How to Create a Therapy Schedule as a School-Based SLP (Even Mid-Year)
Sep 10
5 min read
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Starting a new school placement after the year has already begun can feel overwhelming. Teachers have established routines, students are used to their schedules, and suddenly you’re tasked with creating a therapy plan that fits into it all.
The good news? With a few intentional strategies, you can build a flexible SLP therapy schedule that works for you, your students, and your team—without adding unnecessary stress.
1. Use Flexible Tools for Scheduling
When you’re first mapping out your schedule, don’t lock yourself in with permanent ink. Use pencil on paper or an editable tool like Google Calendar (my preference).
Digital tools allow you to:
Add notes about student availability and when make-up sessions can happen.
Adjust quickly when testing, assemblies, or school-wide changes occur.
Share your calendar with colleagues when collaboration is needed.
👉 The goal is to create a working document, not a perfect one, because your schedule will evolve.
2. Keep Multiple Types of Schedules
One master calendar isn’t enough when you’re coordinating across classrooms, providers, and district events. Many speech-language pathologists find it helpful to maintain several layers of schedules:
Teacher availability: Note planning periods to efficiently schedule IEP meetings.
Classroom schedules: Keep a folder with daily schedules. Use one color to mark teacher-preferred times and another to highlight “okay” pull-out windows.
Individual student schedules: Track service minutes, goals, and which teacher/class each student belongs to. When creating these schedules, keep them HIPAA compliant by using student initials and grade levels rather than full names.
District schedule: Stay aware of events like state testing, field trips, and field days. When you know disruptions are coming, you can make up sessions in advance.
Layering these perspectives helps you prevent conflicts and stay consistent.
3. Reserve Time for Evaluations and Screenings
Evaluations have a way of sneaking up if you don’t block time in advance. Reserve Mondays or Fridays for:
New student screenings.
Three-year re-evaluations.
Writing reports and completing paperwork.
On your calendar, map each IEP deadline backward:
When the IEP must be finalized.
When the meeting should occur.
When the draft should be sent home.
When permissions are needed (for evals/reevals).
When testing and observations must be completed.
📅 Pro tip: Designated evaluation time keeps you ahead of deadlines and avoids last-minute stress.
4. Coordinate with Other Service Providers
Many students receive services from multiple providers—OTs, social workers, counselors, or special education teachers. These professionals may have stricter scheduling limitations, so check in early.
A quick 10–15 minute conversation now can save rescheduling later.
5. Group Students Strategically
Grouping by grade level and goal area makes sessions smoother and more engaging. Some examples:
“R” Groups: The /r/ sound is so specific that dedicated groups let students model for one another.
Language Groups: Build vocabulary, grammar, or comprehension with shared reading.
Pragmatics Groups: Practice social skills, turn-taking, and problem solving.
Articulation Groups: Target multiple sounds with peer-supported practice.
Word Detective Groups: Use prefixes, suffixes, and context clues to build word meaning.
Preschool Push-In: Join classrooms and incorporate child-led play with students.
💡 Keep groups to four or fewer for quality practice. Some students (AAC users, SSN students, or those with unique needs) may do best in individual sessions.
6. Build Strong Relationships with Teachers
A supportive relationship with teachers is your scheduling superpower. When teachers know you respect their time, they’ll be more flexible with yours.
Instead of asking, “When can I pull them?” try:
“When can I absolutely NOT pull them?”
“I want to make sure therapy supports—not interrupts—your instruction.”
Collaboration makes pull-outs smoother for the entire year.
7. Set Clear Expectations for Student Pick-Up
Every classroom runs differently, so clarify with teachers how students will transition to therapy:
Will you push in and quietly wait at the back until it’s a good time?
Will the teacher send students to you? If so, will you need reminders (email, phone call, sticky note, reminder on the board)?
Will you pick them up yourself? If so, start therapy in the hallway! You can target sounds or practicing pragmatic conversation during the walk.
Consistency prevents missed sessions and makes transitions smoother.
8. Be Thoughtful About ASD Classrooms
For students in ASD classrooms, routines are everything. Before finalizing your schedule, talk with the team to understand the flow of the day and decide together:
Are mornings too routine-heavy for a new face once a week, or would extra support be helpful?
When are transitions easiest for students?
What strategies help each child move between settings?
✨ Sometimes, supporting during routines—like morning greetings, daily transitions, or social activities—can be just as effective as traditional pull-out therapy. This approach also gives you valuable opportunities to introduce therapy tools directly to staff, encourage carryover of strategies, and build a stronger bridge between therapy and classroom practice.
9. Avoid Pulling During Core Instruction & Specials
As a rule of thumb, avoid pulling during:
Science and math blocks.
Specials like art, music, and PE.
Respecting these times strengthens relationships with teachers and ensures students don’t miss critical instruction.
10. Plan for Make-Ups and Manage Your Time Wisely
Life in schools is unpredictable, so build flexibility into your schedule:
Make-ups: If a child is absent, you don’t need to make up that session. But if a classroom conflict prevents therapy, you do.
Reserved time: Use Mondays or Fridays for make-ups, IEP meetings, and planning.
Workload balance: Stack therapy-heavy days midweek (Tuesday–Thursday) with lighter bookends for prep and paperwork.
11. Embrace Flexibility and Communication
Schedules will change—that’s a given. Set expectations early:
“This is our starting schedule, but it will likely change through the year.”
“If something isn’t working, please let me know.”
Transparency reduces stress and builds trust with staff and families.
Final Thought: Treat Your Schedule as a Living Document
With layered planning, clear communication, and flexibility, you can create a therapy schedule that meets IEP requirements while respecting teacher time and keeping students engaged.
When in doubt, remember: your therapy schedule is not static—it’s a living document. Treat it that way, and you’ll set yourself up for a smoother, more productive year.
Free Download: SLP Mid-Year Scheduling Checklist
Starting mid-year means juggling evaluations, therapy groups, teacher collaboration, and IEP deadlines—all while building relationships in a new environment. To make the transition smoother, I’ve created a one-page SLP Mid-Year Scheduling Checklist you can download and use right away.
This checklist pulls together the key strategies from this guide into quick, actionable steps: from using flexible tools, to grouping students effectively, to planning make-ups and evaluations in advance.
📂 Keep it on your desk or saved in your digital files for an easy reference as you build and adjust your schedule throughout the school year.
https://docs.google.com/document/d/1jWQ1uyrsy8jKW0RsWQXJj9cW7vZaVc1Czb0G25eDOXI/edit?usp=sharing
