Model Parenting Time Plans

for parent/child access

Monday Tuesday Wednesday Thursday Friday Saturday Sunday
Model Parenting Time Plans
for parent/child access

● 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
to parents

Raising children presents challenges for all parents. When

parents live in separate homes the challenges are greater
because relationships become more complicated. Sometimes
parents disagree about how much time children should
spend with each of them. The following information will help
parents reach agreements about parenting time (access)
with their children.

A statewide committee of judicial officers, mental health

providers and attorneys created this Model after consulting
with nationally known experts on child development and
after reviewing current research and guidelines from other
communities. Decisions about access depend on many cir-
cumstances, but the age of the child is very important. This
Model offers information about what children learn, feel, and
need at different ages. It also provides suggested plans
appropriate for each age group and language that may be
included in court orders.

Children describe the loss of contact with a parent as the

worst consequence of divorce or parental separation. Unless
special circumstances exist, preserving a healthy and ongoing
relationship between children and both their parents after
divorce or separation is of utmost importance. Positive
involvement with both parents furthers the child's emotional
and social development, academic achievement and overall
adjustment.

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 why plans are necessary

Written access plans provide children and parents with some

assurances of maintaining meaningful contact and can prevent
future conflict. This Model is intended to encourage open
dialog and cooperation between parents. The Court prefers
that parents reach agreements about schedules voluntarily.
When parents reach agreements about schedules on their
own, they are more likely to remain cooperative as their children
grow up. Children do best when their parents cooperate.
The reverse is also true. Children who experience ongoing
conflict between parents are at high risk for suffering serious
long-term emotional problems. If parents need assistance in
working out the schedules, private and court sponsored
mediation services are available in most Arizona counties.

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 legal
custody is in their children’s best interests. A parent who has sole custody has
the right to make major decisions about the children’s health, education and
religious upbringing. Parents who have joint legal custody have equal rights to
make such decisions, unless otherwise specified. Joint legal custody does not
necessarily mean equal parenting time.

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

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how to use this booklet

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

2. Meet with your child’s other parent to discuss custody and

which plan for access (A, B or C) best suits your family’s
needs.

3. After you decide which access plan is best, use the blank
calendar at the end of this booklet to shade in the days and
times each parent has access. To assist you, this Model
includes sample calendars with sample access plan language
to include in court orders. These are examples only. You
may choose any days or times you wish.

4. Because each child is unique, you may wish to establish

different plans for children of different ages while making
sure that brothers and sisters are able to spend as much
time together as possible. Be flexible!

5. If you are in a county with a self-service center, or you have

access to the Internet, you may obtain a Parenting Plan
form for custody and access that may be submitted to the
Court.

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which plan should we choose?

The following access options are designed to allow parents, or

the Court if necessary, to select the proper plan after considering
the family’s unique circumstances. Children differ in how long
they are comfortable being away from each parent. Some children
prefer spending more time at one home, while others move back
and forth on a regular basis with ease. Parents may need to
tolerate disruption of their own schedule and more or less time
with their children than they might otherwise prefer to provide the
children with a sense of security and well being.
When choosing a plan, parents should consider the child’s
relationship with each parent. If a parent has never been a part
of a child's life or has not had contact with the child for an
extended period, access should start slowly and gradually
increase as the child adjusts and feels comfortable.
A parent who has an extremely busy work schedule, has not
been 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 the
child may desire greater access. This parent may consider
Plan B.
A parent who has caregiving experience and desires maximum
access may consider Plan C. For ages three and older, all Plan
C schedules are for shared access.
As the child adjusts to the initial plan and feels comfortable, parents
may consider increasing access by choosing another plan. In
some cases, it may be beneficial to change from one plan to
another as the child gets older. When increasing access time, a
parent’s past involvement in caring for the child must be consid-
ered as well as the parent’s willingness and ability to learn
necessary caregiving skills.

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If parents cannot decide which custody arrangement and access
schedule is best for their family, the Court will evaluate the case,
will designate custody and will create an access plan it finds is in
the children’s best interests.
If the distance between the two residences is more than 100
miles, parents should refer to the "Long–Distance Parent/Child
Access" 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’s
schedule 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 if
the parent has not done so in the past
● a parent’s ability and willingness to learn basic caregiving
skills such as feeding, changing and bathing a young child,
preparing a child for daycare or school or taking responsibility
for helping a child with homework
● a parent’s ability to care for the child’s needs

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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 other
forms of communication
● maintain predictable schedules
● are prompt and have children ready at exchange time
● avoid any communication that may lead to conflict at exchange
time
● ensure smooth transitions by assuring the children that they
support their relationship with the other parent and trust the
other’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 homework
time
● handle rules and discipline in similar ways
● support contact with grandparents and other extended family
so the children do not experience a sense of loss
● are flexible so the child can take advantage of opportunities
to participate in special family celebrations or events
● give as much advance notice as possible to the other parent
about special occasions
● provide an itinerary of travel dates, destination and places
where 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 scheduled
activities

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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 presence
or range of hearing
● discuss their personal problems with the child or in the child’s
range of hearing
● use the child as a messenger, spy or mediator
● withhold access because child support has not been paid

Refer to the information you received at the Parent

Education Program. If you still have questions you may
want to seek professional advice.

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special circumstances
These access plans do not apply to all family situations or all
children. 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 necessary
to protect the child. Parents who have concerns about these
issues should seek help from an attorney, mental health pro-
fessional, court services, domestic abuse agency or local
social services agency.

