Todd A. Glover

A Data-Driven Coaching Model Used to Promote Students’ Response to Early Reading Intervention

Given the importance of early reading performance as a foundational prerequisite for student achievement, schools have allocated significant attention over the past decade to training teachers to assess and monitor students’ reading progress and to implement instruction or interventions targeting early reading skills (e.g., Fletcher & Vaughn, 2009; Glover & Vaughn, 2010; Parisi, Ihlo, & Glover, 2014). Professional development in early reading has often been provided within the context of a multitiered prevention model wherein students’ performance relative to predefined benchmarks is identified through systematic screening; data are used to guide decisions about the appropriateness of evidence-based instruction and Tier 2 (targeted, group-based) and Tier 3 (intensive, individualized) intervention; and intervention planning is adjusted based on students’ progress (e.g., Glover & Vaughn, 2007). Within this context, professional development supports teachers in using data to guide classroom practices to optimize students’ response to early reading interventions (early reading RTI).

A Multidisciplinary Framework of Instructional Coaching

Across a wide variety of disciplines, coaching has become the universal practice for improving the professional performance of individuals and, consequently, the effectiveness of their organizations. Despite these shared outcomes, the coaching of individuals such as executives, athletes, and teachers features a variety of approaches, each with its own set of unique coaching elements. The literature in the respective fields has struggled to keep pace investigating the efficacy of these approaches and the relative impact of their elements. Programmatic research on coaching is further challenged by a paucity of conceptual frameworks. To address this challenge, we examined the coaching literature in the fields of education, sports, and business, highlighting a complimentary array of coaching purposes, elements, and processes. Based on this literature, we propose a new framework to specifically advance instructional coaching in the field of education. The content-neutral framework identifies 3 key dimensions of instructional coaching that can situate task- and subject-specific coaching models. Directions for the development of conceptual models and programmatic research are discussed.

Response-to-Intervention Models and Access to Services for All Students

This chapter includes a discussion of five primary components that facilitate students’ access to, and participation in, high-quality instruction within an RTI service delivery framework: (a) comprehensive student assessment via screening, diagnostic measurement, and progress monitoring; (b) standardized data-based decision-making; (c) multi-tiered implementation of student support based on a continuum of needs; (d) the provision of evidence-based instruction/intervention; and (e) multi-stakeholder involvement in coordinated leadership. Key implementation drivers necessary to promote implementation are reviewed. A synopsis is provided of existing research on data-based instructional decisions, the impact of multi-tiered intervention supports, and training supports for school personnel. The chapter concludes by outlining the need for additional research evaluating (a) common decision-making criteria across assessments, (b) interventions for students who do not respond to instruction, and (c) the core components necessary for teacher professional development to support high-fidelity service delivery. Several evidence-based resources are provided to help advance practices in schools.

Investigating Teacher Professional Development with Distance Coaching to Promote Students’ Response to Reading Interventions in Rural Schools

This chapter examines emerging research on professional development with coaching for rural teachers to promote students’ response to early reading instruction (early reading RTI). The purpose of this chapter is to (a) provide a brief discussion of the importance of research on teacher professional development to promote early reading RTI; (b) present a rationale for conducting rigorous investigations that take into account contexts of rural schools and study teacher professional development considerations within a well-defined theory of change; (c) provide examples of key studies on teacher professional development designed for rural schools to promote students’ response to early reading instruction; (d) present a research example illustrating the investigation of potential mediating variables within a proposed theory of change; and (e) propose several next steps for advancing practically-relevant research on professional development for rural school teachers.

Bridging the Gap: Classroom Strategies Assessment System–Observer Form

The Classroom Strategies Assessment System–Observer Form (CSAS-O) is a classroom observational system that combines direct observations and rating scales to assess teacher instructional and behavioral management practices, inform goals, plan professional development interventions, and monitor progress. CSAS-O Strategy Rating Scales yield scores indicating the discrepancy between the frequency with which observed teachers use evidence-based strategies and the recommended frequency with which they should use strategies during specific lessons. An illustrative example is provided along with a summary of reliability and validity evidence. Dudek, Reddy, Lekwa, & Hua write about Improving Universal Classroom Practices through Teacher Formative Assessment and Coaching using the CSAS-O in the current issue.