Education: BA, San Diego State University, 1988; MA, San Diego State University, 1998; PhD, University of Oregon, 2006. At SPU since 2010.
Jorge Preciado came to Seattle Pacific University after spending 13 years as an elementary school teacher in Chula Vista, California, and eight years in Eugene, Oregon, as a student and research associate at the University of Oregon and Dynamic Measurement Group. Dr. Preciado received his PhD in special education from the University of Oregon.
Dr. Preciado’s teaching and research focuses on improving literacy outcomes for Latino students and/or students struggling in literacy. Dr. Preciado is interested in helping schools use a proactive approach such as Response to Intervention and/or Schoolwide Positive Behaviors Supports to decrease the number of students referred into special education.
- Castro-Olivo, S., Preciado, J., Sanford, A., & Perry, V. (2011). “The Academic and Socio-Emotional Needs of Secondary Latino English Learners: Implications for Screening, Identification, and Instructional Planning.” Exceptionality 19, 160–174.
- Fien, H., Smith, J., Baker, S., Chaparro, E., Baker, D., & Preciado, J. (2011). “Including English Learners in a Multi-Tiered Approach to Early Reading Instruction and Interventions.” Assessment for Effective Intervention, 36(3), 143–157.
- Sugai, G., & Preciado, J. (2009). “Lessons and Advances in School-Wide Positive Behavior Supports.” Revista Catalana d’Educacio Inclusiva, 13(1), 4–19.
- Preciado, J., Horner, R. H., & Baker, S. K. (2009). “Using a Function-Based Approach to Decrease Problem Behavior and Increase Academic Engagement for Latino English Language Learners.” Journal of Special Education, 42(4), 227-240.
Please view Dr. Preciado’s CV (PDF) for additional publications.