Remember, the welfare of the child is of

utmost importance.
Definitions of terms used in this booklet:
Attachment: the process of building strong emotional bonds to
specific caregivers; critical for the child’s development during the
first 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 about
custody and access and that describes each parent’s rights and
responsibilities.
Transitions: moving between parents’ homes.

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 Model Parenting Time Plans

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 time
should personally care for the child as much as possible.
Return to the other home should be at least one-half hour before
bedtime. Once established, schedules should remain as consistent
as possible.

All plans that include overnights presume that the parent with access not
only has caregiving experience but that the child is sufficiently attached and
accustomed to being in the care of that parent for long periods.

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birth to twelve months
Infants learn at a rapid rate. They are learning to love and trust
familiar caregivers. Infants learn to attach to parents and others
through consistent, loving responses such as: holding, playing,
feeding, soothing, talking gently and lovingly and meeting their
needs promptly. They begin to respond to the different (but equally
valuable) types of parenting mothers and fathers provide.
Infants cannot retain experiences over time, so it is important that
they have frequent contact with both parents and a predictable
schedule and routine. But infants can retain "emotional memo-
ries" of conflict that can have long-term negative effects, so
parents should not argue when children, even infants, can
overhear.
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, and
sleep. When away from them, infants may become anxious and
may experience eating and sleeping problems.
At this young age, it is important to maintain the infant’s basic
sleep, feeding and waking cycles. Schedules should be adjusted
so that disruption does not occur. For example, in creating access
plans for this age group, parents should consider the special
needs of breastfeeding infants.
Plan A (1): Three periods of three to six hours spaced
throughout each week.
Comment: Frequent contact helps the parent and child
bond.
Plan A (2): Two six-hour periods spaced throughout each
week.
Comment: This plan is helpful when the parents’ work
schedules or their levels of conflict make more frequent
exchanges difficult. Because in this plan there are only

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two visits each week, bonding between the parent and
child 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 are
not recommended.
Holidays: When holidays or special occasions like Father’s
Day, Mother’s Day and birthdays do not fall on a parent’s access
day, parents should consider dividing them consistent with the
time blocks noted above.
Plan B: Two three-hour periods and one eight-hour period
spaced throughout each week.
See Plan A above for Vacation and Holidays.
Plan C: Two periods of three to six hours and one overnight
each 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 parent
thirty days written notice of vacation plans and an itinerary of
travel dates, destination and places where the child or parent
can be reached.
Holidays: When holidays or special occasions like Father’s
Day, Mother’s Day and birthdays do not fall on a parent’s access
day, parents should consider dividing them consistent with the
time blocks noted above.

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twelve to twenty-four months
One to two year-olds are becoming more aware of the world
around them and the people who are frequently in contact with
them. A baby at this age can be attached to many caregivers
including grandparents, other extended family members, daycare
providers, babysitters and family friends who are frequently in
contact with the child.
One to two year-olds are also becoming independent and are
developing the ability to comfort themselves by thumb sucking or
holding onto favorite blankets or toys. Their sleeping and eating
schedules are also becoming regular. They continue to respond
to the different (but equally valuable) types of parenting mothers
and fathers provide. Two year-olds commonly test parental lim-
its ("terrible twos") and appropriate parental responses can build
the child’s self-esteem for years to come.
Transitions between homes may become difficult for some one to
two year-olds and they may become upset at these times. Some
resistance to exchanges is normal for some children. This
behavior does not necessarily mean that the other parent is
not a good parent or that the child does not want to be with the
other parent. Parents can make exchanges easier for the child
by following predictable schedules and by supporting the child’s
relationship with the other parent.
Plan A(1): Three periods of three to six hours spaced
throughout each week.
Comment: Frequent contact helps the parent and child
bond.
Plan A(2): Two six-hour periods spaced throughout each
week.
Comment: This plan is helpful when the parents’ work
schedules or their levels of conflict make more frequent
exchanges difficult. Because in this plan there are only two

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visits each week, bonding between the parent and child may
proceed more slowly and the child may experience some
difficulty going from one parent to the other.
Vacation: Time blocks that vary significantly from the above are
not recommended.
Holidays: When holidays or special occasions like Father’s
Day, Mother’s Day and birthdays do not fall on a parent’s access
day, parents should consider dividing them consistent with the
time blocks noted above.
Plan B: Two four-hour periods and one eight-hour period
spaced throughout each week.
See Plan A above for Vacation and Holidays.
Plan C: One daytime period of three to six hours and two
non-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. After
the age of 18 months, parents may have two one-week periods
separated by at least four weeks. Each parent shall give the
other parent thirty days written notice of his/her vacation plans
and an itinerary of travel dates, destination and places where the
child or parent can be reached.
Holidays: When holidays or special occasions like Father’s
Day, Mother’s Day and birthdays do not fall on a parent’s access
day, parents should consider dividing them consistent with the
time blocks noted above.

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twenty-four to thirty-six months
Ages two to three are an important time for children to develop
independent skills. Although children this age are learning to be
independent, 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. They
may also be fearful about unfamiliar activities and objects.
Predictable, regularly scheduled routines help children manage
their fears and help them learn that the world is a safe place.
Moving between parents' homes may become difficult for children
at this age and they may become upset. This behavior does not
necessarily mean that the other parent is not a good parent or
that the child does not want to be with the other parent. Parents
must ensure that the transitions between the two parents’ homes
are free of parental arguing and tension.
Plan A (1): Two three to four-hour periods and one eight-hour
period spaced throughout each week.
Vacation: Time blocks that vary significantly from the above are
not recommended.
Holidays: When holidays or special occasions like Father’s
Day, Mother’s Day and birthdays do not fall on a parent’s access
day, parents should consider dividing them consistent with the
time blocks noted above.
Plan A(2) Two periods of three to six hours and one
overnight each week.
Vacation: Presuming Plan A (2) overnights have been ongoing,
parents may have two one-week periods separated by at least
four weeks. Each parent shall give the other parent thirty days
written notice of his/her vacation plans and an itinerary of travel
dates, destinations and places where the child or parent can be
reached.

