Strengthening the Academic Progress of Students Within Multi-Tiered Systems of Support

Leadership in education is thinking, communicating, and modeling to maximize student growth and achievement. This quantitative research study explored how leadership can strengthen the academic progress of students within Multi-Tiered Systems of Support (MTSS). When implementation of MTSS is guided by adaptive school leadership, educators will be prepared, communication will occur, interventions will be established, and data will be evaluated. Adaptive leaders who build efficacy will ensure fidelity and continuous improvement of student achievement. Survey research was conducted to analyze the operational level of MTSS regarding the domains of Leadership, Building Capacity for Instruction, Communication and Collaboration, Data-Based Problem-Solving, Tiered Interventions, and Data Evaluation. Demographic information was analyzed to determine correlations between educator years of experience and leadership and educator school level on leadership, within MTSS. The findings established an operational baseline for each domain and indicated Communication and Collaboration and Building Capacity for Instruction are focus areas for improvement in the academic MTSS process. The implications of this research may help school leaders identify topics for continuous improvement to achieve an operational or optimizing level of performance within MTSS. The outcomes from the research could help identify the current use of evidence-based practices and identify professional development needs. Future research is recommended within educator talent development to determine the types of professional development or high leverage practices that educators feel they need support in MTSS implementation, as well a plan for coaching to provide a feedback loop to maximize students’ academic support

Feasibility of Adding Enhanced Pedometer Feedback to Nutritional Counseling for Weight Loss

BACKGROUND: Intensive interventions targeting diet and physical activity are effective for weight reduction but are costly. Tailored, computer-generated, step-count feedback may provide an intensive and affordable way to increase the physical activity of people at high risk for cardiovascular disease. OBJECTIVE: The objective was to test the feasibility of adding tailored, computer-generated, step-count feedback to a face-to-face nutritional counseling weight loss intervention. METHODS: We recruited 12 participants, 4 from each of three Department of Veterans Affairs medical centers. There were 11 male participants and 1 female participant. Each had a body mass index of 30 or greater and at least one of the following cardiovascular disease risk factors: diabetes, hypertension, hypercholesterolemia, obesity, or coronary artery disease. Participants attended one-on-one counseling sessions with a registered dietitian for four sessions over three weeks. At the initial session, each participant received an enhanced pedometer to record time-stamped, step-count data. Participants wore the device daily throughout the intervention. At the three follow-up sessions, the dietitian uploaded the computer data, reviewed a Web-based graphical display of step-count feedback, and helped set new walking goals. RESULTS: All 12 participants completed the program (100% attendance). Initial mean weight was 255 lbs (SD = 49 lbs), and weight loss was just over 4 lbs (n = 12, paired t test, P = .004). Mean daily step counts during the first week averaged 6019 steps per day, increasing to an average of 7358 per day after the third week (average increase of 1339 steps per day, or 0.6 miles, or 12 minutes of walking, n = 10, paired t test, P = .04). CONCLUSIONS: Enhanced pedometer feedback in conjunction with nutritional counseling is feasible and results in significant weight loss and increased walking among individuals at high risk for cardiovascular disease