A student in a Midwestern state, T.L., received services under the IDEA umbrella for speech and language impairment until the completion of his third-grade year. At that time, both the school and the parents agreed that he no longer needed special education services. T.L. was reading above grade level, and not exhibiting signs of attention deficits. He continued to do well until his ninth-grade year when his home life became strained, and he began using alcohol. T.L. started to receive numerous referrals and ended up spending over two weeks in ISS during the fall semester. In January, the school placed T.L. on the at-risk team and monitored his progress through a student success program. After more disruptive behavior, the school placed T.L. on a behavior contract. Academically, T.L. continued passing all his classes and scored high on the state's annual achievement tests. In May, T.L. was caught smoking marijuana in the parking lot behind the school's concession stand and was sent to an alternative educational facility for 60 days. In response, T.L.'s mother requested special education services and demanded that he be returned to his home campus under the stay-put provision. She claims that his actions are the result of his disability. The district conducted an FIE and found that he did not qualify for special education services. She then submitted her own independent evaluation and demanded that it be honored along with extended-year services for emotional counseling. When the school refused, she promptly filed a complaint in federal court. Is T.L. likely to win the complaint? Should T.L. be eligible for services under IDEA? Is the school district required to accept the mother's independent evaluation? Since T.L. has a handicapping condition covered under IDEA, does the stay-put provision apply? Why or why not? If T.L. did qualify for services, would the mother be entitled to compensatory or extended-year services? Why or why not