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Holidays: When holidays or special occasions like Father’s
Day, Mother’s Day and birthdays do not fall on a parent’s access
day, parents should consider dividing them consistent with the
time blocks noted above.
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 separated
on a regular schedule from either parent for longer than
three 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 consecutive
overnights 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 years
Three to five year-olds are attached to their regular caregivers
and separation may cause them to be uncomfortable and anxious.
They may also be fearful about unfamiliar activities and objects
and may experience night fears like "monsters" under the bed.
Three to five year-olds may show increased discomfort when
moving between parents' homes. They may become very upset
at these times. This behavior does not necessarily mean that the
other parent is not a good parent or that the child does not want
to be with the other parent. Parents can make exchanges easier
for children by following predictable schedules.
Three to five year-olds may benefit from structured time with
children their own age, away from parents. This time helps them
to develop social skills and to learn that they can be safe and
happy away from both parents.
Children are more likely to resist going to the other parent if the
parents are tense, hostile or argue with each other at the
exchange. If tension is present, the child might become difficult
to manage or might display a variety of behaviors consistent with
emotional problems. If parents cannot be pleasant, or at least
neutral, they should limit communication at these exchanges.
Parents must not use the child as a messenger to communicate
with the other parent. Children may also feel more secure if they
can take favorite stuffed toys, family photos or other objects that
will 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 many
holidays as are meaningful to the family whether religious, cultural
or national in their access plan. Parents should also include
family birthdays and annual parent day celebrations.
The options discussed for 24 months to 36 months are also
appropriate for this age child.

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Plan A(1): Two consecutive overnights every other week and an
additional overnight or afternoon/evening period each week.
Plan A(2): Three consecutive overnights week one. Another
overnight or afternoon/evening period of three to four hours
may be added in week two.
Plan B: Four consecutive overnights week one. Another
overnight or afternoon/evening period of three to four hours
may 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 for
three to four days. It also allows the child to have a "stay home"
day (Saturday or Sunday) with each parent each week, which is
helpful to many young children. Parents may dislike not having
full weekend access, but the schedule can be modified to allow
full weekends during the summer or on holidays. If desired, par-
ents may alternate exchanges so one week one parent has three
overnights and the other has four overnights and the next week
the 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 full
weekends with and without the children. The child is away from
each parent during alternate weeks for five days, which may be
difficult for some children this age. This plan is helpful when the
parents’ level of conflict makes exchanges difficult, because all
exchanges can take place at day care.
Vacation: Each parent shall be entitled to up to 10 days in town or
out of town each year or two one-week periods taken separated by
at least three weeks. Telephone contact is recommended during out
of town periods. Each parent shall give the other parent thirty days
written 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 this
booklet.

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six to nine years
Six to nine year-old children may worry that one parent does not love
them or that they will lose one parent. They may also experience
intense longing for the absent parent. It is common for these children
to fantasize that their parents will get back together.
Some six to nine year-olds benefit from spending more time at one
home, while others move back and forth on a regular basis with ease.
Children differ in how long they are comfortable being away from
each parent. If the child has spent considerable quality time with the
parent who has access, that child may cope better with a long
separation from the other parent.
All scheduling should maximize parents’ time off from work. If work
schedules change, parents may vary access days with appropriate
prior notice.
Plan A(1): Two consecutive overnights every other week. An
additional three to six-hour period or overnight may be added
each week.
Plan A(2): Three consecutive overnights every other week and
an 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 in
the child’s academic life. It also provides a consistent routine,
accommodates a young child’s ability to be apart from either
parent for only four days and allows the child to have a "stay
home" day (Saturday or Sunday) with each parent each week,
which is helpful to many young children. Parents may dislike
not having full weekend access, but the schedule can be
modified to allow full weekends during the summer or on
holidays. If desired, parents may alternate exchanges so one
week one parent has three overnights and the other has four
overnights and the next week the number of overnights is
reversed.

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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 full
weekends with and without the children. The child is away
from each parent during alternate weeks for five days, which
may be difficult for some children. This plan is helpful when
the 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 is
optional 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 communication
and cooperation to arrange weekly activities for the children.
For example, if one parent wants to enroll the children in karate
lessons on Tuesday evenings, the other parent must be willing
to follow up with this activity when the children are with that
parent. All exchanges for this plan can take place at school or
daycare if desired. While some children thrive with this access
plan, others may find this arrangement disruptive.
Vacation: Each parent shall be entitled to two, two-week periods
of in town or out of town vacation each year for children ages six to
eight. Each parent shall be entitled to up to four consecutive weeks
of vacation after the child is eight. Each parent shall give the other
parent thirty days written notice of vacation plans and an itinerary of
travel dates, destinations and places where the child or parent can
be reached. Telephone contact is recommended. If the child is in
town during a four-week vacation period, the non-vacationing parent
may have one weekend (Friday at 5:30 p.m. to Sunday at 6:00 p.m.)
if desired.
Holidays: See the "What to do about holidays" section of this
booklet.

