Madi Phillips, Ph.D.


Assistant Professor of School Psychology

Programs/Classes Taught:

  • EPS 540 Seminar in School Psychology (Year 1)
  • EPS 541 Cognition & Instruction (For Teachers)
  • EPS 545 Cognition, Instruction, & Curriculum (Year 1)
  • EPS 530 Educational Assessment (Year 1)
  • EPS 539 Foundations of Behavior Support (Year 1)
  • EPS 563A Practicum in School Psychology I (Year 1)
  • EPS 563B Practicum in School Psychology II (Year 2)
  • EPS 546 Methods of Intervention in a Tiered-Service Delivery Model (Year 1)
  • ESR 502 Research Analysis Methods for Educational Psychologists (Year 1)

Areas of Expertise:

• Response to Intervention (RtI) and Multi-Tiered System of Supports (MTSS) • Assessment for the Purpose of Screening, Instructional Planning, Progress Monitoring, and Program Evaluation • School Improvement • Core Literacy Programming • Evidence-Based Academic Interventions • Positive Behavior Support (PBS) • Classroom Management • Cognitive Behavioral Therapy (CBT)


Dr. Madi Phillips joined the faculty of the school psychology program in 2009. She teaches classes in educational assessment and measurement, curriculum and instruction, evidence-based academic interventions, classroom management, positive behavior support, and cognitive behavioral therapy (CBT). Dr. Phillips is a technical assistance coordinator (TAC) for the Institutes of Higher Education (IHE) Response to Intervention (RtI) Grant and embedded faculty for the Chicago Teacher Partnership Program (CTPP). Prior to her work as an assistant professor, Dr. Phillips was a school psychologist and professional development specialist in the Northern Suburbs of Chicago. She also was a regional coordinator for an Illinois RtI grant primarily in the Palatine and Waukegan Schools. Dr. Phillips provides professional development to local school districts to help administrators and teachers implement data-based decision making in a multi-tiered system of supports (MTSS) using evidence-based academic and behavioral programming. Dr. Phillips is a reviewer for the Best Practices in School Psychology Series and a representative for the Illinois School Psychology Association (ISPA) on the Facilitated IEP Workgroup. She was selected to participate in National Louis University’s Emerging Leaders Program in 2013 and awarded as a distinguished alumna in 2008.


University of Oregon • Ph.D. in School Psychology • Dissertation: Identification of Reading Disabilities at the Secondary Level and its Relevance to Special Education Programming National Louis University • Ed.S. in School Psychology • M.S.Ed. in School Psychology • Masters Thesis: Inclusion: Perspectives from a General and Special Education Teacher University of Iowa • B.A. in Psychology

Research and Interests:


  • Technical Assistance Coordinator (TAC)
  • Institution of Higher Education (IHE) Response to Intervention (RtI) Grant


  • Embedded Faculty (EF)
  • Chicago Teacher Partnership Program (CTPP)


  • Institution of Higher Education (IHE) Partner
  • Collaboration for Effective Educator Development, Accountability, and Reform (CEEDAR) Center Grant


  • Phillips, M., Ditkowsky, B., & Shinn, M. (in press). The use of technology with curriculum-based measurement (CBM). In S. G. Little & A. Akin-Little (Eds.), Academic assessment and interventions. New York: Routledge.


  • Casey, A., Elliott, J., Morrison, D., Phillips, M. (2008). Response to Intervention Blueprints: District Level Edition. National Association of State Directors of Special Education, Alexandria, VA.


  • Phillips, M. (2013, August). Common core state standards: Application of close reading and annotation. Professional development workshop for a Chicago Teacher Partnership Project (CTPP) school, Chicago, Illinois.


  • Phillips, M. (2013, August). Response to intervention (RtI) for social emotional learning (SEL) and behavior. Professional development workshop presented to administrators, school psychologists and social workers in LaGrange School District 102, LaGrange, Illinois.


  • Phillips, M. (2013, January). Best practices in response to intervention (RtI) for special education eligibility at the high school level. Professional development workshop for Township High School District 214, Arlington Heights, Illinois.


  • Phillips, M. (2012, September). Evidence based-literacy instruction for higher education and teacher preparation faculty. Workshop presented at the annual RtI Innovations Conference, Salt Lake City, Utah.


  • Phillips, M. (2011, November). Evidence-based academic interventions for secondary level students. Workshop presented at the annual Midwest Instructional Leadership Council (MILC), Onalaska, Wisconsin.

Contact Information:


Phone: 224-233-2492

Cell: 847-436-8407


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