Before they attempt to organize their classrooms to meet varying student needs, secondary teachers should establish a comprehensive framework for their instructional program, based on a diagnostic plan and on an instructional plan. Many different organizational strategies have been found successful by secondary teachers, both for teaching reading and for teaching in content areas. In one strategy, students select the manner in which they would like to work on their assignments: in a teacher-directed group, in a small group, or individually. Another management strategy involves a rotating schedule of activities, including lectures, direct instruction, work in interest centers, free reading, work in groups, and evaluation activities. Various types of contracting systems are also effective with secondary students. Finally, secondary teachers can adopt highly individualized approaches. One complex model of an individualized system, the IGE (Individually Guided Education) model, has proved successful in middle schools and is currently being tested at the secondary level. In this program, the teacher provides activities to meet the individual needs of students, each of whom has a personal set of objectives based on pretests and posttests. (GW)