Throughout the academic day, circle-ups will be a key component to our skill development system in the psycho-educational classrooms. They will occur three times each day and will be utilized to see where everyone is and to process as a group.
The first circle-up occurs during breakfast time. This check-in will be used as a time for students and staff to share pertinent information about their evening and to discuss their target goal within the class.
The second circle-up occurs before lunch/recess. This circle-up will be used to review morning behaviors (positive and negative) and process as a group. The daily goal board will be updated and teacher and staff will again set expectations and give feedback to the group. Be sure to speak your mind, help other students and look for support with any problems, concerns or positive things that cross your mind!
The third circle-up occurs at the end of the academic day. The group will review the day and tie up any loose ends. During this circle-up, the Goal Board is completed, assignments are double-checked and any other aspects of programming can be addressed for everyone as a group. This will allow the group to see where all members of the class are before departing the day.
- Each day we will have at least circle-ups. More may be conducted as necessary.
- Student engagement is encouraged to facilitate the collaborative development of content.
- Content will be framed in a strength-based, positive focus.
- Constructive criticism should be kept as such: suggestions for improving and finding possible solutions rather than utilizing criticism or negative talk.
- The group’s tone and abilities should dictate length.
- Each student will have an opportunity to discuss his or her own progress.
- Each student will discuss his/her progress on an individual goal and group goal.
- Each student will name an area to work harder on over the next time period, as well as something they did well on this time period.
- Each student will receive positive feedback from staff, including encouragement and motivation, so that the student will have an incentive to continue progressing toward their goals.
- Serious issues or concerns must be discussed from a solution-focused perspective.
That is, what alternatives can we develop for resolving or alleviating this issue or
- Teaching and support by students within the group is encouraged and facilitated.
- Staff may use time to review behaviors and interventions and their effectiveness with
- Staff will set the tone and expectations for solution-focused problem solving.