An instructional plan to rescue at-risk students must be based on a curriculum intended to serve all students. The creation of a functional curriculum, the promotion of employability skills, and an emphasis on improving study skills are instructional patterns that seem to be effective in reducing the number of student dropouts. Two alternatives that have proved effective in reorienting potential dropouts are peer tutoring and cooperative learning. Other elements that can help reduce dropouts are student support services and cooperative planning among agencies. At-risk students require the most positive learning climate a school can possibly maintain. School systems must provide skilled and knowledgeable professionals to work with at-risk young people. Cited as examples of successful programs are the following: (1) "Employment Skills Program and Designated Vocational Education," Verona, Wisconsin; (2) "Vocational Entry/Exit-Level Skills Project," Camden, Missouri; (3) "Special Needs Transition Program," Chaska, Minnesota; (4) "Project Strive," Rockaway, New Jersey; (5) "Southeast Oakland Vocational Center Project," Royal Oak, Michigan; and (6) Frederick County Vocational Evaluation/Support Team," Frederick, Maryland. (MLF)