model parenting time plans for parent/child · pdf filemodel parenting time plansfor...

Model Parenting Time Plansfor parent/child accessMonday Tuesday Wednesday Thursday Friday Saturday Sunday

� to parents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

� why plans are necessary . . . . . . . . . . . . . . . . . . 2

� how to use this booklet . . . . . . . . . . . . . . . . . . . 3

� which plan should we choose? . . . . . . . . . . . . . 4

� special circumstances . . . . . . . . . . . . . . . . . . . . 8

� parenting time plans. . . . . . . . . . . . . . . . . . . . . . 9

� long distance . . . . . . . . . . . . . . . . . . . . . . . . . . 24

� sample calendars and suggested parenting time plan language for court orders. . . . . . . . . . . . . . . . . 32

� blank calendars. . . . . . . . . . . . . . . . . . . . . . . . . 47

Model Parenting Time Plansfor parent/child access

Raising children presents challenges for all parents. Whenparents live in separate homes the challenges are greaterbecause relationships become more complicated. Sometimesparents disagree about how much time children shouldspend with each of them. The following information will helpparents reach agreements about parenting time (access)with their children.

A statewide committee of judicial officers, mental healthproviders and attorneys created this Model after consultingwith nationally known experts on child development andafter reviewing current research and guidelines from othercommunities. Decisions about access depend on many cir-cumstances, but the age of the child is very important. ThisModel offers information about what children learn, feel, andneed at different ages. It also provides suggested plansappropriate for each age group and language that may beincluded in court orders.

Children describe the loss of contact with a parent as theworst consequence of divorce or parental separation. Unlessspecial circumstances exist, preserving a healthy and ongoingrelationship between children and both their parents afterdivorce or separation is of utmost importance. Positiveinvolvement with both parents furthers the child's emotionaland social development, academic achievement and overalladjustment.

to parents

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Written access plans provide children and parents with someassurances of maintaining meaningful contact and can preventfuture conflict. This Model is intended to encourage opendialog and cooperation between parents. The Court prefersthat parents reach agreements about schedules voluntarily.When parents reach agreements about schedules on theirown, they are more likely to remain cooperative as their childrengrow up. Children do best when their parents cooperate.The reverse is also true. Children who experience ongoingconflict between parents are at high risk for suffering seriouslong-term emotional problems. If parents need assistance inworking out the schedules, private and court sponsoredmediation services are available in most Arizona counties.

why plans are necessary

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Parents must state their agreement about legal custody in their parenting plan.Parents may agree that one parent should have sole custody or that joint legalcustody is in their children’s best interests. A parent who has sole custody hasthe right to make major decisions about the children’s health, education andreligious upbringing. Parents who have joint legal custody have equal rights tomake such decisions, unless otherwise specified. Joint legal custody does notnecessarily mean equal parenting time.

The key to a successful custody arrangement is the written parenting plan whichshould state the agreements parents reach about legal custody, the sharing ofrights and privileges and the schedule for access. The schedule should considereach child’s developmental needs as identified in this booklet.

1. Locate plans for your child/children’s age.

2. Meet with your child’s other parent to discuss custody andwhich plan for access (A, B or C) best suits your family’sneeds.

3. After you decide which access plan is best, use the blankcalendar at the end of this booklet to shade in the days andtimes each parent has access. To assist you, this Modelincludes sample calendars with sample access plan languageto include in court orders. These are examples only. Youmay choose any days or times you wish.

4. Because each child is unique, you may wish to establishdifferent plans for children of different ages while makingsure that brothers and sisters are able to spend as muchtime together as possible. Be flexible!

5. If you are in a county with a self-service center, or you haveaccess to the Internet, you may obtain a Parenting Planform for custody and access that may be submitted to theCourt.

how to use this booklet

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The following access options are designed to allow parents, orthe Court if necessary, to select the proper plan after consideringthe family’s unique circumstances. Children differ in how longthey are comfortable being away from each parent. Some childrenprefer spending more time at one home, while others move backand forth on a regular basis with ease. Parents may need totolerate disruption of their own schedule and more or less timewith their children than they might otherwise prefer to provide thechildren with a sense of security and well being.

When choosing a plan, parents should consider the child’srelationship with each parent. If a parent has never been a partof a child's life or has not had contact with the child for anextended period, access should start slowly and graduallyincrease as the child adjusts and feels comfortable.

A parent who has an extremely busy work schedule, has notbeen the child’s primary caregiver or wants regular access with-out extensive caregiving responsibility may consider Plan A.

A parent who has been involved in the day-to-day care of thechild may desire greater access. This parent may considerPlan B.

A parent who has caregiving experience and desires maximumaccess may consider Plan C. For ages three and older, all PlanC schedules are for shared access.

As the child adjusts to the initial plan and feels comfortable, parentsmay consider increasing access by choosing another plan. Insome cases, it may be beneficial to change from one plan toanother as the child gets older. When increasing access time, aparent’s past involvement in caring for the child must be consid-ered as well as the parent’s willingness and ability to learnnecessary caregiving skills.

which plan should we choose?

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If parents cannot decide which custody arrangement and accessschedule is best for their family, the Court will evaluate the case,will designate custody and will create an access plan it finds is inthe children’s best interests.

If the distance between the two residences is more than 100miles, parents should refer to the "Long–Distance Parent/ChildAccess" section of this booklet.

