TNSTEP does not provide advocates. We believe parents are their child’s best advocate, and our role is to empower you with the knowledge, skills, and confidence to advocate effectively. As Tennessee’s Parent Training and Information Center, we offer free, easy-to-understand resources—including videos, fact sheets, in-person and virtual trainings, IEP/504/evaluation document review, meeting preparation, and one-on-one support—to help you understand special education rights and processes. In some circumstances, and with advance notice, TNSTEP staff may participate in school meetings to help families articulate their concerns and feel supported; however, we do not attend meetings or make educational decisions on a parent’s behalf.
IDEA does not require schools to provide a 1:1 aide, but it does require that every child receive a Free Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE). If your child is struggling to access their education even after other supports have been tried, the IEP team may consider whether a 1:1 aide—or other supports—are needed. This decision is based on your child’s unique needs, IEP goals, and daily schedule, and some districts use rubrics or other tools to help guide that decision. Any support provided should be clearly written into the IEP and designed to help your child participate, learn, and make meaningful progress.
According to IDEA, just because a child is making adequate academic progress or passing from grade to grade, the child could still qualify for an IEP. Grades alone do not necessarily disqualify a student for an IEP.
Parents, teachers, or other professionals may request an evaluation if a disability is suspected. Once the school receives written consent, a full evaluation is completed within 60 school days. Eligibility is determined by a team that includes parents and is based on evaluation results and whether the child’s disability adversely affects educational performance and requires specially designed instruction.
Evaluations may include academic, cognitive, speech/language, occupational or physical therapy, behavioral, social-emotional, or adaptive assessments, along with observations, rating scales, and work samples. To qualify, a child must meet criteria under one of IDEA’s disability categories or a Tennessee state category (such as Developmental Delay or Functional Delay). For a full list of eligibility categories, visit: https://www.understood.org/en/articles/conditions-covered-under-idea
Understood.org also offers a great AI tool to help you write your customized evaluation request letter:
https://www.understood.org/en/articles/download-sample-letters-for-requesting-evaluations-and-reports?utm_source=chatgpt.com#letter_template_request_an_evaluation
Every student with an IEP has the right to be educated in the Least Restrictive Environment (LRE) to the maximum extent appropriate. This means learning alongside regular education peers as much as possible. A student should only be removed from the general education setting if the IEP team determines it is necessary after using all available supports and services.
Having an IEP alone does not automatically mean a student will be in a separate classroom or will not earn a regular diploma. Some students with IEPs may follow an alternate pathway and earn a different type of diploma based on their individual needs and goals. These decisions are made by the IEP team and should always be clearly discussed and documented. Families should be fully informed about how placement and graduation options may affect diploma pathways.
You can ask for further assessment if you feel the team has not evaluated every area of your child’s disability.
You can also ask the evaluation team for an Independent Educational Evaluation to be provided at public expense. This means that a private evaluator would be assigned and those results would be considered.
When your child turns 3, families in Tennessee have a few options:
- Move to school-based special education services through the local school district if the child qualifies
- Continue services with TEIS through the TEIS Extended Option if the child is found eligible for school age special education services. This allows TEIS services to continue until the start of the school year after the child’s fifth birthday
- Choose to end early intervention services
Families work with their TEIS service coordinator and the school district to review eligibility and plan next steps. There is no one right choice. The best option is the one that best supports your child and family.
This is commonly referred to as “informal removal”. The child is not being suspended but is being sent home. The child is missing valuable instruction time. The parent needs to document that the child is being sent home due to “failure to implement the IEP.” The parent may need to request a Functional Behavioral Assessment (FBA) if one has not been completed. If the child has an FBA/BIP (Behavior Intervention Plan), then the parent may want to call a meeting to review/revise the plan. Have the parent document instructional time missed. They may need to ask for compensatory services.
If your child’s behavior is interfering with learning or causing repeated removals from the classroom, the IEP team is responsible for addressing it. Under IDEA, schools must provide a Free Appropriate Public Education (FAPE) in the least restrictive environment (LRE), which includes supports for behavior.
An IEP provides specialized instruction and services for students who need them to make progress and includes measurable goals, progress monitoring, and an IEP team that meets at least annually.
A 504 Plan ensures equal access to school by providing accommodations like extended test time or preferential seating. It does not include specialized instruction or formal goals.
In short: IEP = special education plan; 504 = access and accommodations.
The IEP must explain how your child’s progress toward annual goals will be measured and how often you will be informed. While teacher observation can be part of this, it should not be the only method because it can be subjective. Progress should be measurable, specific, and tied to your child’s individual goals.
Common ways progress can be measured include:
- Teacher observation: noting specific behaviors, skills, or participation.
- Data collection: counting correct responses, repetitions of a skill, or other measurable outcomes.
- Work samples: reviewing student work over time to track growth.
- Curriculum-based assessments or standardized tests: providing objective benchmarks.
- Parent or caregiver observations: documenting progress in home or community settings, when relevant.
Clear, measurable progress monitoring helps the IEP team and families see if your child is advancing toward their goals and ensures decisions are based on evidence, not assumptions.
No. TNSTEP is an independent 501(c)(3) nonprofit organization and has held the federally designated Parent Training and Information (PTI) Center grant from the U.S. Department of Education’s Office of Special Education Programs since 1989. While we operate independently, we collaborate with state agencies and other organizations—including the Tennessee Departments of Education, Health, Children’s Services, Human Services, and the Tennessee Early Intervention System, as well as more than 300 disability-focused and pediatric medical groups—to support families across the state.
