nent in the provision of planning or developing programs for the gifted and talented in the State.

(b) Activities. (1) (2 points) The extent to which the project, program, or activity is concentrated upon participants who will actively serve in school systems in teaching or supervising the education of the gifted and talented.

(2) (3 points) The extent to which the proposed project is, or contributes to, an on-going training program which is of a scope to produce longrange and lasting changes in the education of the gifted and talented, e.g., conferences will be supported only when they are part of a more extensive training program.

(3) (2 points) The extent to which the application, if it proposes summer institutes or workships, also proposes one or more follow-up sessions beyond the training that is Federally supported.

(c) Resource Management. (1) (3 points) The extent to which the application proposes utilizing as staff or consultants persons currently engaged in directing or providing service through differentiated education or services for gifted and talented students, or who have recognized expertise in the field of specialization related to the education of the gifted and talented, such as researchers, teacher trainers, and supervisors.

(2) (1 point) The extent to which an applicant State educational agency which proposes to conduct its training program through an institution of higher education will coordinate and make available all State resources necessary to enhance the quality and effectiveness of the training.

(d) Selection of participants. (1) (2 points) The extent to which the application indicates that the participants to be trained not only show promise of being successful teachers, or supervisors in the education of the gifted and talented, but also have a commitment from their local school districts to work in this educational field upon completion of their training.

(2) (2 points) The extent to which the application indicates that the participants have been chosen on the basis of past performance or assessed

potential through the use of specified appropriate indices.

(20 U.S.C. 1863(d))

§ 160b.33 Allowable costs.

Grants under this subpart may be used for allowable costs in accordance with 8160b.7 for carrying out such training and where such training is carried out by an educational institution, may include provision for tuition and fees.

(20 U.S.C. 1863(d))

Subpart E-Leadership Personnel
Training

§ 160b.41 Grants for leadership personnel training.

(a) Purpose. The Commissioner is authorized to make grants to assist programs involving specialized or intensive training for leadership personnel (as defined in § 160b.2) in the education of the gifted and talented children and youth.

(b) Eligible parties. Parties eligible for assistance under this subpart are institutions of higher education or other appropriate non-profit institutions or agencies.

(20 U.S.C. 1863(e))

§ 160b.42 Grant activities.

(a) General. Assistance under this subpart is available for activities designed to carry out the purposes of § 160b.41.

(b) Priorities. Priority in the award of assistance under this subpart will be given to training programs in the following categories:

(1) A graduate training program designed to train a limited number of exceptional leaders in the field of education of the gifted and talented for service in this field throughout the Nation as described in § 160b.43 ("graduate training program for leadership personnel");

(2) A program providing for a training institute for leadership personnel of actual and potential stature throughout the Nation in the education of the gifted and talented as described in § 160b.44 (“training institute for the gifted and talented"); and

(3) Programs providing for specialized internships for actual and potential leadership personnel throughout the Nation in the education of the gifted and talented, as described in § 160b.45 ("internships").

(c) It is anticipated that, for Fiscal Year 1976, a single grant award will be made in each of the above categories. (20 U.S.C. 1863(e))

§ 160b.43 Graduate training program for leadership personnel.

Applications to carry out a training program for the development of leaders in the education of the gifted and talented shall set forth a program which:

(a) Provides intensive training (including graduate courses and practicums) concentrating on specific problems or areas of concern relating to the education of the gifted and talented;

(b) Includes adequate procedures for the selection of persons of potentially outstanding leadership ability in the education of the gifted and talented as participants in such program;

(c) Provides an opportunity, as part of such graduate training, for practical experience through an internship of not less than one semester in duration with a local, State or Federal agency or other public or private agency for which academic credit is given;

(d) Provides that the individual receiving training may obtain academic credit towards a degree for courses taken at institutions of higher education other than the one at which the participant is matriculated. Where several institutions of higher education are combined in a consortium, it is expected that the course of study will involve rotation among them; and

(e) Provides that each participant will develop, design, and complete a project designed to contribute to the improvement of education for the gifted and talented.

(20 U.S.C. 1863(e))

§ 160b.44 Training institute for gifted and talented.

