Fellow SLPs,
I am starting my third year in the school setting as part of a service obligation. Quite frankly, I am burnt out and have decided to leave the field after this year.
In general, I am constantly overwhelmed, exhausted, and overworked. The state of my mental health has slowly deteriorated. Anxiety and depression. I recently sought help and my doctor feels that I do not know how to manage stress very well. He is right, I am in a constant state of panic: IEP meetings, paperwork, screenings, testing, observations, collaboration, RTI, common core, homework, report cards, parents. To me, it is a never-ending cycle of chaos and deadlines, of shuffling and herding children around all day. It will never become second nature to me.
This year is even more of a challenge because I have been assigned to two schools, one of which serves the Emotionally/Behaviorally Disabled population.

Now I am in survival mode.

I have never had so many 5th-6th graders who are Language Impaired. How do I make tx functional and fun? How do I target different language goals for a group of up to 6-7 students in 30 minutes? Am I limited to worksheets?
Oh my goodness, all of that does sound overwhelming! I'm so sorry you feel this way. =/ My advice is to just do what you can do and just get through it. If it's not perfect, oh well. I personally would cut out homework unless a parent specifically asks for it. I would also put screenings at the bottom of your list and maybe set aside a 30 minute time slot per week to screen kids. And only take on as many evaluations as you can complete. Take 1-2 per month if you need to.

Just curious - why are your groups so large? How many kids total are you serving?

I suggest grabbing a book they are reading in class, or a book from the library and letting that be your language therapy. By the time kids are in 5-6th grade, therapy shifts (for me) to less fun and more "lets get to work" if that makes sense. I did a lot of story comprehension, vocabulary building, etc. with stories. We even wrote our own stories together to target a huge number of concepts.
If your some of your older language kiddos also have some time in a resource room if they are diagnosed with learning disabilities, I have found that to be more functional to push in vs pulling those kids out. Sped teachers usually have a good idea of curriculum and what students are working on in the classroom so sometimes it can help to team with them to "co-treat" and feel more supported (if you have good sped teachers :)

I have ED students too and they are tough kids, you just do what you can to best support them, for most of these kids, speech/language is the least of their problems!
How many kids total are on your caseload? Perhaps there's a better way to group the kiddos?

I'm sorry you feel so overwhelmed but perhaps there's something we can do to figure out how to make the situation less draining.

I agree with the above poster to drop the homework and put screenings lower on the priority list. In terms of homework, I found most of my kids didn't go it, or would lose it and the parents werent too involved. SO I stopped stressing that aspect because I wasn't getting any support. I also had a packet I gave to teachers in terms of screenings to refer to (i.e., a sound development chart so they'd stop sending me referrals for a 4 year old who couldn't say /r/).