Spark Circle Facilitator Guide Spark Circle Facilitator Guide
16-Week SEL Small Group Curriculum • 6th Grade IEP Support
Modular / Flexible Pacing
Target IEP Domains
Emotional regulation, sensory coping, self-advocacy for accommodations, and peer boundary communication.
Modular Pacing Design
15m: Check-in + 1 Card
30m: Anchor + Activity
45m: Full Circle + Roleplay
Group Norms & Safety
Confidentiality ("What's said in circle stays in circle"), right to pass, sensory fidget access, zero-judgment space.
Scope & Sequence • Weeks 1 to 8
UNIT 1: EMOTION RADAR (Weeks 1–4) • Emotional Awareness & Physical Cues IEP: Self-Awareness
WK 1: Safe Harbor
Group contract, comfort zones, and strengths inventory.
WK 2: Body Detective
Physical sensations of stress, tension, and excitement.
WK 3: Emotion Spectrum
Beyond mad/sad: nuance, triggers, and secondary feelings.
WK 4: The 1–5 Scale
Identifying early escalation clues before tipping point.
UNIT 2: CALM TOOLKIT (Weeks 5–8) • Coping Strategies & Sensory Resets IEP: Self-Regulation
WK 5: Sensory Menu
Noise, light, tactile tools, and classroom sensory needs.
WK 6: Breath & Body
Tactical box breathing, progressive muscle relaxation.
WK 7: Thought Reframes
Unhelpful self-talk vs. realistic, kind replacement thoughts.
WK 8: My Reset Plan
Creating an individualized crisis & de-escalation plan.
Recommended Session Flow (Modular)
1. Connect (3–5m) Weather check-in & sensory regulation arrival.
2. Teach (5–10m) Visual anchor chart concept & mini-model.
3. Practice (10–15m) Role-play cards or interactive worksheet.
4. Bridge (3–5m) Classroom transfer goal & positive close.
Curriculum Scope (Weeks 9–16) & Facilitator Tips
Spark Circle Facilitator Roadmap • Page 2
Facilitator Reference
UNIT 3: VOICE POWER (Weeks 9–12) • IEP Accommodations & Self-Advocacy IEP: Self-Advocacy
WK 9: My IEP Superpowers
Demystifying accommodations: fair vs. equal.
WK 10: The Ask Formula
Clear 3-step scripts: Need + Reason + Action.
WK 11: Teacher Bridge
Private signals, timing, and respectful follow-up.
WK 12: Standing Tall
Handling denied requests or confusion with calm courage.
UNIT 4: FRIENDSHIP COMPASS (Weeks 13–16) • Boundaries & Social Dynamics IEP: Social Skills
WK 13: Friendship Signals
Green, yellow, and red relational behaviors.
WK 14: Boundary Words
Clear, kind boundary scripts for middle school girls.
WK 15: Conflict Repair
"I feel" statements, active listening, and cool-off pauses.
WK 16: Celebration Circle
Growth showcase, peer affirmations, graduation artifact.
Trauma-Informed & Neurodiversity-Affirming Practices
Visual & Tactile Scaffolding
Always pair verbal discussions with visual anchor charts and prompt cards. Offer fidgets and drawing materials during listening segments.
Relational Safety First
6th grade social anxiety can trigger defensiveness. Emphasize that all feelings are valid, while practicing healthy behavioral choices.
Generalization to Gen Ed
End each session with a concrete "Micro-Action": one specific sentence or strategy they will try in math, ELA, or lunch this week.
IEP Progress Monitoring
Collect worksheets in student portfolios to track baseline vs. mastery in emotional identification, coping tool selection, and advocacy requests.
Universal Circle Check-in Questions (Pick 1 Each Session)
• "What weather matches your energy today?"
• "What is one win from your week?"
• "Which coping tool did you try recently?"
Emotion Thermometer Anchor Chart My Emotion Thermometer
Visual Guide • Recognize Body Signals Before Overload
Spark Circle • Unit 1
Your body sends you clue signals before your feelings become overwhelming. Check in with your body temperature, muscles, breathing, and thoughts!