Applications for a grant under this subpart to support the establishment and operation of a leadership person

nel training institute for the education of the gifted and talented must demonstrate that the program for which assistance is requested will:

(a) Provide technical assistance and coordination services for short-term, intensive training institutes for leadership personnel carried out at the local level;

(b) Involve the conduct of periodic workshops and conferences on topics of importance in the education of the gifted and talented such as the culturally different gifted, the creative child, the affective development of the gifted child, the impact of the gifted child on his or her family;

(c) Arrange for the short-term training of teams of leadership personnel from local agencies or other appropriate public or private agencies or institutions or from organizations having nationwide impact on the education of the gifted and talented;

(d) Develop training materials for use by State and local educational agencies, schools, parent groups, and others relating to leadership in the education of the gifted and talented; and

(e) Provide a communication network for leadership personnel.

(20 U.S.C. 1863(f))

§ 160b.45 Internships.

(a) General. Assistance may be made available as part of a program carried out under § 160b.43, or § 160b.44 or under this section to support the provision of internships to train leaders or potential leaders in the education of the gifted and talented in local, State, or Federal agencies or other public or private agencies or institutions. These internships must offer unique opportunities for professional growth in serving the educational needs of the gifted and talented.

(b) Use of funds. Grant funds made available for internships under this subpart may be used for compensation for the interns in accordance with § 160b.7(d).

(20 U.S.C. 1863(f))

§ 160b.46 Criteria for awards.

In addition to determining that an application under this subpart has met

applicable

requirements

the of § 160b.3, the Commissioner will evaluate the application in accordance with the educational and programmatic criteria in § 160b.6 (100 points) and the following criteria:

(a) General. (50 points) The extent to which:

(1) The proposed training will provide a variety of experience, practical as well as academic (10 points);

(2) The proposed training will be of sufficient scope, quality, and duration to produce long-range and lasting changes (5 points);

(3) Provision is made for follow-up training after the initial training has ended (10 points);

(4) Participants are chosen on the basis of exceptional potential for successful leadership in advancing the education of the gifted and talented as evidenced by demonstrated ability, past performance, and assessed potential (15 points); and

(5) The quality of the training program (as evidenced by the experience and background of the proposed staff and the plan for conducting the training) is exemplary in nature (10 points); (b) Graduate training program for leadership personnel.

In the case of applications to carry out a program under § 160b.43, the following factors will be considered (50 points). The extent to which:

(1)(i) The activities are integrated into a total academic program for participant trainees, and

(ii) Provision is made for experienced advisors to work as mentors with the trainees at their academic institutions as well as during internship and academic or practicum work experiences at other institutions or locations (20 points);

(2) The training involves a practicum adequately designed to give participants experiential knowledge both in identifying or teaching the gifted and talented, and in administering programs for the gifted and talented (20 points);

(3) In the case of consortia, there is evidence that the written agreement among the participating institutions permits participants who have enrolled at one institution to attend or participate (for academic credit) in the

courses, programs, seminars, or other instructional offerings, of any of the other participating institutions, including the experience gained during internships (10 points);

(c) Training institute for gifted and talented.

In the case of applications under § 160b.44, the following factors will be considered (50 points). The extent to which:

(1) The applicant possesses exceptional capability in carrying out training programs for the education of the gifted and talented (8 points);

(2) The applicant has resources to institute and maintain a nationwide communications network among those it trains or serves (8 points);

(3) The applicant has generated resources and outside support for its activities (5 points)

(4) The application demonstrates potential to organize and conduct conferences and institutes to train practitioners (teachers, parents, administrators, counselors, gifted students, and others) to better serve gifted and talented youth (8 points);

(5) The applicant demonstrates a capacity to provide developmental assistance to State educational agencies and local educational agencies and is able to employ this capacity in its training program (7 points);

(6) There is evidence of commitment to provide training through internships under this subpart (3 points);

(7) The applicant demonstrates a capacity to disseminate its products to practitioners in the field of the gifted and talented (4 points); and

(8) Evidence of experience in or potential for providing developmental and technical assistance to State educational agencies, local educational agencies, parent groups and other special target groups such as minority groups, urban education systems, isolated educational groups, etc. (7 points).

(20 U.S.C. 1863(e))

(d) Internships. In the case of internships under § 160b.45, the following factors will be considered (50 points). The extent to which:

(1) The agencies at which the interns are to be placed have made, or

have the potential to make, a positive contribution to the education of the gifted and talented and are committed to doing so (10 points);

(2) The organization administering the intern program has a commitment to helping the interns to be suitably placed in their work experiences with mentors to guide them (12 points);

(3) The organization proposing to administer the intern program, because of evident potential to manage successful internship programs training educational leaders, has the capacity to manage the proposed program with a minimum organizational overhead (15 points);

(4) The agencies or institutions with which the interns will be placed have mounted, or will mount, programs on behalf of the gifted and talented in which the interns will be assigned meaningful participation (13 points).

