IEP meeting script for case managers

By the IEP Atlas editorial teamLast updated November 1, 2026

Short answer

An IEP meeting script gives the case manager the words for each part of the meeting: the opening, parent concerns, progress, present levels, goals, services, placement and the close. Use it as a guide, not something to read aloud word for word. The fill-in version below has blanks for your student, and a completed example shows it in use.

The agenda tells the team what to cover. A script tells the person running the meeting what to say at each turn. It helps most at three moments: the first two minutes, the hand-off between speakers, and the close, when decisions get read back and people are reaching for their bags.

Use the script as cue lines. Read the opening close to word for word, then glance at the cues for each section. Pair it with the IEP meeting agenda for timing and the IEP meeting notes template for the record. The IEP meeting guide covers the full process.

The fill-in script

Fill the blanks before the meeting. Lines in quotes are what you say.

1. Opening (3 minutes)

"Thank you all for coming. We are here for ________'s (annual review, reevaluation or amendment). We have until ______. I will keep us on time and make sure we finish the decisions we need today."

"Let's go around and say our name and role." (Introduce anyone joining remotely.)

"________ (name) is excused today. They sent a written report on ______, which I will summarize when we reach their area."

"(Parent name), you received the procedural safeguards on ______. Would you like another copy today?"

"________ is taking notes. At the end I will read back what we decided."

2. Parent and student concerns (5 to 10 minutes)

"Before we look at any data, I want to hear from you. What is going well for ________ this year, and what worries you most?"

"Is there anything you want to make sure we talk about today?" (Write it on the parking lot if it fits later.)

If the student is present: "________, what helps you in class? What is hard?"

3. Progress on current goals (10 minutes)

"Let's go goal by goal. For each one I will give the baseline, the target and where ________ is now."

"Goal ____: baseline was ______, target was ______, latest data is ______ from ______. That means the goal is met, not met or close."

"Questions on this goal before we move on?"

4. Present levels (10 minutes)

"Based on that progress and the other data we have, here is where ________ is now in ________. Does this match what you see at home?"

5. Goals (10 to 15 minutes)

"From those present levels, we are proposing ____ goals. For each one I will say why we chose it."

"Does this goal target what matters most to you?"

6. Accommodations, services and placement (10 minutes)

"Here are the accommodations we suggest and why."

"To work on these goals, we propose ________ (service), ______ minutes, ______ times a week or month, in ________ (location)."

"We considered ________. We are not proposing it because ________."

7. Special factors (5 minutes)

"Let's check the special factors: behavior, language needs, Braille, communication, assistive technology. ESY: here is what our data show about ________ over breaks."

8. Close (5 minutes)

"Let me read back what we decided today." (Read the numbered decisions.)

"Here is who is doing what, and by when." (Read the tasks.)

"Is there anything you disagree with, or want more time to think about?"

"You will get prior written notice and a copy of the IEP by ______. The next annual review is due by ______."

Completed example: an annual review

This is a fictional example for Ava, grade 2, with a reading goal and speech services. Only the parts that change from the template are shown.

Opening. "Thank you all for coming. We are here for Ava's annual review. We have until 3:45. The OT is excused today with your written agreement. She sent a written report on April 2, which I will summarize when we reach handwriting. Mr. Chen, you received the procedural safeguards in September. Would you like another copy today? Ms. Ruiz, our school psychologist, is taking notes."

Concerns. Mr. Chen says Ava reads at home but gets upset with longer books. The case manager adds "longer books" to the parking lot for the reading discussion.

Progress. "Goal 1: baseline was 22 words correct per minute on grade 1 passages in April last year. The target was 50. Her median across 3 probes in late March was 47. That means the goal is close but not met. Goal 2, the speech goal: baseline 40% accuracy on /s/ blends in words, target 80%, latest 85% over 40 trials in 2 sessions. That goal is met."

Goals. "We propose 3 goals: reading fluency on grade 2 passages, /s/ blends in sentences, and a new writing goal for sentences. We chose writing because her present levels show 2 complete sentences out of 6 attempts on the March sample."

