Kelly Broxterman, Ph.D., received her M.S. in Special Education and her Ph.D. in School Psychology from the University of Oregon. She joined The Chicago School in 2008 and is an Associate Professor in the Department of School Psychology. Prior to becoming Associate Professor, Dr. Broxterman worked as a school psychologist and professional learning and leadership consultant for Heartland AEA in Iowa. Her research interests include data-based decision making, response to intervention, and academic and behavioral interventions. Dr. Broxterman teaches courses in behavioral assessment, educational assessment, evidence-based interventions and systems change. She has been nominated for excellence in teaching and service learning awards on multiple occasions.

Dr. Broxterman’s current efforts involve consulting with schools implementing an RTI approach. She is a lead coach for the Illinois RTI Network, where she implements the delivery of a coaching–of-coaches model by providing professional development, technical assistance and coaching to external and internal coaches in multiple districts. She has co-authored two books on RTI including RTI Team Building: Effective Collaboration and Data-Based Decision Making and RTI in the Classroom: Guidelines and Recipes for Success. She is a nationally certified school psychologist and coordinator of the service learning program in the School Psychology department.

• Ph.D., School Psychology, University of Oregon
• M.S., Special Education, University of Oregon
• B.A., Psychology, Mount Mercy College

• Nationally Certified School Psychologist (NCSP)
• Illinois Certified School Psychologist

Courses Taught

• Behavioral Assessment 
• Educational Assessment 
• School-Based Interventions 
• Systems Theory & Change
• Professional Development I,II, & III

Select Presentations

• McGraw, K. & Whalen, A. (2013). Facilitating collaboration and data-based decision making in an RTI framework. National Association of School Psychologists Convention, Seattle, WA.
• McGraw, K. & Orton, K. (2012). Reading Strand: Curriculum, Instruction, & Assessment. Midwest Leadership Summit IV, St. Paul, MN. 
• McGraw, K. & Whalen, A. (2012). Facilitating collaboration and data-based decision making in an RTI framework. National Association of School Psychologists Convention, Philadelphia, PA. 
• Brown, S., & McGraw, K. (2011). Preparing, designing, and delivering professional development on RtI. National Association of School Psychologists Convention, San Francisco, CA. 
• Cohen, R., McGraw, K., & Davis, S. (2011). Become a more effective presenter: Preparation, design, and delivery.  National Association of School Psychologists Convention, San Francisco, CA. 
• McGraw, K., Davis, S., & Kohler, K. (2011). Designing systems to support operational and measurable student goals. Illinois Association of School Psychologists (ISPA) Convention, Peoria, Il. 
• McGraw, K. & Kohler, K. (2010). Reading Strand: Curriculum, Instruction, & Assessment. Midwest Leadership Summit IV, Rochester, MN. 
• McGraw, K., Kohler, K., Davis, S. (2010). Problem analysis of reading skills in an RtI model. National Association of School Psychologists conference, Chicago, IL. 
• McGraw, K. (2009). Assessment within the core curriculum. Midwest Leadership Summit III, Rochester, MN. 
• McGraw, K., & Brown, S. (2009). Tools Aiding in problem analysis of reading skills in RtI. National Association of School Psychologists conference, Boston, MA. 
• Niebling, B., Brown, S., McGraw, K., Rahn-Blakeslee, A., Wells, N., & Scholten, L. (2008). The expanding role of school psychologists in an RTI framework. National Association of School Psychologists conference, New Orleans, LA.

Select Publications

• Broxterman K. & Whalen, A. (2013). RtI Team Building: Effective Collaboration and Data-Based Decision Making. New York: Guilford Press.    See this link: http://www.guilford.com/cgi-bin/cartscript_tmp.cgi?page=pr/broxterman.htm&dir=edu/PIS_series
• McGraw, K. (in press). Evaluating the core curriculum in an RtI model. Entry submitted to the Encyclopedia of Special Education. 
• McGraw, K. (in press). Behavior intervention plan design and development. Entry submitted to the Encyclopedia of Special Education. 
• McGraw, K., & Koonce, D. (2011). Role of the school psychologist: Orchestrating the continuum of school-wide positive behavior support. NASP Communique, 39(8), 4-6. 
• Brown-Chidsey, R., Bronaugh, L., & McGraw, K. (2009). RTI in the classroom: Guidelines and recipes for success. New York: Guilford Press.    See this link: http://www.guilford.com/cgi-bin/cartscript.cgi?page=pr/brown-chidsey2.htm&dir=pp/rti  http://www.amazon.com/RTI-Classroom-Guidelines-Recipes-Success/dp/1606232975/ref=sr_1_1?ie=UTF8&qid=1352135212&sr=8-1&keywords=rti+in+the+classroom

Professional Memberships

• National Association of School Psychologists (NASP) 
• Council for Exceptional Children (CEC) 
• Illinois School Psychology Association (ISPA) 
• American Psychological Association Division 16- School Psychology

Community Involvement

• School Psychology program reviewer, National Association of School Psychologists (NASP) 
• Auxiliary board member, Medical Research Junior Board Foundation (MRJBF) 
• Auxiliary board member, UCAN