The evaluation process of gifted programs in the Los Angeles Unified School District has evolved from a city-wide effort to measure cognitive and affective achievement through standardized tests to a more decentralized approach in which individual schools determine evaluation methods. Plans call for computerized data analysis. (CL)

Creative dramatics for gifted students can be a multidisciplinary effort in five phases: selecting a topic, setting goals, determining activities, planning specific activities, and evaluating the activities. The experience focuses on group process and requires a climate receptive to creativity. (CL)

The Potentially Able Learner's Program in Rockford, Illinois, is a centralized gifted program for students (K-6). The program features self-contained grade-level groupings and emphasis on parent involvement. Evaluation is gathered through achievement testing, parent questionnaires, and student self-report. (CL)

The establishment of a gifted identification system for kindergarten children in a midwest school system is described. Implementation included the following steps: rationale for establishing the program, background and research, methods of screening and identifying participants, design of the program, and techniques of evaluation. (Author)

A summer program in Calhoun County, Texas drew on community volunteers and resources to provide inexpensive enrichment classes for gifted students (grades 6-9) based on identified student interests. (BL)

The Community Resource Center of Manchester, Connecticut, acts as a central clearinghouse for resource persons and pograms for classroom enrichment. The center's development, its resource file, and its relationship to the classroom teacher are reviewed. (CL)

The author describes his early experience with the Talented Youth Project and stresses the need for planning the total experience of the gifted student. Models for curriculum differentiation are noted. (CL)

The scheduling model presented is designed to use an Extension Center to reduce the size of teaching groups, curtail the flow of students in and out of classrooms for support services and provide on a rotating basis an observation/evaluation period for resource teachers. (Author/CL)

When regular class teachers and school staff realize that a gifted program can be of service to them, the program has the best chance for success. Among ways to create that ownership are involving staff in program planning and inservice, using their talents, and involving parents and community members. (CL)

A paraeducator model uses community volunteers, including parents, to implement individualized educational programs for gifted and talented students. (CL)

A teacher of middle school gifted students describes the development of an apprentice program in which students learned from community mentors. Students set personal goals and kept journals on their thoughts and feelings. Several journal excerpts are included. (CL)

Procedures in "webbing"--allowing gifted students to creatively explore alternatives or connections in interesting areas--are described to include topic and subtopic selection, subtopic expansion, discussion, planning, and questioning. A sample unit in space exploration is included, along with unit bibliography and webbing activity checklist. (CL)

Planning and management suggestions are offered to administrators developing gifted programs in rural settings. Emphasis on making effective use of limited time and personnel, creativity in financing and transportation, and dealing sensitively with community feelings. (Author/DB)

The Purdue Academic Leadership Seminar, a 2-week, summer residential program for gifted and talented high school students, offers high level, fast paced courses in the sciences and humanities, leadership training and social-recreational experiences. The organization, selection of students, staffing, courses, and operating procedures are described.…

Suggestions are given for operating quality programs for gifted children on limited budgets. Considered are alternatives such as cluster grouping, use of parent and community volunteers, and use of community resources and services. (CL)