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The classroom strategies assessment system (CSAS) supported coaching by providing evidence-based assessment data. Thirty-two elementary teachers received brief coaching in a randomized controlled trial, after waitlist baseline periods. Teachers showed stable baseline practices and postintervention gains in behavioral management, with reduced overall need for instructional and behavioral change. Practical implications and future directions are provided.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/improving-universal-classroom-practices-through-teacher-formative-assessment-and-coaching-assessment-for-effective-intervention-2019-summary/592615/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/improving-universal-classroom-practices-through-teacher-formative-assessment-and-coaching-assessment-for-effective-intervention-2019-summary/592615.png","ImageObject",300,407,{"name":92,"@type":93},"Mimi","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the Classroom Strategies Coaching (CSC) model?","Question",{"text":112,"@type":113},"CSC is a data-driven coaching approach that uses teacher formative assessment data to improve universal classroom instructional and behavioral management practices.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the study use the Classroom Strategies Assessment System (CSAS)?",{"text":117,"@type":113},"CSAS serves as a formative assessment of evidence-based instructional and behavioral management practices to guide and facilitate the coaching process.",{"name":119,"@type":110,"acceptedAnswer":120},"What changes were observed after coaching?",{"text":121,"@type":113},"Teachers’ behavioral management practices improved toward their goals, and meaningful reductions appeared in the overall need for change in both instruction and behavior management practices at postintervention.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},592615,1792190806,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},2336477974920,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Improving Universal Classroom Practices Through Teacher Formative Assessment and Coaching  \nAssessment for Effective Intervention 2019, Vol. 44(2) 81–94  \n© Hammill Institute on Disabilities 2018 Article reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/1534508418772919](DOI: 10.1177/1534508418772919)[ ](DOI: 10.1177/1534508418772919)[aei.sagepub.com](aei.sagepub.com)  \nChristopher M. Dudek, MEd 1, Linda A. Reddy, PhD 1, Adam Lekwa, PhD 1, Anh N. Hua, PhD 1, and Gregory A. Fabiano, PhD2  \nAbstract  \nThis article presents the Classroom Strategies Coaching (CSC) Model, a data-driven coaching approach that uses teacher formative assessment data to drive improvements in universal practices. The classroom strategies assessment system (CSAS), a formative assessment of evidence-based instructional and behavioral management practices was used to facilitate the coaching process. Results from 32 elementary school teachers who received brief coaching after participating as waitlist controls in a randomized controlled trial are presented. Teachers’ practices remained stable across baseline periods. Following coaching, teachers displayed improvements toward their behavioral management goals (e.g., ds = .50–.83). Results also showed meaningful reductions in the overall need for change in instruction (d = .88) and in behavior management practices (d = .68) at postintervention. Findings illustrate the benefits of integrating teacher formative assessment in coaching to improve teaching practices. Implications for practice and future directions are outlined.  \nKeywords  \nclassroom formative assessment, instructional coaching, instruction and behavior management practices  \nTeachers’professional development (PD) is a key factor for education quality in schools (Darling-Hammond, 1993; Desimone, 2009) and is a critical mediator in the effectiveness of policies related to teaching practice and studentrelated outcomes (Desimone, Smith, & Frisvold, 2007) . Yet, one-shot traditional workshops, the most common form of PD, have been found to be largely ineffective, often leading to limited skill transfer and subsequently poor student outcomes (Bush, 1984; Darling-Hammond, Chung Wei,Andree, Richardson, & Orphanos, 2009; Gulamhussein, 2013) . The failure of workshop-style models stems from their inability to help teachers with two critical aspects of learning new skills: engaging in implementation and receiving support during implementation (Carlisle & Berebitsky, 2011; Gulamhussein, 2013) . Workshop models assume the difficulty in learning new skills is a lack of knowledge (Gulamhussein, 2013) . However, for teachers the struggle is not learning a new skill, but transferring that knowledge and implementing the skill in their classroom (Fullan, 2001; Gulamhussein, 2013; Joyce & Showers, 1982) . Teachers’initial efforts when implementing a new teaching skill are often met with failure, which can lead to frustration, abandonment of the new skill, and a return to business as usual (Ermeling, 2009; Fullan, 2001) . These initial struggles are further complicated by the fact that teachers only change  \ntheir beliefs and subsequent actions after success with students is evident (Guskey, 1984, 2002) .  \nFrench (1997) concluded that teachers may require up to 50 hours to master and implement a new skill successfully. Other researchers have similarly corroborated that teachers need between 50 and 80 hours (Banilower, 2002; Yoon, Dunca, Wen-Yu Lee, Scarloss, & Shapley, 2007) to develop mastery. Skill mastery thus requires significant time and practice despite initial challenges and failed attempts. Similarly, research has shown that the provision of ongoing supports during initial implementation stages, such as observation, practice, and performance feedback, can facilitate mastery of new teacher skills (Riley-Tillman & Ecker, 2001; Scheeler, Rhul, & McAfee, 2004; Solomon, Klein, ","cbCaiuKWdhgXrY8f","https://ap.wps.com/l/cbCaiuKWdhgXrY8f","pdf",351000,14,"English","# Abstract\n## Classroom Strategies Coaching (CSC) Model\n## Classroom Strategies Assessment System (CSAS)\n## Study Design and Participants\n## Results and Implications","[{\"question\":\"What is the Classroom Strategies Coaching (CSC) model?\",\"answer\":\"CSC is a data-driven coaching approach that uses teacher formative assessment data to improve universal classroom instructional and behavioral management practices.\"},{\"question\":\"How does the study use the Classroom Strategies Assessment System (CSAS)?\",\"answer\":\"CSAS serves as a formative assessment of evidence-based instructional and behavioral management practices to guide and facilitate the coaching process.\"},{\"question\":\"What changes were observed after coaching?\",\"answer\":\"Teachers’ behavioral management practices improved toward their goals, and meaningful reductions appeared in the overall need for change in both instruction and behavior management practices at postintervention.\"}]","Improving Universal Classroom Practices Through Teacher Formative Assessment and Coaching - Assessment for Effective Intervention 2019 - Summary | PDF",1792074949,35]