One characteristic of the American educational system has been its tendency to change as a result of reacting to its critics rather than through a systematic analysis of its effectiveness. In an attempt to change this pattern, the model presented here borrows from research findings from divergent fields to create a method of curriculum change that allows for systematic analysis of needed changes by those involved. Based on diffusion models proposed earlier by Rogers and by Hetzel and Barnard, a paradigm is developed that provides for a continuous, systematic approach to curriculum revision at the school-district level. The model employs a modified Delphi technique as part of the process. When the Delphi technique is used, the "experts" consulted by questionnaire about future curriculum needs represent all constituencies concerned, including teachers, parents, administrators, taxpayers, and students. The model is described as "proactive" because it suggests a change process through continuous self-analysis rather than through a reaction to critics or pressure groups outside the system. (Author/JM)