5 Explosive
How I Feel
Furious, terrified, overwhelmed, totally shut down.
Body Clues
Shaking, racing heart, clenched fists, tears, yelling, cannot think.
Immediate Reset
Use Safe Pass, leave room to quiet corner, cold water, no talking.
4 Steaming
How I Feel
Very frustrated, defensive, panicked, irritated.
Body Clues
Hot face, tight jaw, fast breathing, stomach knots, foot tapping.
Immediate Reset
4-7-8 breathing, put on noise-canceling headphones, stretch hands.
3 Warming
How I Feel
Annoyed, anxious, restless, distracted, uneasy.
Body Clues
Shoulders raised, fidgeting, shallow breaths, sighing heavily.
Immediate Reset
Use fidget tool, sip water, positive self-talk ("I am okay, take a breath").
2 Cool
How I Feel
Focused, content, ready to participate, calm.
Body Clues
Steady breathing, relaxed muscles, eyes focused on task.
Immediate Reset
Maintain routine, praise own effort, stay organized.
1 Chilled
How I Feel
Tired, drained, bored, sad, disconnected.
Body Clues
Heavy eyelids, slumped posture, low energy, yawning.
Immediate Reset
Stand and do 3 arm stretches, drink cold water, ask for brain break.
My IEP Signal Agreement
When I reach Level 3 or 4, I will show my teacher my colored signal card to take a 2-minute reset.
Catch it early,
Calm it safely!
Body Clues Detective Worksheet Body Clues Detective Worksheet
Spark Circle • Unit 1: Emotion Radar
Name:
Date:
Detective Mission: Emotions always show up in your physical body first! Investigate what happens to your body when you feel stressed, overwhelmed, or angry so you can catch your feelings early.
1. Head & Face (e.g., headache, hot cheeks, clenched jaw)
What clues happen in your head or face when you feel stressed?
2. Chest & Breathing (e.g., racing heart, holding breath, sighs)
What does your breathing and heart feel like?
3. Stomach & Gut (e.g., butterflies, knots, nausea, tight muscles)
What happens in your stomach when nervous or upset?
4. Hands & Legs (e.g., fists, tapping feet, shaky hands, restless)
How do your hands and feet react?
My Early Warning Signal & Action Plan
My #1 earliest body clue that tells me I am moving to Level 3 or 4 is:
When I notice this body clue in class, one quick calming action I can take is:
Spark Circle Share: "One clue my body gives me is..." Unit 1 Reflection Sheet
Calm Menu Anchor Chart The Calm Toolkit Menu
4 Categories of Coping Strategies • Tailored for IEP Supports
Spark Circle • Unit 2
Not every tool works for every moment. Use this menu to choose what your nervous system needs right now!
1. Sensory Soothers
Calm Overloaded Senses
Noise reduction: Put on headphones or earplugs during independent work.
Tactile regulation: Use silent fidget putty or velvet texture strip under desk.
Visual rest: Look out the window for 20 seconds at something green or distant.
Cold sensation: Splash cold water on wrists or sip ice water.
Best for: Loud classrooms, test anxiety, sensory overwhelm
2. Body Movers
Release Trapped Energy
Box Breathing: Inhale 4s, Hold 4s, Exhale 4s, Hold 4s (repeat 3 times).
Wall Push / Desk Press: Push palms firmly against desk to ground muscles.
Seated Shoulder Rolls: Roll shoulders back 5 times to drop tension.
Hallway errand: Walk to get a drink of water or return a pass.
Best for: Jittery legs, racing heart, frustration spikes
3. Brain Reframers
Quiet Racing Thoughts
5-4-3-2-1 Grounding: Name 5 things you see, 4 feel, 3 hear, 2 smell, 1 taste.
Truth Check: "Is this thought a fact or just a loud feeling?"
Kind Self-Talk: "I don't have to be perfect; I just need one step."
Doodle / Brain Dump: Scribble or write thoughts on scrap paper.
Best for: Catastrophizing, embarrassment, negative self-talk
4. Connection Helpers
Reach Out Safely
Teacher pass: Place designated reset card on desk corner.