Important Factors To Consider When Choosing A Plan� the child's age, maturity, temperament and strength of

attachment to each parent

� any special needs of the child and parents

� the child’s relationship with siblings and friends

� the distance between the two households

� the flexibility of both parents’ work schedules and the child’sschedule to accommodate extended access

� childcare arrangements

� transportation needs

� the ability of the parents to communicate and cooperate

� the child's and parents' cultural and religious practices

� a parent's willingness to provide adequate supervision even ifthe parent has not done so in the past

� a parent’s ability and willingness to learn basic caregivingskills such as feeding, changing and bathing a young child,preparing a child for daycare or school or taking responsibilityfor helping a child with homework

� a parent’s ability to care for the child’s needs

Children Benefit When Parents� initiate the child's contact with the other parent on a regular

basis by phone, letter, audio and videotapes, e-mail and otherforms of communication

� maintain predictable schedules

� are prompt and have children ready at exchange time

� avoid any communication that may lead to conflict at exchangetime

� ensure smooth transitions by assuring the children that theysupport their relationship with the other parent and trust theother’s parenting skills

� allow the children to carry "important" items such as clothing,toys and security blankets with them between the parents'homes

� follow similar routines for mealtime, bedtime and homeworktime

� handle rules and discipline in similar ways

� support contact with grandparents and other extended familyso the children do not experience a sense of loss

� are flexible so the child can take advantage of opportunitiesto participate in special family celebrations or events

� give as much advance notice as possible to the other parentabout special occasions

� provide an itinerary of travel dates, destination and placeswhere the child or parent can be reached when on vacation

� establish a workable, "business-like" method of communication

� plan their vacations around the child’s regularly scheduledactivities

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Children Are Harmed When Parents� make their child choose between mom and dad

� question their child about the other parent's activities or relationships

� make promises they do not keep

� argue with or put down the other parent in the child's presenceor range of hearing

� discuss their personal problems with the child or in the child’srange of hearing

� use the child as a messenger, spy or mediator

� withhold access because child support has not been paid

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Refer to the information you received at the ParentEducation Program. If you still have questions you maywant to seek professional advice.

These access plans do not apply to all family situations or allchildren. They are not appropriate if there are significant issues of:

� child abuse or neglect

� serious mental or emotional disorders

� drug or alcohol abuse or criminal activity

� domestic violence

� continuous levels of very intense conflict

When a child’s physical or emotional safety is at risk, it is necessaryto protect the child. Parents who have concerns about theseissues should seek help from an attorney, mental health pro-fessional, court services, domestic abuse agency or localsocial services agency.

Remember, the welfare of the child is ofutmost importance.Definitions of terms used in this booklet:

Attachment: the process of building strong emotional bonds tospecific caregivers; critical for the child’s development during thefirst year.

Result of attachment:

� Sense of security

� Development of trust in others

� Positive emotional and social adjustment

Bonding: the development of close, loving and trusting relation-ships.

Parenting Plan: a plan that outlines parents’ agreements aboutcustody and access and that describes each parent’s rights andresponsibilities.

Transitions: moving between parents’ homes.

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special circumstances

All plans for infants presume that the parent with access has appro-priate baby supplies (infant seat, car seat, crib, diapers and toys)and that access will take place in a child-friendly setting that is visu-ally and intellectually stimulating. The parent with access timeshould personally care for the child as much as possible.

Return to the other home should be at least one-half hour beforebedtime. Once established, schedules should remain as consistentas possible.

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Model Parenting Time Plans

All plans that include overnights presume that the parent with access notonly has caregiving experience but that the child is sufficiently attached andaccustomed to being in the care of that parent for long periods.

Infants learn at a rapid rate. They are learning to love and trustfamiliar caregivers. Infants learn to attach to parents and othersthrough consistent, loving responses such as: holding, playing,feeding, soothing, talking gently and lovingly and meeting theirneeds promptly. They begin to respond to the different (but equallyvaluable) types of parenting mothers and fathers provide.

Infants cannot retain experiences over time, so it is important thatthey have frequent contact with both parents and a predictableschedule and routine. But infants can retain "emotional memo-ries" of conflict that can have long-term negative effects, soparents should not argue when children, even infants, canoverhear.

By six months, infants can recognize their parents and other care-givers and may become uneasy around strangers. Regular care-givers are able to recognize their signals for food, comfort, andsleep. When away from them, infants may become anxious andmay experience eating and sleeping problems.

At this young age, it is important to maintain the infant’s basicsleep, feeding and waking cycles. Schedules should be adjustedso that disruption does not occur. For example, in creating accessplans for this age group, parents should consider the specialneeds of breastfeeding infants.

Plan A (1): Three periods of three to six hours spacedthroughout each week.

Comment: Frequent contact helps the parent and childbond.

Plan A (2): Two six-hour periods spaced throughout eachweek.

Comment: This plan is helpful when the parents’ workschedules or their levels of conflict make more frequentexchanges difficult. Because in this plan there are only

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birth to twelve months

two visits each week, bonding between the parent andchild may proceed more slowly and the child may experi-ence some difficulty going from one parent to the other.

Vacation: Time blocks that vary significantly from the above arenot recommended.

Holidays: When holidays or special occasions like Father’sDay, Mother’s Day and birthdays do not fall on a parent’s accessday, parents should consider dividing them consistent with thetime blocks noted above.

Plan B: Two three-hour periods and one eight-hour periodspaced throughout each week.

See Plan A above for Vacation and Holidays.

Plan C: Two periods of three to six hours and one overnighteach week.

Vacation: Presuming that Plan C overnights have been ongoing,parents may have three consecutive overnights, weekend or mid-week, twice each year. Each parent shall give the other parentthirty days written notice of vacation plans and an itinerary oftravel dates, destination and places where the child or parentcan be reached.


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One to two year-olds are becoming more aware of the worldaround them and the people who are frequently in contact withthem. A baby at this age can be attached to many caregiversincluding grandparents, other extended family members, daycareproviders, babysitters and family friends who are frequently incontact with the child.

One to two year-olds are also becoming independent and aredeveloping the ability to comfort themselves by thumb sucking orholding onto favorite blankets or toys. Their sleeping and eatingschedules are also becoming regular. They continue to respondto the different (but equally valuable) types of parenting mothersand fathers provide. Two year-olds commonly test parental lim-its ("terrible twos") and appropriate parental responses can buildthe child’s self-esteem for years to come.

