IN THE FIRST 3 YEARS OF A 10-YEAR PROGRAM, SURVEYS WERE TAKEN, STATE PERSONNEL WERE TRAINED, AND PLANS WERE MADE FOR DEMONSTRATIONAL AND EXPERIMENTAL PROJECTS. TEN SUCH PROJECTS ARE IN OPERATION. APPROXIMATELY 573 TEACHERS ARE INVOLVED IN THE SPECIAL PROJECTS, WITH A TOTAL EXPENDITURE OF OVER $68,000 FOR TEACHER EDUCATION, INSTRUCTIONAL MATERIALS, ADDITIONAL PERSONNEL, AND TESTING. IN THE TEN DISTRICTS, 385 TEACHERS ARE WORKING ON ENRICHMENT IN THE REGULAR CLASSROOM. THE REMAINING 188 ARE TEACHING SPECIAL CLASSES. OF THIS GROUP, ONLY 20 TEACH THE GIFTED STUDENTS ON A FULL-TIME BASIS. THREE OF THE 188 ARE COMMUNITY RESOURCE PEOPLE WHO MEET WITH SPECIAL INTEREST GROUPS PART-TIME. OF THE 573 TEACHERS, 14 ARE NEGRO. EACH PROJECT IS COORDINATED BY A PERSON AT THE LOCAL LEVEL. APPROXIMATELY 2,541 STUDENTS ARE PARTICIPATING IN GRADES 1-12, WITH THE MAJOR PORTION HAVING AN INTELLIGENCE QUOTIENT OF 120 OR ABOVE. EACH SCHOOL DISTRICT IS CONDUCTING A DIFFERENT PROGRAM OF INSTRUCTION FOR GIFTED STUDENTS. PROGRAMS USE FULL-TIME AND PART-TIME ENRICHMENT, ABILITY GROUPINGS, CLUSTER GROUPS, NONGRADED CLASSES, HONORS CLASSES, ADVANCED PLACEMENT COURSES, INTEREST GROUPS, INTEGRATING SUBJECTS, AND SPECIAL SUMMER SCHOOL ENRICHMENT COURSES. ALTHOUGH MUCH SUCCESS IN INCREASED STUDENT AND TEACHER PRODUCTIVITY HAS BEEN NOTED, PROBLEMS WERE ENCOUNTERED IN A NEED FOR BETTER UNDERSTANDING AND COOPERATION BETWEEN ADMINISTRATORS, TEACHERS, AND PARENTS. INSERVICE TRAINING IS RECOMMENDED FOR TEACHERS OF THE ACADEMICALLY TALENTED. SMALL CLASSES AND REDUCED TEACHING LOAD ARE ESSENTIAL FOR PROPER TEACHING SITUATIONS. BETTER PLANNING BY THE STATE DEPARTMENT OF EDUCATION AND AT THE LOCAL LEVEL, PRIOR TO THE INITIATION OF PROJECTS, WILL HELP PREVENT LATER PROBLEMS.