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Idea Center leaders and students highlight gifted-program successes; a student urges universal screening
Summary
The Idea Center and gifted-program leaders reported outperforming state averages in ELA and math and improving science results; a student urged the board (and lawmakers) to require universal testing for gifted identification, saying teacher nominations can miss gifted children.
Idea Center staff reviewed their third-year results and program features at the March 12 Lindberg Schools Board meeting, highlighting academic outcomes, enrichment opportunities and community projects.
Gifted-program leaders said Lindberg gifted students continue to outperform Missouri gifted averages in English language arts and math and have shown improvement in fifth- and eighth-grade science results. Administrators described supports for PEGs and LEAP students — including reading-success plans, varied text levels, read-aloud opportunities and assistive technology — to ensure access for gifted learners who benefit from differentiated instruction.
Staff also described hands-on learning such as a third-grade sustainability project and a stream cleanup at White Cliff Park, and co-curricular opportunities including capstone projects and student-run media. The Idea Center noted high marks on Panorama climate surveys and a strong sense of community among students and staff.
During the program presentation a student named Anu read a letter urging lawmakers to "pass a law that all students must be tested for gifted education." Anu said teacher nomination systems can miss gifted students — especially those who do not visibly complain about boredom or whose differences are misunderstood — and acknowledged testing costs while arguing universal screening is worth the investment to identify and support more students.
Board members and administration acknowledged the student remarks. District leaders said they compare program data to state averages and continue to add supports where needed, including reading supports for some PEGs elementary students.
Next steps: administration will continue to monitor gifted-program data, implement targeted reading supports where necessary and consider feedback from students and staff as the district refines identification and services.
