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Dismissal Considerations for Speech- Language Services (Provo City School District)

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Provo City School District Dismissal
Dismissal Considerations for Speech-
Language Services
Student: Date:
School: Parent:
Speech/Language Pathologist:
Re-evaluation is required by IDEA 04(34 CFR 300.303(a)) to determine that a child no
longer has a disability. Re-evaluation should include current performance data and IEP
progress data. Exit decisions must be individualized based on developmental norms,
progress data, assessment information, educational need and the current best practices as
determined by the IEP team. The IEP team may choose one or more of the following
conditions as reason for discontinuation of speech-language services. It is important that
the IEP process drive decisions regarding speech-language services. These decisions must
be made on a case-by-case basis determined by the rate of progress, discrepancy from
peers/standards, instructional need of the student and the IEP process.
Check the conditions that apply and have the parent initial following an explanation:
Rate of Progress
The student has met all speech-language goals and data indicates no
additional needs. The IEP team determines that the child can make progress
in general education without the support of speech-language services.
Given current medical, dental, neurological, physical, emotional, and/or
developmental factors, the student’s speech-language performance is within
his/her expected performance range and maximum compensatory skills have
been achieved and documented on the IEP.
The student has made minimal or no measurable progress and there has been
a lengthy plateau. During this time, program modifications, varied
Provo City School District Dismissal
approaches, and/or colleague consultations have been attempted and
documented. Lack of progress is specified and documented on the IEP.
Limited carry-over, self-monitoring or generalization has been documented in
one or more environments. Limited progress is documented on the IEP.
Data indicates that the student does not demonstrate the potential for change
as documented in IEP progress reports.
Discrepancy from Peers/Standards
Data indicates that the speech and/or language concern no longer exists as
documented on the IEP.
Speech-language concern no longer interferes with the student’s educational
performance including academic, vocational, and social functioning and is
documented on the IEP.
Data indicates the student is more independent and less discrepant from
peers as indicated on the IEP and is ready for reintegration into the general
education classroom.
The student’s communication skills are functional and effective within the
student’s current educational setting (special education and/or general
education.)
Instructional Need
The student is unwilling or unmotivated to participate in treatment,
attendance has been limited and/or participation precludes progress through
therapeutic intervention. Attendance record over a period of time with
attempts to improve attendance and participation are documented on the IEP.
Parent/legal guardian of student requests that speech-language services be
discontinued (consider free appropriate public education, FAPE.)
Provo City School District Dismissal
Carryover goals can be met through the efforts of teachers and other
professionals as documented on the IEP.
Data indicates that with modifications and/or alternative methods of
responding to academic/social tasks the student performs satisfactorily within
their current educational setting (special education and/or general education.)
Comments:
Adapted from the following sources:
From “IDEA and your caseload: A template for eligibility and dismissal criteria for students ages 3 to 12, 1999,
(ASHA), Technical Report. Rockville, MD. Reprinted with permission.
From “Developing educationally relevant IEP’s: A technical assistance document for speech-language pathologists,
2000, Council for Exceptional Children. Reston, VA. Reprinted with permission.
From “Individuals with Disabilities Education Improvement Act, Public Law 108-446, 2004, U.S. Congress, Utah
Utah State Board of Education Special Education Rules. Reprinted with permission.
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Completed 2 November 2021

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