THE FREMONT UNION HIGH SCHOOL DISTRICT'S PROGRAMS' AIMS WERE TO IDENTIFY GIFTED STUDENTS, ENCOURAGE THEM TOWARD MAXIMUM INTELLECTUAL GROWTH, CHALLENGE THEM BY ENRICHING THEIR LEARNING EXPERIENCES, REQUIRE OF THEM MORE SELF-DIRECTION, AND HELP THEM DEVELOP A GROWING UNDERSTANDING OF THEIR OWN CAPABILITIES AND MAJOR INTERESTS. IDENTIFICATION OF THE STUDY SHOULD BE BY A SCORE OF 130 OR ABOVE ON AN INDIVIDUAL INTELLIGENCE TEST AND BY A SCORE AT OR ABOVE THE 98TH PERCENTILE ON GROUP INTELLIGENCE OR ACHIEVEMENT TESTS. THE PROGRAM SHOULD BE LIMITED TO 3 PERCENT OF THE PARTICIPATING MINORS, BY JUDGMENTS OF TEACHERS AND SCHOOL ADMINISTRATORS. THE ROLE OF THE COUNSELOR WAS IMPORTANT, BECAUSE HE INITIATED, ORGANIZED, REGULATED, AND SUSTAINED THE PROGRAM. HE SHOULD KEEP RECORDS FOR EACH CHILD. THE TYPES OF STATE-IDENTIFIED PROGRAMS INCLUDED ENRICHMENT IN THE REGULAR CLASSROOM, CORRESPONDENCE COURSES OR SPECIAL TUTORING, AND PLACEMENT IN ADVANCED GRADES OR CLASSES. ALSO RECOGNIZED WERE ATTENDANCE IN COLLEGE CLASSES AND SPECIAL COUNSELING OR INSTRUCTION OUTSIDE REGULAR CLASSES. CERTAIN PROCEDURES SHOULD BE CARRIED OUT FOR EACH STUDENT. HE SHOULD GIVE HIS CONSENT AND HE SHOULD HAVE A SPONSORING COMMITTEE. ALSO, INDIVIDUAL CASE STUDY RECORDS SHOULD BE KEPT ON HIM. SOME SUGGESTIONS FOR SPECIFIC ACTIVITIES IN ENHANCING THE INDIVIDUAL LEARNING PROGRAM INCLUDED SPECIAL COUNSELING, A TEACHER-STUDENT PROJECT, INDIVIDUAL STUDY, AND STUDENT SEMINARS. ALSO IMPORTANT WERE PERSONAL CONTACTS, FIELD TRIPS, AND SPECIAL SCHOOL FACILITIES. A BIBLIOGRAPHY AND FORMS WERE INCLUDED.