Transitions between homes may become difficult for some one totwo year-olds and they may become upset at these times. Someresistance to exchanges is normal for some children. Thisbehavior does not necessarily mean that the other parent isnot a good parent or that the child does not want to be with theother parent. Parents can make exchanges easier for the childby following predictable schedules and by supporting the child’srelationship with the other parent.

Plan A(1): Three periods of three to six hours spacedthroughout each week.

Comment: Frequent contact helps the parent and childbond.

Plan A(2): Two six-hour periods spaced throughout eachweek.

Comment: This plan is helpful when the parents’ workschedules or their levels of conflict make more frequentexchanges difficult. Because in this plan there are only two

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twelve to twenty-four months

visits each week, bonding between the parent and child mayproceed more slowly and the child may experience somedifficulty going from one parent to the other.



Plan B: Two four-hour periods and one eight-hour periodspaced throughout each week.

See Plan A above for Vacation and Holidays.

Plan C: One daytime period of three to six hours and twonon-consecutive overnights each week.

Vacation: Presuming that Plan C overnights have been ongoing,parents may have one period of three consecutive overnights,midweek or weekend, with children 12 to 18 months old. Afterthe age of 18 months, parents may have two one-week periodsseparated by at least four weeks. Each parent shall give theother parent thirty days written notice of his/her vacation plansand an itinerary of travel dates, destination and places where thechild or parent can be reached.


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Ages two to three are an important time for children to developindependent skills. Although children this age are learning to beindependent, they may still cling to their caregiver and resist sep-aration. They may be negative, and say "NO!" to parents’requests and demands just to express their independence. Theymay also be fearful about unfamiliar activities and objects.Predictable, regularly scheduled routines help children managetheir fears and help them learn that the world is a safe place.Moving between parents' homes may become difficult for childrenat this age and they may become upset. This behavior does notnecessarily mean that the other parent is not a good parent orthat the child does not want to be with the other parent. Parentsmust ensure that the transitions between the two parents’ homesare free of parental arguing and tension.

Plan A (1): Two three to four-hour periods and one eight-hourperiod spaced throughout each week.



Plan A(2) Two periods of three to six hours and oneovernight each week.

Vacation: Presuming Plan A (2) overnights have been ongoing,parents may have two one-week periods separated by at leastfour weeks. Each parent shall give the other parent thirty dayswritten notice of his/her vacation plans and an itinerary of traveldates, destinations and places where the child or parent can bereached.

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twenty-four to thirty-six months


Plan B: One period of three to six hours and two non-con-secutive overnights each week.

Comment: Ideally a child this age should not be separatedon a regular schedule from either parent for longer thanthree days.

Vacation: Presuming that Plan B overnights have been ongoing,use Plan A(2) vacation plan for this age group above.

Holidays: See Plan A(2) Holidays for this age group above.

Plan C: One period of three to six hours and two consecutiveovernights each week.

Vacation: Presuming that Plan C overnights have been ongoing,use Plan A(2) vacation plan for this age group above.

Holidays: See Plan A(2) Holidays for this age group above.

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Three to five year-olds are attached to their regular caregiversand separation may cause them to be uncomfortable and anxious.They may also be fearful about unfamiliar activities and objectsand may experience night fears like "monsters" under the bed.

Three to five year-olds may show increased discomfort whenmoving between parents' homes. They may become very upsetat these times. This behavior does not necessarily mean that theother parent is not a good parent or that the child does not wantto be with the other parent. Parents can make exchanges easierfor children by following predictable schedules.

Three to five year-olds may benefit from structured time withchildren their own age, away from parents. This time helps themto develop social skills and to learn that they can be safe andhappy away from both parents.

Children are more likely to resist going to the other parent if theparents are tense, hostile or argue with each other at theexchange. If tension is present, the child might become difficultto manage or might display a variety of behaviors consistent withemotional problems. If parents cannot be pleasant, or at leastneutral, they should limit communication at these exchanges.Parents must not use the child as a messenger to communicatewith the other parent. Children may also feel more secure if theycan take favorite stuffed toys, family photos or other objects thatwill remind them of the other parent.

After age three, children become more aware of holiday celebra-tions. To avoid disputes, parents should schedule for as manyholidays as are meaningful to the family whether religious, culturalor national in their access plan. Parents should also includefamily birthdays and annual parent day celebrations.

The options discussed for 24 months to 36 months are alsoappropriate for this age child.

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three to five years

Plan A(1): Two consecutive overnights every other week and anadditional overnight or afternoon/evening period each week.

Plan A(2): Three consecutive overnights week one. Anotherovernight or afternoon/evening period of three to four hoursmay be added in week two.

Plan B: Four consecutive overnights week one. Anotherovernight or afternoon/evening period of three to four hoursmay be added in week two.

Plan C (1): Parents split each week and weekend.

Comment: This plan provides a consistent routine and accom-modates a young child's ability to be apart from either parent forthree to four days. It also allows the child to have a "stay home"day (Saturday or Sunday) with each parent each week, which ishelpful to many young children. Parents may dislike not havingfull weekend access, but the schedule can be modified to allowfull weekends during the summer or on holidays. If desired, par-ents may alternate exchanges so one week one parent has threeovernights and the other has four overnights and the next weekthe number of overnights is reversed.

Plan C (2): Each parent has the same two consecutive mid-week overnights each week and alternates the weekends.

Comment: This plan provides each parent with alternating fullweekends with and without the children. The child is away fromeach parent during alternate weeks for five days, which may bedifficult for some children this age. This plan is helpful when theparents’ level of conflict makes exchanges difficult, because allexchanges can take place at day care.

Vacation: Each parent shall be entitled to up to 10 days in town orout of town each year or two one-week periods taken separated byat least three weeks. Telephone contact is recommended during outof town periods. Each parent shall give the other parent thirty dayswritten notice of vacation plans and an itinerary of travel dates, des-tinations and places where the child or parent can be reached.

Holidays: See the "What to do about holidays" section of thisbooklet.

