Concurrently in their developmental history, youngsters have to cope with the hormonal shocks of early adolescence and the shift from six years of sheltered neighborhood school experiences to the more impersonalized context of middle school. The accelerated pace and increased verbal demands of this new educational context can propel marginal students to their level of incompetence. This article describes the first three years of a pilot program that identifies at-risk sixth graders prior to junior high entrance. On the basis of data from the annual achievement test, a communication screening and sixth-grade teacher referral, students are placed in smaller sections of junior high school science, social studies and English. Teachers in these sections incorporate the development of communication and study skills into course content. Using "effective schools" research, learning strategy instruction, and principles of collaborative consultation, a cohesive program has been designed that presents challenges without pressure. The result has been increased attendance, decreased detention and retention, and the accumulation of student skills required for success in high school.
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