Dropping out of school before high school graduation has re-emerged as a priority issue for professional and public debate and concern. Dropping out of school is viewed as a gradual process as the bond between student and school weakens, representing the final step that occurs after opportunities for intervention at earlier stages have been missed. This conceptual model serves as a framework for development of a comprehensive array of dropout prevention and re-attachment services. Although education agencies cannot provide all the services in the array, the model identifies major program gaps. The model consists of these seven levels: (1) increased equality of social and academic opportunity for all students; (2) supplementary services, including tutoring, assignment of a mentor, access to individualized learning labs, and professional counseling; (3) separate programs for selected students, including prevocational/vocational, job training and part-time employment, cooperative learning, and pregnant girls programs; (4) separate alternative schools emphasizing the uniqueness of students; (5) casework services by trained social caseworkers; (6) awareness and networking by using students who have dropped out in educational programs for reconnecting adults; and (7) flexible, focused programs for dropouts providing small, flexible learning centers. (A chart illustrating this model is included.) (ABL)