This report describes a 12-week practicum that was designed to decrease the number of special education referrals of at-risk kindergarten students for developmental delays in communication through a direct, in-class, social language program. The program was implemented in five kindergarten classrooms and used developmentally appropriate, collaborative, and inclusive practices in combination with increased parental education and involvement to increase communication skills in the kindergarten students. This was accomplished by providing a direct service program in the classroom to address the problem of poor or delayed communication skills. A portable amplification system was used to increase the communication teachers' volume and intelligibility during lesson presentations. Direct language services were provided by having students discuss problems presented in stories and asking students to brainstorm ideas for solutions. Additional language opportunities were also provided such as dramatic play situations to allow children to role play and practice social language skills. Books were used to model language skills in context and discuss problems in typical school situations. After the program, only 4 of the 22 children who appeared to require a referral before the program for poor language skills continued to demonstrate such a need. (Contains 47 references.) (CR)