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Six to nine year-old children may worry that one parent does not lovethem or that they will lose one parent. They may also experienceintense longing for the absent parent. It is common for these childrento fantasize that their parents will get back together.

Some six to nine year-olds benefit from spending more time at onehome, while others move back and forth on a regular basis with ease.Children differ in how long they are comfortable being away fromeach parent. If the child has spent considerable quality time with theparent who has access, that child may cope better with a longseparation from the other parent.

All scheduling should maximize parents’ time off from work. If workschedules change, parents may vary access days with appropriateprior notice.

Plan A(1): Two consecutive overnights every other week. Anadditional three to six-hour period or overnight may be addedeach week.

Plan A(2): Three consecutive overnights every other week andan additional four to six-hour period each week.

Plan B: Four consecutive overnights week one with an addi-tional overnight week two.

Plan C (1): Split each week and weekend.

Comment: This plan allows each parent to participate more inthe child’s academic life. It also provides a consistent routine,accommodates a young child’s ability to be apart from eitherparent for only four days and allows the child to have a "stayhome" day (Saturday or Sunday) with each parent each week,which is helpful to many young children. Parents may dislikenot having full weekend access, but the schedule can bemodified to allow full weekends during the summer or onholidays. If desired, parents may alternate exchanges so oneweek one parent has three overnights and the other has fourovernights and the next week the number of overnights isreversed.

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six to nine years

Plan C (2): Each parent has the same two consecutive mid-week overnights each week and alternates the weekends.

Comment: This plan provides each parent with alternating fullweekends with and without the children. The child is awayfrom each parent during alternate weeks for five days, whichmay be difficult for some children. This plan is helpful whenthe parents’ level of conflict makes exchanges difficult,because all exchanges can take place at school or day care.

Plan C (3): The parents share time with the child during alter-nating seven-day periods. A midweek overnight period isoptional for the parent who does not have access that week.The exchange time can be Friday after school or work, Sundayafternoon or evening or Monday after school.

Comment: The plan requires effective parental communicationand cooperation to arrange weekly activities for the children.For example, if one parent wants to enroll the children in karatelessons on Tuesday evenings, the other parent must be willingto follow up with this activity when the children are with thatparent. All exchanges for this plan can take place at school ordaycare if desired. While some children thrive with this accessplan, others may find this arrangement disruptive.

Vacation: Each parent shall be entitled to two, two-week periodsof in town or out of town vacation each year for children ages six toeight. Each parent shall be entitled to up to four consecutive weeksof vacation after the child is eight. Each parent shall give the otherparent thirty days written notice of vacation plans and an itinerary oftravel dates, destinations and places where the child or parent canbe reached. Telephone contact is recommended. If the child is intown during a four-week vacation period, the non-vacationing parentmay have one weekend (Friday at 5:30 p.m. to Sunday at 6:00 p.m.)if desired.


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Ten to 13 year-old children often want to be independent fromtheir parents and are becoming more attached to their friends.They may blame one parent for the divorce, may be angry andembarrassed by the breakup of the family and may side with oneparent.

Children this age often want to have a say in their living arrange-ments. Parents should allow them to express their views, whilemaking it clear it is up to the parents to make the final decisions.As children begin junior high school, parents should give consid-eration to their school and extracurricular activities. Parentsshould be flexible remembering that access must still occur on aregular basis.

All plans for six to nine year-olds are suitable to this agegroup.

Vacation: Each parent shall be entitled to two, two-week periodsor up to one four-week period. Each parent shall give the other par-ent thirty days written notice of vacation plans and an itinerary oftravel dates, destinations and places where the child or parentcan be reached. Telephone contact is recommended. If the childis in town during a four-week vacation period, the non-vacation-ing parent may have one weekend (Friday at 5:30 p.m. to Sundayat 6:00 p.m.) if desired.


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ten to 13 years

During the later teen years, children want to be independent andbelieve they are capable of making their own decisions. Often,their focus is on their friends, school, activities or work more sothan on their family. Fourteen to eighteen year-olds may resist arigid or well-defined access schedule. Parents should be flexibleand accept the children’s increasing ability to care for their ownneeds. Many older teens prefer a primary house to use as a basewhere their friends can contact them. Sometimes they prefer itjust because it is less confusing. As a result, for some children,having one parent’s house as the primary home is important.Parents should consult with older teens regarding their ideas forliving arrangements, access schedules and family activities.Parents, however, must remind their teens that final decisionsrest with the parents.

All of the plans listed from age 6 and older are suitable forthis age group.

Plan A: Two consecutive overnights every other week,preferably on the weekend and an optional additional after-noon/evening period each week. One household becomesthe "home base."

Plan B: The parents share time with the child during alter-nating seven-day periods. A midweek overnight period isoptional for the parent who does not have access that week.The exchange time can be Friday after school or work,Sunday afternoon or evening, or Monday after school.

Comment: The plan requires effective parental communi-cation and cooperation to arrange weekly activities for thechildren. For example, if one parent wants to enroll thechildren in karate lessons on Tuesday evenings, the otherparent must be willing to follow up with this activity whenthe children are with that parent. While some childrenthrive with this access plan, others may find this arrange-ment disruptive.

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14 to 18 years

Plan C: The parents shall share time with the child duringalternating fourteen-day periods. While scheduled to be withone parent, the child may have access to the other parentintermittently, as determined by the child’s school and activ-ity schedules, as well as the child’s needs and desires.

Vacation: Each parent shall be entitled to two, two-week periodsor up to four weeks of in town or out of town vacation. Each parentshall give the other parent thirty days written notice of vacationplans and an itinerary of travel dates, destinations and placeswhere the child or parent can be reached. Telephone contact is rec-ommended. If the child is in town during a four-week vacation peri-od, the non-vacationing parent may have one weekend (Friday at5:30 p.m. to Sunday at 6:00 p.m.) if desired.


