“Let’s wait and see.”
If you’re a parent of a child with an IEP or 504 plan, you’ve probably heard that line (or one of its cousins):
“Let’s give it more time.”
“We’ll monitor.”
“Let’s try this a little longer.”
Sometimes that’s reasonable. Often, it’s a stall.
And the problem with “wait and see” is simple:
Waiting without a plan is just losing time.
Time your child doesn’t get back.
This article gives you a copy/paste response script (plus a few variations) that keeps the relationship calm and still gets you what you need: a timeline, data, and a scheduled decision point.
Why schools say “Let’s wait”
This helps you respond without frustration.
Schools say it because:
they want to see if a strategy works before changing the plan
they’re juggling resources and staffing
they don’t yet have clean data
they’re hoping the concern resolves with maturity
Those reasons aren’t “bad.” But they don’t change your job as a parent:
You need clarity + a plan.
So your goal isn’t to argue. Your goal is to turn “wait” into a structured trial with:
a timeline
measurable data
agreed next steps
a review date
That’s what good teams do.
The no-conflict rule: “Yes, AND…”
The best response to “let’s wait” is not “no.”
It’s:
“Yes, I’m open to that… AND we need a timeline and data to guide the next decision.”
That one shift keeps the tone collaborative and makes it harder for the situation to drift.
The core response script (copy/paste)
Use this as your default.
Subject: Follow-up: timeline + data for [Student Name]
Hi [Name/Team],
Thank you. I’m open to monitoring and giving the current plan time to work. To keep us aligned, could we set a clear timeline and agree on what data we’ll review?
Specifically:
What exactly will we try (supports/interventions/accommodations)?
How will progress be measured (what data, how often)?
What date will we review results and decide next steps?
If it’s helpful, I’m suggesting we review in [2–3 weeks / 30 days]. Could you propose 2–3 times for a quick check-in meeting?
Thank you,
[Your Name]
Why this works
It’s calm. It’s specific. It forces a plan without accusing anyone.
You’re basically saying:
“I’ll wait—but only with a scoreboard and a deadline.”
Choose your “timeline” based on the situation
Use the smallest timeline that matches the urgency:
Use 2–3 weeks if:
behavior is escalating
your child is melting down, refusing school, or avoiding tasks
grades/work completion are collapsing
the issue is causing daily stress
Use 30 days if:
it’s a moderate concern and the team is implementing something new
you’re collecting baseline data
your child is stable but struggling
The key is not the exact number. The key is a specific date.
The meeting line that wins
If you say only one thing, say this:
“I’m happy to monitor, but I don’t want us to lose time. Can we schedule a review date now?”
Scheduling the review date is how you prevent the “infinite wait.”
What if they say: “We’re already collecting data.”
Great. Ask for specifics.
Copy/paste:
That’s helpful—thank you. Could you clarify what data is being collected (measure), how often it’s collected (frequency), and what the baseline/current levels are? Also, when should we meet to review it and decide next steps?
This turns “we’re collecting data” into something you can actually rely on.
What if they say: “We don’t see it at school.”
This is common—especially with anxiety, ADHD, masking, fatigue, or after-school meltdowns.
Copy/paste:
Thank you—that’s important to know. Could we compare what you’re seeing at school with what I’m seeing at home and agree on what we’ll monitor going forward? I’m happy to share a brief log of examples. Let’s also set a review date so we can make a decision based on data.
Translation: “I’m not debating. I’m aligning.”
What if they say: “We don’t have staffing.”
This is where you stay respectful, but firm.
Copy/paste:
I understand staffing constraints are real. I’d still like to meet to discuss what options are available within current resources and document what we will try, how we’ll measure it, and when we’ll review. Even small changes can make a meaningful difference when they’re measured and adjusted.
You’re not demanding the impossible. You’re demanding a plan.
The “document it” follow-up (this is your secret weapon)
After any call or meeting, send a short recap email. This prevents confusion later.
Copy/paste recap:
Thank you for meeting today. Here’s my understanding of our plan for [Student Name]:
We will try: [supports/interventions]
Data to be collected: [measure]
Frequency: [how often]
Review date: [date]
Next step if progress is limited: [meeting/evaluation/plan adjustment]
Please let me know if I missed anything.
Thank you,
[Your Name]
This is how calm parents create clarity.
When “Let’s wait” is not acceptable
Sometimes, waiting is not neutral—it’s harmful.
Consider pushing sooner if:
safety is involved (elopement, aggression, self-harm statements)
your child is refusing school or frequently leaving class
academic regression is happening
anxiety is escalating rapidly
the child is losing access to instruction daily
In these cases, your line is:
“I understand monitoring, but the impact is significant right now. I’d like to meet this week to adjust supports and put a measurement plan in place.”
The simplest framework: Wait + Plan + Date
If you remember nothing else, remember this:
“Yes, we can wait… WITH a plan and a review date.”
That’s the entire strategy.
Free download (lead magnet)
Want this as a one-page script you can keep on your phone?
Free 1-Page PDF: “Let’s Wait” Response Script (Timeline + Data + Review Date)
