Construction of a model of a generalized computer managed instruction (CMI) system is discussed. Structural components essential to programs of individualized instruction are listed and analyzed, and problems with them identified. The Wisconsin System for Instructional Management Model (WIS-SIM) is then described and diagrammed, and its instructional cycle explained. The roles of testing and test scoring, performance profiling, specifying performance expectations, diagnosing and identifying instructional needs, and guiding the instructional process and selecting appropriate educational experiences and settings are summarized. Methods are suggested for assessing the effectiveness of the instructional staff. (SK)