Rti In The Classroom; Guidelines And Recipes For Success

Rachel Brown-Chidsey, PhD, NCSP, is Associate Professor and Program Coordinator of School Psychology Programs at the University of Southern Maine. Prior to obtaining her doctorate, Dr. Brown-Chidsey taught middle and high school history and special education for 10 years. Her research areas include curriculum-based measurement, response to intervention, and scientifically based reading instruction methods. She has published many articles, book chapters, and books on these topics. Dr. Brown-Chidsey is a native Alaskan and splits her time between Maine and her hometown of Palmer, Alaska. She is a nationally certified school psychologist and is both certified and licensed for psychology practice in Alaska and Maine.

Louise Bronaugh, PhD, is a licensed school psychologist. As a district-level literacy support specialist, she worked on the development and implementation of a schoolwide response-to-intervention model. Since 2004, Dr. Bronaugh has been conducting district-level trainings on Dynamic Indicators of Basic Early Literacy Skills (DIBELS) administration and scoring, customized districtwide DIBELS data interpretation, small-group literacy instruction, positive behavior support, and response to intervention. She has also taught in special education classes.

Kelly McGraw, PhD, is Assistant Professor at the Chicago School of Professional Psychology. Previously, she worked as a school psychologist and professional learning and leadership consultant at Heartland Area Education Agency in Johnston, Iowa, where she was responsible for using response to intervention to identify student needs and training teachers on district- and agencywide initiatives. Dr. McGraw has presented nationally in the areas of data-based decision making, curriculum-based measurement, and effective instruction. Additional experiences include consulting with schools implementing response to intervention and working with teachers to improve the link between assessment and instruction. Her current efforts involve training students in educational foundations and systems change and consulting with school districts around the Midwest.

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