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THE 1964 WORKSHOP ON THE ACADEMICALLY TALENTED AT SLIPPERY ROCK STATE COLLEGE WAS GIVEN GRADUATE CREDIT. THE PARTICIPANTS OF THE SESSION WROTE ARTICLES ON THE PROCEEDINGS THAT WERE COMPILED INTO A BOOKLET TO HELP ADMINISTRATORS AND TEACHERS DEVELOP EDUCATIONAL PROGRAMS FOR THE GIFTED. ONE OF THE AREAS DISCUSSED WAS IDENTIFICATION. SOME OF THE CRITERIA SUGGESTED INCLUDED GROUP TESTS, READING READINESS, AND APTITUDE TESTS. ANOTHER AREA, CREATIVITY, INVOLVED FOUR STEPS--AWARENESS OF SENSITIVITY TO AN AREA OF KNOWLEDGE, ORGANIZATION OF INFORMATION, ILLUMINATION OR DEVELOPMENT, AND EVALUATING AND SETTING OF NEW GOALS. IN REGARD TO COUNSELING GUIDANCE, THE ROLES OF THE TEACHER AND PARENT SHOULD BE DEALT WITH AS WELL AS THAT OF THE PUPIL, ADMINISTRATION OF PROGRAMS INCLUDED SEGREGATION, PARTIAL SEGREGATION, ACCELERATION, AND ENRICHMENT. TWO PROGRAMS DESCRIBED WERE THE COLFAX PLAN AND THE CLEVELAND MAJOR WORKS CLASSES. THE COLFAX PLAN PLACED GIFTED CHILDREN IN WORKSHOPS FOR HALF A DAY AFTER ATTENDING HETEROGENEOUS HOMEROOMS. THE CLEVELAND MAJOR WORKS CLASSES SEGREGATED GIFTED PUPILS FOR EVERYTHING EXCEPT SUCH ACTIVITIES AS PHYSICAL EDUCATION, ORCHESTRA, AND CLUBS. SUGGESTIONS FOR TEACHING CREATIVE WRITING AND DRAMA, LANGUAGES, MATHEMATICS, READING AND ENGLISH, SCIENCE, AND SOCIAL STUDIES WERE GIVEN.