To get the most out of the Direct Instruction (DI) programs, schools should avoid using any other instructional or supplemental program in the same subject area as the DI programs in use in the school. The amount of time for instruction in each subject is limited, especially when second reading periods are included in the schedule. (See Scheduling Sufficient Instructional Time.) Any programs that inhibit the scheduling of sufficient time for DI programs should be removed.
Schools should also avoid using other instructional or supplemental programs in the same subject area as the DI programs because they may be confusing to students. The DI programs teach explicit strategies. In the first level of the reading program, for instance, some of these strategies include the use of the "sounds" that letters make instead of letter names, "sounding out" words and then "saying them fast". A program that refers to letter names and prompts students to use context clues (such as looking at pictures) would have the potential to confuse children who were receiving DI reading. Young students and students from highly at-risk backgrounds in particular can get confused by multiple instructional approaches. These students need instruction using consistent, effective strategies.
If another program is used for extra practice, it may be ok to use. If another program is used for instruction, it will probably not be ok to use. Other programs or materials may be used for practice as long as:
1) use of the materials doesn't take time away from DI,
2) the materials aren't used to teach concepts or skills, and
3) students can perform at 100% mastery on the materials independently.
If the students cannot perform perfectly on the materials independently, then they will need instruction in the materials, which will detract from their progress in DI. If students are given books that are too difficult for them to understand, reading them may become punishing to students, which can undermine their motivation to learn. Students should be given books they can decode with minimal help so they feel good about themselves and are eager to read more.
An exception to the above guidelines is test preparation for high stakes tests. NIFDI supplies schools with materials that familiarize students with the format of standardized tests that they will encounter. This type of test preparation should be restricted to only a few hours per week for a month and a half at most before the administration of the tests.
IMPORTANT: The practice of using two or more instructional programs with children is widespread, but it can have negative implications for student progress and teacher performance. Not only can a second (or third) instructional program confuse children because of the different instructional approaches, it can also confuse teachers. A second program requires teachers to learn two different programs, two different instructional approaches and two different assessments. Teachers must receive training in two different programs, and supervisors must monitor and provide support for the two programs. It may be difficult for teachers and supervisors to determine when and how a second program should be used, especially when the two programs are not designed to be taught together. DI programs contain all of the components that teachers and students need to be successful, and the DI programs have provisions for working with students representing the full range of learners. Any diversion from the DI programs will lead to less spectacular results than a full, undiluted, comprehensive DI implementation.
For more on using DI as a single instructional program, see:
One of the most important prerequisites for implementing the comprehensive Direct Instruction (DI) model successfully with all children is to provide sufficient instructional time for each instructional group. Student success depends on the rate at which students master material presented in the DI programs. The schedule should include enough time for students to make adequate progress at mastery through the programs and allow teachers to accelerate higher performing students or provide additional practice to students having problems mastering concepts or skills.
Specifically, schedules should include the following:
Having a schedule with sufficient instructional time is the first step. The second step is implementing the schedule so that precious minutes are not lost. It is critical that all staff understand that “every second counts.” Time lost in transition or simply starting late results in time not available for students to master the material.
*Implementing a schedule with sufficient instructional time results in students completing one reading level per year at the minimum. To be at benchmark, students must complete the Reading Mastery Signature Edition level designated for their grade. For example, second grade children need to complete the grade 2 RM Signature level. Fourth grade children need to complete the grade 4 RM Signature level. Many continuing students will exceed these minimum benchmarks.
Note that students who receive two reading periods a day will learn a great deal of science and social studies information. Science and social studies concepts are systematically pre-taught in the upper levels of the Reading Mastery program, integrated into the stories and then reviewed to ensure students’ retention of the material. Some schools have used no other science program, and their students have performed outstandingly on tests of their scientific knowledge.
CAUTION: Teachers cannot guarantee student success if students do not spend a sufficient amount of time in the DI programs. This is especially true for younger children who are in the early stages of formal learning. Young students have fewer problems when practice occurs twice a day instead of once every 24 hours. Two reading periods a day is particularly helpful for highly at-risk students who have less background information and less academic experience than their more affluent peers.
See the following for more information on scheduling:
pdf
Scheduling Guidelines
pdf
Sample Schedules: Kindergarten through 4th Grade
pdf
Job Description for an Experienced Building Coordinator
pdf
Middle School Scheduling Guidelines
pdf
Sample Middle School Schedule
The services and implementation materials provided by the National Institute for Direct Instruction (NIFDI) provide schools and districts with a strong basis for implementing the comprehensive Direct Instruction (DI) model successfully with all children. However, a successful implementation requires much more than the services NIFDI provides. What a school does with the services makes the biggest difference. Teachers and administrators themselves are the ones who implement the model day in and day out. The way in which the implementation is set up at the school and the way it is carried out every day will determine how successful DI will be with students.
This section provides a description of the primary ways schools can ensure a successful implementation of DI. This section describes the main steps to take when NIFDI is on site as well as steps to take when NIFDI is off site.
Additionally, the pdf Developer's Guidelines describe critical components that need to be in place to ensure a successful implementation of DI and how to install a system of accountability. The Developer's Guidelines are authored by Siegfried "Zig" Engelmann, creator and senior author of Direct Instruction.
IMPORTANT: The description on this site of each of the ways schools can ensure a successful implementation is accompanied by a box like this one that describes the consequences of forgoing any of the implementation components. Read the boxes and carefully consider the consequences of omitting any implementation component. You will find that each implementation component will help every child succeed!
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