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Southwood Glenn shows board how schoolwide 'community circles' build self-management and empathy
Summary
Southwood Glenn Elementary presented the board with its schoolwide 'community circles,' a monthly mixed-age program based on the Zones of Regulation to teach self-management and social-emotional skills; the school aims to raise a key student-survey measure from 4.09 to 4.3 by year-end.
Southwood Glenn Elementary Principal Jason Galan told the Franklin Board of Education that his school holds monthly mixed-grade "community circles" to teach self-management and social-emotional learning rooted in the Zones of Regulation framework. The school uses consistent small groups (about 12–13 students) led by classroom teachers, specialists, office staff and student-services personnel so students build relationships across grades.
"This work connects to school improvement goal number three," Galan said, identifying the district survey item the school is targeting: the goal is to grow the item "our school students care about each other's feelings" from 4.09 to 4.3 by the end of the year. Teachers and school psychologists described interactive lessons that include movement, partner work and scenario practice so students can notice body signals, name feelings, and select regulation strategies in real time.
Miss Johnston, a staff leader for the circles, described how groups review a team agreement, use visual icons for "triggers" and "sparks," and practice problem‑solving through situational role-play. A student panel gave examples of triggers (loud noises, snowy weather, sibling arguments) and sparks (things that bring joy), underscoring the program's emphasis on perspective-taking and predictable supports.
The presentation emphasized family engagement: staff provide materials so families can use the same language and strategies at home. Principal Galan and his team framed the circles as aligned with the school improvement plan and as a means to strengthen classroom behavior, relationships and leadership opportunities for older students.
Board members asked brief clarifying questions about group size and implementation logistics; staff noted each student stays with the same mixed-age group all year and that groups are co-led by consistent staff members to build trust.
The presentation concluded with brief video excerpts and student remarks; Principal Galan thanked the board for the opportunity to share classroom practice.
