Documentation Standards

What paras are responsible for documenting, how to document it well, and what good practice looks like when records could be reviewed by families, administrators, or legal counsel.

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| Audience | Paras who complete any written records; supervising teachers establishing documentation expectations. |

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| Why This Matters |

| Para documentation — data sheets, communication logs, incident summaries, session notes — is part of the student's educational record. It can be requested by families, reviewed in IEP meetings, and produced in due process hearings. Documentation written with that standard in mind protects the student, the para, and the school. |

What Paras Typically Document

The scope of a para's documentation responsibilities varies by role and district, but commonly includes:

Daily data: trial data, interval observations, frequency counts, duration measures tied to IEP goals or behavior programs.

Session notes: brief narrative notes about the session — what was worked on, how the student responded, anything notable.

Communication logs: records of communication with the supervising teacher, specialists, or (where appropriate) families.

Incident records: written accounts of behavioral incidents, near-misses, injuries, or any situation that required unusual intervention.

Medical or health records: if the para administers medication, provides personal care, or responds to a health event, documentation may be required by district protocol.

The Core Standard: Observable and Objective

Good documentation describes what was seen and heard, not what was concluded or felt. This distinction matters because documentation is a record for others, not a diary for yourself.

Observable: 'Student pushed peer's materials off the table.' Not: 'Student was aggressive.'

Observable: 'Student completed 8 of 10 math trials independently.' Not: 'Student did great today.'

Observable: 'Student said no and walked to the corner. Para used a calm voice to offer a choice. Student returned to seat after 3 minutes.' Not: 'Student had a tantrum but calmed down.'

If the word describes a mental state or motive ('frustrated,' 'refusing on purpose,' 'seeking attention'), replace it with the observable behavior.

Timing: When to Document

Document as close to the event as possible. Memory degrades rapidly, especially for behavioral details. If you cannot document immediately:

Make brief notes (even single words or phrases) during the session that you can expand later.

Complete documentation the same day, not at the end of the week.

If a significant incident occurred, do not leave for the day without completing the required written record.

Late documentation should note that it was completed after the fact: 'This note was completed at 4:00 PM for a session that occurred at 10:00 AM.'

What Not to Write

Some content does not belong in official documentation:

Speculation about cause or intent: 'She does this to get out of work.' Document the behavior and the context, not the inferred function.

Opinions about family, colleagues, or other students: Documentation is not the place for interpersonal commentary.

Diagnoses or medical conclusions: 'He seemed like he was having a seizure.' Write what you observed: 'Student's eyes rolled upward, body stiffened for approximately 30 seconds, then he was unresponsive for 2 minutes. Nurse was called.'

Humor or informality: Documentation may be read years later by people who don't know the student or the context. Write for a reader who knows neither.

Correction of Errors

For paper records: draw a single line through the error, write your initials and the date, and write the correct information. Never use correction fluid or erase entries.

For digital records: follow your district's protocol. Most systems have an audit trail; edits are logged with timestamps. Never delete a record — correct it with a note explaining the change.

How Long Records Are Kept

IDEA requires that educational records be retained for at least 3 years after they are no longer needed for special education purposes — though many states require longer. As a practical matter, para documentation should be treated as potentially permanent. Don't write anything you would not want read in a hearing five years from now.

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| ✅ Try this | ⚠️ Watch out for |

| Use objective, observable language. Describe behavior in terms a stranger could verify by watching a video. Review your documentation before submitting: if you see conclusions where you need observations, revise. | Write documentation using vague or emotional language ('bad day,' 'totally lost it,' 'seemed fine'), complete it from memory days after the fact, or omit significant events because they seem too hard to explain in writing. |

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| Bottom line | Para documentation is a legal record. Write it factually, promptly, and with the knowledge that it may be read by anyone — including families and attorneys. Observable, objective, timely records protect everyone. |

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