If you’re searching for Frisco school speech therapy, this Q&A explains how school services work, who qualifies, and how to coordinate with private therapy (like Texas Speech and Feeding). For more information about FISD services, please visit their website here.
We sat down with Brittany Bisetti, a school‑based speech‑language pathologist (SLP), to answer the questions families ask most often. This guide is meant to help you start conversations with your child’s school team. It is informational and not a substitute for an individual evaluation.
1) What signs should I look for that indicate my child may benefit from speech therapy at school?
Parents often notice one or more of the following:
- Difficulty producing certain speech sounds compared with peers
- Trouble following multi‑step directions
- Challenges understanding information presented aloud
- Difficulty retelling stories or expressing thoughts clearly
- Difficulty participating in social situations (e.g., taking turns, staying on topic)
- Frequent grammatical errors that impact clarity
- Disfluencies in speech (e.g., repetitions, prolongations)
If you’re seeing several of these, share your observations with your child’s teacher and the campus SLP.
2) How does the school determine whether my child qualifies for speech therapy services?
When a teacher and/or parent has concerns, the teacher brings those concerns to a campus‑based committee to determine whether a referral for a Special Education evaluation in speech and language is warranted. If a referral is made, a formal evaluation is completed to decide eligibility based on state/district criteria and educational need.
3) Once my child qualifies, how are therapy goals created and who is involved in setting them?
After the evaluation, the SLP uses the results to draft goals tailored to your child. An Admission, Review, and Dismissal (ARD) meeting—attended by parents/guardians, campus administration, the general education teacher, the SLP, and other relevant staff—reviews the evaluation, finalizes goals, and determines services.
4) How often will my child receive therapy at school, and what will a typical session look like?
Frequency and session length are individualized and based on evaluation data and student need. The ARD committee discusses and documents:
- How often services occur (e.g., times per week or month)
- Session length (e.g., minutes per session)
- Service delivery model (e.g., individual, small group, in‑class support)
5) How will you keep me updated on my child’s progress throughout the school year?
- Progress reports are typically sent home at the end of each marking period.
- Parents/guardians can email the SLP anytime with questions or concerns. Additional meetings can be scheduled as needed.
6) What can I do at home to support my child’s speech and language development alongside school therapy?
Your child’s SLP can suggest simple, targeted activities matched to your child’s goals (e.g., quick practice games for sounds, modeling grammar, conversation starters). Consistent home carryover helps reinforce progress.
7) If my child is already receiving private speech therapy, how can the school SLP and the outside therapist work together?
With your consent, you can complete a release of information so school and private providers can share relevant information (goals, strategies, and progress) and coordinate a cohesive plan.
8) Can my child receive both school and private therapy at the same time, and how do these services complement each other?
Yes. School‑based services address skills that impact educational access and performance, while private therapy can address broader functional needs. Coordinating between providers helps the services complement one another.
9) What should I do if I feel my child’s needs aren’t fully met through school services alone?
Reach out to your child’s SLP to discuss your concerns. You may request a meeting to review progress, consider adjustments to services, or explore additional supports.
10) What’s the most important thing you wish all parents knew about speech therapy in schools?
To qualify for school‑based speech services, a student must have a diagnosed disability and an educational need for specialized instruction. If the identified speech/language difference does not adversely affect the child’s education, the student will not meet eligibility for school services—even if therapy may still be helpful in other settings.
Families seeking Frisco school speech therapy can start with their campus SLP and, if needed, coordinate with private providers so goals align.
Note: Assessment procedures and eligibility guidelines can vary by district. Always consult your school SLP for district‑specific processes and timelines.