%0 Journal Article
%T Improving Universal Classroom Practices Through Teacher Formative Assessment and Coaching
%A Adam Lekwa
%A Anh N. Hua
%A Christopher M. Dudek
%A Gregory A. Fabiano
%A Linda A. Reddy
%J Assessment for Effective Intervention
%@ 1938-7458
%D 2019
%R 10.1177/1534508418772919
%X This 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¨C.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
%K classroom formative assessment
%K instructional coaching
%K instruction and behavior management practices
%U https://journals.sagepub.com/doi/full/10.1177/1534508418772919