This compilation of guidelines presents standards for assessment and eligibility determinations and direction for planning services for speech-impaired and language-impaired students in Michigan. The first section, on eligibility considerations, emphasizes the expanded responsibilities of teachers of speech/language-impaired students as they serve in the role of educational communication specialists. The section also discusses pre-referral consultation, determining if a speech/language impairment is a handicapping condition, assessment procedures, eligibility criteria, determining the condition's adverse effect on educational performance, and determining the severity of the condition. The second section presents descriptions of communication rating scales to assess articulation, language, language for the cognitively impaired, fluency, and voice. In each of these areas, the guidelines offer a definition of the impairment, exclusions, assessment considerations, instructions, a severity rating scale, and a teacher input form and scoring instructions. Special considerations for preschool-aged children, bilingual or limited English proficient students, and students with other primary handicaps are presented. Service delivery considerations include least restrictive environment, scheduling, indirect services, direct services, and related services. Criteria for the discontinuation of speech and language services are outlined. Appendices contain various assessment forms and a service delivery model. (Includes a 28-item bibliography and 31 references.) (JDD)