1. How do we go about getting a quote for consultant services?

Please fill out the pre-implementation/school data information form available at http://www.nifdi.org/15/images/stories/documents/school_data_form.pdf so we can put together a precise budget. We often present two options.

2. How can we consult with you when not on site?

Support provided by the National Institute for Direct Instruction (NIFDI) includes off-site data analysis and weekly conference calls during which NIFDI consultants review the progress of each instructional group. See http://www.nifdi.org/15/services/off-site-support for more information on NIFDI off-site support. Consultants are available via phone or email in between conference calls. We can also provide remote "virtual visits" for conferencing or observing instruction, which cost $275 per session. See http://www.nifdi.org/15/services/coaching/virtual-visits for information on virtual visits.

3. What would on-site consultations look like? How often? How many years?

NIFDI support usually spans an intensive period of three years followed by less-intensive support for two or more years depending on the needs of the site. During the intensive phase, NIFDI consultants come on site once a month for in-class observations, feedback, assessment and demonstrations. The exact number of days depends on the size of the school and the available budget. When on site, NIFDI consultants focus on student performance and factors that affect student achievement. See http://www.nifdi.org/15/services/coaching for more information about NIFDI in-class support.

4. What would initial training look like for teachers? When? What would on-going training look like?

The initial program (preservice) training usually takes place the week before students arrive. It lasts three to five days depending on the size and needs of the school. It is a hands-on training that simulates actual program delivery with an emphasis on the beginning part of each level of the program so that teachers are ready to teach the first 30 lessons very effectively. Then NIFDI consultants come on site to continue training the rest of the program throughout the school year.  See http://www.nifdi.org/15/services/training/preservice-training for more information on initial program training.

On-going training is tied to the specific needs of the teachers, which are determined through direct observation by the NIFDI on-site consultant and an analysis of student performance data. These in-service trainings can be devoted to anything from techniques encountered by teachers after the first 30 lessons to the "teacher-student" motivation game.  See http://www.nifdi.org/15/services/training/in-service-training for more information for ongoing training.

5. How would we manage placement testing and materials orders?

Placement testing is the first "order of business" after an agreement is reached with NIFDI.  NIFDI provides assessment training in the spring before implementation either on-site or through a remote Skype session for a select group of testers, who then administer the test to all continuing students. NIFDI receives a copy of the test results for each student and helps put together the initial grouping of students for instruction. The grouping determines the materials the schools order through the publisher (plus an addition of 10% to accommodate students advancing through the programs over the course of the school year). See http://www.nifdi.org/15/services/training/assessment-training for more information on placement testing.

6. How involved are staff members with the consultation?

For the Direct Instruction implementation to be successful, all staff members need to participate fully. Teachers and instructional assistants are the main recipients of NIFDI observations, demonstrations, training and feedback. They need to attend training sessions, practice DI presentation techniques and incorporate feedback from NIFDI personnel.  Administrators have a direct, active role in conducting observations and providing support for Direct Instruction implementations, which also require a building coordinator to be successful. See http://www.nifdi.org/15/model-components/sufficient-personnel for more information on the school personnel needed for a successful Direct Instruction implementation.

7. Can we make flexible arrangements to work with a neighboring school district with your consultant services?

NIFDI encourages groups of schools that start implementing Direct Instruction at the same time to contract with NIFDI for support. This allows schools to share preservice, in-service and coaches' training, which reduces costs for schools. If schools are starting Direct Instruction in different years, less of the costs can be shared because schools that start earlier will be more advanced than those that start later.

8. What would consultant services look like? What options do we have to shape what consultation looks like?

NIFDI support consists of an integrated, interlocking set of services that are designed to guarantee a successful Direct Instruction implementation for every school, teacher and student. See http://www.nifdi.org/15/nifdi-services for an overview of NIFDI services. NIFDI provides a proposal with at least two options that contain all the support elements necessary for success. We will also provide information on remote "virtual visits" and other options that can supplement core services. See http://www.nifdi.org/15/services/coaching/virtual-visits for information on virtual visits.

There are different options for a Direct Instruction implementation. See http://www.nifdi.org/15/implementation-options for the different types of implementations that NIFDI supports. Note that an implementation of Reading Mastery should include both the reading and language tracks for all students who test into the programs. These tracks are incorporated into the latest edition of Reading Mastery, the Reading Mastery Signature Edition (RMSE). Both tracks of the Corrective Reading program (Decoding and Comprehension) should be used for students in grades 4 and above who test into these programs, with sufficient instructional time scheduled for all students.

9. Could consultant services include presentations to the Board of Ed and to parents?

Yes, we would be happy to participate in a presentation to the Board of Education with enough advance notice to reserve a consultant and prepare a presentation. 

10. Do consultant services progressively fade out as capacity is built within our staff to continue without a consultant?

Implementation support fades out after the third year of support as teachers and administrators demonstrate the capacity to maintain the implementation at a high level. NIFDI provides a 4-level coaches training for the building coordinator and school-based peer coaches. Once the building coordinator and coaches pass through the coaches training, they are able to conduct in-class observations, arrange in-service trainings, assist teachers with filling out data forms, analyze student performance data and conduct problem-solving sessions. See http://www.nifdi.org/15/services/coaching/peer-coaches for more information on the role of coaches employed by the district.

11. Could you meet with our curriculum committee to answer questions and present how your consultant services work?

We would be happy to answer questions about NIFDI support either by phone, email, Skype or in person if we have enough advance notice to reserve a consultant.

See http://www.nifdi.org/15/next-steps/administrators and http://www.nifdi.org/15/next-steps/teachers for additional information for administrators and teachers respectively on how to ensure a successful DI implementation. We also recommend that you visit a school implementing DI to have a chance to see the full immersion DI model in action and talk with teachers and administrators about their experience implementing DI. Contact NIFDI at This e-mail address is being protected from spambots. You need JavaScript enabled to view it or toll-free at 1.877.485.1973 for recommendations on model DI schools.