19
ten to 13 years
Ten to 13 year-old children often want to be independent from
their parents and are becoming more attached to their friends.
They may blame one parent for the divorce, may be angry and
embarrassed by the breakup of the family and may side with one
parent.
Children this age often want to have a say in their living arrange-
ments. Parents should allow them to express their views, while
making 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. Parents
should be flexible remembering that access must still occur on a
regular basis.
All plans for six to nine year-olds are suitable to this age
group.
Vacation: Each parent shall be entitled to two, two-week periods
or up to one four-week period. Each parent shall give the other par-
ent thirty days written notice of vacation plans and an itinerary of
travel dates, destinations and places where the child or parent
can be reached. Telephone contact is recommended. If the child
is in town during a four-week vacation period, the non-vacation-
ing parent may have one weekend (Friday at 5:30 p.m. to Sunday
at 6:00 p.m.) if desired.
Holidays: See the "What to do about holidays" section of this
booklet.

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14 to 18 years
During the later teen years, children want to be independent and
believe they are capable of making their own decisions. Often,
their focus is on their friends, school, activities or work more so
than on their family. Fourteen to eighteen year-olds may resist a
rigid or well-defined access schedule. Parents should be flexible
and accept the children’s increasing ability to care for their own
needs. Many older teens prefer a primary house to use as a base
where their friends can contact them. Sometimes they prefer it
just 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 for
living arrangements, access schedules and family activities.
Parents, however, must remind their teens that final decisions
rest with the parents.
All of the plans listed from age 6 and older are suitable for
this 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 becomes
the "home base."
Plan B: The parents share time with the child during alter-
nating seven-day periods. A midweek overnight period is
optional 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 the
children. For example, if one parent wants to enroll the
children in karate lessons on Tuesday evenings, the other
parent must be willing to follow up with this activity when
the children are with that parent. While some children
thrive with this access plan, others may find this arrange-
ment disruptive.

21
Plan C: The parents shall share time with the child during
alternating fourteen-day periods. While scheduled to be with
one parent, the child may have access to the other parent
intermittently, 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 periods
or up to four weeks of in town or out of town vacation. Each parent
shall give the other parent thirty days written notice of vacation
plans and an itinerary of travel dates, destinations and places
where 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 at
5:30 p.m. to Sunday at 6:00 p.m.) if desired.
Holidays: See the "What to do about holidays" section of this
booklet.

22
 what to do about holidays

Parents may:
1. Divide: Split the day or weekend (not necessarily equally) with both
parents.
Sample access plan language: Parent A shall have access on
(specify holiday) from 9:00 a.m. to 2:00 p.m. Parent B shall
have access from 2:00 p.m. to 8:00 p.m.
2. Alternate: One parent has access on certain holidays in even years
and the other parent has access in odd years.
Sample access plan language: Parent A shall have time with
the child on (specify holiday) in all even years from 9:00 a.m. to
5:00 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 exchange
for another holiday.
Sample access plan language: Parent A shall have (specify
holiday) each year and parent B shall have (specify holiday)
each year.
4. Scheduled: Parents follow their regular schedule and celebrate the
holiday with the child if they have access on that day or time.
Sample access plan language: Parents shall celebrate (specify
holiday) 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 regular

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

23
Parent/Child Access -
Long Distance
Parents cannot always relocate without court permission. Please
refer to the Arizona relocation statutes (Title 25) if considering a
move of more than 100 miles. Special considerations may arise
when a parent is required to move out of state. Long-distance
parent/child access may apply where the distance between the
residences of the two parents is more than 100 miles. Access
shall be provided throughout the year at regular intervals.
Parents must consider the age and maturity of the child, school
schedules and work schedules of other family members when
deciding how often and how long visits should be. Parents
should refer to the developmental information provided in
this 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 are
visiting from out of town. If the Court has not allocated travel
expenses in the child support order, parents should allocate these
costs 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 a
minimum of four access periods each year. Access shall occur
in the summer, during the winter holiday season, during
Thanksgiving or spring break and on or near the child’s birthday. If
the child’s birthday falls during one of the other scheduled access
periods, a fourth access period shall be scheduled at another
time. If logistically possible, twice-monthly visits should occur. If
parents live within driving distance, they should each drive one
direction or meet half way. Ideally, children under age eight
should not fly alone.

24
 As children approach age three, they become aware of holidays.
Holidays can be a challenge to parents who live more than 100
miles apart. Parents must be flexible and cooperative so that the
child can enjoy holidays with both of them.
To avoid disputes, parents should schedule for as many holidays
as are meaningful to the family whether religious, cultural or
national in their access plan. Parents should also include family
birthdays and annual parent day celebrations. Parents should
refer to the "What to do about holidays-long distance" section in
this booklet when creating their Long Distance Access Plan.
All plans for infants presume that the parent with access has
appropriate baby supplies (infant seat, car seat, crib, diapers and
toys), and that access will take place in a child-friendly setting that
is visually and intellectually stimulating while with that parent.
Once established, periods should remain as consistent as possible.

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

25
Birth to Twelve Months
One weekend per month at the non-residential parent’s home.
An additional weekend (consecutive or not) may be added each
month in the residential parent’s community.
Comment: Parents are encouraged to exercise at least
twice monthly contact because infants cannot retain expe-
riences over time. It is important that they have frequent
contact with both parents and a predictable schedule and
routine. Infants can retain "emotional memories" of conflict
that can have long-term negative effects, so parents should
not argue when children, even infants can overhear.
Sample access plan language: Parent A shall have
time with the child once each month from Friday at 5:30
p.m. to Sunday at 6:00 p.m. in Parent A’s own commu-
nity. The child shall be with Parent B the remainder of
the time.
This schedule should be adjusted to accommodate breast-
feeding infants.
Vacation: Time blocks that vary significantly from the above
are not recommended.
Holidays: See the "What to do about holidays-long distance"
section of this booklet.

