A multi-day opening sequence for high school ADL Crew, establishing safety, introducing core community concepts, co-creating group commitments, and linking to school milestones.
7. "Amazing Shake" Smirk: During composure/handshake practice, a peer rolls their eyes when a quiet student hesitates.
8. Transactional Use: Classmates only talk to a peer to get homework answers, but completely ignore them socially.
9. Confidentiality Fail: A student shares a personal anxiety in Crew, and by fifth period it has become whispered hallway gossip.
ADL Crew • Foundations Opening Arc Page 2 of 3
Co-Creating Safety & Action
Our Observable Crew Agreements
Student Name: ____________________
The Crew Mindset: Trust isn't an abstract feeling. It is built or broken in small, observable moments when we speak, make mistakes, ask for help, or are simply ourselves. Safety doesn't mean we always agree—it means we protect each other's dignity even when we don't.
Commit
Crew Agreements Log
Translate abstract terms into actions
As a Crew, we are establishing agreements. Fill in the agreements determined by your Crew. If you are completing this independently, propose agreements you believe this Crew needs most to protect safety.
Agreement Title
What It Looks Like & Sounds Like in Action
1. One Mic / Listening
One person speaking at a time. No side chatter or phones while sharing.
2. Right to Pass
You can say "pass" to process quietly. Your pass is respected without pressure.
3. ______________________
4. ______________________
5. ______________________
Execute
My Commitment Card (Independent Task)
To build trust, both students and the Crew leader must make specific commitments. Complete this section to finalize your enrollment in this Crew.
My Student Pledge
Write one concrete action you will personally take to help others feel safe making mistakes or asking for help:
Adult Commitment I Need Most
Which commitment from the Crew Leader do you value the most? (Check at least one):
Learn and correctly use my name & pronouns.
Never embarrass me or put me on the spot publicly.
Listen and look for context before making assumptions.
Other:
ADL Crew • Foundations Opening Arc Page 3 of 3
Reflect: How does asking for help build strength in our Crew? Slide 4 of 6
Organize & Learn Defining Our Norms
Translating "Respect" into Behavior
What do our safety agreements actually look and sound like every single day?
1
One Mic
We listen carefully without interruptive comments or screen distractions.
2
Right to Pass
You can say "pass" or pass the talking piece without pressure or teasing.
3
Protect Dignity
We address conflicts or misunderstandings privately—never through gossip.
Let's Choose: What other 2-3 observable agreements must we add to build real trust?
Log these on Page 3 of your Student Handout. Slide 5 of 6
Execute & Close Commitment and Reflection
Your Part: Student Pledge
Write one concrete action you will personally take to protect this Crew's safety.
"I pledge to protect the safety of this room by..."
My Part: Leader Pledge
I commit to the exact same high standard of safety. I will:
Learn and correctly use your name & pronouns.
Never embarrass you or put you on the spot publicly.
Listen and seek context before making assumptions.
Complete the Commitment Card on your handout. This can be done independently. Slide 6 of 6
Introduce Simone Biles' decision in Tokyo. Connect to a definition of strength as knowing limits and prioritizing mental safety. Transition to sorting the board's anonymous sticky notes with students into 4-6 categories (One Mic, Right to Pass, etc.).
🗣️ Ask: "We talk about 'respect.' But what does respect actually look and sound like when we are stressed about GPA or milestones? If a teammate passes on a check-in, what is our reaction?"
V - Verify: Scenario Stress-Test (5 min) Purpose: Practice application
Read a complex scenario: "Two people keep whispering or sharing screens during an Amazing Shake handshake drill."
🗣️ Ask: "Which co-created agreement applies here? What can a classmate say to reset the focus without being confrontational?"
E - Execute: Shared Commitments (6 min) Purpose: Shared accountability
Display teacher commitments. Direct students to complete their personal pledge and choose the leader commitment they need most. Close in circle.
🗣️ Say / Circle Prompt: "One agreement I think our Crew will need most as we tackle junior year milestones is [X] because..." (Students may pass).
🎯 Formative Check: Did It Land?
Observe if juniors can define an agreement through concrete, observable behaviors rather than general abstractions like "being nice."
Key Questions:
What is the difference between academic discomfort and personal disrespect?
What should happen the first time an agreement is broken?
What commitment do you need from me as your leader?
⚙️ Adaptation Pathways
If Running Long: Have students skip Scenario B analysis on Page 2 and do it as an independent follow-up.
If Running Short: Run a rapid brainstorm of positive antonyms for the 9 junior scenarios.
Different Entry Point: Students may submit anonymous digital questions or proposals if speaking is intimidating.
Bridge to the ADL Rite of Passage Milestones
Grade 9: The Freshman Connection depends on speaking/listening with intact dignity.
Grade 10: The Peace Summit requires disagreeing and repairing harm without escalation.
Grade 11: The Circle round of Amazing Shake requires composure and active repair.
Grade 12: Seniors cannot lead or mentor without modeling safe community spaces first.
