An IEP meeting can feel crowded and fast, especially the first time. It helps to know who is supposed to be in the room, why they are there, and who you are allowed to bring. In Florida, the answer comes from State Board of Education Rule 6A-6.03028, Florida Administrative Code, which sets out the IEP team in paragraph (3)(c). This guide lists the required members in the rule's own words, explains when a member can be excused, and covers your right to invite people with "special expertise," such as your child's BCBA.
Who must be on a Florida IEP team?
Rule 6A-6.03028(3)(c) says the IEP team, "with a reasonable number of participants, shall include":
| # | Member | When the rule requires them |
|---|---|---|
| 1 | The parents of the student | Always. "Parents" includes legal guardians. |
| 2 | Not less than one regular education teacher of the student | "If the student is or may be participating in the regular education environment" |
| 3 | Not less than one special education teacher of the student, or where appropriate, one special education provider | Always |
| 4 | At least one teacher of the gifted | If the student is also identified as gifted |
| 5 | A representative of the school district | Always. This person must be qualified to provide or supervise specially designed instruction and know the general curriculum and the district's resources. The special education teacher can fill this role if they meet those requirements. |
| 6 | An individual who can interpret the instructional implications of evaluation results | Always. This can be one of members 3, 4 or 5. |
| 7 | Other individuals with knowledge or special expertise regarding the student | "At the discretion of the parent or the school district" |
| 8 | The student | "If appropriate," and in all cases when transition services or postsecondary goals are discussed |
| 9 | A representative of a participating agency | For transition services, invited with the consent of the parents (or the adult student) |
| 10 | The Part C (Early Steps) service coordinator or another Part C representative | At the parent's request, for the initial IEP meeting of a child who had early intervention |
One person can wear more than one hat. For example, the special education teacher might also be the person who explains evaluation results. That is why some meetings have four or five people and others have ten.
What does the regular education teacher do at the meeting?
Families sometimes find the general education teacher stays only a few minutes. The rule gives this teacher a real job. To the extent appropriate, the regular education teacher must "participate in the development, review, and revision of the student's IEP," including helping to decide:
- "appropriate positive behavioral interventions and supports and other strategies for the student"; and
- "supplementary aids and services, classroom accommodations, modifications or supports for school personnel."
For an autistic child who spends part of the day in a general education class, this is where everyday details get settled: where your child sits, how directions are given, what a break looks like, how transitions are cued. If those topics are on the agenda, ask that the teacher be present for that part.
Can a required member skip the meeting?
Yes, but only with your written agreement. Under Rule 6A-6.03028(3)(d), members 2 through 6 in the table above can be excused in two situations:
- Their area is not being discussed or changed. The parent and district agree "in writing" that attendance is not necessary.
- Their area is being discussed or changed. The parent consents in writing, the district consents, and the member "submits, in writing to the parent and the IEP Team, input into the development of the IEP prior to the meeting."
You do not have to sign an excusal. If you are asked to excuse the speech-language pathologist on the day of a meeting where communication goals will be revised, it is reasonable to ask to reschedule, or to ask for their written input first.
Who can I bring to my child's IEP meeting?
The key line is item 7 in the rule: "At the discretion of the parent or the school district, other individuals who have knowledge or special expertise regarding the student, including related services personnel as appropriate. The determination of the knowledge or special expertise of any such individual shall be made by the party who invited the individual to be a member of the IEP Team."
In plain terms, you decide who has expertise about your child when you are the one inviting them. People families commonly bring include:
- your child's BCBA or another member of the ABA team (see bringing your BCBA to the IEP meeting);
- a private speech-language pathologist or other therapist;
- a relative, friend or family support person who knows your child well;
- an advocate; or
- someone to take notes so you can focus on the conversation.
The school must also tell you about this right. Rule 6A-6.03028(3)(b)3 says the written meeting notice must state the purpose, time and location, "who, by title or position, will be attending," and that parents "have the right to invite individuals with special knowledge or expertise about their student."
It is courteous, and usually helpful, to tell the school ahead of time who you are bringing. If you plan to bring an attorney, say so in advance; the district may want its own attorney present, and early notice avoids a postponed meeting.
What else does Florida's rule say about the meeting itself?
- Timing and place. The school must notify you "early enough to ensure that [you] will have an opportunity to attend" and schedule the meeting "at a mutually agreed on time and place."
- 10-day notice for two decisions. When a meeting will consider the Florida Alternate Assessment and access points instruction, or placement in an exceptional student education (ESE) center, the school must give at least 10 days' notice. You can agree to meet sooner after you receive the written notice. See ESE placement options.
- Phone or video. If you cannot attend in person, the district "shall use other methods to ensure parent participation," including phone or video conferencing.
- Interpreters. The district must take "whatever action is necessary" so parents understand the meeting, which may include an interpreter for parents who are deaf or whose native language is not English. See interpreters at IEP meetings.
- Meetings without you. A meeting can go ahead without a parent only if the district documents its attempts to arrange one, such as call records, letters and visit records.
- A free copy. "The district shall give the parents a copy of the IEP at no cost to the parents."
- What is not a meeting. Informal chats about lesson plans or coordination of services, and staff preparation before a meeting, are not IEP meetings under the rule.
When does my child join the team?
Florida starts transition planning earlier than federal law. Under the rule, no later than the first IEP in effect in seventh grade or at age 12, whichever comes first, the meeting notice must say that identifying transition service needs is a purpose and that the district will invite the student. From ninth grade or age 14, the notice must also cover postsecondary and career goals and list other agencies being invited. If your child does not attend, the district must "take other steps to ensure that the student's preferences and interests are considered." Our guide to transition planning from age 12 covers this in detail.
For many autistic students, joining the meeting is a skill in itself. Practicing a short self-introduction, a list of "things that help me," or a choice board can make participation real rather than token. ABA and speech goals can support this kind of self-advocacy.
How can I prepare the team before the meeting?
- Ask for drafts. Ask the case manager for draft goals, present levels and any new evaluation reports a few days early.
- Confirm attendance. Check the meeting notice for who is coming, by title. If a key person is missing, ask why.
- Tell the school who you are bringing. A short email is enough.
- Share outside information. If your BCBA has data on behavior, communication or skills, send a summary in advance so it can be considered.
- Write your top three concerns. The rule names "the concerns of the parents for enhancing the education of their student" as something the team must consider.
For the full process from evaluation to annual review, see our Florida IEP guide for autism.
Can Hope Center staff attend my child's IEP meeting?
Yes, where the school allows it. Hope Center staff can join IEP meetings, as well as doctor visits and other evaluations, as part of a child's ABA program. Our BCBAs write each program, our clinical director reviews every plan before it goes to insurance, and parents get weekly training, so the person who joins your meeting knows your child's goals and data. To talk about ABA and school support for your child, contact us or call 561-337-8865. There is no waitlist, and the consultation and benefits check are free.