Services. "We propose specialized reading instruction for 150 minutes a week in the resource room and speech for 60 minutes a month. We considered keeping reading at 90 minutes. We are not proposing it because her rate of growth slowed after January, when sessions were cut for testing."

Close. "We decided: 1, three new goals; 2, reading increased to 150 minutes; 3, speech unchanged. Ms. Ruiz sends prior written notice by April 15. I send the progress graph home monthly. The next annual review is due by April 9 next year. Is there anything you disagree with or want time to think about?"

Notes on each section

The opening

Parents decide in the first minutes whether they are a member of the team or an audience. Saying the end time up front, naming the note taker, and promising a read-back sets the tone. The school must take steps to make sure parents can take part, including an interpreter when needed.^[1] If an interpreter is present, cut the script in half and plan for the time.

Reviewers look for two things here: excusals and safeguards. An excused member needs the parent's and district's written agreement, and written input before the meeting when their area is discussed.^[2] The safeguards notice goes to parents once a year and at certain events, such as a first referral or a parent's request.^[3]

Concerns before data

Put concerns before the progress review, not at the end. The team must consider the parent's concerns when it develops the IEP.^[4] Hearing them first lets you tie each later section back to them: "This goal is aimed at the longer-book worry Mr. Chen raised."

Progress and present levels

Use the same three numbers every time: baseline, target, latest. Parents follow a pattern quickly once they hear it twice. A graph on screen beats a table of numbers. IEP Atlas Pro graphs each goal from session data, so the graph is ready to share without rebuilding it for the meeting.

Services and options rejected

Saying "we considered X, and we are not proposing it because Y" out loud does two jobs. It shows the parent their idea was weighed. It also gives the note taker the language prior written notice needs, which must describe other options considered and why they were rejected.^[5]

The close

The read-back is the most skipped part of the script and the most useful. It takes about 2 minutes. Ending on "Is there anything you disagree with?" invites a parent to say so in the room, rather than in an email two days later.

What to say when the meeting goes off course

Situation	Line to use
The meeting is running long	"We have 15 minutes left. I suggest we finish goals today and set a second date for services."
A parent disagrees with a proposal	"I hear that you want to keep 90 minutes. Let's write that down. Can you tell us what you are seeing that makes you worried about the change?"
A team member goes into detail	"Thank you. Can you give us the one number that matters most here, and we can share the full report after?"
A topic is not on today's agenda	"That is important. I am adding it to the parking lot so we come back to it before we close."
Someone talks in jargon	"Let's say that in plain words. WCPM means words read correctly in one minute."
The parent wants time to think	"That's fine. You do not have to agree today. When would you like to talk again?"

Before and after the meeting

The script works best with a short prep routine. The week before, check the due date with the IEP due date calculator and add the meeting to your caseload tracker. Send the parent the agenda and any reports. The IEP meeting checklist lists every step from four weeks out to two weeks after.

Frequently asked questions

Should a case manager read an IEP meeting script word for word?

Only the opening and the close. Use cue lines for the middle sections, so the conversation feels natural and parents do not feel they are being read to.

How do I open an IEP meeting?

Thank everyone, state the purpose and the end time, run introductions, cover excusals and procedural safeguards, name the note taker, and promise a read-back of decisions at the end.

What should I say if a parent disagrees during the meeting?

Name the disagreement, write it in the notes, and ask what the parent is seeing that makes them worried. Then offer more time or a second meeting rather than pushing for a decision.

Use it in IEP Atlas

Sources

34 CFR §300.322: Parent participation, U.S. Department of Education (IDEA website)
34 CFR §300.321: IEP Team, U.S. Department of Education (IDEA website)
34 CFR §300.504: Procedural safeguards notice, U.S. Department of Education (IDEA website)
34 CFR §300.324: Development, review, and revision of IEP, Legal Information Institute, Cornell Law School
34 CFR §300.503: Prior notice by the public agency; content of notice, U.S. Department of Education (IDEA website)

Written and checked by the IEP Atlas editorial team under our editorial policy. This guide describes general practice and federal rules. It is not legal advice; your state may add requirements, and the IEP team makes the decisions for each student.