If you want your child's RBT to work with them in the classroom, the clearest way to start is a short, polite letter to the principal and teacher that cites the Florida law, proposes a schedule and lists what you are attaching. This page gives you a copy-ready template, a checklist of attachments and a follow-up plan. For the law itself (who qualifies, what the school can and cannot require), read our guide to s. 1003.572 and private ABA in Florida schools first.
What does the letter need to do?
Section 1003.572(3), Florida Statutes, says private instructional personnel "hired or contracted by parents" must be permitted to observe, collaborate and provide services in the educational setting when two requirements are met: "(a) The student's public instructional personnel and principal consent to the time and place" and "(b) The private instructional personnel satisfy the requirements of s. 1012.32 or s. 1012.321" (background screening). A registered behavior technician must practice under the supervision of a qualifying behavior analyst and "must be employed by a provider described in paragraph (a)."
So a good letter does four things:
- identifies your child, the RBT, the supervising BCBA and the provider that employs them;
- cites s. 1003.572(3);
- proposes specific times and a place, so the teacher and principal have something concrete to consent to; and
- confirms the screening and lists the documents you are sending.
Before you send it: a checklist
- Confirm the purpose with your BCBA. Observation only, collaboration with the teacher, direct services, or a mix. Name two or three target skills, such as transitions, joining group work or asking for a break.
- Confirm funding. Ask your provider to check whether your health plan covers ABA in a school setting. Many plans exclude services that are educational or replace a classroom aide; see insurance and ABA at school.
- Ask the school for its procedure. Many districts publish a packet or form for private instructional personnel. Palm Beach and Broward, for example, each post an annual packet; see our Palm Beach and Broward guides. In other counties, ask your school's ESE contact whether a packet exists, and send your letter with it.
- Gather credentials. The supervising BCBA's certification, the RBT's certification, and proof that the RBT is employed by the BCBA-led provider.
- Screening. Proof of Level 2 background screening through the district's process, or documentation of the s. 1012.321 exception (Level 2 screening under s. 393.0655 or s. 402.305 within the past 5 years, with fingerprints retained by FDLE).
- A plan summary. The part of the ABA plan that would be used at school, in plain language, so the teacher can see it fits the IEP and any school behavior plan.
- A release of information. A signed consent so the school and the provider can talk about your child.
The letter template
Example template only. Adjust it to your situation and your district's procedure. It is not legal advice.
[Date]
To: [Principal's name], Principal, [School name]
Cc: [Teacher's name]; [ESE case manager or ESE contact]
Re: Request under s. 1003.572(3), Florida Statutes, for [child's full name], grade [grade], date of birth [date]
Dear [Principal's name],
I am the parent of [child's name], who receives exceptional student education services under an IEP at [school]. I am writing to request that [child]'s private applied behavior analysis team be permitted to [observe / collaborate with staff / provide services to] [child] in the educational setting under section 1003.572(3), Florida Statutes.
The team is:
- Supervising behavior analyst: [name, BCBA, certification number], [provider name]
- Registered behavior technician: [name, RBT, certification number], employed by [provider name]
We propose the following times and place, and we are glad to adjust them:
- [Days], [start time] to [end time], in [classroom / resource room / lunch / recess]
- Purpose: [for example, supporting transitions between activities and requesting breaks]
The provider [has completed / will complete] background screening under s. 1012.32 (or meets s. 1012.321). I have attached:
1. Certification for the behavior analyst and the RBT
2. Proof of the RBT's employment with [provider]
3. Screening documentation [or: the date screening was scheduled]
4. A one-page summary of the goals and strategies the RBT would use at school
5. A signed release of information
6. [The district's private instructional personnel packet, if your district uses one]
Section 1003.572(2) encourages coordination "to avoid duplication or conflicting services or plans," and we want the private plan to support [child]'s IEP. The supervising behavior analyst would be glad to meet with [teacher] before services start.
Please let me know within [10] school days whether the proposed times work, or suggest alternatives. If the school uses a written procedure for private instructional personnel, please send me a copy.
Thank you,
[Your name]
[Phone] | [Email]
Send it by email so it is dated, and keep a copy. If you also hand-deliver a paper copy, ask the front office to date-stamp it.
How do I follow up?
The statute does not set a deadline for the school to answer, and district packets set their own review times, so treat the timeline below as an example, not a rule:
| When | What to do |
|---|---|
| Day 0 | Send the letter and attachments by email; save the sent copy. |
| About 1 week later | If you have no reply, send a short follow-up asking who is reviewing the request and what else is needed. |
| When the school replies | Confirm the agreed days, times and place in writing, plus a start date and a check-in date. |
| If the review drags on | Ask the district ESE office for the written procedure and the expected review time. |
| A few weeks after start | Meet with the teacher and BCBA to review data and adjust. |
A follow-up email can be this short: "I am following up on my [date] request under s. 1003.572(3) for [child]'s RBT to provide services at school. Could you let me know who is reviewing it and whether you need anything else from us? We are flexible on times."
What if the school says no or adds conditions?
Ask for the reason in writing. The teacher and principal consent to "the time and place," so a request to change times (for example, avoiding testing) is reasonable. Section 1003.572(3) also says a district "may not impose any requirements beyond those requirements specified in this subsection or charge any fees." If a condition seems to go beyond the statute, ask politely which policy or law it is based on. Some district packets include rules about fingerprint costs, recording, testing days and physical intervention, and whether particular conditions fit the statute is not something we can settle for you. For a disagreement you cannot resolve with the school, see Florida's IEP dispute options or talk with a Florida education attorney.
How Hope Center helps
Hope Center provides school-based ABA along with home, center, daycare and community sessions. Our BCBAs write the plans and our RBTs deliver them under weekly supervision, and every plan is reviewed by our clinical director before it goes to insurance. We can help you prepare the plan summary and coordinate with your child's teacher, and our staff can join IEP meetings where the school allows. To ask about ABA at your child's school, contact us or call 561-337-8865 for a free consultation and free benefits check.