Center on Teaching and Learning

CURRICULUM VITAE

HANK FIEN

Center on Teaching and Learning

University of Oregon

CURRENT POSITION

Director Center on Teaching & Learning (2014 – present)

Associate Professor Department of Special Education and Clinical Sciences (SPECS), College of Education, University of Oregon (2015 – present)

Research Associate ProfessorCenter on Teaching & Learning(2013 – present)

ACADEMIC BACKGROUND

Ph.D.School Psychology

University of Oregon, Eugene, OR

August 2004

Dissertation: Fien, H. (August, 2004).An examination of school- and student-level predictors of reading and reading related outcomes for kindergarteners and first grade students.University of Oregon, Eugene, OR. Adviser: Roland H. Good

Published:Fien, H., Kame’enui, E.J., & Good, R.H. (2009). Schools engaged in school-wide reading reform: An examination of the school and individual student predictors of kindergarten early reading outcomes, School Effectiveness and School Improvement, 20(1) 1–25.

M.S.Special Education, Elementary Education

University of Oregon, Eugene, OR

May 2001

RESEARCH

Grants & Contracts Funded (More than $32 million since 2008)

(13) Principal Investigator, TrackTown USA Learning and Healthy Outcomes Curriculum (University of Oregon, Research, Innovation and Graduate Education Application for 2014 Incubating Interdisciplinary Initiatives (i3) Award, July 1, 2014– June 30, 2015, $50,000).

(12) Principal Investigator, Pakistan Reading Project (USAID, Pakistan Reading Initiative, International Rescue Committee and Creative DC, April 2013–April 2018, $2,000,000)

(11) Principal Investigator,NumberShire II: Development of a Game-based Integrated Learning and Assessment System to Target Whole Number Concepts for Kindergarten Students (R324A120071), July, 2012 – December 2012, IES Phase I Small Business Innovative Research, July, 2012 – June, 2015, $150,000).

(10) Principal Investigator,NumberShire K: Development of a Game-based Integrated Learning and Assessment System to Target Whole Number Concepts for Kindergarten Students (R324A120071), July, 2012 – June 2015, IES, Development and Innovation Grant, July, 2012 – June, 2015, $1,500,000).

(9) Co-Principal Investigator, A Randomized Control Trial of a Tier 2 Math Intervention (CFDA 84.324A, July, 2012 – June 2016, $3,499,000).

(8) Principal Investigator,NumberShire: Development of a Game-based Integrated Learning and Assessment System to Target Whole Number Concepts for First Grade Students (CFDA 84.324A, IES, Small Business Innovative Research, July, 2011 – December, 2013, $1,050,000).

(7) Co-Principal Investigator, Promoting Algebra Readiness (CFDA 84.324A, In July, 2012 – June 2015, $1,453,192).

(6) Principal Investigator, Middle School Intervention Project (CFDA 84.305E, Institute of Education Sciences, July, 2010 – June 2015, $7,200,000).

(5) Principal Investigator, Enhancing Core Reading Instruction in First Grade: Evaluating a Response to Intervention System that Incorporates Multiple Tiers of Instruction, Data-Based Decision Making, and Comprehensive Professional Development (CFDA 84.324E, Institute of Education Sciences, July, 2009 – June 2013, $5,200,000).

(4) Co-Principal Investigator, Foundations of Mathematical Understanding: Developing a Strategic Intervention on Whole Number Concepts (CFDA 84.324A, Institute of Education Sciences, July, 2009 – June 2012, $1,546,717).

(3) Co-Principal Investigator, Early Learning in Mathematics: Efficacy Trials in Kindergarten Classrooms (CFDA 84.305E, Institute of Education Sciences, July, 2009 – June 2013, $4,280,189.

(2) Co-Principal Investigator, The Read Aloud Curriculum in First Grade Classrooms: Furthering Our Understanding of Immediate and Long-Terms Impacts and Causal Influences (CFDA 84.305E, Institute of Education Sciences, July, 2012 – June 2015, $2,865,802).

(1) Principal Investigator, Effective Behavioral and Instructional Support Systems, Interagency Agreement with Oregon Department of Education (ODE 102-1078-07, July 2008- July 2012, Oregon Department of Education, $785,000).

SELECTED PUBLICATIONS

Journal Articles (33published or in press)

33. Doabler, C. T., & Fien, H. (in press). Applying instructional design and delivery technology to early mathematics instruction. Intervention in School and Clinic.

