Rachel
Losoff
Rachel Losoff
- Campus: Chicago, IL
- Department: School Psychology
- Institution: The Chicago School
- Address: 325 N Wells Street Chicago, IL 60654
- Office Phone: 312-379-1606
Biography
Rachel Cohen Losoff, Ph.D., LCP, NCSP is a faculty member in the School Psychology Department who also supports advanced doctoral training. Dr. Losoff received her doctoral degree in School Psychology from University of South Florida with an emphasis in systems change and research methods. Her research examined the variables influencing the implementation of Positive Behavioral Interventions and Support (PBIS). She has been published in Best Practices in School Psychology, School Psychology Review, and other peer-reviewed journals, and is the co-author of Transforming Schools: A Problem Solving Approach to School Change. She is currently a Professor and is the Department Chair of the School Psychology Department. She previously worked as a School Psychologist in a suburban middle school and Chicago Public schools, where she worked to implement Response to Intervention (RTI) in her schools and district. Her current research and consultation interests are in the implementation of systems change.
Education History
Degree Institution Ph.D. School Psychology University of South Florida B.S. Psychology Pennsylvania State University Professional Memberships
Role Organization ISPA Graduate Educator Illinois School Psychology Association Member National Association of School Psychologists Member American Psychological Association Division 16 Presentations
Title Location Date Link Seven Habits of Highly Effective Schools: How School Psychologists Can Promote School Change Virtual 4/12/23 Navigating IEP paperwork: A to Z. Presented Workshop at the 22nd Annual Intern Supervision Day. Bloomington, IL 9/2020; 9/2021' 9/2022 7 Habits of Highly Effective Schools: Maintaining School Change Over time. Thought Leader Series, The Chicago School of Professional Psychology, Chicago, IL 3/2021 Recording 
Virtual/Simulated Field Experiences Examples for School-Based Practicum Panel School Psychology Trainers Forum, IL 8/2020 Promoting mindfulness and self-care. Key note presented at the 19th Annual Intern Supervision Day. Bloomington, IL 9/2017 A Review of SEL Virtual Tools and Interventions for Pre-K - 12. Poster session presented at the Annual Convention of the Illinois Association of School Psychologists, 2021, February Transforming schools: Using a problem-solving approach to improve reading outcomes Poster session presented at the Annual Convention of the National Association of School Psychologists, Baltimore, MD. 2020, February The benefits of pre-teaching math lessons to struggling lessons Poster session presented at the Annual Convention of the National Association of School Psychologists, Baltimore, MD. 2020, February Make school change happen: A step by step guide. Mini-skills workshop presented at the National Association of School psychologists. Chicago, IL. 2018, February Using the Systems Problem-Solving Consultation Model to Facilitate School Change. Poster presented at the National Association of School Psychologists Convention. Chicago, IL. 2018, February Integrating Multiple Perspectives: Enhancing Student Support Through Case Conceptualization National Association of School Psycholgists Convention, Seattle, WA 2024, February When Global Conflicts Enter the Psychotherapy, Training and Academic Space Illinois Psychological Assocation, Chicago, IL 2024, November Community Involvement
Role Organization Transforming Schools: Using a Problem-solving Approach to Improve School Outcomes. Grant funded by The Chicago School of Professional Psychology Office of Sponsored Programs Faculty Sponsored Faculty Development Project (OSP). Promoting School Change with a Problem-Solving Approach. Grant funded by The Chicago School of Professional Psychology Faculty Development and Promotion Committee (FDPC). Areas of Expertise
Area Expertise School Psychology Positive Behavior Supports Response to Intervention Systems Change Licenses
Licensed Clinical Psychologist, IL National Certified School Psychologist Certified School Psychologist, IL Publications
Cohen, R. (May, 2010). Improve students' executive functioning skills with 3-step process. Special Ed Connection and Today's School Psychologist. 13 (11).
Cohen, R. (2010). Teaching organizational skills: Friday Focus! Friday, Dec 12. In J. Zoul (Ed.), Building school culture one week at a time. Larchmont, NY: Eye On Education.
