Examining the Sustainment of District Recommended Evidence-Based Attendance Practices for Students with Disabilities
Loading...
Date
2022-10-04
Authors
Draeger, Annie
Journal Title
Journal ISSN
Volume Title
Publisher
University of Oregon
Abstract
Chronic 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.
Description
Keywords
Chicago Public Schools, chronic absenteeism, Evidence based practices, PBIS, tiered systems of support, truancy