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Secondary School Case scenario 2 _Imani's Dilemma____.pdf

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Breaking the Silence & Grooming Awareness PowerPoint Presentation Spring 2026.pdf

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Staff Spring 2026 Refresher_ We Are One  .pptx (2) (2)

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Targeted SES List of Students_Not Completed

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Targeted SES List of Students_Not Completed

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Academic Discourse PDSA CYCLE 1

Structured Writing PDSA CYCLE 2x

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ASGL Structured Writing PDSA Plan 2_Reflective Summaries

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CER Sentence Stems for MEL Explanation Task (SCIENCE)

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CER Sentence Stems for MEL Explanation Task (SCIENCE)

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CER Sentence Stems for MEL Explanation Task

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Lunchroom Fight I: https://docs.google.com/presentation/d/1cVYKBatgD6CwcGEi5q0v6H4xWyXsbk5-9KToo5qU45A/edit?usp=sharing

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Excerpted from The Giver by Lois Lowry, published by Houghton Mifflin Harcourt.

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Classroom Norms  (optional)

Science CER

CAST Interim Assessment performance task

Science Rubrics for the constructed response

Math Read Rank Reflect

Math CER template

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Pausing to Process New Information With a Stop and Jot

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Building structured breaks into lessons that let students reflect, organize their thinking, and work through ideas in real time can strengthen their understanding.

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Copy of Strategic Unit and Lesson Planning Template

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Copy of Strategic Unit and Lesson Planning Template

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Copy of Strategic Unit and Lesson Planning Template

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Stronger - Clearer (Academic Discourse) Strategy

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Stronger - Clearer (Academic Discourse) Strategy

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Do all teachers clearly understand their unit and how it drives instruction?

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Review the Readiness Resources with Your Students

Plan and do an activity with your students using the I CAN checklist.

Review the Student Survey Administration Instructions and set a date during the week of Feb 23-27 during your class to complete.

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Mapping Our Campus Designing a Visitor App for RFK Community Schools

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2025-2026 Secondary Advisory Lessons (Month Sequence)

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2025-2026 Secondary Advisory Lessons (Month Sequence)

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Handling Conflict: https://docs.google.com/presentation/d/103TRxOkfmmF2WRVNMq2ssOvTvuSjo2JCgNyGvvhQ8Hs/edit?usp=sharing

Becoming A Change Agent:

https://docs.google.com/presentation/d/1a4q1ol8Vei_ejgsmQJ3dzmxqoDsJeXpBHm0pzCadyXc/edit?usp=sharing

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2025-2026 Secondary Advisory Lessons (Month Sequence).xlsx

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Welcome to the SEL 3 Signature Practices Playbook, your on-ramp for integrating social and emotional learning (SEL) into classrooms, schools, districts and offices.

Weave the signature practices throughout the day, every day, as a regular part of planning and facilitating lessons, meetings, and professional learning. These research-based practices can be part of a systemic approach to SEL. They help us build and practice social and emotional skills and create a climate of belonging for everyone, building strong, equitable, effective learning and working environments.

Inclusive Welcome

EXAMPLES

An inclusive welcome is culturally and linguistically respectful, builds community, and connects to the work ahead. When planning and facilitating activities, educators are always thinking, "What's my purpose?" The inclusive welcome is an opportunity to bring that purpose to life. What to a casual observer might appear to be an icebreaker or time-filler can be an intentional, effective educational strategy.

Engaging Strategies

EXAMPLES

Engaging strategies offer opportunities for participants to more fully grasp content and to connect learning to their own contexts. Build in a balance of interactive and reflective experiences that vary in complexity and style to meet the needs of all participants and your intended outcomes for the time together.

Intentional Close

EXAMPLES

An intentional close highlights an individual and shared understanding of the content and purpose of the engagement, illuminates the intellectual and emotional experience just shared, can provide a sense of accomplishment, and supports forward-thinking. The closing activity may be reflective of the process or the content, help identify next steps, make connections to one's own work, or show appreciation for one another.

What does SEL look like? How can we start doing SEL right now?
The SEL 3 Signature Practices were developed in response to these frequently asked questions. Grounded in CASEL's SEL framework and focal constructs of SEL , these practices are an accessible starting place for do-able, effective systemic SEL. While they can appear simple, they provide opportunities for influencing complex systems in significant ways.

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The Signature Practices can provide a common starting point for do-able, effective SEL implementation. While they may appear simple, the Practices serve as an on-ramp for developing a rich and productive systemic approach to SEL.

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Teacher Facing Copy of 🧠 Feb 3_PD Guiding Qs

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Feb 9_Reflective Summaries Learning Walk Schedule - IR #2 PDSA 2_Walkthrough Tool

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ASGL MOY PLC HSS Lens - What are we still trying to solve?

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Developed by experienced educators, Toddle streamlines curriculum planning, projects & portfolios, assessments & reports, and online learning - all from one place!

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Pilot updates and grant opportunities

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ATLAS PROTOCOL - Looking at Student Work

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ATLAS PROTOCOL - Looking at Student Work

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Structured Writing PDSA Plan 2 - Reflective Summaries

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Structured Writing PDSA Plan 2 - Reflective Summaries

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ASGL Structured Writing PDSA Plan 2_Reflective Summaries

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Reflective Summary Prompt Bank (By Content Area)

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Reflective Summary Prompt Bank (By Content Area)

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Reflective Summary Prompt Bank (By Content Area)

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ASGL Reflective Summaries Observation Form

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ASGL Reflective Summaries Observation Form

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Theory of Action: If teachers intentionally plan for and implement weekly reflective summaries using structured prompts and academic language supports, then students will more consistently consolidate learning, articulate understanding, and may demonstrate mastery across content areas, because structured reflection requires students to process, synthesize, and express learning in writing—making thinking visible and accessible for feedback and support.

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Reflective Summary Prompt Bank (By Content Area)

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ASGL Structured Writing PDSA Plan 2_Reflective Summaries

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REF-6294.3 Secondary Official Roll Book_Print Teachers

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REF-6294.3 Secondary Official Roll Book_Print Teachers

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REF-6294.3 Secondary Official Roll Book_Print Teachers.pdf

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Teacher Role and Responsibility_REF 6294.3

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Teacher Role and Responsibility_REF 6294.3

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Secondary Official Roll Book [Fall] Due: Friday 12/19/25 in Main Office

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Teacher Role and Responsibility_REF 6294.3

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Procedimiento de las Rondas Restaurativas

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Procedimiento de las Rondas Restaurativas

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Rules for Common Areas - GLOBAL LEADERS R.O.A.R.

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Rules for Common Areas - GLOBAL LEADERS R.O.A.R.

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https://asgl.lausd.org/apps/pages/index.jsp?uREC_ID=3798145&type=d&pREC_ID=2490714

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