jean l. mercier smith - Center on Teaching and Learning - University ...

Smith, J.L. 2Oregon School Psychology Association, Student Representative; 2003-2004TEACHING EXPERIENCEInterventions for the Struggling Reader, Spring 2010, Educational Foundations UndergarduateProgram, College of Education, University of Oregon (.30 FTE); Co-Instructor: Dr.Edward Kame’eunuiSchool Psychology Practicum Supervisor, Spring 2006, School Psychology Graduate Program,College of Education, University of Oregon (.20 FTE)DISSERTATIONImproving Reading Outcomes For Spanish-Speaking Students: The Fluidez en laIdentificación de Aliteración as a Measure of Phonological Awareness in Spanish,University of Oregon, Eugene, Oregon.2005CONSULTATIONSmith, J.L., & Fien, F.J. (2007). Improving Reading Outcomes for Each and All: OregonDepartment of Education State Improvement Grant. Prepared six training modules forschools participating in the Oregon Department of Education State Improvement Grant.NATIONAL PRESENTATIONSSmith, J.L. & Fien, F.J. (2007). Guiding Data-based Decisions in a Schoolwide Reading Model:An Ode to Miss Piggy. Paper presented at the National Association of SchoolPsychologists Annual Conference, New York, New York.Smith, J.L. & Travers, P. (2007). Effective Beginning Reading Instruction: Coaching Strategiesfor School Psychologists. Paper presented at the National Association of SchoolPsychologists Annual Conference, New York, New York.Harn, B, & Mercier Smith, J.L. (2006). Accelerating Reading: Features of IntensiveInterventions for At Risk Second Graders. Paper presented at the Council for ExceptionalChildren, Annual Conference, Salt Lake City, Utah.Chaparro, E., & Mercier Smith, J.L. (2006). What’s The Word? The Latest Research on LiteracyInterventions for English Language Learners. Mini-skills workshop presented at theNational Association of School Psychologists Annual Conference, Anaheim, California.Harn, B. & Mercier Smith, J.L. (2006). Accelerating Reading: Features of IntensiveInterventions for At Risk Second Graders. Paper presented at the National Association ofSchool Psychologists Annual Conference, Anaheim, California.Smith, J.L., & Chaparro, E. (2005). Improving Outcomes for Spanish-speaking Students: TheImportance of Phonological Awareness in Spanish. Paper presented at the NationalAssociation of Bilingual Education’s Annual Conference, San Antonio, Texas.

Smith, J.L. 3Mercier, J.L. (2004). Steps To Improving Outcomes for Spanish-speaking Students: TheImportance of Phonological Awareness in Spanish. Paper presented at the NationalAssociation of School Psychologists Annual Conference, Dallas, Texas.Sanford, A., Mercier, J.L., Castro, S., Watson, J., & Good, R. (2004). Preventing ReadingProblems for English Language Learners. Symposium presented at National Associationof School Psychologists Annual Conference, Dallas, Texas.Orton, K., Mercier, J., Katz, R., Hill, D., & VanLoo, D. (2002). Charting a Course to Reading:Using DIBELS Web as Your Compass. Paper presented at National Association ofSchool Psychologists, Toronto, Canada.REGIONAL PRESENTATIONSSmith, J., Fien, H., & Chaparro, E. (2008, October). A Very Brief Introduction to the SchoolwideReading Model: Implementation Features and Preliminary Evidence. Confederation ofOregon School Administrators, Fall Special Education Conference, Eugene, Oregon.Baker, S., Smith, J., & Travers, T (2008, September). Planning for Reading Success: OregonReading First Fall Leadership Webinar. Eugene, Oregon.Travers, T. & Smith, J. (2008, March). Core, Supplemental, and Intervention Programs forEffective Response: Fulfilling the Promise of RTI. Paper presented at the 6th AnnualStatewide PBS Conference, Eugene, Oregon.Smith, J. & Travers, P. (2008, March). Schoolwide Beginning Reading Systems: Databased"Coaching Strategies" for School Leaders. Paper presented at the 6th AnnualStatewide PBS Conference, Eugene, Oregon.Smith, J.L., (2008). Advanced DIBELS: Using Assessment to Plan Schoolwide Reading SupportSystems. Oregon Department of Education, Reading First Outreach, Eugene, Oregon.Smith, J.L. (2007, May) Advanced DIBELS: Using Assessment to Plan Schoolwide ReadingSupport Systems. Oregon Department of Education, Roseburg, Oregon.Baker, S., Katz, R., Fien, H., Smith, J., Baker, D., & Otterstedt, J. (2007, February). What are wedoing? What are we finding? What does it mean? Paper presented at the OregonConference, Eugene, Oregon.Harn, B, Smith, J.L, & Chard, D (2007). Accelerating Reading: Features of IntensiveInterventions for At Risk Second Graders. Paper presented at the Oregon Conference,Eugene, Oregon.Smith, J.L. (2006). Schoolwide Screening and Progress Monitoring: Action Planning for RTIReadiness. Presentation at the Oregon Department of Education Response to InterventionConference, Eugene, Oregon.