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Parents may:

1. Divide: Split the day or weekend (not necessarily equally) with bothparents.

Sample access plan language: Parent A shall have access on(specify holiday) from 9:00 a.m. to 2:00 p.m. Parent B shallhave access from 2:00 p.m. to 8:00 p.m.

2. Alternate: One parent has access on certain holidays in even yearsand the other parent has access in odd years.

Sample access plan language: Parent A shall have time withthe child on (specify holiday) in all even years from 9:00 a.m. to5:00 p.m. Parent B shall have time with the child from 9:00 a.m.to 5:00 p.m. on (specify holiday) in all odd years.

3. Substitute: One parent always has a specific holiday in exchangefor another holiday.

Sample access plan language: Parent A shall have (specifyholiday) each year and parent B shall have (specify holiday)each year.

4. Scheduled: Parents follow their regular schedule and celebrate theholiday with the child if they have access on that day or time.

Sample access plan language: Parents shall celebrate (specifyholiday) if it falls on the day they regularly have access.

� Each parent celebrates his or her parent day with the child.

NOTE: Holidays and Special Days have priority over regularaccess periods.

Parents may vary their choice or method for each holidaybecause one method may work well for one holiday, but not foranother.

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what to do about holidays

Parents cannot always relocate without court permission. Pleaserefer to the Arizona relocation statutes (Title 25) if considering amove of more than 100 miles. Special considerations may arisewhen a parent is required to move out of state. Long-distanceparent/child access may apply where the distance between theresidences of the two parents is more than 100 miles. Accessshall be provided throughout the year at regular intervals.Parents must consider the age and maturity of the child, schoolschedules and work schedules of other family members whendeciding how often and how long visits should be. Parentsshould refer to the developmental information provided inthis booklet when creating long distance plans.

Parents must also consider their financial ability to provide trans-portation and the cost/availability of childcare when children arevisiting from out of town. If the Court has not allocated travelexpenses in the child support order, parents should allocate thesecosts by agreement prior to finalizing any schedule.

Depending upon the actual distance between the two parents’homes and the availability of transportation, there shall be aminimum of four access periods each year. Access shall occurin the summer, during the winter holiday season, duringThanksgiving or spring break and on or near the child’s birthday. Ifthe child’s birthday falls during one of the other scheduled accessperiods, a fourth access period shall be scheduled at anothertime. If logistically possible, twice-monthly visits should occur. Ifparents live within driving distance, they should each drive onedirection or meet half way. Ideally, children under age eightshould not fly alone.

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Parent/Child Access -Long Distance

As children approach age three, they become aware of holidays.Holidays can be a challenge to parents who live more than 100miles apart. Parents must be flexible and cooperative so that thechild can enjoy holidays with both of them.

To avoid disputes, parents should schedule for as many holidaysas are meaningful to the family whether religious, cultural ornational in their access plan. Parents should also include familybirthdays and annual parent day celebrations. Parents shouldrefer to the "What to do about holidays-long distance" section inthis booklet when creating their Long Distance Access Plan.

All plans for infants presume that the parent with access hasappropriate baby supplies (infant seat, car seat, crib, diapers andtoys), and that access will take place in a child-friendly setting thatis visually and intellectually stimulating while with that parent.Once established, periods should remain as consistent as possible.

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All plans that include overnights presume that the parent withaccess not only has caregiving experience but that the child is suf-ficiently attached and accustomed to being in the care of that parentfor fairly long periods.

Birth to Twelve MonthsOne weekend per month at the non-residential parent’s home.An additional weekend (consecutive or not) may be added eachmonth in the residential parent’s community.

Comment: Parents are encouraged to exercise at leasttwice monthly contact because infants cannot retain expe-riences over time. It is important that they have frequentcontact with both parents and a predictable schedule androutine. Infants can retain "emotional memories" of conflictthat can have long-term negative effects, so parents shouldnot argue when children, even infants can overhear.

Sample access plan language: Parent A shall havetime with the child once each month from Friday at 5:30p.m. to Sunday at 6:00 p.m. in Parent A’s own commu-nity. The child shall be with Parent B the remainder ofthe time.

This schedule should be adjusted to accommodate breast-feeding infants.

Vacation: Time blocks that vary significantly from the aboveare not recommended.

Holidays:See the "What to do about holidays-long distance"section of this booklet.

Twelve to Twenty - Four MonthsOne weekend per month at the non-residential parent’s home.An additional weekend may be added each month (consecutiveor not) in the residential parent’s community.

Comment: Parents are encouraged to exercise at leasttwice monthly contact because infants cannot retain expe-riences over time. It is important that they have frequentcontact with both parents and a predictable schedule androutine. Infants can retain "emotional memories" of conflict

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that can have long-term negative effects, so parents shouldnot argue when children, even infants can overhear.


Vacation: Time blocks that vary significantly from theabove are not recommended.

Holidays:When holidays or special occasions like Father’sDay, Mother’s Day and birthdays do not fall on a parent’saccess weekend, parents should consider alternating holi-days. See the "What to do about holidays-long distance"section of this booklet.

Twenty-Four to Thirty-Six MonthsTwo weekends, consecutive or not, per month at the non-resi-dential parent’s home. In the alternative, one weekend may betaken in the residential parent’s community. In alternate years,one seventy-two hour period inclusive of the child’s birthday.

Sample access plan language: Parent A shall havetime with the child twice each month from Friday at5:30 p.m. to Sunday at 6:00 p.m. in Parent A’s own com-munity. The child shall be with Parent B the remainderof the time.

Vacation: Two one-week periods separated by at least fourweeks.

Holidays: See the "What to do about holidays-long dis-tance" section of this booklet.

27

Three to Five YearsTwo weekends per month, consecutive or not, at the non-residen-tial parent’s home. In the alternative, one weekend may be takenin the residential parent’s community. In odd-numbered years, oneseventy-two hour period inclusive of the child’s birthday.

Sample access plan language: Parent A shall havetime with the child twice each month from Friday at5:30 p.m. to Sunday at 6:00 p.m. in Parent A’s owncommunity. The child shall be with Parent B theremainder of the time.

