This practicum was designed to improve the reading and language arts skills of students, not already served by special education programs, who were demonstrating difficulties in the regular education classroom and were at risk for poor or failing school performance. Solution strategies utilized for this practicum included a collaborative consultation pre-referral interventions program; inservice workshop activities to increase the collaborative competencies of the staff; and staff inservice workshops to increase knowledge of accommodations, modifications, and instructional strategies which can be used to meet the needs of students at-risk for poor school performance. Results of the practicum were positive. The collaborative consultation pre-referral interventions proved to be a successful means of meeting the academic goals of students. The response of staff to satisfaction indicators was favorable as was their trial and use of new accommodations. The "Reading and Language Arts Scoring Rubric" was not an adequate measure of student improvement, and outcomes with respect to reductions in referrals to special education were not met. The importance of phonemic awareness instruction for at-risk students is discussed as it relates to an unanticipated outcome regarding a large number of students demonstrating phonemic awareness or phonological processing problems. (Contains 4 tables of data and 47 references; appended are a reading/language arts scoring rubric, a student accommodations survey, various parent letters, a problem analysis record, an intervention assessment, an observation record, and a follow-up questionnaire.) (CR)