Renzulli Executive Functioning Scale (V. 1)
The Renzulli Center for Creativity, Gifted Education, and Talent Development is creating a new scale to measure various aspects of executive functioning. The scale asks you about your ability to start tasks, ability to stay on task, organization, awareness of strengths and weaknesses, self-advocacy, ability to collaborate, and awareness of and ability to manage emotions. Version 1 of the survey is available at s.uconn.edu/execfunction
National Survey on Essential Knowledge in Gifted Education
National Survey on Essential Knowledge in Gifted Education
A Final NCRGE Research Project for the U.S. Department of Education
Professionals in gifted education are invited to participate in a national survey being conducted for the U.S. Department of Education to provide recommendations for future research in gifted education. This survey represents the final, culminating research project of the National Center for Research on Gifted Education (NCRGE).
Participants will:
- Identify their professional role and state.
- Respond to open-ended questions about essential knowledge, needed research, and common misconceptions.
- Rate their knowledge and the importance of topics related to identification, service options, and the needs of students with gifts and talents.
As a token of appreciation, after completing the survey, participants may choose to enter a drawing to attend the Wallace Research Symposium on Talent Development (May 18–20, 2026) or the University of Connecticut Confratute (July 12–16, 2026). One selected participant will receive complimentary registration to either as well as reimbursement for travel and lodging expenses up to $1,000 for the Wallace or $500 for Confratute (Confratute registration includes lodging).
Your input will help shape the future research agenda in gifted education at the national level.
Learn more about participation and take the survey at s.uconn.edu/giftedsurvey
Study of Subject Acceleration Practices – Seeking Interview Participants
The National Center for Research on Gifted Education is conducting a study to document and disseminate information on how school districts implement subject acceleration (i.e., advancing students in one or more subject areas without whole-grade accelerating the student; may exist in combination with whole-grade acceleration procedures). We are seeking responses from school districts who have systematic procedures in place for subject acceleration. Our study goal is to describe common procedures in place in districts across the country as guidance for districts considering how to approach this practice.
Participation in the study will involve an online interview of a knowledgeable member of the district staff (e.g., gifted program coordinator, director of advanced academics) with the study team. We expect the interview to last approximately 1 hour. Participants will receive questions in advance and will also have the option of submitting responses in writing.
To learn more about the study or to indicate interest in participation, please review the consent form here: https://uconn.co1.qualtrics.com/jfe/form/SV_dczM9ULuiQUD6ke or reach out to Catherine Little at catherine.little@uconn.edu or 860-486-2754.
Project Focus Research Participation
Project Focus, a research project at the University of Connecticut, is seeking elementary schools for participation. We are seeking classroom teachers at grades 3-5 to participate in professional learning with follow-up data collection focused on classroom discussions. The overall purpose of the project is to examine the effects of professional learning activities on teachers’ self-efficacy around questioning and discourse, recognition of evidence of advanced potential, and instructional quality. Additionally, we seek to identify the linguistic features that characterize high-quality classroom questioning and discussion and use those to inform ongoing professional learning activities. Teachers will be compensated for participation.
To learn more, please contact the project director, Dr. Catherine Little, at catherine.little@uconn.edu or project.focus@uconn.edu. This project is sponsored by the Jacob K. Javits Gifted and Talented Students Education Program of the U.S. Department of Education.
Free Workshop on Spotting Diverse Learners
Project EAGLE’s 15 certified trainers are delivering complimentary, one-day workshops across Arizona, Colorado, and Texas. These interactive sessions provide educators with practical tools and strategies to use mathematics to spot unrecognized talent in all students, particularly those from underserved populations.
Workshop participants will learn to implement an alternative method to recognize gifted behaviors in diverse learners and create inclusive learning environments that nurture mathematical potential. Each session combines theory with hands-on practice, ensuring educators leave with immediately applicable strategies.
Project EAGLE (Eliciting Advanced Gifted Learning Evidence) addresses the critical need for assessment systems that better identify talent in diverse student populations. We tackle the issue of underidentification, which leads to underservicing, by implementing a dynamic approach to recognizing gifted behaviors. This approach empowers grade 3-5 teachers to use our Points of Promise observation checklist, designed to identify characteristics of mathematical potential and talent, as they observe and engage students in five problem-based math activities specifically crafted to elicit gifted behaviors.
Our workshops transform how educators recognize giftedness, especially in students whose brilliance may be masked by language differences or traditional assessment limitations.
Who Should Attend
| School Administrators
Principals, assistant principals, and district leaders who want to improve identification processes and ensure equitable access to gifted services across their schools. |
3rd, 4th, and 5th Grade Teachers
Elementary educators working directly with students during crucial developmental years when talent often becomes evident but may go unrecognized. |
Gifted Specialists
Professionals responsible for identifying and supporting gifted learners who seek innovative approaches to expand their identification toolkit, especially for underserved populations. |
Benefits for School Districts
Increased Equity – Identify gifted potential in traditionally underrepresented student populations, creating more diverse and inclusive gifted programs.
Enhanced Teacher Capacity – Equip educators with specialized tools to recognize talent across all student populations, improving overall instruction.
Improved Student Outcomes – Nurture previously unrecognized talent, leading to better engagement, achievement, and long-term educational success for more students.
Request a Workshop
If you’re an educator in Arizona, Colorado, or Texas interested in hosting or attending a complimentary one-day Project EAGLE workshop, complete the simple request form at: https://s.uconn.edu/gtid
Our team will match you with an available certified trainer in your area. All workshops are provided at absolutely no cost to participating schools or districts.
What to Expect
- One full day of professional learning (6 hours)
- Comprehensive training materials
- Ready-to-use identification strategies
- Follow-up support resources
For more information, email projecteagle@uconn.edu