Vacation: Two one-week periods separated by at least twoweeks for ages three and four and four weeks at age five;during this period, the residential parent shall have theoption of having the child on alternating weekends, at theresidential parent’s expense.


Six to Nine YearsTwo weekends per month, consecutive or not, at the non-residen-tial parent’s home. If a month has a Monday school holiday,parents should select that long weekend whenever possible. Inthe alternative, one weekend may be taken in the residential parent’s community. In alternate years, one seventy-two hourperiod inclusive of the child’s birthday.

Sample access plan language: Parent A shall havetime with the child twice each month from Friday at5:30 p.m. to Sunday at 6:00 p.m. in Parent A’s own com-munity. The child shall be with Parent B the remainderof the time.

Summer Or Other Extended School Breaks: Up to fourweeks at ages six and seven. Up to eight weeks, forages eight and nine, consecutive or not. During these

28

periods, the residential parent shall have the option ofhaving the child on alternating weekends, at the residentialparent’s expense.

Holidays: See the "What to do about holidays-long distance" section of this booklet.

Ten to Thirteen YearsTwo weekends per month at the non-residential parent’s home. Ifa month has a Monday school holiday, parents should select thatlong weekend whenever possible. In the alternative, one week-end may be taken in the residential parent’s community. In alternate years, one seventy-two hour period inclusive of thechild’s birthday.

Sample access plan language: Parent A shall havetime with the child twice each month from Friday at5:30 p.m. to Sunday at 6:00 p.m. in Parent A’s owncommunity. The child shall be with Parent B theremainder of the time.

Summer Or Other Extended School Breaks: Up to eightweeks, consecutive or not. During this period, the residen-tial parent shall have the option of having the child on alter-nating weekends, at the residential parent’s expense.


Fourteen to Eighteen YearsParents should expect that normal weekend access may becomedifficult during the school year because of the child’s involvementin school activities, work and friends. If parents have establishedaccess in accordance with the schedule for ages 10 to 13, theyshould attempt to maintain that pattern after considering thechild’s activities. Parents should attempt to continue includingone seventy-two hour period inclusive of the child’s birthday, in

29

alternate years. Flexibility is critical. As with any plan, parentsmust make the final decision about schedules.

Summer access is very important for the child at this age and canensure that the non-residential parent and child have a continu-ing relationship in spite of the distance between them. The non-residential parent should make every effort to provide activitiesand/or employment for an older child so that the child remainsenthusiastic about continuing the summer schedule.


Summer: Up to eight weeks, consecutive or not. Duringthis period, the residential parent shall have the option ofhaving the child on alternating weekends, at the residentialparent’s expense.

Holidays: See the "What to do about holidays-long distance" section of this booklet.

30

When parents live more than 100 miles apart, all the optionsavailable for short distance plans are not available. Parentsmust consider the child’s school and work schedules whenarranging for holiday visits.

31

Parents may:

1. Alternate: One parent has access on certain holidays in even yearsand the other parent has access in odd years. Holidays begin at6:00 p.m. on the last day of school and conclude at 6:00 p.m. theday before school starts.

Sample access plan language: Parent A shall have time withthe child on Thanksgiving on all even years from 6:00 p.m.Wednesday to 6:00 p.m. Sunday. Parent B shall have time withthe child for Thanksgiving on all odd years.

2. Substitute: One parent always has a specific holiday in exchangefor another holiday.

Sample access plan language: Parent A shall have (specify hol-iday) each year and Parent B shall have (specify holiday) eachyear.

3. Scheduled: Parents follow their regular schedule and celebrate theholiday with the child if they have access on that weekend. Theweekend shall be extended to include the holiday.

Sample access plan language: Parents shall celebrate (specifyholiday) if it falls on or close to the weekend they regularly haveaccess.

� Each parent celebrates his or her parent day with the child.

Parents may vary their choice or method for each holiday becauseone method may work well for one holiday, but not for another.

what to do about holidays-long distance

32

Sample parenting planlanguage: Parent A shallhave time with the childeach week on Tuesdayand Thursday from 4:30p.m. to 7:30 p.m. andSaturday from 9:00 a.m.to 3:00 p.m. The childshall be with Parent B theremainder of the time.


Sample Calendars and Language for Court Orders

Parent AParent B

Sample parenting planlanguage: Parent A shallhave time with the childeach week on Tuesdayfrom 12:00 p.m. to 6:00p.m. and Saturday from9:00 a.m. to 3:00 p.m.The child shall be withParent B the remainderof the time.

Parent AParent B

Plan A 1 Weekly Schedule

Plan A 2 Weekly ScheduleMon Tues Wed Thurs Fri Sat Sun

8:00

9:00

10:00

11:00

Noon

1:00

2:00

3:00

4:00

5:00

6:00

7:00

8:00

Overnight

Mon Tues Wed Thurs Fri Sat Sun

8:00

9:00

10:00

11:00

Noon

1:00

2:00

3:00

4:00

5:00

6:00

7:00

8:00

Overnight

33




Parent AParent B

Sample parenting planlanguage: Parent A shallhave time with the childeach week on Tuesdayand Thursday from 4:30p.m. to 7:30 p.m. andSaturday from 4:30 p.m.to Sunday 4:30 p.m. Thechild shall be with ParentB the remainder of thetime.

Parent AParent B

Plan B Weekly Schedule

Plan C Weekly ScheduleMon Tues Wed Thurs Fri Sat Sun

8:00

9:00

10:00

11:00

Noon

1:00

2:00

3:00

4:00

5:00

6:00

7:00

8:00

Overnight


8:00

9:00

10:00

11:00

Noon

1:00

2:00

3:00

4:00

5:00

6:00

7:00

8:00

Overnight

34


twelve to twenty four months


Parent AParent B

Sample parenting planlanguage: Parent A shallhave time with the childeach week on Tuesdayfrom 12:00 p.m. to 6:00p.m. and Saturday from9:00 a.m. to 3:00 p.m.The child shall be withParent B the remainderof the time.

