NEWS! Dr. Chaparro wins Federal Research Grant to study MTSS-B Data teams
Read more about the new research project here. https://ecs.uoregon.edu/announcements/ecs-researcher-dr-erin-chaparro-awarded-4-million-federal-grant-for-team-initiated-problem-solving
About Erin A. Chaparro, Ph.D.
I started my career in education when I was a classroom aid at a pre-school. I knew I wanted to work in education so I was thrilled when I scored a job at a high school as an academic counselor. I was shocked when I met a high schooler with severe dyslexia who could not read. I worked with the school psychologist and teachers to help this student and it changed the trajectory of my career. Five years later I had two advanced degrees from the University of Oregon (Ph.D. in School Psychology & Masters in Special Education) and I was coaching teachers in Arizona to improve literacy instruction in a multi-tiered system. That was 2006!
I’ve been research faculty for 13 years+ at the university level (Go Ducks!), working with districts, schools, and state leaders to help install evidence-based practices. For ten years I led MTSS professional development efforts for a statewide initiative across 22 school districts (Chaparro et al., 2012 and 2021). And I’ve also worked in schools as a school psychologist, SPED interventionist, instructional coach, and counselor.
I've been awarded millions of dollars in federal grants to evaluate and develop effective tools with teachers and other education leaders. I've helped colleagues at state departments of education and regional education areas to receive over 7 million in grants to build statewide coaching systems and install evidence-based literacy practices to improve outcomes for struggling students. My projects have focused on the areas of early literacy intervention and assessment, explicit instruction, PBIS, data-based teaming, multi-tiered systems of support (MTSS), and implementation science. I’m so proud of the work I’ve done to support state, district, and school teams to adopt and install MTSS for academics and PBIS. My first book was published in 2023. It was a honor to work alongside my co-authors Drs. Ysseldyke and VanDerHeyden.
Selected Research Publications
Chaparro, E. A., Gunn, B., Smolkowski, K, Vadasy, P., & Dennis, C. (2022). A randomized efficacy trial of direct instruction spoken English (DISE) on newcomers in middle school: Examining differential response and identifying implementation barriers and facilitators. Accepted for publication.Chaparro, E.A., Green, A., Linan-Thompson, S., & Batz, R. (2021). Classroom to casa: Implementing multi-tiered systems of support for emerging bilinguals. Preventing School Failure, 1–9. https://doi.org/10.1080/1045988X.2021.1937022
Chaparro, E. A., Green, A. L., Thompson, S. L., & Batz, R. (2021). Classroom to casa: supporting students who are emerging bilinguals. Preventing School Failure, 65(4), 323–331. https://doi.org/10.1080/1045988X.2021.1937022
Chaparro, E. A., Massar, M. M., & Blakely, A. W. (2021). Examining the knowledge and skills of systems-level coaches: Supporting durable implementation of effective behavioral and instructional support systems in schools. Elementary School Journal. https://doi.org/10.1086/716909
Nese, R. N. T., Meng, P., Breiner, S., Chaparro, E. A., & Algozzine, B. (2020). Using stakeholder feedback to improve online professional development opportunities. Journal of Technology in Education, 52(2), 148-162. https://doi.org/10.1080/15391523.2020.1726233
Chaparro, E. A., Smolkowski, K., & Ryan Jackson, K. (2020). Scaling up and integrating effective behavioral and instructional support systems (EBISS): A study of one state’s professional development efforts. Learning Disability Quarterly, 43(5), 4-17. https://doi.org/10.1177/0731948719851752