The trend away from closed teaching systems and toward open learning systems between 1965 and 1975 led to the introduction of a number of isolated innovations in Regis High School, a Catholic school in New York City. To provide a sense of coherence and direction to these changes, the faculty designed a comprehensive model for program development keyed to a commitment to individualized instruction. Individualized programs were defined as those in which learning objectives, the methods for achieving the objectives, and the pace at which the objectives would be achieved were all either selected by or prescribed for individual students rather than for class groups. By providing a more active role for the student, such programs are intended to encourage self-initiated learning. As described in this report, the Regis Plan for Individualization was implemented in 1973 and involved a new approach to calculating staffing ratios, a restructuring of the school day and of the scheduling process, use of a greater variety of resources, reduction of the time spent in structured classes, introduction of an advisor system, and adaptation of the school building. The program was intended to increase both student freedom and student responsibility. (Author/PGD)