Twelve to Twenty - Four Months

One weekend per month at the non-residential parent’s home.
An additional weekend may be added each month (consecutive
or not) in the residential parent’s community.
Comment: Parents are encouraged to exercise at least
twice monthly contact because infants cannot retain expe-
riences over time. It is important that they have frequent
contact with both parents and a predictable schedule and
routine. Infants can retain "emotional memories" of conflict

26
 that can have long-term negative effects, so parents should
not argue when children, even infants can overhear.
Sample access plan language: Parent A shall have
time with the child once each month from Friday at 5:30
p.m. to Sunday at 6:00 p.m. in Parent A’s own commu-
nity. The child shall be with Parent B the remainder of
the time.
Vacation: Time blocks that vary significantly from the
above are not recommended.
Holidays: When holidays or special occasions like Father’s
Day, Mother’s Day and birthdays do not fall on a parent’s
access 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 Months

Two weekends, consecutive or not, per month at the non-resi-
dential parent’s home. In the alternative, one weekend may be
taken 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 have
time with the child twice each month from Friday at
5:30 p.m. to Sunday at 6:00 p.m. in Parent A’s own com-
munity. The child shall be with Parent B the remainder
of the time.
Vacation: Two one-week periods separated by at least four
weeks.
Holidays: See the "What to do about holidays-long dis-
tance" section of this booklet.

27
Three to Five Years
Two weekends per month, consecutive or not, at the non-residen-
tial parent’s home. In the alternative, one weekend may be taken
in the residential parent’s community. In odd-numbered years, one
seventy-two hour period inclusive of the child’s birthday.
Sample access plan language: Parent A shall have
time with the child twice each month from Friday at
5:30 p.m. to Sunday at 6:00 p.m. in Parent A’s own
community. The child shall be with Parent B the
remainder of the time.
Vacation: Two one-week periods separated by at least two
weeks for ages three and four and four weeks at age five;
during this period, the residential parent shall have the
option of having the child on alternating weekends, at the
residential parent’s expense.
Holidays: See the "What to do about holidays-long dis-
tance" section of this booklet.

Six to Nine Years

Two 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. In
the alternative, one weekend may be taken 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 have
time with the child twice each month from Friday at
5:30 p.m. to Sunday at 6:00 p.m. in Parent A’s own com-
munity. The child shall be with Parent B the remainder
of the time.
Summer Or Other Extended School Breaks: Up to four
weeks at ages six and seven. Up to eight weeks, for
ages eight and nine, consecutive or not. During these

28
 periods, the residential parent shall have the option of
having the child on alternating weekends, at the residential
parent’s expense.
Holidays: See the "What to do about holidays-long
distance" section of this booklet.

Ten to Thirteen Years

Two weekends per month at the non-residential parent’s home. If
a month has a Monday school holiday, parents should select that
long 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 the
child’s birthday.
Sample access plan language: Parent A shall have
time with the child twice each month from Friday at
5:30 p.m. to Sunday at 6:00 p.m. in Parent A’s own
community. The child shall be with Parent B the
remainder of the time.
Summer Or Other Extended School Breaks: Up to eight
weeks, 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.
Holidays: See the "What to do about holidays-long dis-
tance" section of this booklet.

Fourteen to Eighteen Years

Parents should expect that normal weekend access may become
difficult during the school year because of the child’s involvement
in school activities, work and friends. If parents have established
access in accordance with the schedule for ages 10 to 13, they
should attempt to maintain that pattern after considering the
child’s activities. Parents should attempt to continue including
one seventy-two hour period inclusive of the child’s birthday, in

29
alternate years. Flexibility is critical. As with any plan, parents
must make the final decision about schedules.
Summer access is very important for the child at this age and can
ensure 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 activities
and/or employment for an older child so that the child remains
enthusiastic about continuing the summer schedule.
Sample access plan language: Parent A shall have
time with the child once each month from Friday at 5:30
p.m. to Sunday at 6:00 p.m. in Parent A’s own commu-
nity. The child shall be with Parent B the remainder of
the time.
Summer: Up to eight weeks, consecutive or not. During
this period, the residential parent shall have the option of
having the child on alternating weekends, at the residential
parent’s expense.
Holidays: See the "What to do about holidays-long
distance" section of this booklet.

30
 what to do about
holidays-long distance
When parents live more than 100 miles apart, all the options
available for short distance plans are not available. Parents
must consider the child’s school and work schedules when
arranging for holiday visits.

Parents may:
1. Alternate: One parent has access on certain holidays in even years
and the other parent has access in odd years. Holidays begin at
6:00 p.m. on the last day of school and conclude at 6:00 p.m. the
day before school starts.
Sample access plan language: Parent A shall have time with
the child on Thanksgiving on all even years from 6:00 p.m.
Wednesday to 6:00 p.m. Sunday. Parent B shall have time with
the child for Thanksgiving on all odd years.
2. Substitute: One parent always has a specific holiday in exchange
for another holiday.
Sample access plan language: Parent A shall have (specify hol-
iday) each year and Parent B shall have (specify holiday) each
year.
3. Scheduled: Parents follow their regular schedule and celebrate the
holiday with the child if they have access on that weekend. The
weekend shall be extended to include the holiday.
Sample access plan language: Parents shall celebrate (specify
holiday) if it falls on or close to the weekend they regularly have
access.
● Each parent celebrates his or her parent day with the child.

