Pius X High School in Downey, California, possesses a highly individualized academic program that stresses new roles for teachers and students; a nongraded continuous progress curriculum; varied, multimedia learning materials and activities; and individualized student scheduling and evaluation. Under the direction of the teacher, who acts as an advisor, each student works at his or her own pace through various sequences in each of nine areas of learning. If students and their teacher-advisors are to know where everyone stands in such a system, sophisticated monitoring systems are in order. The Pius X solution was to use the money previously spent on computerized scheduling to monitor student progress. Teacher-advisors working with students themselves assumed responsibility for scheduling while the computer took over the progress-monitoring function. (Author/WM)