Boys Communication Group: Population: Teachers referred students they believed would benefit from a communication group based

on their classroom interactions and behavior. The group consisted of 5 students, two 6th grade boys and three 8th grade boys, who are English Language Learners (ELL). All five boys are in the "beginning" level of language development according to their ACCESS test or WIDA screener. Approach and Purpose: This was a psycho-educational group that met weekly for 10 weeks. The goal was to identify, practice, and discuss the struggles of social and academic based communication interactions in a school environment. Peer interactions and expressing feelings can be intimidating for a student who is an English language Learner. Working in a small group provided a safe space for the boys to interact, ask questions, and feel comfortable discussing their own communication struggles. The use of role-playing, visual aids, and activities help support discussions and learning along with co-facilitators modeling language. Standards Addressed: PS: A1.5 Identify and express feelings PS: A2.4 Recognize, accept and appreciate ethnic and cultural diversity PS: A2.6 Use effective communications skills PS: A2.7 Know that communication involves speaking, listening and nonverbal behavior Outcomes: Observations and checks for understanding data were used to evaluate weekly progress of the group. There was a noticeable difference in the students level of comfort with one another and with the facilitators as the weeks progressed. Students provided feedback on activities they did not like, and also stated when they did not understand the purpose of an activity. Four out of the five students willingly participated and actively participated in all activities and role-plays with purpose each week. One out of the five students struggled to fully invest in activities. Four out of the five demonstrated increased spontaneous language without prompting. One out of the five students struggled with spontaneous language and required translations and repeat modeling. Three out of the five students asked if we were going to have another group after winter break. Academic data: 2 students improved academic achievement, 3 students had no change. Attendance data during group: No change Discipline data: 3 students decreased number of referrals, 2 had no change (no referrals)