Building a service schedule is one of the least-discussed and most stressful parts of a case manager's August. Every student's IEP promises a specific number of minutes in a specific setting, and your job is to fit all of it into a week without double-booking students, rooms, co-teachers, or yourself — while working around lunch, specials, and testing. It's a logic puzzle with legal stakes. Here's a method that makes it tractable.
Step 1: List every commitment first
Before you touch a calendar, write down every service you owe. For each student: service type, minutes per week, setting (push-in or pull-out), and group eligibility (who could be served together). This is your demand. You cannot schedule what you haven't inventoried, and trying to build the grid from memory is how minutes get dropped.
Step 2: Convert everything to weekly minutes
IEPs are written in different units — minutes per week, per month, per year. Convert all of them to a single weekly target so you're scheduling apples to apples. A service written as 1,200 minutes per year is roughly 30 minutes per week across a 36-week year, but plan a small buffer because you will lose weeks to testing and holidays.
Step 3: Place the fixed constraints
Some blocks can't move. Lay these down first:
- Push-in services have to align with the content class they support — they're anchored to the general education schedule.
- Related services (speech, OT) often come from providers with their own calendars; get those slots before building around them.
- Co-taught blocks depend on another teacher's availability.
These fixed points define the gaps you have left to work with.
Step 4: Group strategically
Pull-out minutes are where you gain efficiency. Students working on similar skills at similar levels can often be served together, and group instruction still counts as full minutes for each student. Build groups by skill and level, not just by who's free at the same time — a group that mixes a decoding need with a comprehension need serves neither well.
Step 5: Fill the gaps and check for collisions
Now place the remaining pull-out groups into open slots. As you go, check three things for every placement:
- Is the student actually available (not in their own related service, lunch, or a class they can't miss)?
- Are you double-booked?
- Is the room available?
A simple grid — students down one axis, periods across the top — makes collisions visible. Color or initial each cell as you fill it.
Step 6: Build in makeup capacity
A schedule with zero slack guarantees you'll owe minutes the first time a fire drill or assembly hits. Leave one flexible block a week with no standing assignment, used for makeups when you fall behind. Without it, every disruption becomes a compliance gap you can't close.