32. Smith, J. L. M., Nelson Walker, N. J., Fien, H., Smolkowski, K., & Baker, S. K. (in press). Efficacy of a multi-tiered reading intervention in first grade and predictors of differential response: A clustered, randomized controlled trial. Elementary School Journal.

31. Clarke, B., Baker, S. K., Smolkowski, K., Doabler, C. T., Strand Cary, M., & Fien, H. (in press). Investigating the Efficacy of a Core Kindergarten Mathematics Curriculum to Improve Student Mathematics Learning Outcomes. Journal of Research on Educational Effectiveness.

30. Doabler, C. T., Clarke, B., Fien, H., Baker, S. K., Kosty, D. B., & Cary, M. S. (2015). The science behind curriculum development and evaluation: Taking a design science approach in the production of a tier 2 mathematics curriculum. Learning Disability Quarterly, 38, 97–111. doi: 10.1177/0731948713520555

29. Cummings, K. D., Stoolmiller, M. L., Baker, S. K., Fien, H., & Kame’enui, E. J. (2015). Using school-level student achievement to engage in formative evaluation: comparative school-level rates of oral reading fluency growth conditioned by initial skill for second grade students. Reading and Writing, 28, 105–130. doi: 10.1007/s11145-014-9512-5

28. Baker, S. K., Smolkowski, K., Chaparro, E. A., Smith, J. L. M., & Fien, H. (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. doi: 10.1080/19345747.2014.909548

27. Doabler, C. T., Baker, S. K., Kosty, D. B., Smolkowski, K., Clarke, B., Miller, S. J., & Fien, H. (2015). Examining the Association between Explicit Mathematics Instruction and Student Mathematics Achievement. The Elementary School Journal, 115, 303–333. doi: 10.1086/679969

26. Fien, H., Smith, J. L. M., Smolkowski, 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, Advanced online publication. doi: 10.1177/0022219414521664

25. Doabler, C. T., Nelson, N. J., Kosty, D. B., Fien, H., Baker, S. K., Smolkowski, K., & Clarke, B. (2014). Examining teachers‚' use of evidence-based practices during core mathematics instruction. Assessment for Effective Intervention, 39, 99–111. doi: 10.1177/1534508413511848

24. Sota, M., Clarke, B., Nelson, N. J., Doabler, C. T., & Fien, H. (2014). Identifying technology to support differentiation. Association for Supervision and Curriculum Development Express: Technology and Differentiated Instruction, 9(18). Retrieved from

23. Clarke, B., Doabler, C. T., Smolkowski, K., Baker, S. K., Fien, H., & Strand Cary, M. (2014). Examining the Efficacy of a Tier 2 Kindergarten Mathematics Intervention. Journal of Learning Disabilities, Advanced online publication. doi: 10.1177/0022219414538514

22. Smith, J. L. M., Cummings, K. D., Nese, J. F. T., Alonzo, J., Fien, H., & Baker, S. K. (2014). The relation of word reading fluency initial level and gains with reading outcomes. School Psychology Review, 43, 30–40.

21. Clarke, B., Doabler, C. T., Strand Cary, M., Kosty, D. B., Baker, S. K., Fien, H., & Smolkowski, K. (2014). Preliminary evaluation of a tier-2 mathematics intervention for first grade students: Utilizing a theory of change to guide formative evaluation activities. School Psychology Review, 43, 160–177.

20. Doabler, C. T., & Fien, H. (2013). Explicit mathematics instruction: What teachers can do for teaching students with mathematics difficulties. Intervention in School and Clinic, 48, 276–285. doi: 10.1177/1053451212473151

19. Nelson-Walker, N. J., Fien, H., Kosty, D. B., Smolkowski, K., Smith, J. L. M., & Baker, S. K. (2013). Evaluating the effects of a systemic intervention on first-grade teachers' explicit reading instruction. Learning Disability Quarterly, 36, 215–230. doi: 10.1177/0731948712472186

18. Stoolmiller, M., Biancarosa, G., & Fien, H. (2013). Measurement properties of DIBELS Oral Reading Fluency in grade 2: Implications for equating studies. Assessment for Effective Intervention, 38, 76–90. doi: 10.1177/1534508412456729

17. Baker, S. K., Santoro, L. E., Chard, D. J., Fien, H., Park, Y., & Otterstedt, J. (2013). An evaluation of an explicit read aloud intervention taught in whole-classroom formats in first grade. Elementary School Journal, 113, 331–358. doi: 10.1086/668503

16. Petscher, Y., Cummings, K. D., Biancarosa, G., & Fien, H. (2013). Advanced (measurement) applications of curriculum-based measurement in reading. Assessment for Effective Intervention, 38, 71–75. doi: 10.1177/1534508412461434

15. Preciado, J., Chaparro, E. A., Smith, J. L. M., & Fien, H. (2013). K-3 school-wide reading model to improve literacy outcomes for Latino English learners. Educational Research Journal, 28, 51–84.

