Specific objectives of this two-phase study included: (1) assessment of design of the behavioral objectives in all secondary level courses; (2) construction of criteria for evaluation of the design; (3) testing of objectives against the evaluative criteria and/or the specifications of the curriculum design; and (4) determination of the validity of course prerequisites. Participants were administrators, consultants, and teachers who attended workshops in which they reviewed the behavioral objectives for their areas of specialization and revised or created new objectives to fit cognitive hierarchy, and related student-centered materials to the objectives. Participant contributions to the research were evaluated in measurable terms which were tabulated for assessment against the design. Study results established, for all courses, a curriculum model of behavioral objectives, critiqued by subject-matter specialists and behavioral scientists, and field-tested in the classroom. The study indicates that children who follow a specific cognitive sequence can demonstrate required knowledge or skills more efficiently than students who follow a random sequence. (Author/CJ)