A Day in the Life of an Instructional Assistant
Being an Instructional Assistant (IA) means supporting students with behavioral health needs, working closely with a multidisciplinary team, balancing structure with flexibility, and finding meaning in small, everyday moments.
​
From morning prep to end-of-day reflection, each part of the day brings opportunities to connect with students, support their growth, and work alongside a team that truly relies on one another.
This is a look at what a day in the life looks like for Logan, a current IA. Logan joined The Joshua School seven months ago to gain hands-on experience with IEPs and behavior intervention plans while working toward her master’s degree in school psychology.
​
What is an Instructional Assistant?
At its core, being an IA is about showing up for students in a consistent, supportive way while helping the classroom run smoothly. IAs work Monday through Friday, typically arriving between 7:30–8:00 AM and wrapping up around 3:30–4:00 PM. Students arrive around 8:50–9:00 AM and head out for transportation at about 3:05 PM.
Throughout the day, IAs support students with academic goals, communication, daily living skills, and individualized behavior plans. You’re not doing this alone. You’re working closely with teachers, behavior specialists, therapists, and other staff to carry out each student’s programming.
​
What stands out most in this role is the environment. As Logan put it, “There’s a unique bond here. Everyone cares about each other and the students.” Teammates check in, step in to help, and genuinely support one another throughout the day.
​
There are also built-in opportunities to grow. IAs develop skills in behavior intervention, communication, organization, and leadership. There’s exposure to different therapy approaches like occupational therapy, speech therapy, mental health counseling, and applied behavior analysis. For those interested, there are clear next steps within the opportunity, including roles like RBT, Behavior Specialist, Co-Teacher, or Lead Teacher.
​
Being an IA also comes with strong benefits, including:
-
100% employer-paid HSA medical insurance (with PPO options available)
-
Dental, vision, telehealth, disability, and life insurance
-
9 weeks of paid school breaks, 7 paid holidays, and 3 weeks PTO
-
403(b) retirement plan
-
Paid parental and medical leave through Colorado FAMLI
-
Tuition reimbursement and supervision for RBT/BCBA certification
No two days look exactly the same. Students have different goals, needs, and energy levels, and behavior challenges can shift the flow of the day. Part of the role is learning how to adjust in real time, meet students where they are, and keep moving forward.
The day begins before students arrive, with a flexible start window that allows IAs to ease into the morning.
​
“Most mornings, you’re doing stuff for your case student,” Logan explains. “Making visual schedules, preparing what they need for their IEP.”
​
If you have extra time, you might check in with teammates to see if they need help getting set up. There’s a shared understanding that everyone is working toward the same goal, and mornings often reflect that. You may also complete a “zone check” to make sure safety and crisis materials are stocked and easy to access. Each classroom has designated areas where staff can quickly find what they need if a situation escalates.
“It’s good to make sure we have everything we need to keep everyone prepared,” Logan adds.
​
Once individual prep is done, the team comes together to make sure the classroom is ready for the day.
7:30 - 8:45 AM
Morning Prep
8:45 - 8:50 AM
Morning Meeting
Before students arrive, the team gathers briefly to align on the day. Program directors share schedules, available support, and any important updates.
​
“It’s so helpful,” Logan says. “I’ve worked in other schools where you have no clue what’s going on. Here, you start the day knowing exactly what’s happening and who you can count on.”
This is where the day really begins. As students arrive, the focus is on building connection.
​
“You’ll spend the first 20 to 30 minutes connecting… just engaging in a fun way,” Logan says.
​
That time matters. Starting the day with connection instead of demands helps students feel comfortable and ready to engage. And that idea of rapport doesn’t stop after arrival. Each time an IA starts working with a student, there’s a moment to reconnect before jumping into goals.
​
In the Mt. Sneffels classroom, the schedule is structured into three student blocks:
-
9:00–10:30AM first student
-
10:30AM–12:00PM second student
-
1:00–3:00PM third student
Each block follows a similar rhythm, even though the goals and students change.
​
Learning starts gradually.
“You kind of start with things that aren’t super intrusive,” Logan explains. “For example, I started with a tapping imitation goal… something that wasn’t a 180 from what he wanted to do.”
​
This approach builds momentum. Starting with something achievable helps students feel successful before moving into more challenging work.
