Individualized instruction and the associated accountability mean more documentation for teachers. How can teacher productivity be increased to handle the heavier workload? The solution for the Jacqueline Vaughn Occupational High School, a special education school in Chicago, was a networked local school computer linked to each teacher's personal computer. The networked computer stored the shared, character-based documents covering most aspects of each student's education. This paper discusses: (1) fundamental problems with paper-based systems for monitoring a student's education; (2) how a project to provide a solution was launched; (3) computer-based methods for creating student documentation, including Individual Education Plans (IEPs), Multi-Disciplinary Conferences (MDCs), Transition Planning Guides (TPGs), class/service/activity enrollments, job descriptions, anecdotal notes, and behavior referrals; (4) teacher communication tools, including electronic mail, school and personal calendars, announcements, and correspondence with parents; (5) assessment of the solution's impact during 2 years of experience at one school; and (6) considerations for other school districts, including funding priorities, teacher culture, computer system integration, cost justification, goal individualization, and special education issues. The paper concludes by noting that the "comprehensive monitoring" technology is here and that the technology helps both staff and parents manage a student's education, and that if schools are willing to deal with the consequences of more individualized instruction and greater accountability, they should pursue this type of program. (LPP)