Smith, J.L. 4Smith, J.L. (2006). Essential DIBELS Training. Dynamic Measurement Group, Lansing,Michigan.Smith, J.L., Katz, R, Clarke, B., & Whelan, A. (2006). Introduction to DIBELS. OregonDepartment of Education, State Improvement Grant, Eugene, Oregon.Smith, J.L., Katz, R, & Clarke, B. (2006). Schoolwide Beginning Reading Model. OregonDepartment of Education, State Improvement Grant, Eugene, Oregon.Smith, J.L., Katz, R, & Clarke, B. (2006). Reviewing Outcomes in A Schoolwide BeginningReading Model. Oregon Department of Education, State Improvement Grant, Eugene,Oregon.Harn, B., Chard, D., MacConnell, K., & Smith, J. (2005). Project CIRCUITS YEAR 3: Focus andFeatures of a Secondary Intervention with Second Grade Students At-Risk for ReadingDifficulties. Paper presented at the Oregon Conference, Eugene, Oregon.Smith, J. L., Clarke, B., & Doabler, C. (2005). Linking General Educational and SpecialEducation. In-service for the Special Education teachers, Springfield Public Schools,Springfield, Oregon.Mercier, J.L. (2004). Steps to Improving Reading Outcomes for Spanish-Speaking Students: TheFIA as a measure of Spanish Phonological Awareness. <strong>Center</strong> on Diversity andCommunity Annual Graduate Student Research Colloquium, University of Oregon,Eugene, Oregon.Clarke, B. & Smith, J.L. (2004). Linking General Educational and Special Education. In-serviceto the School Psychologist and Special Programs Administration, Springfield PublicSchools, Springfield, Oregon.Smith, J. L. & Chaparro, E. (2004). Using DIBELS to Inform Instruction, Tumwater SchoolDistrict, Olympia, Washington.Orton, K. & Mercier, J.L. (2004). Using DIBELS to Inform Instruction. Tumwater SchoolDistrict, Olympia, Washington.Chaparro, E. and Mercier, J.L. (2004). Using DIBELS to Inform Instruction. Portland, Oregon.Mercier, J. L., Chaparro, E., & Sanford, A. (2003). Using DIBELS and IDEL in EducationalDecision Making. Region 19 Educational Service District. El Paso, Texas.Mercier, J. L., Chaparro, E., Sanford, A., Fierro, A., & Franco, M. (2003). Using DIBELS andIDEL to Plan and Evaluate Instructional Support in Kindergarten. Canutillo IndependentSchool District, Canutillo, Texas.Mercier, J. L., Chaparro, E., Fierro, A., & Franco, M. (2003). Using DIBELS and IDEL to Planand Evaluate Instructional Support for Grades 1-3. Canutillo Independent SchoolDistrict, Canutillo, Texas.