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

31
 Sample Calendars and Language for Court Orders

birth to twelve months

Plan A 1 Weekly Schedule Parent A
Mon Tues Wed Thurs Fri Sat Sun
Parent B
8:00 Sample parenting plan
9:00 language: Parent A shall
10:00 have time with the child
11:00 each week on Tuesday
Noon and Thursday from 4:30
1:00 p.m. to 7:30 p.m. and
2:00 Saturday from 9:00 a.m.
3:00 to 3:00 p.m. The child
4:00 shall be with Parent B the
5:00 remainder of the time.
6:00
7:00
8:00
Overnight

Plan A 2 Weekly Schedule Parent A

Mon Tues Wed Thurs Fri Sat Sun
Parent B
8:00 Sample parenting plan
9:00 language: Parent A shall
10:00 have time with the child
11:00 each week on Tuesday
Noon from 12:00 p.m. to 6:00
1:00 p.m. and Saturday from
2:00 9:00 a.m. to 3:00 p.m.
3:00 The child shall be with
4:00 Parent B the remainder
5:00 of the time.
6:00
7:00
8:00
Overnight

32
 Sample Calendars and Language for Court Orders

birth to twelve months

Plan B Weekly Schedule Parent A
Mon Tues Wed Thurs Fri Sat Sun
Parent B
8:00 Sample parenting plan
9:00 language: Parent A shall
10:00 have time with the child
11:00 each week on Tuesday
Noon and Thursday from 4:30
1:00 p.m. to 7:30 p.m. and
2:00 Saturday from 10:00 a.m.
3:00 to 6:00 p.m. The child
4:00 shall be with Parent B the
5:00 remainder of the time.
6:00
7:00
8:00
Overnight

Plan C Weekly Schedule Parent A

Mon Tues Wed Thurs Fri Sat Sun
Parent B
8:00 Sample parenting plan
9:00 language: Parent A shall
10:00 have time with the child
11:00 each week on Tuesday
Noon and Thursday from 4:30
1:00 p.m. to 7:30 p.m. and
2:00 Saturday from 4:30 p.m.
3:00 to Sunday 4:30 p.m. The
4:00 child shall be with Parent
5:00 B the remainder of the
6:00 time.
7:00
8:00
Overnight

33
 Sample Calendars and Language for Court Orders

twelve to twenty four months

Plan A 1 Weekly Schedule Parent A
Mon Tues Wed Thurs Fri Sat Sun
Parent B
8:00 Sample parenting plan
9:00 language: Parent A shall
10:00 have time with the child
11:00 each week on Tuesday
Noon and Thursday from 4:30
1:00 p.m. to 7:30 p.m. and
2:00 Saturday from 9:00 a.m.
3:00 to 3:00 p.m. The child
4:00 shall be with Parent B the
5:00 remainder of the time.
6:00
7:00
8:00
Overnight

Plan A 2 Weekly Schedule Parent A

Mon Tues Wed Thurs Fri Sat Sun
Parent B
8:00 Sample parenting plan
9:00 language: Parent A shall
10:00 have time with the child
11:00 each week on Tuesday
Noon from 12:00 p.m. to 6:00
1:00 p.m. and Saturday from
2:00 9:00 a.m. to 3:00 p.m.
3:00 The child shall be with
4:00 Parent B the remainder
5:00 of the time.
6:00
7:00
8:00
Overnight

34
 Sample Calendars and Language for Court Orders

twelve to twenty four months

Plan B Weekly Schedule Parent A
Mon Tues Wed Thurs Fri Sat Sun
Parent B
8:00 Sample parenting plan
9:00 language: Parent A shall
10:00 have time with the child
11:00 each week on Tuesday
Noon and Thursday from 4:30
1:00 p.m. to 8:30 p.m. and
2:00 Saturday from 10:00 a.m.
3:00 to 6:00 p.m. The child
4:00 shall be with Parent B the
5:00 remainder of the time.
6:00
7:00
8:00
Overnight

Plan C Weekly Schedule Parent A

Mon Tues Wed Thurs Fri Sat Sun
Parent B
8:00 Sample parenting plan
9:00 language: Parent A shall
10:00 have time with the child
11:00 each week on Tuesday
Noon from 2:30 p.m. to 8:30
1:00 p.m., Thursday at 5:30
2:00 p.m. to Friday at 8:00
3:00 a.m. and Saturday from
4:00 4:30 p.m. to Sunday 4:30
5:00 p.m. The child shall be
6:00 with Parent B the remain-
7:00 der of the time.
8:00
Overnight

35
 Sample Calendars and Language for Court Orders

twenty-four to thirty-six months

Plan A 1 weekly schedule Parent A
Mon Tues Wed Thurs Fri Sat Sun
Parent B
8:00 Sample parenting plan
9:00 language: Parent A shall
10:00 have time with the child
11:00 each week on Tuesday
Noon and Thursday from 4:30
1:00 p.m. to 8:30 p.m. and
2:00 Saturday from 10:00 a.m.
3:00 to 6:00 p.m. The child
4:00 shall be with Parent B the
5:00 remainder of the time.
6:00
7:00
8:00
Overnight

