexts.
Research referenced in this session draws on the work of Hewitt and Flett, Mofield and Parker Peters, Peterson, and Silverman.
Did you know that there are specific areas of your brain devoted to curiosity? It is one of the oldest drives in our species right along with hunger and thirst. When we are actively curious, we learn better and remember more. Come satisfy your curiosity, and find ways to enhance your students' learning through the power of curiosity.
How can we help gifted students move beyond completing advanced work to developing true self-awareness as learners? In this session, participants will explore practical strategies for making Gifted Learning Outcomes visible and meaningful through reflection, metacognition, and embedded social-emotional learning. Attendees will leave with student-friendly tools, reflection structures, and classroom routines that support both advanced thinking and healthy academic identity development.
Calling all high school resource teachers! This session is not a traditional "sit and get" in which we will click through our prepared slides. Instead, it is designed to be an open discussion and opportunity for high school gifted resource teachers to connect. We will focus on identifying challenges we face in facilitating these programs as well as collaborate to share ideas, practices, and potential solutions. The goal of this session is to strengthen the support our high school students receive through effective collaboration and connection. Please come with questions, ideas from your own program, and an open mind!
In the summer of 2026, gifted educators from across the state worked on the "MO-GLOs Assessment Toolbox." # educators at four sites spent # hours working on tools for Missouri's gifted educators to assess gifted learners' progress on the Missouri Gifted Learner Outcomes (MO-GLOs). The goal of the MO-GLOs Assessment Toolbox is to provide resources to assess and document student growth on the MO-GLOs. The toolbox provides sample tools that gifted education specialists can modify and adapt for their gifted program. This session will provide a sneak peak of the Toolbox.
National History Day offers a powerful framework for meeting the needs of gifted learners through inquiry, research, critical thinking, creativity, and authentic communication. In this session, participants will explore how the National History Day model can be used in gifted classrooms to promote depth, complexity, student ownership, and interdisciplinary learning. The presentation will highlight how students engage in high-level research, analyze multiple perspectives, develop arguments, solve problems, and create original products for authentic audiences. Attendees will leave with practical ideas for adapting the NHD model across grade levels and settings, whether they are implementing a full program, using selected components, or looking for meaningful ways to increase rigor and engagement for gifted learners. This session draws from direct experience using the National History Day model with gifted middle school learners to foster advanced research skills, deeper historical thinking, student voice, and authentic presentation opportunities.
2025-26 will be my 20th year in education. I teach 6-8 ELA and Special Investigations for gifted students as well as 8th grade Advanced Reading at South Middle School in Joplin, Missouri. I also serve as the district's Coordinator for Gifted Services. Over the years, I have taught... Read More →
Cluster grouping is a widely used model in gifted education, but its effectiveness depends on intentional design, consistent implementation, and ongoing support. This session focuses on building an equitable, sustainable approach. Participants will examine key components, including balanced classroom composition and the use of multiple data sources—such as ability and achievement—to support thoughtful placement and more representative identification. Assessment literacy and data-based decision making are emphasized to guide placement, monitor growth, and evaluate effectiveness. The role of the cluster teacher is central, with strategies for differentiation, flexible grouping, and extending learning through depth, complexity, and curriculum compacting. Social and emotional needs, including belonging and engagement, are also addressed. Participants will explore systems that support sustainability, such as administrative support and communication, and leave with practical strategies to strengthen implementation and improve outcomes for all learners.
Stepping into a gifted education role can feel overwhelming. Many new gifted teachers are handed a roster of high-ability students, but little guidance on how to design rigorous instruction, align with standards, manage intensities, or build a sustainable program.
In this practical and honest session, participants will explore the 10 most common mistakes new gifted teachers make, and learn how to avoid them. Through real classroom examples, lesson redesign demonstrations, and program-building strategies, attendees will leave with concrete tools to move beyond “more work” and toward meaningful depth, alignment, and long-term impact.
This session blends classroom practice with systems thinking, helping new gifted educators build both strong instruction and a strong foundation for their program. Participants will receive a first-year planning template, lesson redesign framework, and a sustainable program roadmap they can implement immediately.
Whether you are in your first year or rebuilding a struggling program, this session will equip you with clarity, confidence, and direction.
This interactive session will equip educators with practical strategies for supporting the holistic development of gifted students. While academically advanced, gifted learners often face unique psychosocial challenges. Participants will explore research-based approaches for cultivating critical skills like social skills, motivation, resilience, and positive self-concept. Through hands-on activities, case studies, and small group discussions, attendees will gain insights into common psychosocial needs, learn techniques for creating supportive classroom environments, partner with families and counselors, and build a toolkit of resources. Leave empowered to nurture the "whole gifted child" by intentionally addressing their psychosocial needs alongside cognitive growth.