Subpart F-Model Projects

§ 160b.51 Contracts for model projects. (a) The Commissioner is authorized to enter into contracts with public and private agencies and organizations to establish and operate model projects. These model projects shall involve a program of activities as defined in § 160b.53, which is targeted toward a special category of the gifted and talented (such as bilingual, early childhood, handicapped, educationally disadvantaged, migratory, rural, native American, or culturally different).

(b) Funds available for the support of model projects may not exceed 15 percent of the total amount expended under the program in any fiscal year. (20 U.S.C. 1863(g))

§ 160b.52 Eligible applicants.

(a) From funds reserved under the provision of subsection (g) of the Act, the Commissioner may enter into contracts with any public or private agency to establish or operate a model project which embodies all or most of the elements of such a project as defined in § 160b.53.

(b) The Commissioner may from time to time issue requests for proposals (RFP) to establish a model project

as described in the specifications for such a proposal.

(20 U.S.C. 1863(g))

§ 160b.53 Elements of a model project.

A model project shall include the following elements:

(a) It must be targeted to identify and to meet the specific needs (through differentiated services as defined in § 160b.2) of a particular subgroup of the gifted and talented as referred to in § 160b.51, in such areas as career education, bilingual education, early childhood education, the education of the handicapped, the educationally disadvantaged (such as migrant children and youth, urban poor and rural youth), the culturally different (such as ethnic minorities, Indians, and Eskimos), and others;

(b) It must demonstrate thorough knowledge of existing research practices and theory in the education of the gifted and talented in general and the defined sub-group in particular;

(c) It must show unique relation to the target population to be addressed and speak to needs critical to this group;

(d) It must demonstrate awareness of and optimal use of available resources, human and material, on local, State, regional, or national levels, including resources of allied fields;

(e) It must employ models and strategies which can be generalized by such means as multi-media packages for dissemination to similar target populations and are designed for replication in whole or in part;

(f) It must employ applied research and measurement methods with provision for formative and summative evaluation;

(g) It must make provision for site visits, demonstrations, and dissemination of program information to the public, including workshops or conferences for this purpose; and

(h) It must demonstrate contributions and input from parents of target group students and concerned community organizations.

(20 U.S.C. 1863(g))

§ 160b.54 Criteria for awards.

In reviewing proposals for contracts under this subpart, the Commissioner will consider requirements and criteria set out in § 160b.3 and the following:

(a) Project design. (1) The extent the proposal demonstrates an innovative approach to the education of a targeted group of the gifted and talented;

(2) The extent to which the proposal exhibits elements of a model project set out in § 160b.53;

(b) Needs assessment. The extent to which the proposal delineates the existence of special educational needs for a targeted segment of the gifted and talented and proposes to meet those needs;

The

(d) Resource management. extent to which the proposal demonstrates that:

(1) Currently available resources will be integrated into the project; and

(2) The portion of project costs to be funded by the Federal government is reasonable in order to attain the expected benefits.

(e) Staffing. The extent to which the background, training, and experience of the staff is relevant to engaging in the education of the gifted and talented and particularly relevant to the needs of the targeted group;

(f) Coordination. The extent to which (1) the model project will provide a demonstration element for other school personnel both public and private interested in the education of the gifted and talented, and (2) the extent to which the model project can accommodate the services of and provide experience for interns as authorized under Subpart E;

(g) Evaluation. The extent to which the proposal provides for periodic selfevaluation, the results of which will influence the further thrust of the project;

(h) Replicability. The extent to which the model project is cost effective in terms of the Federal invest

160c.10 Scope of Federally assisted projects.

160c.11 State educational agency projects. 160c.12 Preapplications from local educational agencies.

160c.13 State review of local educational agency applications.

160c.14 Application requirements for local educational agencies and State educa

tional agencies administering community education programs.

160c.15 Application requirements for State educational agency developmental and technical assistance projects.

160c.16 Criteria for evaluation of applications.

160c.17 Criteria for evaluation of applications from local educational agencies and State educational agencies administering community education programs. 160c.18 Criteria for evaluation of State educational agency developmental and technical assistance applications. 160c.19 Federal share of projects. 160c.20 Allowable costs.

160c.21-160c.29 [Reserved]