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Erin Chaparro

Erin Chaparro's picture

Contact Info

Office Location: 
138 Lokey Ed
Phone: 
(541) 346-1103
Faculty
Researchers
Research Assistant Professor, Educational and Community Supports
Education: 
B.S. Willamette University, 1998
M.S., University of Oregon, Special Education, 2004
Ph.D., University of Oregon, School Psychology, 2006
Program(s): 
Research and Outreach Unit(s): 

Erin Chaparro, Ph.D., is currently the co-principal investigator of a U.S. Department of Education-funded randomized controlled trial examining English language instruction for middle school newcomer students. The study titled, "An Investigation of Direct Instruction Spoken English for At-Risk English Learners" is currently taking place in Texas and Washington states and will be active through 2018-2019. For the past 10 years Dr. Chaparro has worked with districts and schools to implement multi-tiered systems of support (MTSS) for literacy and positive behavior supports. She currently works for the National Technical Assistance Center on Positive Behavioral Interventions and Supports (PBIS) through the UO research center Educational and Community Supports. From 2008 through 2016 Dr. Chaparro worked closely with the UO research unit Center on Teaching and Learning and the Oregon Department of Education on the Oregon Scaling Up Effective Behavior and Instructional Schoolwide Systems (EBISS) grant. The EBISS teaming framework and the Systems Coach Self Assessment she developed with colleagues provide a model for the blending of behavior and academic data-based decision making within a tiered system of support. In spring 2016 she worked with the Oregon Department of Education to develop their Oregon MTSS Project which awards over 5 million dollars to the state of Oregon over five years to train and mentor MTSS coaches in regional hubs. Dr. Chaparro has worked with state departments of education across the country (i.e. South Dakota, Utah, New Mexico, Arizona, Alaska, Wyoming, and Colorado) on the topic of effective and explicit instruction and assessment for at-risk learners with an emphasis on English language learners. She has worked as a school psychologist, a school counselor, and a special education teacher.

Publications: 

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. Accepted for publication.

Fien, H., Smith, J., Smolkowksi, K., Baker, S.K., Nelson-Walker, N.J., & Chaparro, E. A. (2015). An Examination of the Efficacy of a Multi-tiered Intervention on Early Reading Outcomes for First Grade Students at Risk for Reading Difficulties. Journal of Learning Disabilities. Advance online publication 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(1 & 2), 51-84.

Chaparro, E.A., Ryan-Jackson, K., Baker, S. K., Smolkowski, K. (2012). Effective Behavioral and Instructional Support Systems: An Integrated Approach to Behavior and Academic Support at the District Level. Advances in School Mental Health Promotion, 5(3), 161-176.

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(5), 465-483.