Research Group:
MTSS Evaluation Research Group & Social Justice Research Group
The first component of my research agenda focuses on the evaluation of efforts to implement a multi-tiered system of supports (MTSS) through the lens of systems change principles. MTSS is a service delivery model that includes multiple tiers of instruction and intervention informed by student data. Data-based decisions regarding services that would benefit students are often made using a problem-solving process. MTSS is not a standard set of processes and procedures, but rather a framework based on a public health model. Thus, implementation of the model represents an effort to fundamentally change the way in which decisions are made regarding services that would benefit students and the way that resources are organized and allocated. Common themes can be found from the literature regarding principles and processes for change that should be attended to when implementing new practices; however, the empirical literature on implementing MTSS remains limited. Research focused on a dynamic and complex educational system is fraught with methodological challenges. Research investigating implementation of MTSS must account for numerous independent variables that are related to the framework (e.g., administration of assessments, fidelity of instruction and intervention, fidelity of a problem-solving process). Additionally, numerous confounding and extraneous variables (e.g., policy, funding, school climate) result in threats to internal validity. Should researchers be successful in controlling for these variables, questions likely will be raised regarding the external validity of findings. As a result, this thrust of my agenda requires the proposal of methods to evaluate MTSS implementation within the context of complex, dynamic educational systems, the creation of methods and tools to evaluate implementation, and studies that examine relations between implementation and educational outcomes (e.g., implementation of the target practices; changes in educator beliefs, knowledge, and skills; improvements in outcomes for students). I am particularly interested in how professional learning focused on MTSS influences educator and implementation outcomes as well as in how educators make sense of and enact MTSS implementation through professional learning. My interest in how educators make sense of and enact MTSS implementation includes a focus on how researchers and educators construct MTSS and outcomes for racially and ethnically minoritized students.
The second component of my research agenda involves professional and practice issues impacting school psychologists. School psychologists often are called upon to provide both direct and indirect services that support implementation of the evidence-based practices that comprise an MTSS. Despite numerous calls for change, research spanning four decades indicates that many school psychologists do not engage in practices consistent with MTSS. The capacity of school psychologists to deliver services likely is impacted by factors such as their pre-service preparation, demographic characteristics, work setting conditions, and personal preferences. Systematic research on professional and practice issues is necessary to inform strategies for increasing the capacity of the field to engage in the evidence-based practices that comprise the MTSS framework. One major finding from this strand of research involved the lack of attention school psychologists gave to cultural responsiveness as a factor in promoting or hindering evidence-based practices. School psychologists’ lack of emphasis on cultural responsiveness as a factor in their service delivery and Program students’ interest in social justice resulted in the formation of a research group focused on social justice in school psychology.
Social Justice in School Psychology Research Team Activities During the 2022-23 Academic Year
MTSS Evaluation Research Team Activities During the 2022-23 Academic Year
Recent Publications/ Works in Progress, Presentations, and Grants
Select Recent Publications
Castillo, J.M., & Abiola, I (2023). Multi-Tiered System of Supports: Principles for school psychologists. In P. Harrison, S. Proctor, & A. Thomas (Eds.), Best practices in school psychology (7th Ed.): Data-based and collaborative decision making (pp. 43-58). Bethesda, MD: National Association of School Psychologists.
Roman, D.*, & Castillo, J.M. (2023, May). Rethinking graduate recruitment and retention for racially and ethnically minoritized students. Communique, 51(7).
Castillo, J.M., Scheel, N.*, Wolgemuth, J., Latimer, J.* & Green, S.* (2022). Scoping review of the literature on professional learning for multi-tiered systems of support implementation. Journal of School Psychology, 92, 166-187. doi: 10.1016/j.jsp.2022.03.010
Barclay, C.*, Castillo, J.M., & Kincaid, D. (2022). Benchmarks of equality? School-wide positive behavior intervention and supports and the discipline gap. Journal of Positive Behavior Interventions, 24(1), 4-16. doi: 10.1177/10983007211040097
Castillo, J.M., Romer, N., Thoman, S.*, & Latimer, J.* (2021). Systems theory and systems change. In K.K. Kelly, A. Garbacz,, & C.A. Albers (Eds.), Theoretical foundations of school psychology research and practice (pp. 254-272). Philadelphia, PA: Routledge.
