Paraprofessional observation form: a printable checklist
By the IEP Atlas editorial teamLast updated
Short answer
A paraprofessional observation form is a short checklist a supervising teacher uses while watching a para work with a student. It covers preparation before the visit, what the para does during a 15 to 20 minute routine, and the follow-up after. Use it once per grading period per para, and before each student's annual review.
An observation form keeps a visit focused on what matters: is the student getting the support the IEP describes, delivered the way the teacher planned? Without a form, observations drift into general impressions such as "seems great with kids," which helps nobody.
Paras assist with services under the supervision of a teacher or provider.[1] Each person who carries out an IEP must also know their part, including the accommodations they give.[2] Watching the para work is how the supervising teacher checks both.
This form is for supervision and coaching, not formal job evaluation, which follows your district's process. For the para role itself, see paraprofessional roles and responsibilities.
How to use this checklist
Print this page or copy the items into a document. There is no sign-up. Mark each item yes, no or not observed. Plan on 5 minutes before, 15 to 20 minutes watching, and 10 minutes for feedback afterward.
Before the observation
- Pick the date with the review calendar in mind. Observations that fall 4 to 6 weeks before a student's annual review give you fresh notes for present levels.
- Choose one routine to watch. A single lesson, transition or data session gives you facts; a whole morning gives you impressions.
- Reread the student's plan for that routine. You can only check fidelity against steps you know.
- Bring the para's step card or plan. You will mark each step as done or not done.
- Bring a blank copy of the data sheet. Scoring the same trials lets you check agreement.
- Tell the para the purpose. "I'm watching the help-card routine so we can tune it" lowers anxiety and keeps behavior natural.
During the observation
- The para is where the plan says. Distance is part of the support and part of fading.
- The para lets the natural cue happen first. Jumping in before the teacher's direction builds dependence.
- Wait time before prompts matches the plan. Short waits are the most common prompting error.
- Prompts follow the plan's order, one at a time. Mixed prompts make the data unreadable.
- Accommodations are given as written. This is a legal duty of the IEP, not a preference.
- Data are recorded during the routine, not after. Memory-based data drift toward what the adult expected.
- Prompt codes on the sheet match what happened. Marking independent after a gesture overstates progress.
- Praise is specific and favors independent responses. The student learns which response matters most.
- The behavior plan steps are followed in order. Changes to the plan belong to the team, not the moment.
- The student interacts with peers and the teacher, not only the para. A para at the student's elbow all class is a fading flag.
- The para's tasks match the IEP, not general class chores. Copying or grading for the class takes support away from the student.
- Student information is kept private. Sheets face down, no names said across the room.
After the observation
- Score the steps done as written. Report it as a number, such as 5 of 6 steps.
- Compare your data with the para's. Agreement of about 9 of 10 trials means the para's data can be trusted.
- Give feedback within 24 hours, in private. One specific praise and one change.
- Write one target and a check date. A target without a date tends to disappear.
- File the form where supervision notes are kept. It may support the student's present levels or a services discussion later.
- Set the next observation date. Every para, at least once per grading period.
Tying observation dates to IEP deadlines
The team must review each IEP at least once a year.[3] Put each student's annual review date into the IEP due date calculator, then count back 4 to 6 weeks to set the observation of that student's para.
| Student (fictional) | Annual review due | Observe para by | Why |
|---|---|---|---|
| Leo, grade 3 | Jan 22 | Dec 11 | Notes ready for present levels before winter break |
| Maya, grade 4 | Mar 5 | Jan 29 | Leaves time to fix a fidelity problem before the meeting |
| Sam, grade 4 | May 14 | Apr 9 | Spring check on behavior plan and fading |
Add the grading-period observations for each para on top of these. The IEP due date tracker guide shows how to keep these dates in one place.
What to do when an item is missing
| Missing item | Likely reason | What to do |
|---|---|---|
| Para is too close or never leaves the student | No fading plan, or the para thinks closeness is the job | Write distance into the plan; see fading paraprofessional support |
| Prompts come before the wait time | The silence feels awkward, or the student protests | Model the wait; give the para something to do while counting |
| Data written after the session | No time or no clipboard during the routine | Shorten the sheet; build 1 minute of recording into the routine |
| Codes on sheet do not match what you saw | Unclear code definitions | Retrain on codes with 10 practice trials and compare |
| Accommodation not given | The para did not know about it | Give the para a one-page summary of the student's accommodations |
| Para doing class chores | The general education teacher assigns tasks | Clarify roles with the classroom teacher; see the co-teaching agreement template |
| Student talks only to the para | Peers route everything through the adult | Plan peer partner tasks; move the para back |
| Student information visible | No folder or routine | Give a closed folder and a pickup routine |
If the same item is missing on two observations in a row, go back to training on that routine. The method is in how to train paraprofessionals, and the conversation itself is in feedback for paraprofessionals.
Data sheets to bring
For trial-based goals, bring the opportunity and trial data sheet. For multi-step routines, the task analysis data sheet. The prompt codes on both come from the prompt hierarchy.
Frequently asked questions
How often should a teacher observe a paraprofessional?
At least once per grading period per para for a focused 15 to 20 minute observation, plus a visit 4 to 6 weeks before each supported student's annual review. New paras need more in the first month.
Is a para observation the same as a job evaluation?
No. This checklist is for coaching and checking that the IEP is carried out as planned. Formal job evaluations follow the district's own forms and are often done by an administrator.
Should the para see the completed observation form?
Yes. Share it in the feedback conversation. Seeing the items in writing helps the para know exactly what to keep doing and what to change.
Use it in IEP Atlas
- IEP due date calculator
- Paraprofessional in the IEP glossary
- Opportunity trial data sheet
- Annual review in the IEP glossary
Related guides
- Paraprofessional roles and responsibilities
- Paraprofessional confidentiality: what you can and cannot share
- Paraprofessional schedule template with a completed example
- Paraprofessional vs teacher roles: who decides and who carries it out
- Feedback for paraprofessionals: how to give it so it changes practice
Sources
- 34 CFR §300.156: Personnel qualifications, U.S. Department of Education (IDEA website)
- 34 CFR §300.323: When IEPs must be in effect, U.S. Department of Education (IDEA website)
- 34 CFR §300.324: Development, review, and revision of IEP, Legal Information Institute, Cornell Law School
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.