Equipo editorial

Founding Co-Editors-in-Chief

Matthew K. Burns, PhD – University of Florida
Dr. Burns is a nationally recognized scholar in academic assessment, data-based decision making, and Multitiered Systems of Support (MTSS), with particular expertise in academic intervention, problem-solving systems, and RTI. His extensive body of research has shaped how schools use data to design, implement, and evaluate instructional interventions at scale. Dr. Burns’ work is distinguished by its strong emphasis on translating rigorous research into actionable practices that improve academic outcomes across diverse educational contexts.

Erin A. Chaparro, PhD – University of Oregon
Dr. Chaparro brings nationally recognized expertise in PBIS, MTSS implementation, and coaching systems, with a focus on behavioral, social-emotional, and equity-centered supports. Her scholarship emphasizes systems-level implementation, capacity building, and sustainable practices that promote positive school climates and equitable outcomes for students. Dr. Chaparro’s work bridges research and practice by centering implementation fidelity, leadership, and continuous improvement in real-world educational systems.

Together, the Founding Co-Editors-in-Chief provide complementary leadership across historically siloed strands of MTSS scholarship—academic RTI and behavioral/PBIS—ensuring conceptual coherence, methodological rigor, and practical relevance. Their combined expertise establishes JMTSS as an integrative scholarly forum advancing MTSS as a unified, systems-based framework.

JMTSS Coordinator

Joan Schumann, PhD – International MTSS Association
Dr. Schumann is the Executive Director of the International MTSS Association and serves as JMTSS Coordinator, supporting the journal’s strategic development, operational coordination, and alignment between research, leadership, and practice.

Associate Editors and Editorial Board

The JMTSS Associate Editors and Editorial Board comprise an international group of scholars and system leaders with expertise spanning:

  • Academic RTI and reading/math intervention research

  • PBIS, SEL, and school mental health systems

  • Implementation science and continuous improvement

  • Measurement, fidelity, and data-based decision making

  • Educational leadership and large-scale systems change

The board is intentionally balanced to include both researchers and experienced educational leaders, ensuring that manuscripts are evaluated not only for scholarly rigor but also for practical relevance, feasibility, and implications for real-world MTSS implementation.

This global, interdisciplinary editorial structure positions JMTSS as a unifying scholarly home for advancing coherent, evidence-based MTSS research and practice worldwide.