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.
“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.
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 →
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.
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.
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.
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.