Curtis, M.J., Castillo, J.M., & Cohen, R.M. (2009, October). Focus on Best Practices V. Featured Chapter This Month: Chapter 54 Best Practices in System-Level Change. Communiqué, 38(2). (online event)
Armstrong, K.A., Cusumano, D., Todd, M., & Cohen, R. (2008). Literacy Training for Early Childhood Providers: Changes in Knowledge, Beliefs and Instructional Practices. Journal of Early Childhood Teacher Education, 29, 297-308.
Curtis, M., Cohen, R., & Castillo, J. (2008). Best practices in system-level change. In A. Thomas & J. Grimes (Ed.), Best Practices in School Psychology V (pp. 887-902). Washington, DC: National Association of School Psychologists.
Cohen, R., Childs, K., & Kincaid, D. (Fall 2007). Measuring School-wide Positive Behavior Support Implementation: Development and Validation of the Benchmarks of Quality (BoQ). Journal of Positive Behavior Support. 9, 203-213.
Stollar, S. A., Roth, R. L., Curtis, M. J., & Cohen, R. (2006). Collaborative Strategic Planning as an Illustration of the Principles of Systems Change. School Psychology Review. 35, 181-97
Castillo, J.M., Cohen, R.M., & Curtis, M.J. (2007, June). A Problem Solving/Response to Intervention model as systems level change. Communiqué, 35(8), 34, 36, 38.
Book Losoff, R.C, & Broxterman, K. M. (2017). Transforming Schools: Using the Problem-Solving Approach for School Change. New York, NY: Guilford Publications.
Losoff, R.C. (2017). Homework Completion.. Stoddard, WI: Schoolhouse Educational Services, LLC.
Encyclopedia Vannice J., Losoff R. (2017). Self-Regulation. In Kreutzer J., DeLuca J., Caplan B. (eds) (Ed.) Encyclopedia of Clinical Neuropsychology.. New York: Springer.
Zafiris C., Losoff R. (2017). Academic Skills. In Kreutzer J., DeLuca J., Caplan B. (eds) (Ed.) Encyclopedia of Clinical Neuropsychology.. New York: Springer.
Losoff, R.. & Faltin, J. (2017). Education. In Kreutzer J., DeLuca J., Caplan B. (eds) (Ed.) Encyclopedia of Clinical Neuropsychology.. New York: Springer.
Newspaper Dubois, C., & Losoff, R.C.. "Safe School Environments for Transgender Students." Communique. [] 2015: 44(1). Print.
Website Rachel Losoff. (2023). Seven Habits of Highly Effective Schools: How School Psychologists Can Promote School Change. Retrieved from https://www.nasponline.org/professional-development/a-closer-look/seven-habits-of-highly-effective-schools-how-school-psychologists-can-promote-school-change
Media Exposure
Question and Answer
Please describe your teaching philosophy. As a teacher and supervisor of future school psychologist practitioners, I believe in developing and nurturing each student’s strength to develop a collaborative culture in each classroom. It is important for students to learn their own strengths while reflecting upon their areas of growth in a model of continuous learning and improvement. To teach new concepts, I use an abbreviated model of Gagne’s nine steps to instruction with the mnemonic, “tell, show, do, review.” I “tell” by explicitly sharing new information about each concept, “show” by modeling the concept, “do” by allowing the students to practice the concept, and “review” by providing the students with feedback. I cycle through this process until students have mastered the concepts and course content.
Please provide a statement or philosophy regarding the practice of psychology. While I recognize the value of many different psychological orientations, I primarily use a social and cognitive behavioral learning theory orientation. I explore each child’s environment, behavior, and cognition to help develop effective interventions for the child and the adults in his/her life.
Why did you choose to enter the field of psychology? School psychology is the perfect combination of two fields that I love: education and psychology. Growing up with a mother who is a school psychologist and a father who is a higher education administrator, I was exposed to the fundamentals in both fields. I always enjoyed reading books on both psychology and school reform. Today, I have been able to combine those into a career!
What advice would you give to a student entering The Chicago School? Learn as much as you can. Take initiative. Get to know your professors.
Professional Skills
Systems change, School reform, Response to Intervention, Curriculum-based measurement, Positive Behavioral Interventions and Support, Academic and behavioral interventions, Student skills, Applied behavior analysis, Clinical interviewing