14. Doabler, C. T., Fien, H., Nelson-Walker, N. J., & Baker, S. K. (2012). Evaluating three elementary mathematics programs for presence of eight research-based instructional design principles. Learning Disability Quarterly, 35, 200–211. doi: 10.1177/0731948712438557

13. Doabler, C. T., Strand Cary, M., Jungjohann, K., Clarke, B., Fien, H., Baker, S. K., . . . Chard, D. J. (2012). Enhancing core mathematics instruction for students at risk for mathematics disabilities. Teaching Exceptional Children, 44(4), 48–57.

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

11. Fien, H., Santoro, L., Baker, S. K., Park, Y., Chard, D. J., Williams, S., & Haria, P. (2011). Enhancing teacher read alouds with small-group vocabulary instruction for students with low vocabulary in first-grade classrooms. School Psychology Review, 40, 307–318.

10. Baker, S. K., Smolkowski, K., Smith, J. L. M., Fien, H., Kame'enui, E. J., & Beck, C. T. (2011). The impact of Oregon Reading First on student reading outcomes. The Elementary School Journal, 112, 307–331. Retrieved from

9. Clarke, B., Smolkowski, K., Baker, S. K., Fien, H., Doabler, C. T., & Chard, D. (2011). The impact of a comprehensive tier 1 core kindergarten program on the achievement of students at risk in mathematics. The Elementary School Journal, 111, 561–584. doi: 10.1086/659033

8. Baker, S. K., Fien, H., & Baker, D. L. (2010). Robust reading instruction in the early grades: Conceptual and practical issues in the integration and evaluation of tier 1 and tier 2 instructional supports. Focus on Exceptional Children, 42(9), 1–20.7. Fien, H., Park, Y., Baker, S. K., Smith, J. L. M., Stoolmiller, M., & Kame'enui, E. J. (2010). An examination of the relation of nonsense word fluency initial status and gains to reading outcomes for beginning readers. School Psychology Review, 39, 631–653.

6. Fien, H., Kame'enui, E. J., & Good, R. H. (2009). Schools engaged in school-wide reading reform: an examination of the school and individual student predictors of kindergarten early reading outcomes. School Effectiveness and School Improvement: An International Journal of Research, Policy and Practice, 20(1), 1–25. doi: 10.1080/09243450802605571

5. Smith, J. L. M., Fien, H., Basaraba, D., & Travers, P. (2009). Planning, evaluating, and improving tiers of support in beginning reading. Teaching Exceptional Children, 41(5), 16–22.

4. Fien, H., Baker, S. K., Smolkowski, K., Smith, J. L. M., Kame'enui, E. J., & Thomas Beck, C. (2008). Using nonsense word fluency to predict reading proficiency in K-2 for English learners and native English speakers. School Psychology Review, 37, 391–408.

3. Smith, J. L. M., Fien, H., & Paine, S. (2008). Student mobility and reading success. Educational Leadership, 65, 59–63.

2. Ketterlin-Geller, L. R., Chard, D. J., & Fien, H. (2008). Making connections in mathematics. Remedial and Special Education, 29, 33–45. doi: 10.1177/0741932507309711

1. Baker, S. K., Smolkowski, K., Katz, R., Fien, H., Seeley, J., Kame'enui, E., & Thomas Beck, C. (2008). Reading fluency as a predictor of reading proficiency in low-performing high poverty schools. School Psychology Review, 37, 18–37.

PEERREVIEW ACTIVITIES

Editorial Board, Elementary School Journal, June 1, 2012 – Present.

Editorial Board, Learning Disabilities Quarterly, August, 2010 – Present.

Editorial Board, Assessment for Effective Intervention, July, 2008 – Present.

Editorial Advisory Board, School Psychology Review, April, 2010 - Present.

Editorial Advisory Board, Journal of School Psychology, March, 2010 - Present.