TDNet Discover

The purpose of this qualitative study was to identify patterns and trends in leadership decisions and support services for students with disabilities as outlined in Comprehensive Support and Improvement (CSI) plans from schools in an urban Maryland district identified solely for underperformance in the students with disabilities (SWD) subgroup. Guided by social justice leadership theory, this qualitative study used thematic analysis to examine how leadership decisions and support services are reflected in CSI plans to gain a deeper understanding of equitable practices in place for students with disabilities. The central research question was: What patterns and trends in leadership decisions and student support services for students with disabilities appear in school leader-created CSI plans for urban schools in Maryland? The study analyzed 22 CSI plans from an urban district where all identified schools were designated for CSI due to underperformance of their students with disabilities subgroup. Data was collected from authentic, state-mandated planning documents required by the Every Student Succeeds Act. CSI plans were analyzed using Braun and Clarke’s six-step thematic analysis framework to identify recurring themes, highlight equitable practices, and reveal gaps in support. This analysis provided insight into whether leadership decisions reflect evidence-based and inclusive practices aimed at improving outcomes for students with disabilities. The results of this study captured four major themes: Equity-Centered Leadership Practices, Collaborative Structures that Support SWD Success, Targeted Academic, Behavioral and Social-Emotional Supports and Family and Community Partnerships that Sustain Equity. This study contributed to the existing body of research on school improvement and leadership, offering implications for professional development, leadership preparation programs, and policy decisions that aim to advance equity for students with disabilities.