Professional Development Series for Educators 2021-2022

Strengthening Tier I Instructional Practices to Eliminate Disproportionality
and Promote Equity in Schools

Equity, Disproportionality and Design


A collaboration between South County SELPA, the Equity, Disproportionality & Design Project, and the National Center for Urban School Transformation (NCUST), featuring teachers and school leaders from award-winning schools. 

This training is hosted by the San Diego South County SELPA’s Equity, Disproportionality, and Design project team as part of the Statewide System of Support Network. This project is funded by the CDE. 

Francisco Escobido

 “Successful schools aim to improve the quality of everyday instruction, so all students are more likely to succeed and fewer are likely to need referral for Tier II and Tier III support. This series of workshops provides California schools FREE resources that help them improve student engagement and success school-wide. What a great way to engage a team of educators in reimagining teaching and learning!” 

Dr. Francisco Escobedo, Executive Director of the National Center for Urban School Transformation & Former Superintendent of the Chula Vista Elementary School District

Building Fluency With Gatekeeper Vocabulary

 October 12, 2022 

Teaching Practices from America's Best Urban Schools Second Edition Book Cover

Every lesson students encounter is laden with vocabulary. If students perceive the vocabulary as unfamiliar, awkward, or foreign they are less likely to become fluent with the concepts and ideas. Johnson, Uline, and Perez (2019) explain:

If students perceive that they cannot talk about the concept; if they don’t understand enough to be able to describe it, discuss it, or ask questions about it; or if they don’t believe they can even read or pronounce the word, their brain is more likely to reject the information, and they will not achieve understanding and mastery. (p. 89)

In high-performing schools, teachers work together to identify the words they want their students to become comfortable speaking. Then, they design strategies for helping their students articulate the words frequently and accurately in conversations, demonstrations, or dramatizations in which students know they will not be embarrassed or humiliated for mispronunciation or imprecise grammar. Additionally, teachers in high-performing schools recognize that student understanding is much more likely to be sustained over time if student fluency with key vocabulary is sustained. So, teachers employ a variety of strategies to encourage students to practice key vocabulary orally and in writing. In this session, teams will learn about high performing schools and their best practices in building fluency with key concepts. 

Participants will receive a complimentary coaching session with one of NCUST’s Executive Coaches and a copy of the book Teaching Practices from America’s Best Urban Schools. 

Intended Audience: General and special education staff, administrators, and other stakeholders. We encourage you to sign up as teams, so bring friends! 

Cost: Free 

Workshop aligns with the following: 
LCAP State Priorities: 1, 2, 7 & 8 
Equity Blueprint: Culturally and Linguistically Responsive Instruction & Asset Based Systems 


Joseph F. Johnson Jr., Ph.D.
Joseph F. Johnson Jr., Ph.D.
Shirley Y. Peterson, Ed.D.
Shirley Y. Peterson, Ed.D.
Cara Riggs
Cara Riggs
Jose Iniguez
Jose Iniguez Ed.D.
Francisco Escobido
Francisco Escobedo, Ed.D.
Jeffrey J. Thiel
Jeffrey Thiel, Ed.D.
Rupi Boyd, Ed.D.
Rupi Boyd, Ed.D.

OCTOBER 12, 2022

Part A:

 Professional Learning 

Part B:


 Individualized Coaching Session 

 (1-hour Individual Team Coaching Session with remaining time for planning) 






Session 1 Part 1 Promoting Clarity

Session 1 Part 3 Promoting Clarity

Session 2 Part 1: Checking Understanding, Providing Feedback, and Adapting

Concourse Village Elementary School
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