should be considered in long-range planning by the state and federal agencies and should be considered for cooperative funding and implementation. Demonstration centers located in geographically convenient settings to provide various ways the needs of the gifted and talented can be met by local school districts. These centers would serve as service demonstration, in-service and information centers. Provide for follow-up evaluation studies of students in special programs. Additional professional personnel training programs to raise the level of competency of both general and special staff in schools as they relate to the gifted and talented. Provide for cooperative applied research development and implementation by SEA, university and local district personel in the following areas: 1. identification related to many populations of gifted and talented 2. quality programs and/or services to specific talents. 3. evaluation techniques from both a process and product position. Programs for gifted and talented pupils are doomed to failure, once they start, unless specific steps are taken to train leadership and teaching personnel, to develop identification to uncover a multiplicity of talents existing in America today (either demonstrated or latent) to develop more cooperative applied research to demonstrate "how to do it" to larger pools of administrative teaching and lay personnel, and to develop and implement better follow-up and evaluation tools for programs. There are many existing federal education acts, and some outside of education, that could be more specifically earmarked for specific use in the education of the gifted and talented. If the Federal level would earmark training, research and service funds for specific use in the area of the gifted and talented, it would be possible for such specific funds to be handled by identifiable units concerned with education of the gifted and talented in the States and the universities. With the assistance of government stimulation through specifically designed funds, educational institutions and agencies could be stimulated to intensify their efforts to provide appropriate education for the gifted and talented. It thus seems likely on the basis of a number of recent experiences that quality education for the gifted can be best encouraged through setting aside specific Federal funds for this purpose. Connecticut's recent record shows how a cooperative use of a number of Federal titles combined with state and local funds has assisted her in better provisions for the gifted and talented in her 169 school districts. If the growth is to continue, earmarked Federal funds in the needs area, aforementioned will have to be provided to assist the state and local fiscal commitments. Appendix B (to Appendix C of Volume II) Department of Health, Education, and Welfare Office of Education Washington, D. C. 20202 STATE EDUCATION AGENCY SUMMARY OF EDUCATION OF GIFTED AND TALENTED CHILDREN The purnose of this form is to enable the Office of Education to provide Congress some systematized data on the status of programs for gifted and talented children. We realize that in some states hard data may not be available. On items where statistical information is needed, we would appreciate your best estimate. The information requested requires in most cases a simple "yes" or "no". Information prepared for the state of telephone is by (name and title) whose Exceptional Children and Youth This form will become a part of the official testimony your agency presents to the .E. Regional Office hearings on education of gifted and talented children and will be incorporated in the report to Congress by the Commissioner of Education. 1. Is there a person in your state education agency with If yes, (a) their title (b) percentage of time devoted to responsibility (c) source of salary support: State Federal (please identify act and title No |