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Highly engaging, effective and purposeful meetings and professional learning experiences are created using three key social and emotional learning (SEL) practices:

Even if you are using these three SEL practices for the first time, they can be effective. When they are carefully chosen, effectively facilitated, and thoughtfully debriefed they create a solid foundation of safety, consistency and joy in adult learning environments. These signature practices create conditions for growth and learning across all five SEL competencies while using culturally responsive teaching strategies. They also build upon and are aligned with the principles of adult learning, Restorative Justice (RJ), Positive Behavior Interventions and Supports (PBIS), and trauma informed practices.

Establishing these three practices is beneficial for every adult participant, and is absolutely essential for some:

Adults who walk into our meetings after a day, a week or a lifetime of difficult situations need calming, centering and focusing routines in order to participate fully.

Humans are internally soothed by sameness – while paradoxically our brains need freshness too. It’s balancing novelty within routines and rituals that allows us to move with confidence through our work days while navigating multiple competing demands on time, energy and attention. These routines provide a solid foundation for our most overextended participants to be engaged as learners and contributors.

In order for the learning to be purposeful and applicable, adults need direct, concrete experiences to use what they have learned, and they need structures that promote self-direction.

Productivity and creative thinking result only when our basic human needs have been met and our neocortex is engaged and available.

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Before school starts, how will the LEA engage with families and provide activities to help families feel comfortable on the school campus?

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Before school starts, how will the LEA engage with families and provide activities to help families feel comfortable on the school campus?

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As we return to schools, it will be critical to leverage the Local Control and Accountability Plan (LCAP) concentration funds, supplemental federal Title I, Title III, and federal flexibilities on programs and supports to accelerate learning . Engaging parents and the community in this acceleration can be done with a parent liaison who facilitates family engagement . Using these resources helps ensure equipment, internet connectivity, access to the necessary materials, and professional development for teachers of English learners . Title III funds can support dual enrollment for students to be able to complete the A–G requirements or obtain college credit .

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Our English learners, will need additional supports to rebalance and refocus on the task of learning and being productive in the school community . The goal remains for English learners to achieve the same rigorous grade-level academic standards that are expected of all students, within a reasonable period of time . To accomplish these goals, all English learners must receive a comprehensive program of designated and integrated English language development (ELD) instruction targeted to their proficiency level, and appropriate academic instruction in a language acquisition program (5 CCR[c][1]) .