CIRCLES is the only research-based model for interagency collaboration.
CIRCLES implementation began in 2011. However, the model has been around since the 1990’s when it was first implemented in a high school in North Carolina. The model was initially tested in North Carolina from 2011-2016.
CIRCLES research findings included higher levels of student self-determination, increased levels of satisfaction with transition planning from families, students, and school and community partners.
- An article published by Flowers et al. (2028) - A Demonstration model of interagency collaboration for students with disabilities: A multilevel approach – found that students who participated in CIRCLES had higher levels of self-determination and greater IEP participation.
- An article published by Povenmire-Kirk, et al., 2017 - CIRCLES: Building an interagency network for transition planning – found that participation in CIRCLES increased collaboration between school and community partners and increased satisfaction with transition planning from students, parents, teachers, and other school and community partners.
Current research on CIRCLES has initiated work focused on:
- CIRCLES implementation in rural secondary settings and how contextual variables can support and impact CIRCLES implementation (Framework to Support Innovative Recruitment in Rural Secondary Special Education Research, Rowe et al., 2024)
- Additionally, we have investigated how schools and communities can engage in research-to-practice partnerships related to CIRCLES implementation (Towards effective research-to-practice partnerships: Understanding readiness indicators for participation in secondary transition research; Rowe, Mazzotti, et al., 2026)