The role of Vermont state agencies in the development and coordination of eight projects funded under Title I of the Elementary and Secondary Education Act (ESEA) is discussed. The eight special schools participating are listed, as are four out of state schools attended by Vermont children under the same Title. Consideration is given the following agency functions: operations and services, information dissemination, program evaluation, problem areas including types of assistance most needed, and interrelationships with other ESEA titles and state and federal programs for the handicapped. Two evaluation reports are outlined, one of a project at the Vermont Association for Crippled Children for service extension and work toward refinement of diagnosis of multiply handicapped children and one of a project at the Brandon Training School for instructional extension and improvement for institutionalized mentally retarded children. A list of instruments for measuring the impact of project services on handicapped children is provided, as are the trainable mentally retarded performance profile record booklet and two newspaper articles about the project at Brandon School. (SN)