Plan A 2 weekly schedule Parent A

Mon Tues Wed Thurs Fri Sat Sun
Parent B
8:00 Sample parenting plan
9:00 language: Parent A shall
10:00 have time with the child
11:00 each week on Tuesday
Noon and Thursday from 4:30
1:00 p.m. to 7:30 p.m. and
2:00 Saturday from 4:00 p.m.
3:00 to Sunday at 10:00 a.m.
4:00 The child shall be with
5:00 Parent B the remainder
6:00 of the time.
7:00
8:00
Overnight

36
 Sample Calendars and Language for Court Orders

twenty-four to thirty-six months

Plan B weekly schedule Parent A
Mon Tues Wed Thurs Fri Sat Sun
Parent B
8:00 Sample parenting plan
9:00 language: Parent A shall
10:00 have time with the child
11:00 each week on Monday
Noon from 8:00 a.m. to Tuesday
1:00 8:00 a.m. and Wednes-
2:00 day from 4:30 p.m. to
3:00 7:30 p.m. and Friday
4:00 from 8:00 a.m. to
5:00 Saturday 1:00 p.m. The
6:00 child shall be with
7:00 Parent B the remainder
8:00
of the time.
Overnight

Plan C weekly schedule Parent A

Mon Tues Wed Thurs Fri Sat Sun
Parent B
8:00 Sample parenting plan
9:00 language: Parent A shall
10:00 have time with the child
11:00 each week on Monday
Noon from 5:30 p.m. to Wed-
1:00 nesday 8:00 a.m. and
2:00 Saturday from 10:00 a.m.
3:00 to 1:00 p.m. The child
4:00 shall be with Parent B
5:00 the remainder of the
6:00 time.
7:00
8:00
Overnight

37
 Sample Calendars and Language for Court Orders

3 - 5 years old
Plan A1 monthly schedule Parent A
Parent B
Mon Tues Wed Thurs Fri Sat Sun
Sample parenting plan
language: Parent A shall
have time with the child
week one from Friday at
5:30 p.m. to Sunday at
6:00 p.m. In addition,
Parent A shall have time
with the child each week
from Wednesday at 5:30
p.m. to Thursday at 8:00
a.m. The child shall be
with Parent B the remain-
der of the time. Repeat
schedule weeks three
and four.

Plan A2 monthly schedule Parent A

Parent B
Mon Tues Wed Thurs Fri Sat Sun
Sample parenting plan
language: Parent A shall
have time with the child
week one from Thursday
at 5:30 p.m. to Sunday at
6:00 p.m. In addition,
Parent A shall have time
with the child Wednes-
day from 5:30 p.m. to
Thursday 8:00 a.m. week
two. The child shall be with
Parent B the remainder of
the time. Repeat schedule
weeks three and four.

38
 Sample Calendars and Language for Court Orders

3 - 5 years old
Plan B monthly schedule Parent A
Parent B
Mon Tues Wed Thurs Fri Sat Sun
Sample parenting plan
language: Parent A shall
have time with the child
week one from Thursday
at 5:30 p.m. to Monday at
8:00 a.m. In addition,
Parent A shall have time
with the child from Thurs-
day at 5:30 p.m. to Friday
at 8:00 a.m. week two.
The child shall be with
Parent B the remainder of
the time. Repeat schedule
weeks three and four.

Plan C1 monthly schedule Parent A

Parent B
Mon Tues Wed Thurs Fri Sat Sun
Sample parenting plan
language: Parent A shall
have time with the child
each week from Sunday at
8:00 a.m. to Wednesday
at 12:00 p.m. Parent B
shall have time from
Wednesday at 12:00 p.m.
to Sunday at 8:00 a.m.

39
 Sample Calendars and Language for Court Orders

3 - 5 years old
Plan C2 monthly schedule Parent A
Parent B
Mon Tues Wed Thurs Fri Sat Sun
Sample parenting plan
language: Parent A shall
have time with the child
every Monday after day-
care (or 5:30 p.m. if not in
daycare) to Wednesday
8:00 a.m. Parent B shall
have time with the child
every Wednesday after
daycare (or 5:30 p.m. if not
in daycare) to Friday at
8:00 a.m. The parties shall
alternate weekends (Friday
to Monday at 8:00 a.m.).

40
 Sample Calendars and Language for Court Orders

6 - 9 years old
Plan A1 monthly schedule Parent A
Parent B
Mon Tues Wed Thurs Fri Sat Sun
Sample parenting plan
language: Parent A shall
have time with the child
every other week from
Friday at 5:30 p.m. to
Sunday at 6:00 p.m. In
addition, Parent A shall
have time with the child
each week from Wednes-
day at 5:30 p.m. to 9:00
p.m. The child shall be
with Parent B the remain-
der of the time.

Plan A2 monthly schedule Parent A

Parent B
Mon Tues Wed Thurs Fri Sat Sun
Sample parenting plan
language: Parent A shall
have time with the child
week one from Monday
at 5:30 p.m. to Thursday
at 8:00 a.m. In addition,
Parent A shall have
access every Saturday
from 2:00 p.m. to 8:00
p.m. The child shall be
with Parent B the remain-
der of the time. Repeat
schedule weeks three
and four.

41
 Sample Calendars and Language for Court Orders

6 - 9 years old
Plan B monthly schedule Parent A
Parent B
Mon Tues Wed Thurs Fri Sat Sun
Sample parenting plan
language: Parent A shall
have time with the child
week one from Wednes-
day at 5:30 p.m. to Sunday
at 8:00 a.m. In addition,
Parent A shall have
access week two on
Tuesday from 5:30 p.m. to
Wednesday 8:00 a.m. The
child shall be with Parent
B the remainder of the
time. Repeat schedule
weeks three and four.

