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Elementary SEL teacher highlights students' progress and inclusion gains
Summary
Tammy Bowles described social-emotional learning strategies used K—5 and cited a student who moved from a full-time special-education classroom to 93% inclusion in general education as a measurable success.
Tammy Bowles, the teacher for the social-emotional learning K—5 classroom, described tools and routines her class uses to support students' behavior and inclusion.
"We had a student that we celebrated today who was in full time special education classroom last year and has just done marvelous and is now in the general ed classroom 93% of the time," Bowles said, citing the case as an example of measurable progress enabled by social stories, zones of regulation and peace corners.
Bowles walked the board through practical classroom practices for teaching problem recognition and emotion management, explaining how staff teach students to distinguish small problems from large ones, request breaks, and rejoin instruction. The presentation emphasized inclusion and the goal of generalizing skills from school to home.