Parker, J., Castillo, J.M., Hanson, T.*, & Troutman, A.* (2021). School psychologists’ perspectives and experiences regarding learning to be culturally responsive. School Psychology Training & Pedagogy, 38(4), 14-31.
Castillo, J.M. (2020). The intersection between systems change, implementation science, and human beings: A call to investigate people and context in future systems-level consultation research. Journal of Educational and Psychological Consultation, 30(4), 402-411. doi: 10.1080/10474412.2020.1728283
March, A., Castillo, J.M., Daye, J.*, Bateman, L.P., & Gelley, C.D. (2020). Qualitative investigation of RtI coaches’ roles,
responsibilities, and experiences supporting schools participating in a state-level RtI implementation project. Journal of Educational
and Psychological Consultation, 30(2), 210-250. doi: 10.1080/10474412.2019.1687310
Sabnis, S.*, Castillo, J.M., & Wolgemuth, J.R. (2020). RTI, equity, and the return to the status quo: Implications for consultants.
Journal of Educational and Psychological Consultation, 30(3), 285-313. doi=10.1080/10474412.2019.1674152
Parker, J., Castillo, J. M., Sabnis, S.*, Daye, J.*, & Hanson, P.* (2020). Culturally responsive consultation among practicing school
psychologists. Journal of Educational and Psychological Consultation, 30(2), 119-155. doi: 10.1080/10474412.2019.1680293
Select Papers Currently Under Review
Castillo, J.M., Fidler, R., & Schaeffer, G. (2023). Organizational development and systems change. Manuscript under review.
Castillo, J.M., Wolgemuth, J.R. McKenna, M., Hite, R., & Latimer, J. (2023). A qualitative synthesis of professional learning focused on
MTSS. Manuscript under review.
Select Recent Presentations
Castillo, J.M., Budzisch, B.*, Rowell, T.*, Salvatore, C.*, & Sanchez, A.* (2022, February). Minoritized graduate students’ socialization
experiences in school psychology programs. Paper presented at the National Association of School Psychologists Annual
Convention, Boston, MA.
Hite, R.*, Castillo, J.M., Scheel, N.*, & Latimer, J.* (2022, February). Building the MTSS pyramid: Effects of professional learning
approaches. Poster presented at the National Association of School Psychologists Annual Convention, Boston, MA.
Select Grants
Castillo, J.M. (2022). The Florida Problem Solving/Response to Intervention Project ($1,211,822). Florida Department of Education Discretionary Project Grant.
Castillo, J.M. (2022). The Florida Problem Solving/Response to Intervention Technology Project ($1,393,187). Florida Department of Education Discretionary Project Grant.
The second component of my research agenda involves professional and practice issues impacting school psychologists. School psychologists often are called upon to provide both direct and indirect services that support implementation of the evidence-based practices that comprise an MTSS. Despite numerous calls for change, research spanning four decades indicates that many school psychologists do not engage in practices consistent with MTSS. The capacity of school psychologists to deliver services likely is impacted by factors such as their pre-service preparation, demographic characteristics, work setting conditions, and personal preferences. Systematic research on professional and practice issues is necessary to inform strategies for increasing the capacity of the field to engage in the evidence-based practices that comprise the MTSS framework. One major finding from this strand of research involved the lack of attention school psychologists gave to cultural responsiveness as a factor in promoting or hindering evidence-based practices. School psychologists’ lack of emphasis on cultural responsiveness as a factor in their service delivery and Program students’ interest in social justice resulted in the formation of a research group focused on social justice in school psychology.
Social Justice in School Psychology Research Team Activities During the 2022-23 Academic Year
- Continued analysis of interviews with minoritized school psychology program graduate students and faculty
- Presented on the educational and emotional labor of minoritized graduate students at the NASP 2023 Annual Convention
- Conceptualized and began writing a manuscript focused on educational and emotional labor of minoritized school psychology program students
MTSS Evaluation Research Team Activities During the 2022-23 Academic Year
- Analyzed and synthesized findings from a mixed method systematic review of professional learning for MTSS
- Submitted a synthesis of findings from the qualitative studies to a peer-reviewed journal
- Submitted a letter of inquiry for a grant that would propose a mixed systematic review focused on MTSS implementation and equity in outcomes for racially and ethnically minoritized students
Recent Publications/ Works in Progress, Presentations, and Grants
Select Recent Publications
Castillo, J.M., & Abiola, I (2023). Multi-Tiered System of Supports: Principles for school psychologists. In P. Harrison, S. Proctor, & A. Thomas (Eds.), Best practices in school psychology (7th Ed.): Data-based and collaborative decision making (pp. 43-58). Bethesda, MD: National Association of School Psychologists.
