Advocating for Your Child: IEP Insights from Russell Lloyd

Navigating your child's Individualized Education Program (IEP) can feel overwhelming. Understanding your options, keeping clear records, and knowing what questions to ask can help you feel more confident throughout the process.

BH Field recently welcomed Russell Lloyd, parent advocate and founder of YourChild.org, to host an IEP webinar for families. This recap highlights the guidance Russell shared about requesting meetings, discussing accommodations, and advocating for your child's educational needs.

You don't have to wait for the annual review

During the webinar, Russell emphasized that parents can request an IEP meeting when concerns arise rather than waiting for the next annual review.

Put your request in writing, explain what is happening, and identify the concerns you want the team to address. If the situation is urgent, clearly describe why you are requesting a prompt meeting.

Keep an organized record of:

• Emails and written requests
• Dates of communication attempts
• School responses and follow-up dates
• Meeting notes and agreed-upon next steps
• Examples of challenges your child is experiencing

Russell also covers this guidance in his article, "Can an IEP Be Amended? Yes—Here's How".

Ask for supports that reflect your child's needs

Another takeaway from Russell's presentation: speak up about the accommodations and services your child may need to participate in school and make progress.

Consider challenges involving learning, communication, sensory needs, transitions, behavior, and social interactions. Bring specific examples of what your child is experiencing, what has helped, and what you would like the IEP team to consider.

The goal is an individualized plan with meaningful supports. Ask how agreed-upon accommodations will be implemented and how the team will determine whether they are working.

Example accommodations to discuss

For a starting point, here are examples of accommodations families often raise with the IEP team. They are not a menu to adopt as a whole: each request should connect to your child's individual needs, and the IEP team decides what fits your child, their school, and the assessments they take.

Testing

• Extended time: 50% additional time (1.5×) or double time (2×), as individually justified.
• Frequent breaks: scheduled or as-needed movement, sensory, or regulation breaks.
• Small-group or individual testing in a quiet, reduced-distraction setting.
• Read-aloud or text-to-speech for eligible instructions or items, when allowed and when it does not change the skill being tested.
• Repeated or clarified instructions, broken into smaller steps without coaching answers.
• Alternative response formats: typing, speech-to-text, verbal responses, pointing, AAC, or a scribe.
• Chunked assessments: lengthy tests divided into smaller sections.
• Sensory and attention supports: noise-reducing headphones, alternative seating, and neutral redirection prompts.

Elopement and safety

• Increased supervision: adult proximity and active supervision during identified high-risk periods, such as transitions, recess, and the cafeteria.
• An individualized elopement safety plan that spells out prevention, staff responsibilities, the immediate response, and how caregivers are notified.
• Adult-supported transitions through hallways, restroom routes, and other high-risk locations.
• Visual schedules, first–then supports, and advance warnings before changes.
• Functional communication supports so your child can ask for a break, help, or a change in activity.
• Staff and substitute training on the safety plan, with incidents documented for the team to review.
• A Functional Behavior Assessment (FBA) and Behavior Intervention Plan (BIP) when elopement keeps happening.

Emotional regulation

• Scheduled and as-needed regulation breaks, offered at early signs of distress.
• A supervised calming area: a nonpunitive, low-stimulation space for regulation.
• Emotional check-ins at arrival, before challenging tasks, or after transitions.
• Emotion and coping visuals, such as feeling scales and coping strategy cards.
• Reduced verbal demands during distress: calm, brief, clear language.
• Nonpunitive de-escalation and a trusted adult your child can go to for support.
• Supportive re-entry: a predictable way back to learning after an outburst.

When you request a support, ask the team to write down the details: where and when it applies, who is responsible, and what staff will do. For safety needs in particular, "monitor the student" is not a plan. Safety procedures should also protect your child's dignity and access to learning, never rely on locked rooms, blocked exits, or unauthorized restraint, and be reviewed against your child's own data.

Understand your options before changing school enrollment

When school challenges persist, families may begin considering other educational options. Russell encouraged parents to understand attendance responsibilities and establish a plan before withdrawing a child or keeping them home.

If you are considering homeschooling, review Georgia's requirements and clarify the withdrawal process with your child's school. A Home Study Declaration of Intent is one part of establishing a home study program; it does not replace the other requirements for providing your child's education.

Georgia requires parents to submit the declaration within 30 days of establishing a home study program and by September 1 each year thereafter.

Visit the Georgia Department of Education's homeschooling guidance and Home Study Declaration of Intent portal to learn more.

Keep advocating, and seek support

Russell's message to families was clear: keep advocating for your child, even when the process becomes difficult.

Your observations matter: you know your child better than anyone, and your perspective belongs in every conversation with the IEP team. Ask questions when something is unclear, request explanations, and follow up when concerns remain unresolved. Keep conversations focused on your child's needs and the actions necessary to support their progress.

If you encounter disagreements or repeated delays, seek knowledgeable support to help you understand your options and prepare for the next conversation. You do not have to navigate every challenge alone.

Connect with Russell Lloyd

Thank you to Russell Lloyd for partnering with BH Field and sharing his knowledge with our families.

For additional resources or to connect with Russell:

• Website: YourChild.org
• Email: russell.lloyd@yourchild.org
• Phone: (678) 314-9964

At BH Field, we value opportunities to connect families with information and people who can help them move forward. We appreciate Russell's guidance and every parent's commitment to advocating for their child.

A special offer for the BH Field community

Russell is offering 25% off his advocacy services to anyone who mentions BH Field. When you contact him, let him know BH Field referred you to receive the discount.

This recap shares general information from a guest webinar. It is not legal advice, and requirements can change, so check the official sources linked above for your situation.