In 1976 a survey was done to ascertain teacher and administrator responses to the School Planning, Evaluation, and Communication System in six districts in which it was implemented. Research was conducted through written questionnaires. Three districts provided enough data for detailed analysis, and two provided enough data for brief discussion. Data collected for each district focused on such issues as introduction, use, actual consequences, and evaluations of SPECS. A general overview of data revealed that at least 75 percent of responding teachers felt that after SPECS, (1) their instruction was more individualized, (2) evaluation of students was improved, (3) goals and objectives were better coordinated with those of others, (4) course planning had improved, (5) progress reports to parents were facilitated, and (6) ability to choose course materials was improved. On the whole, the data suggest that most teachers in the sample had a favorable attitude toward SPECS although a sizeable minority were unenthusiastic. Among the fourteen administrators represented in this study, there was almost total unanimity in endorsing SPECS. (Author/JM)