Roman, D.*, & Castillo, J.M. (2023, May). Rethinking graduate recruitment and retention for racially and ethnically minoritized students. Communique, 51(7).
Castillo, J.M., Scheel, N.*, Wolgemuth, J., Latimer, J.* & Green, S.* (2022). Scoping review of the literature on professional learning for multi-tiered systems of support implementation. Journal of School Psychology, 92, 166-187. doi: 10.1016/j.jsp.2022.03.010
Barclay, C.*, Castillo, J.M., & Kincaid, D. (2022). Benchmarks of equality? School-wide positive behavior intervention and supports and the discipline gap. Journal of Positive Behavior Interventions, 24(1), 4-16. doi: 10.1177/10983007211040097
Castillo, J.M., Romer, N., Thoman, S.*, & Latimer, J.* (2021). Systems theory and systems change. In K.K. Kelly, A. Garbacz,, & C.A. Albers (Eds.), Theoretical foundations of school psychology research and practice (pp. 254-272). Philadelphia, PA: Routledge.
Parker, J., Castillo, J.M., Hanson, T.*, & Troutman, A.* (2021). School psychologists’ perspectives and experiences regarding learning to be culturally responsive. School Psychology Training & Pedagogy, 38(4), 14-31.
Castillo, J.M. (2020). The intersection between systems change, implementation science, and human beings: A call to investigate people and context in future systems-level consultation research. Journal of Educational and Psychological Consultation, 30(4), 402-411. doi: 10.1080/10474412.2020.1728283
March, A., Castillo, J.M., Daye, J.*, Bateman, L.P., & Gelley, C.D. (2020). Qualitative investigation of RtI coaches’ roles,
responsibilities, and experiences supporting schools participating in a state-level RtI implementation project. Journal of Educational
and Psychological Consultation, 30(2), 210-250. doi: 10.1080/10474412.2019.1687310
Sabnis, S.*, Castillo, J.M., & Wolgemuth, J.R. (2020). RTI, equity, and the return to the status quo: Implications for consultants.
Journal of Educational and Psychological Consultation, 30(3), 285-313. doi=10.1080/10474412.2019.1674152
Parker, J., Castillo, J. M., Sabnis, S.*, Daye, J.*, & Hanson, P.* (2020). Culturally responsive consultation among practicing school
psychologists. Journal of Educational and Psychological Consultation, 30(2), 119-155. doi: 10.1080/10474412.2019.1680293
Select Papers Currently Under Review
Castillo, J.M., Fidler, R., & Schaeffer, G. (2023). Organizational development and systems change. Manuscript under review.
Castillo, J.M., Wolgemuth, J.R. McKenna, M., Hite, R., & Latimer, J. (2023). A qualitative synthesis of professional learning focused on
MTSS. Manuscript under review.
Select Recent Presentations
Castillo, J.M., Budzisch, B.*, Rowell, T.*, Salvatore, C.*, & Sanchez, A.* (2022, February). Minoritized graduate students’ socialization
experiences in school psychology programs. Paper presented at the National Association of School Psychologists Annual
Convention, Boston, MA.
Hite, R.*, Castillo, J.M., Scheel, N.*, & Latimer, J.* (2022, February). Building the MTSS pyramid: Effects of professional learning
approaches. Poster presented at the National Association of School Psychologists Annual Convention, Boston, MA.
Select Grants
Castillo, J.M. (2022). The Florida Problem Solving/Response to Intervention Project ($1,211,822). Florida Department of Education Discretionary Project Grant.
Castillo, J.M. (2022). The Florida Problem Solving/Response to Intervention Technology Project ($1,393,187). Florida Department of Education Discretionary Project Grant.