Rachel Brown
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Contact Information
Rachel received her Ph.D. in School Psychology from the University of Massachusetts, Amherst in 2000. Prior to that, she worked for 10 years as a general and special education teacher in Massachusetts. Rachel’s research focuses on intervention-linked assessments using curriculum-based measurement (CBM), problem-solving, and response-to-intervention (RTI) models. She has conducted several studies of silent reading fluency using CBM and is the author and/or editor of three books about effective school-based interventions. She is both certified and licensed as a psychologist.
Research Interests
Response to Intervention (RTI), curriculum-based measurement (CBM), scientifically-based instruction, reading instruction, assessment for intervention
Recent Publications
Goss, C. L., & Brown-Chidsey, R. (Accepted for publication). Tier 2 reading intervention: Comparison of Fundations and Reading Mastery. Preventing School Failure.
Brown-Chidsey, R. & Steege, M. W. (2010). Response to intervention: Principles and strategies for effective practice (2nd Ed.) New York: Guilford.
Brown-Chidsey, R., Bronaugh, L., & McGraw, K. (2009). RTI in the classroom: Guidelines and recipes for success. New York: Guilford.
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