In order to review the first year of implementation of the Title I 89-313 federally funded Speech Assistant Program for severely/profoundly handicapped students in the Chicago public schools, data was gathered by interview, questionnaire and observation methods from speech assistants, speech pathologists (who supervised assistants), a teacher-speech pathologist and a program coordinator. Six hundred forty-four students, ranging between 6 and 21 years old and enrolled in 75 schools, participated in the program in two ways: (1) through direct service delivery format, whereby the student left the regular classroom setting for service; (2) by means of classroom and teacher contact, whereby the speech assistant visited the classroom for observational, needs assessment, and progress reporting purposes. On a student group sample of 317 participants, 87% progressed at least one stage in a major selected speech/language goal, surpassing the 80% objective. Only the severe learning disabled group, with a success rate of 74%, fell below this objective. The need for citywide inservice to explain the program to pathologists and administrators was reported. Assistants had difficulties at local school level obtaining lists of Title I 89-313 student names; thus schools having accessible lists were more likely to have their students receive prompt, direct service. (Author/AEF)