Erin Chaparro

Erin Chaparro profile picture

Biography

Dr. Chaparro is a Research Assistant Professor at the University of Oregon's Educational and Community Supports Research Center. For over a decade, she has worked with districts and schools to implement multi-tiered systems of support (MTSS) for literacy and positive behavior supports. Dr. Chaparro made the implementation of MTSS her professional priority after she worked with high school students who were in need of literacy intervention. In Arizona she worked as a literacy specialist and coach to support elementary schools in their implementation of MTSS for literacy. Dr. Chaparro has worked in schools in a variety of positions including as a school psychologist, a special education teacher, and an academic counselor. 

Dr. Chaparro has consulted with state departments of education across the country (i.e. South Dakota, Utah, New Mexico, Arizona, Alaska, Wyoming, and Colorado) on the topics of explicit instruction, PBIS, implementation science, and the education of English language learners. In spring 2016 she worked with the Oregon Department of Education and wrote the grant that funded their Oregon MTSS Project, a 5 million dollar OSEP grant to train and mentor MTSS coaches. Recently, she has supported districts in Dallas, Laredo, and El Paso, Texas improve their instruction for middle school newcomer English learners. Dr. Chaparro currently leads the development of an online training of Team-Initiated Problem Solving (TIPS) for Tier 2 data teams and teacher online training that infuses art education and writing instruction in partnership with the Jordan Schnitzer Museum of Art. Her favorite professional activity is working directly with school leaders and teachers around data-based decision-making and the implementation of evidence-based practices in literacy and PBIS. Dr. Chaparro is a founding member of the Western Implementation Society for Practice and Research and the Global Implementation Society.

Education

Ph.D., 2006, University of Oregon, Eugene, OR
Major: School Psychology

M.S., 2004, University of Oregon, Eugene, OR
Major: Special Education

B.S., 1998, Willamette University, Salem, OR
Major: English

Honors and Awards

2017 – 2021      The STELLAR Project Phase 2.
U.S. Department of Education, Institute of Education Sciences,
R305A170603, $1,400,000.00. Principal Investigator.

2017 – 2021     TIPS EdTECH:  Development Professional Development and Online Applications to Support Team-Initiated Problem Solving (TIPS) and Multi-Tiered Support Systems.
U.S. Department of Education, Institute of Education Sciences, R324A170052, $1,399,996.00.  Principal Investigator. Principal Investigator.

2016 – 2021     Oregon Multi-Tiered Systems of Support (MTSS) Project
U.S. Department of Education, Office of Special Education Programs, State Personnel Development Grant, $5,089.992.
Lead Grant Writer (with Lisa Darnold, Oregon Department of Education).

2015 – 2019     An Investigation of Direct Instruction Spoken English for At-Risk English Learners
U.S. Department of Education, Institute of Education Sciences, R305A150325, $3,495,074.00.
Co-Investigator (PI: Dr. Barbara Gunn)

August 13 – 17, 2012   Research Fellowship and Travel Award, Institute for Educational Sciences, Research Training Institute: Within-Study Comparisons and Designs. Northwestern University, Evanston, Illinois. August 13 – 17, 2012 

June 19 – 30, 2011     Research Fellowship and Travel Award, Institute for Educational Sciences, Research Training Institute: Cluster Randomized Trials. Northwestern University, Evanston, Illinois.

Publications

Chaparro, E. A., Smolkowski, K., & Ryan Jackson, K. (2019). Effective behavioral and instructional support systems: A four-year summary of state level professional development efforts. Accepted for publication, Learning Disability Quarterly.

Chaparro, E. A., Stoolmiller, M., Park, Y., Baker, S.K., Basaraba, D., Fien, H., & Mercier Smith, J. (2018). Evaluating Passage and Order Effects of Oral Reading Fluency Passages in Second Grade: A Partial Replication. Assessment for Effective Intervention. Doi:10.1177/1534508417741128

Park, Y., Chaparro, E. A., Preciado, J., & Cummings, K. D. (2015). Is earlier better? Mastery of reading fluency in early schooling. Early Education and Development, 26, 1187-1209. doi:10.1080/10409289.2015.1015855

Baker, S. K., Smolkowski, K., Chaparro, E. A., Smith, J. L. M., & Fien, F. (2015). An examination of treatment effects of a first grade literacy intervention using a regression discontinuity design. Journal of Research on Educational Effectiveness, 8, 218-244. doi: 10.1080/19345747.2014.909548

Fien, H., Smith, J., Smolkowksi, K., Baker, S. K., Nelson-Walker, N. J., & Chaparro, E. A. (2014). An examination of the efficacy of a multitiered intervention on early reading outcomes for first grade students at risk for reading difficulties. Journal of Learning Disabilities, 48, 602-621. doi: 10.1177/0022219414521664

Preciado, J., Chaparro, E. A., Smith, J. L. M., & Fien, F. (2013). K-3 school-wide reading model to improve literacy outcomes for Latino English learners.Educational Research Journal, 28, 51-84.

Chaparro, E. A., Smolkowski, K., Baker, S. K., Hanson, N., & Ryan-Jackson, K. (2012). A model for system-wide collaboration to support integrated social behavior and literacy evidence-based practices. Psychology in the Schools, 49, 465-483.  doi: 10.1002/pits.21607

Research

Dr. Erin A Chaparro is currently the principal investigator or co-principal investigator on three Institute of Education Science research grants totaling over $6,000,000. The federally-funded projects make contributions in the areas of effective instruction for English learners, data-based decision making and teaming, and online professional development for teachers in rural settings. A theme of Dr. Chaparro’s research is assisting school systems to efficiently and effectively scale up and use evidence practices within the context of multi-tiered systems for behavior and academics.