Erin’s School & Research History

Welcome! I'm so happy that we're connecting.

I’ve worn many hats in schools - a school psychologist, high school counselor, instructional coach, interventionist, and an MTSS systems coach and trainer. One of my most rewarding jobs was when I was coaching teachers in Arizona to improve literacy instruction in a multi-tiered system. That was 2006! It was around then I decided I wanted to contribute to the research and from the list of some of my publications below you can see my research has focused on early literacy intervention and assessment, explicit instruction, PBIS, data-based teaming, multi-tiered systems of support (MTSS), and coaching.

From 2010 - 2016 I led statewide MTSS professional learning and over 150 schools participating in that initiative saw reading improvements in grade 1 and 5 (Chaparro et al., 2012, 2021)! I’m so proud of the work I’ve done to support school teams to adopt and install MTSS for academics and PBIS. Just this year my first book was published and I was able to highlight some of my work in data teaming and MTSS implementation. Currently I’m preparing to launch my first online short course for new MTSS schools and coaches! Email me if you want a copy or summary of any of my articles. Go Team MTSS!

Throughout my career, equitable practices for all students has been a constant theme. As a second-generation Mexican American I resonate with many of the challenges that our students from traditionally marginalized communities face. Throughout my work I infuse an equity lens, no matter if I’m writing a grant or training on effective data team practices. I’m a strong believer in the idea that a rising tide lifts up all boats!

Some of Erin’s Research Articles

Chaparro, E. A. & Kittleman, A., McDaniel, S., Peshak George, H., VanLone, J., & So, S. (2022). Examining Rural School Implementation of Positive Behavioral Supports Across the Tiers. Rural Special Education Quarterly, 41(3). https://doi.org/ 10.1177/87568705221097114

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. Journal for Education of Students Placed at Risk, 27(4). https://doi.org/ 10.1080/10824669.2022.2045993

Chaparro, E.A., Green, A., Linan-Thompson, S., & Batz, R. (2021). Classroom to casa: supporting students who are emerging bilinguals. Preventing School Failure, 1–9. 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

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, 44(1), 3-16. https://doi.org/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(8), 1187-1209. https://doi.org/10.1080/10409289.2015.1015855

Baker, S. K., Smolkowski, K., Chaparro, E. A., Smith, J. L. M., & Fien, F. (2015). Using regression discontinuity to test the impact of a tier 2 reading intervention in first grade. Journal of Research on Educational Effectiveness, 8(2), 218-244. https://doi.org/ 10.1080/19345747.2014.909548

Fien, H., Smith, J., Smolkowksi, K., Baker, S. K., Nelson, 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(6), 602-621. https://doi.org/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. https://doi.org/10.1080/1754730X.2012.707424

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. https://doi.org/ 10.1002/pits.21607

Fien, H., Smith, J. L. M., Baker, S. K., Chaparro, E. A., Baker, D. L., & Preciado, J. A. (2011). Including English learners in a multi-tiered approach to early reading instruction and intervention. Assessment for Effective Intervention, 36(3), 143-157. https://doi.org/ 10.1177/1534508410392207