Circles of Support Process

  • Guiding Principles: 
     Circles of Support Graphic
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    Guiding Principles for Circles of Support

    • We recognize that all children have unique strengths and challenges

    • Understanding the learner is fundamental as we work together to improve Instruction, Curriculum, Classroom Environment and Culture (7 Components of Inclusive and Equitable Classrooms)

    • The student, parent and classroom teacher are at the center, even as we add layers of support

    • As we add additional circles of support, we intensify the interventions, increase the regularity of data collection, and add more formal systems of documentation and communication.

    • We believe interventions improve outcomes, labeling a student does not improve outcomes. 

    • We have a responsibility to our students to provide high leverage interventions, and to take consistent data to monitor their growth and success. 

    Purpose of Circles of Support

    • To come together to find ways to provide opportunities for students (what ways can we change the environment to help the student to access learning?)

    • Empowering students by helping them to understand themselves as learners

    • Circles of Support is not a special education referral process - evaluation and special education services are one possible outcome of Circles of Support

    Role of the Teacher Team

    In the Circles of Support diagram, there is a layer of Teacher Teams between the Student, Parent & Teacher and the Circles of Support Team. This layer will look different depending on the school – grade level teams, department teams, cross-disciplinary teams, student support meetings. As we move to the next layer in the Circles of Support, the process should be more consistent across schools. Discussing student growth and interventions is a regular part of our Teacher Team’s problem solving process for students. The data collected in this circle can be used as we consider increasing the frequency and intensity of intervention with initiating Circles of Support. 

    Key Elements of the Circles of Support Process

    Who should be a part of our Circles of Support team?

    1. Building Instructional Coordinator or Principal/Assistant Principal

    2. School Counselor

    3. Classroom Teacher

    4. ELD Specialist (if applicable)

    5. SLP (if applicable)

    6. School Psychologist (for consultation and team support)

    7. Parents / Guardians

    8. The student when appropriate

    How often should a Circles of Support team meet for a specific student?

    At regular intervals to review student data and communicate that data with the rest of the Circles team and family. This could be every 6 weeks for a student team. A building team may want to meet weekly or every other week, depending on how many students are in Circles.

    Anxiety Continuum of Supports
    Attention Continuum of Supports Diagram
     Dyslexia Continnum of Supports
    Other Resources: