OPRD: On-Policy Reminder Distillation for Long-Horizon Coding Agents

Long-horizon coding agents need timely corrections, yet feedback can be ineffective or even harmful when it misjudges ongoing work or fails to address the underlying problem. Existing critics focus on evaluating trajectories and generating feedback, but rarely track what happens after feedback is delivered. We present Opera, a verbal critic framework that treats each correction as a persistent note, followed until the diagnosed problem is resolved. Opera decides when to review through periodic and event-driven triggers, diagnoses issues with typed operators, audits feedback against visible evidence before delivery, and tracks the agent's subsequent actions to distinguish mere compliance from actual resolution. As a test-time critic, Opera improves the resolve rate of non-critic agents by up to 12.4, 15.0, and 8.9 percentage points on Terminal-Bench 2.1, a SWE-Bench Pro subset, and DeepSWE v1.1, respectively, across four policy models, and achieves the highest mean resolve rate among competitive critic baselines on all three benchmarks, and also improves policy models when the policy critiques itself. Beyond inference, Opera-guided rollouts provide approximately on-policy training data: fine-tuning Qwen3.5-9B on them improves its resolve rate on held-out SWE-Bench Pro repositories by 10.2 percentage points without a critic at inference time, matching fine-tuning on rollouts from a stronger model, while preserving its performance when switching harness, i.e., from Openhands to Terminus-2, which the latter substantially degrades. Our code is available at: https://github.com/dongyuanjushi/Opera.

On-policy distillation (OPD) applies token-level teacher supervision to student-generated trajectories, but this supervision is not always reliable. Existing methods use local confidence or teacher-student agreement to weight, filter, or truncate the sampled trajectory. These signals do not directly determine whether the teacher can continue a student prefix to a correct answer, and trajectory-level interventions can conflate one rollout's unreliability with low expected training value of its prompt. We define prompt-level teacher continuation reliability $R$ as the teacher's probability of reaching a correct answer from a student prefix, averaged over prefixes and trajectories induced by the current student. Oracle experiments show that high-$R$ prompts yield larger OPD gains and that descending-$R$ training outperforms random and ascending orders on a fixed prompt pool. Because estimating $R$ requires many teacher continuations, we use the maximum ROUGE-5 F1 between one independent student rollout and verifier-correct same-prompt teacher trajectories. Across ten equal-frequency bins of this actual score, mean $R$ rises monotonically, showing that the proxy separates coarse reliability levels. ReOrder-OPD sorts prompts by the proxy, then draws independent on-policy training trajectories for vanilla OPD. It improves every matched aggregate comparison across Qwen3 and Gemma4 mathematics settings and Qwen3 code settings. Gains in all six FiRe-OPD and ExOPD settings show that prompt ordering complements within-trajectory supervision.

Code-as-Policy agents accomplish long-horizon embodied tasks by generating and executing code, yet continually improving them with teachers that are stronger but not globally reliable remains a key challenge. Existing distillation methods typically treat the teacher's complete behavior as the supervision target and thus misassign training credit on states where the teacher fails. We propose RE-0, a recursively verified policy improvement framework: rather than assuming that the teacher globally outperforms the student, RE-0 requests local corrections from the teacher on the student's own failure histories and checks in the environment whether each correction is genuinely beneficial; verified corrections yield immediate improvement. Building on this, we propose RE-OPD, which turns verified interventions into supervision for on-policy distillation. Only counterfactually verified teacher interventions provide distribution-level supervision, weighted by their measured local benefit, and the improvement they induce is projected back into the standalone student, so both where supervision is applied and how much credit the teacher receives co-evolve with the student policy. We further prove that the student's per-round gain is lower-bounded by its verified intervention gain up to verification and projection error terms. Experiments across multiple Code-as-Policy embodied tasks show that RE-0 improves both teacher-assisted execution and the standalone student, and generalizes to novel robots and scenes.