TEACHER EFFICACY WITHIN TIER II OF THE RtI FRAMEWORK

188 Pages·2016·6.31 MB·English

University of New Mexico
UNM Digital Repository
Teacher Education, Educational Leadership &
Education ETDs
Policy ETDs
2-13-2014
TEACHER EFFICACY WITHIN TIER II OF
THE RtI FRAMEWORK
Madelyn P. Serna Marmol
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Madelyn P. Serna Mármol
Candidate

Educational Leadership and Organizational Learning
Department

This dissertation is approved, and it is acceptable in quality
and form for publication:

Approved by the Dissertation Committee:

Dr. Arlie Woodrum, Chairperson

Dr. Allison Borden

Dr. Viola Flórez

Dr. Anne Tafoya
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TEACHER EFFICACY WITHIN TIER II OF THE RtI FRAMEWORK

By

Madelyn P. Serna Mármol

B.A., Government and Spanish, University of Notre Dame, 1985
M.A., Political Science, George Washington University, 1988
M.A., International Education, Framingham State University, 2005

DISSERTATION

Submitted in Partial Fulfillment of the
Requirements for the Degree of

Doctor of Education
Educational Leadership

The University of New Mexico
Albuquerque, New Mexico

December, 2013
iii

©2013, Madelyn P. Serna Mármol
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Dedication
I want to acknowledge the exceptional educators in my life. My parents Leonila and
Ramón Serna, my first teachers. My maternal grandmother Eufemia Durán whose value of
education was an inspiration. My elementary teachers and librarian Mrs. Evangelina
Quintana who taught me to read, Mrs. Mary Cruz and Mrs. Lucy Cruz who taught me to love
reading, and Ms. Dorothy Crutcher who taught me to seek out the facts. My secondary
teachers the López brothers Frutoso and Ernie and Mr. Virgil Gutierrez who motivated me
and believed in my academic achievements. Mrs. Ruby Ortiz, Mr. Leo Gonzales, and Mrs.
Nancy Jenkins whose love of poetry and literature motivated and inspired my love of the
written word. I also want to acknowledge the university professors who helped me attain my
four degrees and whose high expectations motivated me to achieve excellence in education.
This study is dedicated to the brave, opinionated, and formidable educators and
administrators that fight every day to make a difference in the lives of the children of the
world, the Dominican Republic, the United States, New Mexico, and North Mountain.

“Be the change you want to see in the world.” Mahatma Gandhi
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Acknowledgements
First and foremost I thank my immediate family who tolerated my weekends and
summers away from them, first in the Dominican Republic and then again when I began the
Educational Leadership Program at the University of New Mexico. My parents Ramón and
Leonila Serna you are my driving forces and my educational guides. With a combined total
of over 80 years of teaching and educational experience between the two, you are the gurus
of teaching and most certainly educational leadership. You encouraged me to get my Ph.D. in
1988 and it only took me 25 years to fulfill my dream. My sons Rafael Erasmo Mármol, III
and Ramón Cristóbal Mármol you listened to me, let me nap when I came home from a long
weekend, and were amazing throughout this life-changing process. My friend, Dra. Xiomara
Abud, you encouraged me to reignite my passion for education by encouraging me to begin
the doctorate program in the Dominican Republic. ¡Mil gracias, los quiero muchisimo!
Thank you to my cousins Christine and Rick Walker and their children Dagmar and
William Meierer who housed me and cared for me during my summers and semesters at
UNM. Thanks Dags for sharing your room with me. Besos.
Thank you to the Educational Leadership professors and the members of my
Dissertation Committee. My Dissertation Chair Dr. Arlie Woodrum, you are a mentor and a
treasure to all the students who are fortunate enough to learn from your vast wealth of
knowledge. My Dissertation Committee Members Dr. Allison Borden, Dr. Viola Flórez, and
Albuquerque Public Schools Special Education Executive Director Dr. Anne Tafoya you are
my role models and I stand on your shoulders. Thank you to my fellow Taoseña Dr. Alicia
Chávez for your advice and support. Thank you to Representative Roberto J. Gonzales for
believing in me and supplying me with educational data from the New Mexico State
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Legislature. You all inspire me to be a better educator and I will always cherish your words
of encouragement, your guidance, and leadership. Un fuerte abrazo.
I want to thank my Cohort 12 colleagues: Gabriella Durán Blakey, Pete Vallejo, Ron
Christopherson, Elaine Romero, Carlos Rey Romero, and Tim Schroeder. Your support and
friendship was inspiring. I could not have asked for a better cohort. Los respeto.
Thank you to the teachers of North Mountain School District (NMSD) who dedicate
their lives to the children of North Mountain. Thank you to the administrative staff of NMSD
that took time from their busy schedules to assist me with data and information. Suerte.
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TEACHER EFFICACY WITHIN TIER II OF THE RtI FRAMEWORK

By

MADELYN P. SERNA MÁRMOL

B.A., Government and Spanish, University of Notre Dame
M.A., Political Science, George Washington University
M.A., International Education, Framingham State University
Ed.D., Educational Leadership, University of New Mexico, 2013

ABSTRACT

This qualitative case study explores teacher efficacy in the decision making process
within the Response to Intervention (RtI) Framework: from the initial Student Assistance
Team (SAT) process through the Tier II interventions and the possible referral to Tier III.
The study focuses on one elementary school of a rural northern New Mexico school district,
collecting data from certified regular education teachers, the current principal, the former
principal and the district Special Education Director. Teachers are categorized as either
novice, intermediate, or veteran based on their years of experience.
The Response to Intervention (RtI) process, if properly administered, may
substantially reduce the numbers of students with disabilities being served in segregated
settings. RtI is not a silver bullet that will magically reform the study site, schools in New
Mexico, or the United States. Properly trained teachers and administrators who successfully
develop and implement RtI interventions may, however, decrease the number of students
recommended for Tier III. Teachers at the study site are not unlike teachers in other school
districts around New Mexico and the nation. Teachers have not been properly trained in the
process at the university level and do not receive sufficient professional development once
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hired in the school district. This study finds that teachers at the research site were not
efficacious in the development and implementation of Tier II of the RtI process.

Key words: Response to Intervention, Student Assistance Team, teacher efficacy, Tier II
interventions
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Table of Contents
List of Figures ....................................................................................................................... xiv
List of Tables ......................................................................................................................... xv
Chapter I Introduction .......................................................................................................... 1
Educational Background for the Study ......................................................................... 1
History of the Region .................................................................................................. 11
Introduction ................................................................................................................. 14
Statement of the Problem ............................................................................................ 17
Purpose of the Study ................................................................................................... 18
Research Question ...................................................................................................... 19
Theoretical Framework ............................................................................................... 19
Delimitations ............................................................................................................... 20
Significance of the Study ............................................................................................ 20
Chapter II Review of Literature ......................................................................................... 22
Introduction and Summary of Review ........................................................................ 22
Historical Context of Special Education Eligibility .................................................... 22
Response to Intervention (RtI) .................................................................................... 24
RtI in New Mexico...................................................................................................... 26
Teacher Efficacy ......................................................................................................... 28
Teacher Acculturation and Retention ......................................................................... 29
Professional Development .......................................................................................... 30
Collaboration............................................................................................................... 32
Poverty ........................................................................................................................ 33