Parent AParent B

Plan A 1 Weekly Schedule

Plan A 2 Weekly ScheduleMon Tues Wed Thurs Fri Sat Sun

8:00

9:00

10:00

11:00

Noon

1:00

2:00

3:00

4:00

5:00

6:00

7:00

8:00

Overnight


8:00

9:00

10:00

11:00

Noon

1:00

2:00

3:00

4:00

5:00

6:00

7:00

8:00

Overnight

35


twelve to twenty four months


Parent AParent B

Sample parenting planlanguage: Parent A shallhave time with the childeach week on Tuesdayfrom 2:30 p.m. to 8:30p.m., Thursday at 5:30p.m. to Friday at 8:00a.m. and Saturday from4:30 p.m. to Sunday 4:30p.m. The child shall bewith Parent B the remain-der of the time.

Parent AParent B

Plan B Weekly Schedule

Plan C Weekly ScheduleMon Tues Wed Thurs Fri Sat Sun

8:00

9:00

10:00

11:00

Noon

1:00

2:00

3:00

4:00

5:00

6:00

7:00

8:00

Overnight


8:00

9:00

10:00

11:00

Noon

1:00

2:00

3:00

4:00

5:00

6:00

7:00

8:00

Overnight

36




Parent AParent B

Sample parenting planlanguage: Parent A shallhave time with the childeach week on Tuesdayand Thursday from 4:30p.m. to 7:30 p.m. andSaturday from 4:00 p.m.to Sunday at 10:00 a.m.The child shall be withParent B the remainderof the time.

Parent AParent B

Plan A 1 weekly schedule

Plan A 2 weekly scheduleMon Tues Wed Thurs Fri Sat Sun

8:00

9:00

10:00

11:00

Noon

1:00

2:00

3:00

4:00

5:00

6:00

7:00

8:00

Overnight


8:00

9:00

10:00

11:00

Noon

1:00

2:00

3:00

4:00

5:00

6:00

7:00

8:00

Overnight

37

Sample parenting planlanguage: Parent A shallhave time with the childeach week on Mondayfrom 8:00 a.m. to Tuesday8:00 a.m. and Wednes-day from 4:30 p.m. to7:30 p.m. and Fridayfrom 8:00 a.m. toSaturday 1:00 p.m. Thechild shall be withParent B the remainderof the time.



Parent AParent B

Sample parenting planlanguage: Parent A shallhave time with the childeach week on Mondayfrom 5:30 p.m. to Wed-nesday 8:00 a.m. andSaturday from 10:00 a.m.to 1:00 p.m. The childshall be with Parent Bthe remainder of thetime.

Parent AParent B

Plan B weekly schedule

Plan C weekly scheduleMon Tues Wed Thurs Fri Sat Sun

8:00

9:00

10:00

11:00

Noon

1:00

2:00

3:00

4:00

5:00

6:00

7:00

8:00

Overnight


8:00

9:00

10:00

11:00

Noon

1:00

2:00

3:00

4:00

5:00

6:00

7:00

8:00

Overnight

38

Sample parenting planlanguage: Parent A shallhave time with the childweek one from Friday at5:30 p.m. to Sunday at6:00 p.m. In addition,Parent A shall have timewith the child each weekfrom Wednesday at 5:30p.m. to Thursday at 8:00a.m. The child shall bewith Parent B the remain-der of the time. Repeatschedule weeks threeand four.

3 - 5 years old


Parent AParent B

Sample parenting planlanguage: Parent A shallhave time with the childweek one from Thursdayat 5:30 p.m. to Sunday at6:00 p.m. In addition,Parent A shall have timewith the child Wednes-day from 5:30 p.m. toThursday 8:00 a.m. weektwo. The child shall be withParent B the remainder ofthe time. Repeat scheduleweeks three and four.

Parent AParent B

Plan A1 monthly schedule




39

Sample parenting planlanguage: Parent A shallhave time with the childweek one from Thursdayat 5:30 p.m. to Monday at8:00 a.m. In addition,Parent A shall have timewith the child from Thurs-day at 5:30 p.m. to Fridayat 8:00 a.m. week two.The child shall be withParent B the remainder ofthe time. Repeat scheduleweeks three and four.

3 - 5 years old


Parent AParent B

Sample parenting planlanguage: Parent A shallhave time with the childeach week from Sunday at8:00 a.m. to Wednesdayat 12:00 p.m. Parent Bshall have time fromWednesday at 12:00 p.m.to Sunday at 8:00 a.m.

Parent AParent B

Plan B monthly schedule

Plan C1 monthly schedule



40

Sample parenting planlanguage: Parent A shallhave time with the childevery Monday after day-care (or 5:30 p.m. if not indaycare) to Wednesday8:00 a.m. Parent B shallhave time with the childevery Wednesday afterdaycare (or 5:30 p.m. if notin daycare) to Friday at8:00 a.m. The parties shallalternate weekends (Fridayto Monday at 8:00 a.m.).

3 - 5 years old


Parent AParent B

Plan C2 monthly scheduleMon Tues Wed Thurs Fri Sat Sun

41

Sample parenting planlanguage: Parent A shallhave time with the childevery other week fromFriday at 5:30 p.m. toSunday at 6:00 p.m. Inaddition, Parent A shallhave time with the childeach week from Wednes-day at 5:30 p.m. to 9:00p.m. The child shall bewith Parent B the remain-der of the time.

6 - 9 years old


Parent AParent B

Sample parenting planlanguage: Parent A shallhave time with the childweek one from Mondayat 5:30 p.m. to Thursdayat 8:00 a.m. In addition,Parent A shall haveaccess every Saturdayfrom 2:00 p.m. to 8:00p.m. The child shall bewith Parent B the remain-der of the time. Repeatschedule weeks threeand four.

