Equity via Technical Assistance Partnerships toward Rightful Presence for Dynamic Learners

• In Event: Theory and Practice of Government-Funded Technical Assistance Centers to Research, Remedy, and Repair Education Injustices

Abstract

Objectives
This paper shares the technical assistance (TA) model and process facilitated by (masked) Center to advance equity for students with significant cognitive disabilities and other intersectionalities (i.e., dynamic learners).

Theoretical framework
The notion of Rightful Presence is defined as an environment conducive to learning and growth based on presumption of the full humanity and inherent value of disenfranchised students, establishment of a culture of true belonging; and policies, systems and practices that disrupt guest/host power dynamics that normalize the existence of an ‘invited’ group and a group with the power to invite (McCart et al. 2023). The Center’s framework for activating Rightful Presence is grounded in education equity research (e.g., Calabrese-Barton & Tan, 2020; Kurth et al., 2018). Framework elements form an implementation path for schools through focus on: Belonging, Justice-oriented Leadership, Systems, Equity Educators, Innovative Teaching and Learning, and Growth.

Modes of inquiry
The authors will detail changes at model demonstration sites (MDSs) that have engaged with the Center. 32 MDSs include 4 states, 2 districts and 8 schools within these states. TA implementation with partners will be reported in an action research format across site levels with a focus on TA impact on student achievement, belonging, and Least Restrictive Environment outcomes.

Data sources
The authors will present examples from TA documentation including MDSs memorandum of understanding, consultation notes, and materials developed in professional interactions to illustrate the six elements of the Center's rightful presence TA activation framework.

Substantiated conclusions
Analysis of partnership details has led to the following conclusions, which in turn, contributed to our development of the six elements of Rightful Presence-oriented TA:
Justice-oriented leadership: Challenges of racial and disability inequity in schools are multifaceted and deeply entrenched, and therefore, must be met by adaptive leaders with an orientation of systemic justice.
Belonging: Discourse and direction of change in schools for dynamic learners must consider the impact of “inclusion” in environments that were not built for or designed for those labeled as “other.” Potential for academic success is inherent to student humanity and each and every student has a right to Rightful Presence in school.
Systems: Educational system change requires coordinated efforts informed by honest and respectful dialogue about the impact of exclusion,
Equity Educators: Educators who contribute to rightful presence strive for collaborative and culturally sustaining curricula and policies and practices that support emotional and physical safety and academic justice for every student.
Innovative Teaching and Learning: Data-informed support structures must address specialized elements within academic, behavioral, social, emotional, health, family, curricula, and teaching strategies.
Growth: Understanding the expectations of personal growth by dynamic learners and their families is necessary to defining academic and social goals.

Scholarly significance of the study or work
Dynamic learners have not experienced full benefits of schooling because of segregation, and classrooms with low expectations and de-minimis outcomes. This paper will demonstrate how TA that applies elements of the Center's TA framework has contributed to ending patterns of segregation and stagnation, and has opened new pathways to learning and success.

Authors

• Dawn Miller, University of Kansas

• Karmen Clark, University of Kansas

• Hollie Pettersson, University of Kansas

• Sheila Wells-Moreaux, University of Kansas

• Jeong Hoon Choi, University of Kansas