TO HELP THE GIFTED AND ACADEMICALLY ABLE STUDENTS, WEST VIRGINIA DEVELOPED A 5-YEAR STATE PLAN. ITS RECOMMENDATIONS INCLUDED ORGANIZING PANELS TO STIMULATE, DEMONSTRATE, AND LEAD DISCUSSIONS IN LOCAL SCHOOLS, HAVING COUNTRY-WIDE WORKSHOPS AND DEVELOPING EXAMPLE INSTRUCTIONAL MATERIALS. THE SELECTED STUDENTS WERE DIVIDED INTO TWO GROUPS--ACADEMICALLY ABLE (115-129 ON BINET INTELLIGENCE QUOTIENT SCALE) AND GIFTED (130-ABOVE ON BINET INTELLIGENCE QUOTIENT SCALE). CHILDREN SHOULD BE EVALUATED FROM NURSERY SCHOOL ON TO DETECT SUPERIOR ABILITY. GUIDANCE AND COUNSELING SHOULD BE CONTINUOUS FOR ABLE STUDENTS. YET THE ENTIRE SCHOOL STAFF SHOULD SHARE IN THE GUIDANCE RESPONSIBILITY. THE COUNSELOR SHOULD PROVIDE ADDITIONAL GUIDANCE SERVICES TO STUDENTS, PARENTS, TEACHERS, AND ADMINISTRATORS. THE CURRICULUM SHOULD NOT BE DEPTH INSTRUCTION ALONE. RATHER, TO BE SUCCESSFUL, THE PROGRAMS SHOULD BUILD ON THE FASTER LEARNING RATES OF ABLE STUDENTS ALONG WITH ENRICHMENT EXPERIENCES IN BOTH DEPTH AND BREADTH. ALL OF THE BACKGROUND CONTENT AND MATERIALS OF EACH SCHOOL GRADE SHOULD BE COVERED, BUT ADJUSTED TO THE FAST LEARNING RATE OF THE GIFTED. ADMINISTRATION SHOULD BE ACCOMPLISHED BY ESTABLISHING UNITS, ONCE ESTABLISHED, THEY ARE THE SIZE OF THE SCHOOL, THE TYPE OF COMMUNITY SERVED BY THE SCHOOL, AND THE ATTITUDE OF THE SCHOOL STAFF TOWARDS THE PROGRAM. EVALUATION OF THE PROGRAMS SHOULD INVOLVE ACHIEVEMENT, PERSONAL AND SOCIAL ADJUSTMENT, AND ATTITUDES OF CHILDREN, PARENTS, AND SCHOOL PERSONNEL TOWARD THE PROGRAM. A BIBLIOGRAPHY WAS INCLUDED.