Support staff check-in: Ask for 3 minutes with counselor or resource teacher.
Quiet buddy: Sit next to a calming friend without needing to chat.
Written note: Write a 1-sentence note to teacher instead of speaking aloud.
Best for: Feeling isolated, needing reassurance, communication freeze
Spark Circle Tip: Pick 2 "In-Desk" tools and 1 "Out-of-Desk" tool to keep ready every day!
Personal Reset Plan Worksheet My Personal Reset Plan
Spark Circle • Unit 2: Calm Toolkit
Name:
Date:
When big feelings hit in class, you need a plan you already know! Fill out your 3-step personalized reset sequence below.
1 STEP 1: In-the-Seat Body Calmer (Quiet / Invisible) Under 1 Minute
Choose 1 quick strategy you can do without leaving your chair (e.g., box breathing, desk press, tactile ring):
2 STEP 2: Brain Reframe & Sensory Tool 1–2 Minutes
Write 1 kind thought to tell yourself AND 1 sensory tool you will reach for (e.g., headphones, putty):
3 STEP 3: Safe Pass / Asking for Accommodation If I Reach Level 4
If I still feel overwhelmed, who is my safe teacher or staff member, and what pass will I use?
My Pocket Reminder Card (To keep in binder or locker)
My Safe Calm Space:
My Trusted School Adult:
"I can take care of my feelings one step at a time." Unit 2 Practice Worksheet
Calm Challenge Practice Cards Calm Challenge Practice Cards
Unit 2 • Small Group Discussion & Role-Play Cards
Cut Along Dotted Lines ✂️
Card 1 • Sensory Overload #CC-01
Loud Hallway Chaos
The hallway is packed, lockers are slamming, and people are yelling. You start feeling dizzy and panicked before 4th period.
Discussion Questions:
• What is your thermometer level right now?
• Which Sensory or Body tool will you use immediately?
Card 2 • Academic Panic #CC-02
The Pop Quiz Freeze
Your math teacher hands out a pop quiz. Your mind goes completely blank, your heart races, and you feel like crying.
Discussion Questions:
• What kind thought can you tell your brain?
• What invisible calming action can you do in your chair?
Card 3 • Frustration Spike #CC-03
Group Project Disagreement
A classmate ignores your idea and speaks over you. You feel heat rushing to your face and your hands clench into fists.
Discussion Questions:
• How can you take a 10-second pause before responding?
• What polite boundary phrase can you use?
Card 4 • Low Energy #CC-04
The Afternoon Slump (Level 1)
It's 7th period, your eyes are heavy, you have zero energy, and you cannot focus on the board at all.
Discussion Questions:
• Which energizing sensory reset can wake up your brain?
• What quick accommodation can you ask for?
Card 5 • Sudden Change #CC-05
Substitute Teacher Shift
Your regular teacher is absent. The sub changes the seating chart and gives directions that don't match your usual routine.
Discussion Questions:
• How can you use your 5-4-3-2-1 grounding tool?
• How do you explain your IEP accommodation respectfully?
Card 6 • Lunchroom Isolation #CC-06
Cafeteria Stress
Your usual table is full and someone whispers when you walk by. Your stomach twists into knots.
Discussion Questions:
• What truth-check statement can you repeat to yourself?
• Who is a safe friend or staff member you can connect with?
Facilitator Tip: Draw 1 card per 15-minute modular session for quick role-play! Spark Circle Coping Cards
Accommodation Advocacy Anchor Chart Accommodation Advocacy Guide
How to Ask for What You Need in Class • Confident & Respectful
Spark Circle • Unit 3
The Golden Rule: "Fair does not mean everyone gets the exact same thing; fair means everyone gets what they need to succeed." Your accommodations are your legal tools, not special favors!
The 3-Step "Ask Formula"
1
Step 1: State the Need
Name the specific tool or accommodation clearly.
"I need to use my noise-canceling headphones..."
2
Step 2: Give the Reason
Explain how it helps your learning and focus.
"...because the room noise is making it hard to concentrate on the reading..."
