Ohio’s State Personnel Development Grant (SPDG) is focused on enhancing the educational experience by empowering schools to implement an Integrated Multi-Tiered System of Support (MTSS). This five-year grant from the U.S. Department of Education’s Office of Special Education Programs is designed to improve outcomes for all students, particularly those with disabilities.
Through Ohio’s State Personnel Development Grant, educators receive comprehensive training on integrated MTSS principles. Recognizing the importance of translating theory into practice, the grant’s content development team has partnered with Marzano Research to establish a robust coaching and implementation support system. This collaboration ensures that educators not only acquire knowledge but also receive ongoing, practical guidance to effectively apply MTSS strategies in their districts, schools, and classrooms.
A Multi-Layered Approach to Coaching and Support
The result of this partnership is a multi-layered coaching model where regional support team members are assigned to partner districts and community schools. These coaches provide real-time support during professional learning sessions and offer ongoing guidance between sessions to help educators implement MTSS strategies. This targeted support equips educators with the skills needed to address the diverse needs of all students more effectively and sustainably.
A Closer Look at Impact
To gain deeper insights into this transformative initiative, we spoke with two key partners: Aimee Troyer, Education Program Specialist at the Ohio Department of Education and Workforce’s Office for Exceptional Children, and Michele Moore, Director of State Support Team Region 5. Together, they shed light on how Ohio’s integrated MTSS framework, coupled with strategic coaching and collaboration, is being brought to life in schools around the state.
The coaching model operates at multiple levels, creating a supportive network that amplifies the impact of an Integrated Multi-Tiered System of Support across Ohio. State Support Team coaches work directly with districts and community schools, providing hands-on guidance, while Marzano Research team members serve as ‘coaches of coaches,’ equipping local coaches with the skills and insights needed to sustain and expand the program’s success.
“[Districts] have a State Support Team coach that walks alongside them throughout the two-year grant period to assist in implementing the content presented during the professional learning sessions as well as provide guidance to the districts in their own implementation of integrated MTSS. Those coaches actively participate in the sessions alongside the districts and continue to work closely with them between the sessions to ensure effective implementation.” – Troyer
Moore emphasized that this comprehensive support structure is essential for sustaining momentum and addressing implementation challenges as they arise.
“By providing real-time support, we’re able to help educators navigate obstacles immediately, ensuring that MTSS practices remain effective and responsive to student needs.” – Moore
This proactive approach allows the program to adapt continuously, fostering a lasting impact across Ohio’s schools.
“What [the Marzano Research team brings] to the table is, ‘How do you support adults through change?’ … Their training builds skills beyond implementing our grant, but the key practices could help lead a district or school through any future initiative.” – Moore
Understanding Adult Learning and Change
As Moore mentioned, a key strength of this coaching model is its focus on adult learning and change management.
“Our approach is designed to support educators not just in understanding MTSS concepts, but in applying them in ways that truly transform practice.” – Moore
By concentrating on the principles of effective adult learning, the model ensures that educators are equipped to embrace new strategies, adapt to changing needs, and sustain meaningful improvements over time.
“We’re coaching adults. So, the difference is understanding change in adult learning. And what [the Marzano Research team] brought in is the idea of change acumen. There’s a skill set to support implementation and to help support change effectively.” – Moore
This attention to adult learning is crucial for success, Moore added.
“No matter how good your content is, no matter how good your learning is, it’s never going to get traction unless you’re attending to what the adults need and supporting that change effectively.” – Moore
Moore also pointed out that the model goes beyond integrated MTSS, saying it’s also about developing transferable skills that educators can apply across various instructional and support strategies. By building skills that transcend specific frameworks, the coaching model empowers educators to adapt their approaches in diverse contexts, fostering a more resilient and responsive educational environment for all students.
Enhancing Implementation Through Structured Support
After the first year of the grant, the team recognized an opportunity to strengthen their impact by increasing coaching support.
“We saw that additional coaching could amplify the benefits of MTSS implementation by providing districts with more consistent, hands-on guidance.” – Moore
This adjustment ensures that educators receive the support needed to fully integrate MTSS strategies, adapt to challenges, and achieve sustainable progress.
“After year one, we were seeing a very wide variance in what our schools and districts were able to do. We needed to really enhance our coaching to meet districts where they were so that we could have better levels of implementation across the board.” – Moore
To structure this work effectively, the team developed the ‘GPS’ framework—Gather, Plan, Start—a set of essential practices designed to bridge the gap between monthly training sessions and day-to-day implementation. This framework not only guides coaches and educators through actionable steps but also incorporates much-needed time for reflection.
“Reflection is a critical part of the process, allowing educators to assess what’s working, identify areas for growth, and make informed adjustments that keep implementation on track.” – Moore
The GPS framework fosters a cycle of continuous learning and improvement, supporting sustainable change.
“People in the schools and the coaches, we’re all going so fast, a mile a minute. But to actually pause and reflect on what’s happening, where we are, what do we need to do next based on that reflection—that has been built into the cycle for coaches so that they’re very intentional about their next steps and how they’ll coach moving forward.” – Moore
Districts’ Journey of Discovery
Districts participating in the program are experiencing significant insights and revelations about their current practices.
“Many educators are uncovering gaps and discovering new possibilities they hadn’t considered before. The coaching and framework not only provide strategies but also encourage a deeper look at existing methods, prompting shifts that align better with the needs of all students.” – Moore
These reflections are sparking meaningful changes, empowering districts to evolve their approaches in ways that benefit every learner.
Other district wins include transformative shifts in mindset around core instruction, enhanced team collaboration, and a more strategic use of data to guide decision-making. By embracing these changes, districts are seeing improvements in their ability to support diverse student needs more effectively. These mindset shifts, combined with refined team practices and data-driven approaches, are creating a solid foundation for lasting, positive impact across classrooms.
Customization and Continuous Improvement
The coaching model itself undergoes continuous refinement to meet the unique needs of each district. As Moore explained, they are fine-tuning coaching skills, customizing them for each coach and each district, and proactively addressing barriers to implementation. This attention to detail extends to content delivery as well, with Troyer noting that the Marzano Research team has “done a really nice job of embedding examples into our content, making it highly relevant to the specific elements of integrated MTSS.”
In addition, Moore described how the program maintains a robust evaluation process.
“Regular evaluations allow us to assess our impact, gather feedback, and adjust our approach as needed to ensure we’re meeting districts’ evolving needs.” – Moore
This commitment to both customization and evaluation reinforces the program’s adaptability, ensuring it remains responsive and impactful.
Another important aspect of the program’s success is peer learning.
“The practitioners sharing with each other is probably most relevant.” – Moore
This network of shared experiences helps create a community of practice among participating districts and community schools.
From Short-Term to Long-Term Success
Looking ahead, Moore shared the program’s goal to reduce special education referrals by strengthening districts’ preventative systems.
“Ideally, districts would have fewer students referred for special education because proactive, preventative systems would be in place to support students without the need for identification. We’re hoping to close gaps before they grow.” – Moore
While quality content and training lay the foundation, it’s the systematic, well-supported coaching that transforms professional learning into lasting practice. For states and districts aiming to improve special education outcomes and implement MTSS more effectively, this coaching-enhanced model offers a promising blueprint. Whatever the initiative, embedding a robust coaching element could be the key to bridging the gap between innovative ideas and sustainable change.
Browse blogs from our School Improvement Coaching and Consulting series, or learn more about Marzano Research’s coaching, professional learning, and education initiative support services here. You can also contact Director Mike Siebersma at mike.siebersma@marzanoresearch.com.
