“Without research, we’re guessing. With research, we’re guiding generations.”
Journal for MTSS (JMTSS)
JMTSS exists to ensure science leads our way as educators. By connecting research to practice, we empower those who lead to design and sustain systems that give every learner the opportunity to thrive — because the future of our students is too important to leave to untested ideas.
Meet the Founding Co-Editors
With gratitude, IMA welcomes Dr. Matthew K. Burns and Dr. Erin Chaparro as launch leaders for our inaugural MTSS research journal.
-
Dr. Matthew K. Burns is the Fien Endowed Professor of Special Education at the University of Florida and an Assistant Director of the University of Florida Literacy Institute. Dr. Burns has published over 200 articles and book chapters in national publications, and has co-authored or co-edited 15 books. He is the current Co-Editor of Remedial and Special Education, and a Past Editor of School Psychology Review and Assessment for Effective Intervention. He is one of the leading researchers regarding the use of assessment data to determine individual or small-group interventions, multitiered systems of support, and facilitating problem-solving teams. His research has been featured in popular podcasts such as Sold a Story and documentary films such as The Truth About Reading. He received the 2020 Senior Scientist Award from Division 16 (School Psychology) of the American Psychological Association.
-
Dr. Erin A. Chaparro is a Research Associate Professor at the University of Oregon’s College of Education. She is a nationally recognized expert in Positive Behavioral Interventions and Supports (PBIS), Multi-Tiered Systems of Support (MTSS), and systems coaching. Her research, inspired by her years as a school psychologist and high school counselor, focuses on improving instruction for English learners, strengthening data-based decision making among school teams, and expanding professional development and coaching opportunities for educators in rural and underserved communities.
Dr. Chaparro has served as principal investigator or co-investigator on multiple Institute of Education Sciences grants totaling more than $10 million. She led Oregon’s MTSS statewide professional development initiative for five years and published findings demonstrating statistically significant improvements in elementary literacy outcomes across the 22 participating school districts. She was a featured speaker at the U.S. Department of Education’s MTSS Forum to speak about Oregon’s MTSS efforts. She is also co-author of Assessment in Special and Inclusive Education, a widely adopted educator preparation textbook. Dr. Chaparro’s current work bridges research, practice, and technology to help schools design sustainable systems that support both academic and behavioral wellness for all students using an implementation science lens.
Timeline for Journal of MTSS (JMTSS)
-
November 2025: Call for Papers
The official call for papers is announced, inviting researchers, practitioners, and thought leaders worldwide to submit work that advances the science and practice of MTSS. Submission guidelines and focus areas will be shared broadly through professional networks, associations, and partner organizations.
-
January 2026: Manuscripts Due
Authors submit full manuscripts for peer review. During this phase, the editorial board and reviewers carefully evaluate submissions for rigor, relevance, and practical application to ensure the journal reflects the highest quality of research-to-practice translation.
-
August 2026: Journal Publication
Accepted manuscripts are published in the inaugural issue of the Journal of MTSS. The launch is celebrated with wide dissemination and global promotion to ensure the research reaches those who need it most — educational leaders, practitioners, and policymakers.
Details coming soon!
Watch this space for author guidelines, editorial board, policies, and a published timeline for our inaugural Call for Papers.
Journal-related Inquiry?
Please reach out to us.
“When we educate every child, we change the trajectory of communities, nations, and generations.”
— Author Unknown
