Paraprofessional schedule template with a completed example
By the IEP Atlas editorial teamLast updated
Short answer
A paraprofessional schedule lists every block of the para's day: the time, the place, the students, the task, the IEP goal or support it delivers, the data to take and the teacher in charge. Build it from the IEP service pages, check the minutes add up, and give the para a copy before the first day.
A para schedule is the case manager's answer to one question: who is with which student, doing what, at every point in the day. When it is vague, two things happen. The para drifts toward general classroom help, and the supports written in the IEP stop being delivered.
The template below has eight columns. Each one exists because a reviewer, a parent or the para will need it. The overall role is covered in the paraprofessional roles and responsibilities guide; this page is only about the schedule.
What a para schedule needs
Federal rules let paras assist with special education services when they are trained and supervised under state rules.[1] A good schedule makes the supervision visible. Every block names the teacher who directs the work.
The IEP itself states the frequency, location and duration of each service.[2] The schedule turns those numbers into clock times. If the IEP says a student gets adult support during math, the schedule should show exactly which 45 minutes and which room.
Fill-in para schedule template
Copy this table into a document. Make one row per block. Most para days have 8 to 12 blocks.
| Time | Location | Students | Task | IEP link | Data to take | Teacher in charge | Notes |
|---|---|---|---|---|---|---|---|
| ______ | ______ | ______ | ______ | ______ | ______ | ______ | ______ |
| ______ | ______ | ______ | ______ | ______ | ______ | ______ | ______ |
| ______ | ______ | ______ | ______ | ______ | ______ | ______ | ______ |
| ______ | ______ | ______ | ______ | ______ | ______ | ______ | ______ |
| Break | ______ | Coverage by: ______ | ______ | ______ | ______ | ______ | ______ |
Under the table, add three lines: the para's start and end time, the backup plan when the para is absent, and the date the schedule was last updated.
Completed example
This example is fictional. One para supports three students in a grade 3 and grade 4 wing. Leo (grade 3) has an IEP goal for starting independent work. Maya (grade 4) has reading goals and uses a visual schedule. Sam (grade 4) has a behavior plan and a goal for asking for a break.
| Time | Location | Students | Task | IEP link | Data to take | Teacher in charge | Notes |
|---|---|---|---|---|---|---|---|
| 7:50 to 8:10 | Bus loop, Room 12 | Sam | Arrival routine, check-in card | Behavior plan, morning check-in | Check-in card points | Resource teacher | Greet at bus, not at door |
| 8:10 to 8:55 | Room 12 (grade 4) | Maya, Sam | Reading block support | Maya: visual schedule; Sam: break card | Sam: break requests, tally | Grade 4 teacher | Stand back during whole-group read-aloud |
| 9:00 to 9:30 | Resource room | Maya | Repeated reading practice the teacher planned | Maya: fluency goal | Words correct per minute, 1 cold read | Resource teacher | Use passage set B |
| 9:40 to 10:25 | Room 8 (grade 3) | Leo | Math independent work support | Leo: work initiation goal | 10 opportunities to start, opportunity sheet | Grade 3 teacher | Wait 10 seconds before any prompt |
| 10:30 to 10:50 | Recess | Sam | Supervise game, coach turn-taking | Behavior plan | None | Duty teacher | Stay within sight, not beside him |
| 10:50 to 11:20 | Para break | None | Break | None | None | None | Covered by second para |
| 11:25 to 12:00 | Cafeteria | Leo, Sam | Lunch support | Sam: behavior plan | ABC note if incident | Lunch supervisor | Leave table once seated |
| 12:05 to 12:50 | Room 12 | Maya, Sam | Math block support | Maya: visual schedule | Sam: break requests | Grade 4 teacher | Small group at back table |
| 12:55 to 1:40 | Room 8 | Leo | Writing support | Leo: graphic organizer accommodation | Opportunity sheet, 5 tries | Grade 3 teacher | Hand organizer, then step away |
| 1:45 to 2:30 | Resource room | Leo, Maya | Planned practice from resource teacher | Both: reading goals | Accuracy, sheet provided | Resource teacher | Teacher checks in at 2:15 |
| 2:30 to 2:50 | Room 12, bus loop | Sam | Pack-up, check-out card | Behavior plan | Check-out card points | Resource teacher | Hand card to teacher before bus |
Para hours: 7:45 to 3:00. Backup plan: the second para covers Sam's arrival and lunch; the resource teacher covers Leo's math block. Last updated: Sept 8.
