“Improving educational outcomes for all students begins with identifying and using practices supported by rigorous research.”
Journal for MTSS (JMTSS)
The Journal of MTSS (JMTSS) advances the science and practice of Multitiered Systems of Support (MTSS) through high-quality, peer-reviewed scholarship. The journal promotes research, practice, and policy that strengthen implementation, equity, and leadership capacity across global educational systems.
Meet the Founding Co-Editors
IMA welcomes Dr. Matthew K. Burns and Dr. Erin Chaparro as launch leaders for our inaugural MTSS research journal.
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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.
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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.
Our mission is to bridge the gap between theory and practice—publishing rigorous, actionable studies that inform sustainable MTSS implementation at scale and improve outcomes for all learners.
Scope
JMTSS welcomes empirical studies, conceptual papers, and field-based analyses addressing topics including (but not limited to):
Implementation science and continuous improvement in education
Leadership practices supporting MTSS sustainability
Tiered intervention design, delivery, and evaluation
Data-driven decision-making and fidelity assessment
Equity-centered systems of support for diverse learners
Intersections of policy, practice, and research in MTSS adoption
Professional learning, coaching, and systems change
Cross-sector and international models of MTSS
We publish quantitative, qualitative, and mixed-methods research, as well as systematic reviews, meta-analyses, and practitioner perspectives supported by evidence.
Audience
Educational researchers, implementation scientists, and doctoral scholars:
District and school leaders implementing MTSS systems
Policymakers and state agencies designing multi-tiered support systems
Professional developers, consultants, and technical assistance providers
Global partners advancing inclusive education systems
JMTSS Author & Reviewer Guidelines
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Author Guidelines
JMTSS publishes high-quality research and practice briefs on all aspects of MTSS, with manuscripts required to follow APA 7th edition, meet word limits, include clear implications for MTSS, and undergo double-blind peer review through the OJS submission portal.
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Reviewer Guidelines
JMTSS uses a double-blind peer review process to ensure rigor, clarity, and meaningful contribution to the MTSS field. Reviewers provide constructive, ethical, and timely feedback while maintaining confidentiality and adhering to COPE standards.
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Editorial Policies
JMTSS employs a double-anonymous peer review process grounded in COPE and APA ethics, with Co-Editors making final decisions informed by Associate Editors and reviewers. The Editorial Team ensures rigor, inclusivity, and high-quality scholarship that advances MTSS research and practice.
Call for Papers
JMTSS Editorial Board
Dr. Chris Borgmeier, Professor
Portland State University (Oregon)
Associate Editors
Dr. John L Hosp, Professor
University of Massachusetts Amherst
Dr. Monica Romero, Assistant Professor
The University of Texas at Austin
Dr. Rachel Brown-Chidsey, Associate Professor
University of Alaska Anchorage
Dr. Sara McDaniel, Professor
University of Alabama
Dr. Tessie Bailey, Principal Consultant, American Institutes for Research (Utah)
Dr. Sarah Benz, Principal Researcher, American Institutes for Research (Washington, DC)
Dr. Darci Burns, Executive Director, HILL for Literacy (Massachusetts)
Dr. Sarah Brown, Consultant, System Impact Consulting (New Mexico)
Dr. Melissa Coolong-Chaffin, Professor, University of Wisconsin- Eau Claire
Dr. Judy Elliot, Founder EduLead, LLC; Co-founder MTSS Collective (Florida)
Dr. Sara Estrapala, Assistant Professor, University of Missouri
Dr. Lindsay Fallon, Professor, University of Massachusetts - Boston
Dr. Kim Gibbons, Director, Center for Applied Research and Educational Improvement (Minnesota)
Dr. Katherine A. Graves, Assistant Professor, Utah State University
Dr. Jason Harlacher, Director, Center on Multi-Tiered System of Supports at AIR (Colorado)
Dr. Nicole Hollins-Mosley, Assistant Director, Virginia Tiered Systems of Supports - Research and Implementation Center
Dr. Kathleen Hughes Pfannenstiel, Senior Researcher, American Institutes for Research (Texas)
Dr. Stephen Kilgus, Professor, University of Wisconsin - Madison
Dr. Erica Lembke, Professor, University of Missouri
Dr. Kristen MacConnell, Lower School Principal, Taipei American School (Taiwan)
Dr. Beth Mulvey, Assistant Professor in Educational Leadership, University of Central Missouri
Dr. Anna-Lind Pétursdóttir, Professor in School of Education, University of Iceland
Dr. Brian Poncy, Professor, Oklahoma State University
Dr. June L. Preast, Associate Professor, School Psychology, University of Alabama
Dr. Carrie Reich, Director of Student Services, Grain Valley Schools (Missouri)
Dr. Rob Richardson, School Psychologist, Alcoa City Schools and University of Tennessee
Dr. Michael Solis, Associate Professor, School of Education, University of California - Riverside
Dr. Kim St. Martin, Director, Michigan's MTSS Technical Assistance Center
Dr. Stephanie Stollar, Consultant, Stephanie Stollar Consulting (Ohio)
Dr. Katya Sussman-Dawson, Assistant Professor, University of Missouri- Saint Louis
Dr. Crystal N. Taylor, Assistant Professor, Appalachian State University (North Carolina)
Dr. Carrie Turner, Senior Manager, Council of Administrators of Special Education (Missouri)
Dr. Ethan R. Van Norman, Professor of School Psychology, Lehigh University (Pennsylvania)
Dr. Dana Wagner, Professor of Special Education, Minnesota State University, Mankato
Dr. Sarah Wilkinson, Assistant Professor, University of Southern Maine
JMTSS Question?
Please reach out.
“When we educate every child, we change the trajectory of communities, nations, and generations.”
— Author Unknown