Parent AParent B





42

6 - 9 years old


Parent AParent B

Parent AParent B

Plan B monthly schedule




Sample parenting planlanguage: Parent A shallhave time with the childweek one from Wednes-day at 5:30 p.m. to Sundayat 8:00 a.m. In addition,Parent A shall haveaccess week two onTuesday from 5:30 p.m. toWednesday 8:00 a.m. Thechild shall be with ParentB the remainder of thetime. Repeat scheduleweeks three and four.

Sample parenting planlanguage: Parent A shallhave time with the childeach week from Sunday at8:00 a.m. to Wednesdayat 12:00 p.m. Parent Bshall have time fromWednesday at 12:00 p.m.to Sunday at 8:00 a.m.

Sample parenting planlanguage: Parent A shallhave time with the childevery Monday afterschool to Wednesday at8:00 a.m. Parent B shallhave time with the childevery Wednesday afterschool to Friday at 8:00a.m. week two. The par-ties shall alternate week-ends (Friday after schoolto Monday morning).

6 - 9 years old


Parent AParent B

Sample parenting planlanguage: Parents shallshare time with the childfor a seven-day period(alternating weeks). Weekone: Parent A shall dropthe child off at schoolFriday at 8:00 a.m. andParent B shall pick thechild up after school.Week two: Parent B shalldrop the child off at schoolFriday at 8:00 a.m. andParent A shall pick thechild up after school.Repeat schedule weeksthree and four.

Parent AParent B





Optional: The parent who does not have time with thechild during the week shall be entitled to an overnight, nor-mally to occur Wednesday from 5:30 p.m. to Thursday at8:00 a.m. 43

44

10 - 13 years old


monthly schedule

All of the plans for six to nine years old are suitable to this age group.

Sample parenting planlanguage: Parent A shallhave time with the childevery other week fromFriday at 5:30 p.m. toSunday at 6:00 p.m. Inaddition, Parent A shallhave time with the childeach week from Wednes-day at 5:30 p.m. to 9:00p.m. The child shall bewith Parent B the remain-der of the time.

14 - 18 years oldParent AParent B

Plan A monthly scheduleMon Tues Wed Thurs Fri Sat Sun

14 - 18 years old


Sample parenting planlanguage: Parents shallshare time with the childfor a seven-day period(alternating weeks). Weekone: Parent A shall dropthe child off at schoolMonday at 8:00 a.m. andParent B shall pick thechild up at school at 5:30p.m. Week two: Parent Bshall drop the child off atschool Monday at 8:00a.m. and Parent A shallpick the child up atschool at 5:30 p.m.Repeat schedule weeksthree and four.

Parent AParent B

Plan B monthly scheduleMon Tues Wed Thurs Fri Sat Sun

46

Optional: The parent who does not have time with thechild during the week shall be entitled to an overnight,normally to occur Wednesday from 5:30 p.m. to Thursdayat 8:00 a.m.

45

Optional

Optional

Optional

Optional

46

Sample parenting planlanguage: Parents shallshare time with the childon an alternating 14-daybasis. Week one: ParentA shall drop the child offat school Friday at 8:00a.m and Parent B shallpick the child up afterschool. Week three:Parent B shall drop thechild at school Friday at8:00 a.m. and Parent Ashall pick the child upafter school.

14 - 18 years old


Parent AParent B

Plan C monthly scheduleMon Tues Wed Thurs Fri Sat Sun

Optional: The parent who does not have time with thechild during the 14-day period shall have access asdetermined by the child's school and activity schedules,as well as the child's needs and desires.

Sunday Monday Tuesday Wednesday Thursday Friday Saturday

8:00 a.m.

9:00 a.m.

10:00 a.m.

11:00 a.m.

12:00 Noon

1:00 p.m.

2:00 p.m.

3:00 p.m.

4:00 p.m.

5:00 p.m.

6:00 p.m.

7:00 p.m.

8:00 p.m.

Overnight

weekly calendar for planning

�� Parent A: ________________________________

�� Parent B: ________________________________

notes: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

47


monthly calendar for planning

�� Parent A: ________________________________

�� Parent B: ________________________________

notes: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

48

Chair:Leah Pallin-Hill, Presiding Family Court CommissionerSuperior Court in Maricopa County

Members:Dennis Barr, Family Counselor/MediatorSuperior Court in Mohave CountyRobert L. Barrasso, J.D.Family Law Attorney

Sidney Buckman, DirectorConciliation CourtSuperior Court in Coconino County

Clarence Cramer, DirectorFamily Services of the Conciliation CourtSuperior Court in Pinal County

Jennifer Howard, ACSWMarriage and Family Therapist

Marlene Joy, Ph.D.Custody Evaluator

Philip P. Knox, AdministratorSuperior Court in Maricopa County

Fred Mitchell, Ph.D.Director, Family Center of the Conciliation CourtSuperior Court in Pima County

David Ostapuk, CommissionerSuperior Court in Pima County

Rhonda L. Repp, CommissionerSuperior Court in Yavapai County

Sandra S. Volgy, Ph.D.Clinical Psychologist

Zenia Kuzma, CISW, CADACRockville, MD

Staff:Beverley Boyd, ManagerFamily Law UnitArizona Supreme Court

Karen Kretschman, J.D.Arizona Supreme Court

David Sands, J.D.Arizona Supreme Court

Vickie Fugate, AdministrativeAssistant, Superior Court inMaricopa County

Isabel Gillett, Sr. AdministrativeSecretaryFamily Law UnitArizona Supreme Court

Workgroup on Parenting Time Plans

Presented by the Arizona Supreme Court

Administrative Office of the CourtsCourt Services Division • Family Law Unit

(602) 542-9250

This publication can be provided in an alternative format or other assistancemay be provided upon request by a qualified individual with a disability under

the provisions of The Americans with Disabilities Act.

© 2001 Arizona Supreme Court

This booklet may be reproduced for non-profit purposes only.

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