La presente tesis tiene por finalidad explicar la implementación del modelo RTI (Real Time Infrastructure) en el área de Informática del Instituto Chaminade Marianistas para lograr en ésta área; la reducción de costos en TI, mejorar los niveles de los servicios e incrementar la agilidad. Éste modelo de la consultora Gartner evoluciona el simple concepto de infraestructura de IT para permitir que una empresa o institución se convierta en una Empresa en tiempo real. Una Empresa en Tiempo Real (RTE: Real Time Enterprise) es una empresa que compite utilizando información actualizada para progresivamente eliminar retrasos en la administración y en la ejecución de los procesos críticos del negocio. Por tanto, el iniciar este largo camino hacia que el Instituto Chaminade Marianistas sea una RTE empieza por conformar una Infraestructura en Tiempo Real o RTI. La velocidad de cambio se da en todos los aspectos de la vida pero con mayor énfasis en la tecnología y las instituciones educativas que enseñan a futuros profesionales en TI, deben aprender a adaptarse a los cambios para sobrevivir y no ser absorbidos por la globalización como advierte la teoría de Charles Darwin; “No es el más fuerte de la especie el que sobrevive, ni el más inteligente, sino el que mejor responde al cambio.” Para lograr esto; primero se realizará un inventario de la infraestructura de TI, para luego identificar el nivel de la infraestructura alcanzado, analizar los cambios que se deben dar, planificarlos e implementarlos u optimizarlos en el tiempo pero teniendo en cuenta el plan estratégico de la institución y los recursos con que cuenta

No description available.

AN ABSTRACT OF THE DISSERTATION OF SARAH RUTH EPPLIN, for the Doctor of Philosophy degree in CURRICULUM AND INSTRUCTION, presented on September 3, 2015, at Southern Illinois University Carbondale. TITLE: RESPONSE TO INTERVENTION (RTI) STAKEHOLDER PERCEPTIONS IN THE SCHOOLS OF SOUTHERN ILLINOIS MAJOR PROFESSOR: Dr. Grant Miller Response to Intervention (RtI) was proposed as an alternative to the discrepancy model for identifying students with Specific Learning Disabilities (SLD) in the reauthorization of IDEA, 2004. RtI requires stakeholders to significantly change how all students are taught. Accepting the changes accompanying educational reforms has been challenging for educators and RtI is no exception. To measure the beliefs and perceptions of stakeholders in Southern Illinois, a survey with a likert-type rating scale was conducted to gauge stakeholder perceptions of academic abilities and performance of students with disabilities, perceptions about data-based decision making, perceptions of the functions of core and supplemental instruction, and perceptions of practices. Analysis was then performed to determine whether significant differences existed among stakeholder groups in relationship to the aforementioned factors. Statistical significance was found in the area of perceptions about data-based decision making. Additional correlational analysis failed to find a relationship between factors and level of education or number of years experience in education. Results of this study suggest that beliefs and perceptions of current stakeholders in RtI are impacted by historical factors, understanding of data taking practices/interpretation, and a lived experience of many educational changes.

No description available.

The predictive utility of mathematics curriculum-based measurement (MCBM) to identify students who are at risk for failure on important educational measures is an emerging area of study in need of further investigation. The present study sought to identify which of four MCBM probes could be accurately used to determine students' risk status on selected subtests of three important educational measures commonly used to make educational placement decisions (WIAT-II, WJ-ACH-III, and KM 3) in grades 2 (n = 49), 4 (n = 48), and 6 (n = 47). The study also sought to determine which type of student performance measurement strategy (i.e., level, slope, or dual discrepancy) on each of the four types of MCBM probes proved to be the best method to determine student risk status. The results of the study indicated that the ability of the MCBM probes to identify students' risk status was generally poor. However, evidence indicated that MCBM probes could be used more reliably and accurately to determine students in the low risk category than those in the high risk category across all probe types and administration times. Finally, the level method generated the greatest support and the slope method generated the least support for identification of high and low risk student status on each probe or combination of probes.

The purpose of this study is to ascertain the essential elements of Response to Intervention programs among 150 high performing Title I schools with high rates of poverty as measured by free/reduced lunch participation rates. Response to Intervention (RTI) is a nationally-known instructional model used to assist students who are struggling to obtain or maintain grade-level equivalency in reading and math. This study focused on reading, as this subject is the one most targeted in schools for full intervention supports. This study utilized a quantitative research approach, which included examining and rank ordering data supplied by the Missouri Department of Elementary and Secondary Education. The study used a survey instrument to determine how frequently instructional coaches in fifty selected districts used program elements. The research revealed that the most effective RTI model is a fully implemented one. The goal of this study is to inform districts of the most powerful elements of the RTI model in order to meet the learning needs of struggling students in reading.

