Focusing on the basic skills of reading, math, and handwriting, the Northern Cheyenne Follow Through Project utilizes six concepts. First, token delivery of contract system for motivation involves having the child earn tokens or work on a contract as he accomplishes tasks in specific skills. During the spend period, he may trade for desired conventional or cultural activities. Second, Behavior Analysis Follow Through classrooms are staffed by a lead teacher and at least two Cheyenne parent aides ensuring each pupil receives individual attention. Third, programmed curricula materials allow staff to describe terminal behavior, measure students' entry skills, provide frequent chances for direct student responses, clear criteria for correct responses, and allow periodic assessment of student's progress. Fourth, to monitor progress, pre-set targets are used as the progress index on a bi-monthly basis. Trainers make periodic classroom visits using a formal observation form. Remediation efforts take place immediately and are followed in one week by another visit. Fifth, staff training and career development are achieved through training all classroom staff members in Behavior Analysis teaching procedures. Cheyenne parents have become valuable instructors and many work toward a G.E.D. or a college degree. Sixth, parent involvement means that the contribution of their own language and cultural background adds a richer classroom environment and provides more response to children's needs, insuring continuity and quality to teaching. (AN)