The Syracuse Stay In School Partnership Project, an alternative to the deficit-remedial dropout intervention model, is described in this report. The collaborative project undertaken by district middle schools and Syracuse University (New York) is based on an inclusive approach to dropout prevention, seeking to modify the school experience for students considered to be at risk. Staff from six middle schools in Syracuse (New York) enrolling a diverse population of 3,200 students participated throughout the 1988-1991 school years in a series of professional development activities to increase teacher knowledge and use of instructional adaptations for an academically diverse and culturally heterogeneous student population. Three project components to address student needs include academic engagement, peer support, and individualized support opportunities. Students perceived to be at risk participated in two projects designed to lessen feelings of alienation from the school: cooperative learning and peer support networks. The suggestion is made that instructional practices reflect the message of inclusion. A worksheet for project student groupings in provided in the appendix. (11 references) (LMI)