Plan C1 monthly schedule Parent A

Parent B
Mon Tues Wed Thurs Fri Sat Sun
Sample parenting plan
language: Parent A shall
have time with the child
each week from Sunday at
8:00 a.m. to Wednesday
at 12:00 p.m. Parent B
shall have time from
Wednesday at 12:00 p.m.
to Sunday at 8:00 a.m.

42
 Sample Calendars and Language for Court Orders

6 - 9 years old
Plan C2 monthly schedule Parent A
Parent B
Mon Tues Wed Thurs Fri Sat Sun
Sample parenting plan
language: Parent A shall
have time with the child
every Monday after
school to Wednesday at
8:00 a.m. Parent B shall
have time with the child
every Wednesday after
school to Friday at 8:00
a.m. week two. The par-
ties shall alternate week-
ends (Friday after school
to Monday morning).

Plan C3 monthly schedule Parent A

Parent B
Mon Tues Wed Thurs Fri Sat Sun
Sample parenting plan
language: Parents shall
share time with the child
for a seven-day period
(alternating weeks). Week
one: Parent A shall drop
the child off at school
Friday at 8:00 a.m. and
Parent B shall pick the
child up after school.
Week two: Parent B shall
drop the child off at school
Friday at 8:00 a.m. and
Parent A shall pick the
child up after school.
Repeat schedule weeks
three and four.
Optional: The parent who does not have time with the
child during the week shall be entitled to an overnight, nor-
mally to occur Wednesday from 5:30 p.m. to Thursday at
8:00 a.m.
43
 Sample Calendars and Language for Court Orders

10 - 13 years old
monthly schedule

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

14 - 18 years old
Plan A monthly schedule Parent A
Parent B
Mon Tues Wed Thurs Fri Sat Sun
Sample parenting plan
language: Parent A shall
have time with the child
every other week from
Friday at 5:30 p.m. to
Sunday at 6:00 p.m. In
addition, Parent A shall
have time with the child
each week from Wednes-
day at 5:30 p.m. to 9:00
p.m. The child shall be
with Parent B the remain-
der of the time.

44
 Sample Calendars and Language for Court Orders

14 - 18 years old
Plan B monthly schedule Parent A
Mon Tues Wed Thurs Fri Sat Sun Parent B
Sample parenting plan
language: Parents shall
Optional share time with the child
for a seven-day period
(alternating weeks). Week
one: Parent A shall drop
Optional the child off at school
Monday at 8:00 a.m. and
Parent B shall pick the
child up at school at 5:30
Optional
p.m. Week two: Parent B
shall drop the child off at
school Monday at 8:00
a.m. and Parent A shall
Optional
pick the child up at
school at 5:30 p.m.
Optional: The parent who does not have time with the Repeat schedule weeks
child during the week shall be entitled to an overnight, three and four.
normally to occur Wednesday from 5:30 p.m. to Thursday
at 8:00 a.m.
46

45
 Sample Calendars and Language for Court Orders

14 - 18 years old
Plan C monthly schedule Parent A
Parent B
Mon Tues Wed Thurs Fri Sat Sun
Sample parenting plan
language: Parents shall
share time with the child
on an alternating 14-day
basis. Week one: Parent
A shall drop the child off
at school Friday at 8:00
a.m and Parent B shall
pick the child up after
school. Week three:
Parent B shall drop the
child at school Friday at
8:00 a.m. and Parent A
shall pick the child up
after school.
Optional: The parent who does not have time with the
child during the 14-day period shall have access as
determined by the child's school and activity schedules,
as well as the child's needs and desires.

46
 weekly calendar for planning
■ Parent A: ________________________________

■ Parent B: ________________________________

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

notes: __________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
______________________________________
47
 monthly calendar for planning
■ Parent A: ________________________________

■ Parent B: ________________________________

Mon Tues Wed Thurs Fri Sat Sun

notes: __________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

48
Workgroup on Parenting Time Plans

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

Members: Staff:
Dennis Barr, Family Counselor/Mediator Beverley Boyd, Manager
Superior Court in Mohave County Family Law Unit
Robert L. Barrasso, J.D. Arizona Supreme Court
Family Law Attorney
Karen Kretschman, J.D.
Sidney Buckman, Director Arizona Supreme Court
Conciliation Court
Superior Court in Coconino County David Sands, J.D.
Arizona Supreme Court
Clarence Cramer, Director
Family Services of the Conciliation Court Vickie Fugate, Administrative
Superior Court in Pinal County Assistant, Superior Court in
Maricopa County
Jennifer Howard, ACSW
Marriage and Family Therapist Isabel Gillett, Sr. Administrative
Secretary
Marlene Joy, Ph.D. Family Law Unit
Custody Evaluator Arizona Supreme Court

Philip P. Knox, Administrator

Superior Court in Maricopa County

Fred Mitchell, Ph.D.

Director, Family Center of the Conciliation Court
Superior Court in Pima County

David Ostapuk, Commissioner

Superior Court in Pima County

Rhonda L. Repp, Commissioner

Superior Court in Yavapai County

Sandra S. Volgy, Ph.D.

Clinical Psychologist

Zenia Kuzma, CISW, CADAC

Rockville, MD
 Presented by the
Arizona Supreme Court
Administrative Office of the Courts
Court Services Division • Family Law Unit
(602) 542-9250

This publication can be provided in an alternative format or other assistance

may 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.