Systematic review of dormitory programs at residential schools for the deaf can alleviate existing problems and prevent new ones. Allegations of sexual misconduct and child abuse, in particular, have raised serious concerns about the adequacy of staff training and experience and the maintenance of appropriate student-staff ratios to provide necessary supervision. The model presented in this paper, developed at the Nebraska School for the Deaf, recommends that each dormitory program should have a policy and procedures manual that is part of the overall school policy system. Much attention is focused on the importance of accurate recordkeeping regarding disciplinary actions taken and the procedures used to discipline students, including an in-school suspension process, incident reports, privilege or behavior cards, positive parenting activities, and reward systems. Dormitory individualized education plans (IEPs) are prepared to meet all requirements outlined by P.L. 94-142 and have provided a bridge between school and dormitory programs. Other areas covered include sex education, independent living programs, staff career ladders and pay, and administrative structure to enhance a two-way flow of communication between administrators and staff. Copies of the Nebraska dormitory IEPs and a bibliography and resource list are appended. (VW)