Thompson, SylviaDraeger, Annie2022-10-042022-10-042022-10-04https://hdl.handle.net/1794/27553Chronic absenteeism has been a growing concern for large urban districts over the last ten years as students with disabilities (SWD) are chronically absent at a much higher rate than their same-age non-disabled peers. This study examines the Truancy Task Force (TTF) recommendations that were developed to address absenteeism in a large school district. Using the Exploration, Preparation, Implementation, Sustainment (EPIS) framework, the study hypothesized that TTF recommendations have been maintained in schools, resulting in administrative and teacher support for excessive absences, community and parent efforts to encourage school attendance, and ongoing teacher professional development to reduce excessive absences. The research questions for this study include (1) How are the six TTF recommendations being maintained? (2) What is the educator reported knowledge of the three responsibilities of the TTF? and (3) What is the educator reported knowledge of the six recommendations of the TTF? Using a mixed methods approach, with focus group data and cross-sectional survey data to investigate evidence-based practices’ (EBP) quality assurance and fidelity within the sustainment phase, and using Proctor et al.’s (2010) implementation outcomes taxonomy, this study examined if and how the TTF recommendations were maintained in schools. Additionally, this study examines whether the EBPs were implemented with enough rigor that they continued after the final TTF report. The main findings, conclusions, and implications for research are presented.en-USAll Rights Reserved.Chicago Public Schoolschronic absenteeismEvidence based practicesPBIStiered systems of supporttruancyElectronic Thesis or Dissertation