The report (in working draft form) of the Connecticut Task Force on Evaluation of Programs for the Gifted and Talented examines evaluation issues of product, process, and presage and provides samples of nonstandardized evaluation instruments being used in 21 local Connecticut gifted programs. Product evaluation is seen to focus on student achievement gains. Given is an annotated listing of 10 aptitude measures, six achievement measures, and 12 creativity measures appropriate for the product evaluation approaches. Process evaluation is reported to center on key aspects of the ongoing student-teacher interaction. Described are three instruments: the Flanders Interaction Analysis, the Cerli Matrix, and a Class Activities Questionnaire. The presage design is explained to estimate the quality of a program by assessing key input variables, the DESDEG model (Diagnostic and Evaluative Scales for Differential Education for the Gifted) is reviewed. Also described are two comprehensive models for program evaluation. The Eash model stresses the need for evaluation to allow for evolving program goals, while Key Features attempts to identify major variables of program success, prime interest groups, and relevant time factors. The samples of nonstandardized evaluation instruments from local programs include teacher questionnaires, student rating scales, parent questionnaires, and student self-evaluation forms. (DB)