3
Step 3: Propose the Action
Ask where, when, or how you will begin.
"...may I put them on while I complete these 5 questions?"
Go-To Teacher Sentence Starters
Extra Time / Chunking
"Could you help me chunk this assignment into smaller parts so I can finish part one first?"
Clarification & Directions
"Could you please repeat or rephrase step 2 so I make sure I am doing it correctly?"
Short Sensory Break
"My thermometer is at a 4. May I take my 3-minute hallway reset pass and return at [time]?"
Visual / Seating Needs
"It is hard for me to see the board from here. May I move to the front table for this lesson?"
Timing Tip: Ask right before class starts, during independent work, or write a quick sticky note!
Spark Circle Voice Power
Speak Up Planner Worksheet Speak Up Planner Worksheet
Spark Circle • Unit 3: Voice Power
Name:
Date:
Asking for help is a sign of strength! Choose one class where you want to use an accommodation, and write out your script before talking with your teacher.
Target Class / Subject:
Teacher / Staff Member:
1 STEP 1: What accommodation or tool do you need?
(e.g., quiet testing space, noise-canceling headphones, chunked directions, movement break)
2 STEP 2: Why does this help your brain learn best?
(e.g., it reduces background distractions, lets my body reset, helps me understand each step)
3 STEP 3: Write your full 1-to-2 sentence script to say or write:
How will I deliver this message? (Check one):
Speak at teacher desk
Hand written note / sticky
Send email with case manager
"My voice matters, and my learning tools help me succeed." Unit 3 Advocacy Worksheet
Voice Power Roleplay Cards Voice Power Roleplay Cards
Unit 3 • Self-Advocacy Practice & Rehearsal
Cut Along Dotted Lines ✂️
Card 1 • Fast Directions #VP-01
Rapid-Fire Instructions
The science teacher gives 5 verbal steps at once and tells everyone to start. You only caught step 1 and feel stuck.
Advocacy Challenge:
• Use the formula: Need + Reason + Action.
"Could you repeat step 2? It helps me check off my steps."
Card 2 • Noisy Testing Room #VP-02
Noise During Math Test
During a math test, students are whispering and tapping pencils. You have headphones in your bag as an IEP accommodation.
Advocacy Challenge:
• How will you quietly approach the teacher's desk?
"May I put on my headphones to block background noise?"
Card 3 • Substitute Teacher #VP-03
The Unaware Substitute
The substitute teacher tells you to put away your fidget tool, not knowing it is written into your support plan.
Advocacy Challenge:
• Stay calm (Level 2 tone) and explain your tool.
"This is my silent focus tool from Ms. Davis for listening."
Card 4 • Extra Time Request #VP-04
Finishing the Writing Task
The bell rings in 5 minutes and you have half an essay left to write. You know you have extended time on assignments.
Advocacy Challenge:
• Ask for the plan to finish during study hall/resource.
"Can I take this to resource period to finish with extra time?"
Card 5 • Peer Curiosity #VP-05
"Why Do You Get That?"
A classmate asks loudly why you get to leave class 3 minutes early or take breaks in the resource room.
Advocacy Challenge:
• Set a calm boundary without over-explaining.
"It's just what helps me do my best work, like glasses for reading."
Card 6 • Denied Request #VP-06
When a Teacher Says "Not Right Now"
You ask to step out for a reset pass, but the teacher is in the middle of lecturing and says "No, wait."
Advocacy Challenge:
• Use an in-seat coping tool first, then follow up after lecture.
"May I check back with you right after instructions?"
Pair students to roleplay Teacher & Student roles using the script cues! Unit 3 Roleplay Cards
Friendship Signals Anchor Chart Friendship Signals & Boundaries
Green, Yellow, and Red Flags in Middle School Relationships
Spark Circle • Unit 4
Healthy friendships feel safe, respectful, and supportive. Use this guide to check relationship signals and practice setting clear, kind boundaries.
GREEN SIGNALS • Safe & Supportive (Keep Going!)
Active Listener Celebrates your wins and listens when you speak without interrupting.