Response to Intervention's (RtI) original design was implemented as a kindergarten through third grade intervention for struggling readers. Therefore, it is difficult to conceptualize RtI as an intervention model to be used for high school students. Nevertheless, high schools have adopted RtI as an intervention model. The purpose of the study was to investigate and describe how one high school implemented RtI. The researcher utilized qualitative research methods to conduct the study. The two overarching research questions for the study were: Were the essential components of Response to Intervention implemented in this high school? Was the Response to Intervention framework implemented with fidelity? Research-based practices found in the literature that have influenced the implementation of RtI were (a) a structured focus on prevention for academic failures, (b) the use of the suggested RtI model consistently and with fidelity, and (c) a strong consideration for adoption of the suggested framework using the essential components of RtI (RtI Action Network, 2013).  The essential components of RtI found in the literature were universal screening, data collection, progress monitoring, a problem solving team, data-based decision making, and evidence-based interventions. The study attempted to determine if the high school implemented the essential components of RtI with fidelity, defined as "implemented RtI as it was intended by the program developers" (Mellard & Johnson, 2008, p. 240).   The study found that not all essential components of RtI were implemented with fidelity in the high school. All participants interviewed stated that the screening tools that were being utilized were not screening tools that were described in the literature. Participants identified the use of data collection and progress monitoring, but did not express a consistency in the practices. Because these two components were not implemented consistently, participants noted that the three-tiered system lacked evidence-based practices and interventions. Based on the participants' responses, the researcher concluded that the high school's implementation of RtI lacked fidelity. Through review of CHD High School's historical records, it appeared that the implementation of RtI only provided a minimal amount of improvement in students' academic grades, dropout rate, and standard assessments scores. Implications and recommendations for practice and future research are offered in Chapter 5. / Ed. D.

The roles of reading specialists differ from campus to campus throughout the study site due to varied implementations of Response to Intervention (RTI). To ensure that students were receiving consistent interventions based on their needs, the site needed to examine how and when instructional services were delivered to struggling students, as well as the role of the reading specialist in the process. The purpose of this qualitative case study was to explore the perceptions, experiences, and roles of reading specialists as the RTI framework was implemented at the elementary school level. This study was guided by Vygotsky's social constructivist learning theory, which holds that understanding is built through interactions, observations, and experiences. The research questions focused on the reading specialists' understanding of RTI, reading specialists' roles in RTI, challenges of implementing RTI, and professional development provided on RTI. Data were transcribed, categorized, open coded, and thematically analyzed. Member checks were used to strengthen the trustworthiness of the findings. Results revealed 5 major themes: understanding the RTI process, supporting struggling students, lack of funding and resources, collaboration/communication, and staff development. The findings can contribute to positive social change by leading administrators, instructional support teachers, and reading specialists to an increased understanding of the RTI process, and thereby improving RTI implementation procedures for struggling readers and subsequently increasing student achievement.

Many students enter 9th grade as non-proficient readers who have not been successful on the state reading assessment. Response to Intervention (RTI) is a required program for teachers to use to increase students' reading proficiency. Guided by Bruner's constructivist theory and Vygotsky's theory of the zone of proximal development, this study examined the connection between these 2 theories and explored approaches to the creation of instructional delivery methods for reading to assist struggling readers. The research questions focused on teachers' perceptions about RTI implementation, training, and best practices. The participants were Grade 9 English teachers (n = 6) who were trained in RTI strategies and who taught reading to incoming at-risk students. A qualitative study design was used to capture the insights of the teachers through individual interviews, a modified version of Wilson's RTI survey, and observations. Emergent themes were identified from the data through open and axial coding, and findings were validated through triangulation and member checking. Key findings indicated that there was a general understanding of RTI; however, teachers identified a lack of training and experience with RTI. Recommendations included increased professional development in using effective RTI strategies, particularly differentiated teaching strategies and scaffolding. A school-wide recommendation was to incorporate RTI strategies in all subject area courses. A project of customized content was designed to guide English and content teachers to develop the awareness and capacity to develop improved RTI instructional strategies. Implications are that teachers will be empowered to become more deeply involved in professional development opportunities, which could influence instructional delivery to nonproficient readers.