Smith, J.L. 5Mercier, J., Hill, D., VanLoo, D., Katz, R., & Good, R.H. (2002). Charting a Course to Reading:Using DIBELS Web as Your Compass. Paper presented at the Oregon Conference,Eugene, Oregon.PROFESSIONAL WRITINGRefereed PublicationsFien, H., Park, Y., Baker, S.K., Smith, J.L., & Kame’enui, E.J. (in press). An examination of therelation of Nonsense Word Fluency initial skill status and growth to reading outcomes forbeginning readers.Fien, H., Smith, J., Baker, S.K., Chaparro, E., Peciado, J., & Baker, D. (in press). IncludingEnglish Learners in a Multi-Tiered Approach to Early Reading Instruction andIntervention.Smith, J. L. M., Fien, H., & Paine, S. C. (2009). When mobility disrupts learning In M. Scherer(Ed.), Supporting the whole child: Reflections on best practices in learning, teaching, andleadership ( pp. 107-117). Retrievedfrom http://shop.ascd.org/productdisplay.cfm?categoryid=downloads&productid=110058E4Baker, S. Smolkowski, K., Smith, J., Fien, H, Kame’enui, E. & Thomas Beck, C. (UnderReview) The Impact of Oregon Reading First on Student Reading OutcomesSmith, J., Fien, H., Crone, D., Baker, S., & Kame’enui, E. (Under Review). Increasing SchoolCompletion by Reaching and Teaching All Students.Doabler, C., Nelson, N.., Smith, J., Burns, D., Fien, H. (Under Review). Evaluating theInstructional Design Features of Core Mathematics Programs: Identifying a CurriculumThat Supports the Majority of Learners.Smith, J. L. M., Fien, H., Basaraba, D., & Travers, P. (2009). Planning, evaluating, andimproving tiers of support in beginning reading. Teaching Exceptional Children, 41, 16-22.Fien, H., Baker, S. K., Smolkowski, K., Smith, J. M., Kame'enui, E. J., & Thomas Beck, C.(2008). Using nonsense word fluency to predict reading proficiency in K-2 for Englishlearners and native English speakers. School Psychology Review, 37(3), 391-408.Smith, J.L., Fien, H., & Paine, S.C. (2008) Student Mobility and Reading Success. EducationalLeadership, 65(7), 59-63.Non-refereed PublicationsSmith, J. L. M., Baker, D. L., & Santoro, L. (2009). Early intervention in bilingual education:Teaching phonological awareness in Spanish. NABE News, January/February, 5-14, 27-28.

Smith, J.L. 6Benazzi, L. R., & Mercier, J. L. (2003). Preparing for the NASP 2003 Convention: Using theBlueprint to guide professional development in improving outcomes for all students. NASPCQ Extra. http://www.nasponline.org/Members_only_test/cqextra_conv2003.aspTechnical ReportsBaker, S. K., Smith, J. M., Fien, H., Otterstedt, J., Katz, R., Baker, D. L., et al. (2007). Threeyear Oregon Reading First report. Eugene, OR. Pacific Institutes for Research, Universityof Oregon.REVIEWINGGersten, R., Baker, S.K., Shanahan, T., Linan-Thompson, S., Collins, P., & Scarcella, R. (2007)Effective Literacy and English Language Instruction for English Language Learners inthe Elementary Grads: A Practice Guide (NCEE 2007-4011). Washington, DC: National<strong>Center</strong> for Education Evaluation and Regional Assistance, Institute of EducationSciences, U.S. Department of Education. Retrievable at: http://ies.ed.gov/nceeMerrell, K. (2007). Strong Kids: A Social & Emotional Learning Curriculum. Paul BrookesPublishing, Baltimore. (3 Volumes: Grades 3-5, 6-8, & 9-12).FEDERAL GRANTSEnhancing Core Reading Instruction in First Grade: Evaluating a Response To InterventionSystem that Incorporates Multiple Tiers of Instruction, Data-Based Decision Making, andComprehensive Professional Development (Project ECRI; (IES R324A090104,$5,200,000). Co-Principal Investigator.NON FEDERAL GRANTS AND AWARDSEffective Behavioral and Instructional Support; Oregon Department of Education (2007);$235,897Claire Wilkins Chamberlain Memorial Graduate Research Award (2004); $2500<strong>Center</strong> on Diversity and Community Graduate Student Research Award (2004); $1000School Psychology Program Dissertation Research Grant (2004); $500HONORSLiz Guillion Fund Award Recipient, Oregon Association of School Psychologists, 2003Alpha Lambda Delta, National Honors Society, 1998Phi Eta Sigma, Honors Society, 1997MEMBERSHIP IN ACADEMIC, PROFESSIONAL, SCHOLARLY SOCIETIESNational Association of School PsychologistsCouncil for Exceptional ChildrenInternational Reading Association