Respects "No" Accepts your boundaries without getting angry or guilt-tripping you.
Authentic You You can be your true self without pretending or fearing judgment.
YELLOW SIGNALS • Caution & Pause (Talk It Out)
Hot & Cold Behavior Super friendly one day, ignores you the next when around others.
Teasing as "Jokes" Makes playful jokes that sometimes sting or cross personal lines.
One-Sided Focus Conversations are always about them; rarely asks how you are doing.
RED SIGNALS • Unsafe & Harmful (Set Firm Boundary / Get Adult)
Gossip & Spreading Secrets Shares private things you told them in trust with other peers.
Ultimatums & Control "If you hang out with her, you can't be my friend anymore."
Cruel Group Exclusion Purposely leaves you out or creates drama behind your back.
Clear & Kind Boundary Scripts
For Gossip: "I'm not comfortable talking about people who aren't here."
For Unkind Jokes: "That hurts my feelings. Please don't joke about that."
For Needing Space: "I need some quiet time right now, but let's catch up later."
True Friendship Formula: You deserve friends who make you feel respected, heard, and valued.
Friendship Circles Worksheet Friendship Circles Worksheet
Spark Circle • Unit 4: Friendship Compass
Name:
Date:
Not everyone in our grade needs to know our deepest secrets. Different people belong in different relationship circles! Map out your trust levels below.
1 INNER CIRCLE: Trusted Best Friends & Safe Adults Highest Trust Level
People who consistently show green flags, keep secrets, and support you when you are upset. Who belongs here?
2 MIDDLE CIRCLE: Activity Friends & Classmates Fun & Social
Peers you enjoy talking to in class, working on projects with, or sitting with at lunch. You share general stories, not private secrets.
3 OUTER CIRCLE: Hallway Acquaintances & Distant Peers Polite Distance
People you say hello to in the hallway. You maintain polite boundaries and do not share personal details.
Personal Boundary Goal: What is one boundary you will practice this week with friends or peers?
"I get to choose who I trust and how close people are to my circle." Unit 4 Reflection Worksheet
Boundary Builder Discussion Cards Boundary Builder Discussion Cards
Unit 4 • Peer Dynamics & Boundary Roleplay
Cut Along Dotted Lines ✂️
Card 1 • The Secret Leak #BB-01
Shared Confidence
You told a friend you were nervous about an IEP test, and she told two other girls at lunch who made a comment.
Boundary Action:
• What signal flag is this (Green, Yellow, Red)?
"I trusted you with that. It hurts when you share private things."
Card 2 • Digital Pressure #BB-02
The Group Chat Drama
A group chat starts mocking a classmate's outfit. Everyone is sending emojis and someone asks what you think.
Boundary Action:
• How can you choose not to participate?
"I'm not into making fun of people. Leaving chat for now."
Card 3 • Teasing vs Joking #BB-03
"Just Kidding!"
A classmate keeps making jokes about how slowly you read aloud in class, then says "relax, I'm just playing."
Boundary Action:
• Practice a firm, calm boundary statement.
"It's not funny to me. Please stop joking about that."
Card 4 • Needing Space #BB-04
Sensory Overwhelm at Recess
Your friend wants to play a high-energy tag game, but your sensory thermometer is at a Level 4 and you need quiet.
Boundary Action:
• How can you honor your body's need without guilt?
"I need 10 minutes of quiet reading. I'll catch you after!"
Card 5 • Exclusion #BB-05
The Left-Out Feeling
You walk up to a group of friends whispering, and they suddenly stop talking and avoid eye contact with you.
Boundary Action:
• Check your Friendship Circle: who is in your Inner Circle?
"I don't need to chase people who exclude me; I focus on true friends."
Card 6 • Conflict Repair #BB-06
Making It Right
You snapped at your friend earlier when you were overwhelmed (Level 5). You feel bad and want to fix it.
Boundary Action:
• Practice a genuine 3-part repair apology.
"I was overwhelmed, but it wasn't okay to snap at you. I'm sorry."
Practice card scenarios in pairs during Unit 4 circle sessions! Unit 4 Discussion Cards