Los programas de control de calidad microbiológica cada vez se aplican más a lo largo de la producción de la cadena alimentaria, siendo uno de ellos el programa de higienización. El propósito de los procedimientos de limpieza y desinfección es la destrucción de los microorganismos alterantes y de los patógenos de las superficies y del medio ambiente, para reducir el riesgo de la contaminación del alimento y evitando así la infección para los consumidores. Por lo tanto, para evaluar un programa de limpieza y desinfección es necesario muestrear las superficies y establecer los niveles residuales de contaminación. Existen diversos métodos para evaluar la contaminación microbiana de las superficies. Sin embargo, no hay un consenso para que un método estándar sea aceptado, debido a las ventajas y desventajas que presentan. Aún así, para la industria alimentaria, cada vez es más importante disponer de sistemas, rápidos y confiables para detectar la contaminación microbiana o incluso la presencia o ausencia de patógenos. En este estudio se usaron diferentes metodologías de control higiénico para vigilar y verificar la contaminación microbiana de superficies alimentarias. Para ello, se eligieron dos instalaciones diferentes con la finalidad de comparar las diferencias en base a los protocolos de limpieza-desinfección. Se evaluaron superficies en una industria alimentos deshidratados con un programa de higienización completo y en un supermercado con un tipo de higienización similar al empleado en el ámbito doméstico.En ambas instalaciones, los mayores recuentos se obtuvieron a partir de los discos, de acero inoxidable, adheridos a las superficies durante una semana y analizados con DEM. La DEM fue la metología más restrictiva. En la industria de alimentos deshidratados, las metodologías que seguidamente detectaron mayores recuentos fueron: la siembra del disco y el análisis de bioluminiscencia para la detección de ATP; mientras que en el supermercado fueron: el método de hisopado convencional y el análisis de bioluminiscencia para la detección de ATP. Conjuntamente, en ambas instalaciones se establecieron límites críticos estandarizados para cada metodología evaluada. En el supermercado, la presencia de patógenos como Salmonella spp., L. monocytogenes y S. aureus (coagulasa positiva) fue negativa y el recuento de enterobacterias obtenido fue muy bajo (<1 UFC/cm2).Además, se adaptó la PCR en tiempo real como método de control de patógenos (Salmonella Typhimurium y L. monocytogenes) en superficies de acero inoxidable en condiciones experimentales. La sensibilidad y eficacia de los kits iQCheck Salmonella e iQCheck Listeria monocytogenes fue demostrada utilizando caldo de soja triptona con 6 g/l de extracto de levadura (TSBYE) y Demi-Fraser (DFraser), respectivamente. Ambos medios de pre-enriquecimiento adicionados con Tween 80 como dispersante bacteriano. La sensibilidad de la PCR en tiempo real fue comparada con el método VIDAS a partir de biofilms y con el cultivo convencional (ISO) a partir de inóculos pequeños. La sensibilidad de la PCR en tiempo real fue mayor en ambos casos. La metodología propuesta podría ser una alternativa válida al método de cultivo convencional (ISO). / Microbiological quality control programs are becoming more common throughout all the stages of food production; sanitation is included among these programs. The purpose of cleaning and disinfection procedures is the destruction of spoilage microbes and pathogens from surfaces and the environment, in order to minimize the risk of contamination of food and thus avoiding infection for consumers. In order to assess a program of cleaning and disinfection it is necessary to sample surfaces to detect residual levels of contamination. There are lots of methods to enumerate microbial surface contamination. Nevertheless, there is no consensus on a standard method, because all of them have advantages and disadvantages. Still, for the food industry, the availability of reliable and rapid test systems to determine microbial contamination and the presence or absence of food-borne pathogens is becoming increasingly important. In this study, different hygienic control methodologies were used to assess microbiological contamination of food surfaces. Two different installations were selected to compare the differences based on the protocols of cleaning and disinfection. The evaluation of the surfaces of installations was performed in a dehydrated food manufacturing industry which had a complete sanitation programme and in a supermarket which only used basic sanitation, comparable to household cleaning.For both installations, the highest cell counts were obtained from the stainless steel coupons adhered to the surfaces for one week and analyzed with DEM. This was the most restrictive methodology. Direct spread of stainless steel coupons and bioluminescence assay for ATP determination were the methodologies that then showed higher cell counts in the food industry tested. Whereas, the conventional swab method and bioluminescence assay for ATP determination were the ones detecting higher cell counts at the supermarket. In both locations, standardized critical limits were established for each methodology. In the supermarket, the presence of pathogens such as Salmonella spp., L. monocytogenes and S. aureus (coagulase positive) was negative and Enterobacteriaceae counts was very low (<1 UFC/cm2).Real-time PCR assay was adapted to control food-borne pathogens such as Salmonella Typhimurium and L. monocytogenes on stainless steel surfaces in laboratory conditions. The sensitivity and efficiency of iQCheck Salmonella and iQCheck Listeria monocytogenes kits was demonstrated using triptic soy broth supplemented with 6 g/l of yeast extract (TSBYE) and Demi-Fraser (DFraser), respectively. Both pre-enrichment broths contained Tween 80 as dispersing agent for bacteria. The sensitivity of real-time PCR was tested using biofilms with VIDAS and traditional cultivation method (ISO) with small inocula levels. The sensitivity of real-time PCR was higher in both cases. The tested methodology could be a valid alternative to the conventional cultivation method (ISO).