Madi Phillips, Ph.D. N.C.S.P.

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)
• EPS 590 School Psychology Internship Seminar (Year 3)

Areas of Expertise:

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

Biography:

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, practicum, and internship. Dr. Phillips is a Lead Coach with the Illinois MTSS Network and the NLU Representative on the CEEDAR Center Grant. Prior to her work as an associate professor, Dr. Phillips was a school psychologist and professional learning specialist in the Northern Suburbs of Chicago. She also was a regional coordinator for the Illinois-ASPIRE RtI grant primarily in the Palatine and Waukegan Schools. Dr. Phillips provides professional learning to local school districts to assist 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 currently engaged in a Faculty Research Residency (FRR) in Chicago Public Schools (CPS) around the use of the Adaptive Cycles of Teaching (ACT) with inservice teachers to improve core literacy instruction.

Education:

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:

Grants:

• Illinois Multi-Tiered System of Supports Network (I-MTSS-N) Grant, Lead Coach
• Collaboration for Effective Educator Development, Accountability, and Reform (CEEDAR) Center Grant, Institution of Higher Education (IHE) Partner

Publications:

• Freedman, R., Degener, S., Salmon, D, & Phillips, M. (2015). Reflective pathways in teacher education: The adaptive cycles of teaching (act). In J. O’Meara (Ed.), Pathways to literate worlds. Oxford, United Kingdom: Oxford University Press.

• Freedman, R., Salmon, D., Degener, S., & Phillips, M. (2015). Using teaching videos in the adaptive cycles of teaching (act). In E. Ortkueb , L. Shanahan, & M. McVee (Eds.), Video reflection in literacy teacher education and development: Lessons from research and practice. Castle Hill, Australia: Emerald Press.

• Phillips, M., Ditkowsky, B., & Shinn, M. (2004). 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.

Presentations:

• Adaptive Cycles of Teaching (ACT): A Teacher Education Innovation Paper, American Educational Research Association, Chicago, Illinois, April, 2015

• Faculty Coaching: Benefits for Pre-service School Psychologists and School Staff, Paper, National Association of School Psychologists, Orlando, Florida, February, 2015.

• Professional Development Plans: Learning from the Best!, Invited Presenter, Positive Behavior Intervention Support (PBIS) Fall Leadership Conference, September, 2014.

• Words Their Way Assessment & Instruction, North Shore School District 112, Highland Park Illinois, September, 2014

• Multi-Tiered System of Support (MTSS) for Social Emotional Learning/Behavior Support Team Training, LaGrange School District 102, LaGrange, Illinois, May, 2014.

• Adaptive Cycles of Teaching (ACT), Illinois Institutes of Higher Education (IHE), Response to Intervention (RtI) Summit, Bloomington, Illinois, April, 2014.

• Cognitive Behavioral Therapy (CBT): Maintenance and Generalization in the School Setting; LaGrange School District 102, LaGrange, Illinois, March, 2014.

• Beyond Universal Social Emotional Learning (SEL): Evidence-Based Practices at Tier 2 and 3, Paper, National Association of School Psychologists, Washington D.C., February 2014.

• Social Emotional Learning (SEL) at Tier 2 and 3, Poster, National Association of School Psychologists, Washington D.C., February 2014.

Contact Information:

E-Mail: madi.phillips@nl.edu

Phone/Fax: 224-233-2492

Cell: 847-436-8407