Erin Chaparro, Ph.D.


Education & Training

B.S., 1998
Willamette University, Salem, OR

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

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

Erin Chaparro’s research interests include the development and implementation of multi-tiered systems of support in the K-12 education system. She has been the primary and co-investigator on grants that aim to evaluate or scale up best-practices in literacy, positive behavior supports, and instruction for English language learners.  Dr. Chaparro has worked with state and local education agencies across the country (e.g. New Mexico, Alaska, Texas, California, and Pennsylvania) on the topics of effective and explicit instruction and assessment for at-risk learners. She has worked as a school psychologist, a special education teacher, and a school counselor.

Current Projects

An Investigation of Direct Instruction Spoken English for At-Risk English Learners


07/01/15 - 12/31/20


Institute of Education Sciences, U.S. Department of Education


Active and Not Recruiting


Principal Investigator
Barbara Gunn

Erin Chaparro

Learn More →


Chaparro, E. A., Smolkowski, K., & Ryan Jackson, K. (2020). Scaling-up and integrating Effective Behavioral and Instructional Systems of Support (EBISS): A study of one state's professional development efforts. Learning Disability Quarterly, 43(1), 4-17.

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

Abstract or Full Text

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: Hong Kong.

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.

Chaparro, E. A., Ryan-Jackson, K., Baker, S. K., Smolkowski, K. (2012). Effective behavioural and instructional support systems: An integrated approach to behavior and academic support at the district level. Advances in School Mental Health Promotion, 5, 161-176.

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, 143-157.

Chaparro, E. A. (2008). The Double-Edged Sword of Immigration. Communique: The Newspaper of the National Association of School Psychologists, 36(8).


2015 - Present
Associate Scientist, Oregon Research Institute

2011 - Present
Co-Principal Investigator, Sentinel Schools Project (SSP)

2009 - Present
Principal Investigator & Project Director,
Effective Behavioral and Instructional Support Systems (EBISS)

2006 - Present
Research Associate/Career Non-Tenure Track Faculty,
Center on Teaching and Learning, University of Oregon

2009 - 2011
Research Coordinator, Oregon Reading First

2009 - 2011
Internal Evaluator, Enhancing Core Reading Instruction (ECRI)

2008 - 2009
Technical Assistance Provider, Effective Behavioral & Instructional Support Systems

2006 - 2008
Research Associate, RMC Research Corporation, University of Oregon

2005 - 2006
Education Program Specialist, Reading First Program, Arizona Department of Education

2004 - 2005
School Psychologist, Maple Elementary School, Springfield, OR

2003 - 2004
First Step Behavior Interventionist (ELL Specialist),
4-J Public Schools, Eugene, OR