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NIFDI technical reports #2008-1-3

Technical Report # 2008-1

This study compares students’ achievement in BCPSS schools that 1) implemented Direct Instruction with support from NIFDI, 2) implemented DI without NIFDI support, and 3) used a traditional curriculum (Open Court) from 1998 through 2003. Students in the NIFDI supported schools had significantly higher levels of achievement than students in the other schools. Achievement scores of all first grade students in the BCPSS were higher in 2003 than in 1998, but the increases in the NIFDI supported schools were more than twice as great as in the other schools.

Full Report   Improving First Grade Reading Achievement in a Large Urban District: The Effects of NIFDI-Supported Implementation of Direct Instruction in the Baltimore City Public School System, Technical Report # 2008-1, Eugene, Oregon: National Institute for Direct Instruction, September, 2008.

Technical Report # 2008-2

This report examines the impact of receiving Direct Instruction in first grade on reading achievement in fifth grade. Results indicate that students who received Direct Instruction had significantly higher reading scores in fifth grade than other students. On average, students in NIFDI-supported schools had a 25 percent gain in composite reading achievement scores from first grade to fifth grade compared to a gain of only 5 percent for students in control schools.

Full Report  The Long-Term Impact of NIFDI-Supported Implementation of Direct Instruction on Reading Achievement: An Analysis of Fifth Graders in the Baltimore City Public School System. Technical Report # 2008-2, Eugene, Oregon: National Institute for Direct Instruction, September, 2008.

Technical Report # 2008-3

This report examines the impact of receiving Direct Instruction on mathematics achievement. Results indicate that students who received Direct Instruction had significantly higher mathematics achievement than other students. The differences in achievement between DI schools and other schools became larger over time. In addition, students who had DI in first grade had significantly greater change in their achievement scores from first grade to fifth grade than students in the Control schools.

Full Report  Improving Elementary Level Mathematics Achievement in a Large Urban District: The Effects of NIFDI-Supported Implementation of Direct Instruction in the Baltimore City Public School System. Technical Report # 2008-3, Eugene, Oregon: National Institute for Direct Instruction, September, 2008.

Implementing Direct Instruction Successfully: An Online Tutorial

When implemented fully, Direct Instruction (DI) is unparalleled in its ability to improve student performance and enhance students’ self-esteem. In order to implement DI effectively, much more is required than simply purchasing instructional materials. The following two-part tutorial guides administrators, teachers and coaches through the key features of a successful DI implementation. Part I provides an overview of the steps schools need to take in preparation for a DI implementation before school starts while Part II provides an overview of the steps schools need to take after school has started.

rating starIMPORTANT: This tutorial is an intensive video series comprised of 18 segments, each followed by a series of questions. Users should allow approximately three hours to watch the videos and complete the questions. NIFDI recognizes the high demand for time placed on school officials and, for this reason, has structured the tutorial so users may stop at anytime and later resume where they left off.

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Have a slow connection? You can view the quiz portion (no videos) of the tutorial here. To get a copy of the videos on disk to use with this method, please contact us at 877.485.1973 or info@nifdi.org.

New to Direct Instruction? Watch the Introduction to Direct Instruction Video Series before taking the online tutorial.

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