Minutes check against the IEP
Before you share the schedule, add up the minutes for each student and compare them with the service page.
| Student | IEP says | Schedule gives | Match |
|---|---|---|---|
| Leo | Adult support in math, 45 minutes daily | 9:40 to 10:25 daily, 45 minutes | Yes |
| Maya | Fluency practice, 30 minutes daily | 9:00 to 9:30 daily, 30 minutes | Yes |
| Sam | Adult support at transitions and unstructured times | Arrival, recess, lunch, pack-up | Yes |
If a row does not match, change the schedule, not the numbers. The IEP services and minutes guide explains how minutes are written, and the service log tool helps you track what was delivered.
Notes on each column
Time and location
Use real clock times, not "morning block." Parents who ask "when does my child get support?" deserve a time. Building administrators check that one para is never scheduled in two rooms at once. Leave 5 minutes between rooms.
Students and task
Name the task as an action: "repeated reading practice the teacher planned," not "reading help." The phrase "the teacher planned" matters. Paras deliver instruction; they do not design it.
IEP link
This is the column reviewers look at first. Every block should tie to a goal, an accommodation or a behavior plan. A block with no IEP link is a sign the para is doing general class duties. That can be fine for part of the day, but it should be a choice, not an accident.
Data to take
Name the sheet and the number of tries. For Leo, the para gives 10 opportunities to start work and marks each one on the opportunity and trial data sheet: a plus for starting within 10 seconds with no prompt, a letter code for the prompt used otherwise. The codes come from the prompt hierarchy. The full routine is in how paras collect accurate IEP data.
Teacher in charge
Write a role, such as "grade 3 teacher," for every block. When a para has a question at 12:55, they should not have to guess whom to ask.
Notes
Use this column for fading reminders. "Hand organizer, then step away" tells the para that distance is part of the plan. The page on fading paraprofessional support explains why.
How to build the schedule
- Pull the service page and accommodations from each student's IEP.
- Block in the times each support must happen, starting with fixed ones like arrival and lunch.
- Fill in the gaps with planned practice sessions the special education teacher designs.
- Add breaks and name the person who covers each one.
- Run the minutes check, then walk the para through the schedule in person.
- Review it after 2 weeks and after any IEP change.
Common mistakes
- Weak: "9:40 to 10:25, help Leo." Better: "9:40 to 10:25, Room 8, support math independent work, wait 10 seconds before prompting, 10 opportunities on the sheet."
- Weak: One para shadows one student all day. Better: Support is scheduled where the IEP calls for it, and the student works with peers and the teacher the rest of the time.
- Weak: No coverage plan for breaks. Better: Each break names who covers and which plan they follow.
- Weak: The schedule lists student last names and diagnoses. Better: First names and tasks only, kept in a folder, not taped to the wall. See para confidentiality.
Once the schedule is running, the para observation checklist gives you a way to see whether each block happens as written.
Frequently asked questions
Who writes the para schedule?
Usually the case manager or special education teacher, with input from the general education teachers whose rooms the para works in. An administrator often approves it when one para serves several classrooms or grade levels.
Should parents get a copy of the para schedule?
Many teams share the parts that apply to that child, such as when adult support happens. Share only that student's rows. The full schedule names other students, so it should not go to any one family.
How often should a para schedule change?
Review it after the first 2 weeks, after every IEP meeting that changes services, and whenever data shows a student needs less support. A schedule that never changes often means support is not being faded.
Use it in IEP Atlas
- Opportunity trial data sheet
- Paraprofessional in the IEP glossary
- Prompt hierarchy in the IEP glossary
- Service log tool
- Service minutes in the IEP glossary
Related guides
- Paraprofessional roles and responsibilities
- Paraprofessional confidentiality: what you can and cannot share
- Paraprofessional observation form: a printable checklist
- Paraprofessional vs teacher roles: who decides and who carries it out
- Fading paraprofessional support to build independence
Sources
- 34 CFR §300.156: Personnel qualifications, U.S. Department of Education (IDEA website)
- 34 CFR §300.320: Definition of individualized education program, 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.