The purpose of this guidebook is to guide the provision of Speech and Language Pathology services in order to support the educational goals of eligible students with disabilities in the District of Columbia Public Schools (DCPS). It is designed with the purpose of assuring that all Speech-Language Pathologists (SLPs) in the District of Columbia Public Schools (DCPS) operate from the same premise, utilize the same procedures and guidelines and are uniform in presentation. This guidebook is written for special education administrators, school personnel responsible for 504 Plans, Individualized Service Plans (ISPs), and providers of speech and language services. In addition, it may benefit parents, teachers, and other professionals. The elements contained within this guidebook are designed to provide optimal school-based interventions as part of a Free Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE), following Individuals with Disabilities Education Act (IDEA) 2004; while simultaneously maximizing equal access to Speech-Language Pathologists for all of the District of Columbia Public Schools students. Implicit within this document are the following core principles: (1) The criteria for eligibility must include both the presence of a composite depressed score and documented impact on the student's access to the academic curriculum; (2) Services should not be instituted until accommodations have been implemented and given a chance to work; (3) The intensity and modalities of interventions should dwindle over time; (4) The default delivery service need not be 1:1, unless otherwise required and justified, as applicable, by the clinician; and (5) Discharge from services should be stated at the first IEP meeting as a desirable and celebrated outcome and not a denial of services; discharge may, and should, occur at any time in the process. Topics covered in the guidelines include: (1) General guidelines and procedures; (2) Special education disability classification and process; (3) Assessment referral procedures; (4) Speech and language assessment procedures; (5) Speech and language eligibility and dismissal procedures; (6) Speech and language intervention; and (7) Training and support.