​
Goals during this time vary widely depending on the student. Some might be working on communication, imitation, or following directions. Others may be building tolerance for tasks, practicing transitions, or learning how to request what they need.
​
Throughout it all, IAs are constantly adjusting. That might mean offering breaks, honoring a “one more minute” request, or shifting the plan entirely if a student is overwhelmed.
​
Snack is often built into this block, and even that becomes part of learning. Students might work on requesting, independence, or social interaction in a natural way.
8:50 - 10:30 AM
Student Arrival and Morning Routine
10:30 AM - 12:00 PM Life Skills Practice
As the morning continues, the structure stays the same, but the focus may shift depending on the student.
​
“Some students can sit and work for a long time, and some for like three minutes,” Logan says. “And the fact that they did that is phenomenal.”
​
That perspective is important. Progress looks different for every student. For some, building the ability to engage for even a short period of time is a major step forward, and it’s often something written directly into their goals.
​
During these blocks, IAs rotate to a new student and begin working on the goals outlined in their IEP and behavior plan. That might include:
-
Communication and language development
-
Social interaction and turn-taking
-
Independent routines and daily living skills
-
Structured academic or task-based activities
Life skills are also a key part of this time.
“He has cooking goals… we were trying to make a ham and cheese sandwich,” Logan shares.
​
These moments connect learning to real life, helping students build independence in ways that matter outside the classroom.
At the same time, IAs are collecting data, observing behavior, and making small adjustments throughout the block to support each student as effectively as possible.
Students break for lunch around noon, followed by recess. Staff rotate through their own lunch breaks during this time.
​
“One of the great things here is your lunch is paid for… you don’t clock out,” Logan says.
​
Recess gives students a chance to move, reset, and engage more freely. It’s also another opportunity to support social skills and build connection in a less structured setting.
12:00 - 1:00 PM Lunch & Recess
1:00 - 3:00 PM
Afternoon Routine
The final student block of the day often includes a mix of goal work and more flexible time.
​
“It’s your chance to get in goals that haven’t been run yet,” Logan explains. “You just kind of hang out and have fun… it’s another chance to build rapport.”
​
This block can look different depending on how the day has gone. Sometimes it’s focused and structured. Other times, it leans more into play, connection, and naturally embedding goals into activities.
​
There’s usually a longer period of student-directed time, where IAs join in play, model communication, or work on goals in a more relaxed way.
Flexibility is especially important throughout the day. There are times when behavior escalates or the environment needs to shift quickly to maintain safety. Staff may need to:
-
Support student regulation
-
Adjust expectations in the moment
-
Transition to a different space or activity
These moments can be challenging, and at times unpredictable, but they are where teamwork, training, and trust come into play. Staff rely on each other, follow established strategies, and work together to support students safely.
Dismissal is staggered to keep things calm and organized. Leadership communicates in real time as transportation arrives so staff know when to bring students out.
​
“It’s super helpful… they’re texting when the cars are showing up,” Logan says.
​
Once students leave, the focus shifts to reflection and communication. IAs complete a daily “back-and-forth” through Brightwheel, sharing updates with families about the day.
​
“It has highlights… what they struggled with… how we worked through it,” Logan explains.
​
Writing these updates is often a team effort. Since IAs rotate between students, they check in with one another to make sure they’re capturing the full picture. In doing that, they naturally begin to process the day together, filling in gaps, sharing observations, and reflecting on how different moments played out.
​
“It’s healthy—it helps you strategize, vent, and be ready for tomorrow,” Logan adds.
It’s also a time that brings the team closer. There’s space to laugh about moments from the day, talk through challenges, and support one another in a way that feels both productive and personal. By the time everyone heads out, there’s a stronger sense of connection and a clearer plan for what comes next.
3:05 to 3:30 PM Dismissal & End-of-Day Reflection
A Note on Schedules
Each classroom, program, and campus operates a little differently. While this gives a snapshot of a typical day, schedules and routines may vary. If something ever feels unclear, there’s always someone willing to walk you through it.
A day as an IA is structured, but never rigid. It requires patience, flexibility, and a willingness to adjust as things change.
​
Some moments are challenging. Others are light, funny, or unexpectedly meaningful. Most days are a mix of all of it.
​
At the end of the day, the work is about showing up, staying consistent, and being part of a team that supports both students and each other in a real way.