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877.485.1973 | 541.485.1973
Info@NIFDI.org

877.485.1973 | Info@NIFDI.org

What our partners say…

“I would use the word transformational to describe our relationship with NIFDI.”

Click here to view our Partner Perspectives videos. Robin Shakespeare, Director of Education - Midland Academies Trust, UK

“NIFDI support was exemplary. It was structured in such a way as the teachers did not feel overwhelmed.”

Click here to view our Partner Perspectives videos. Nazam Hussain, School Psychologist - Bradford, UK

“Our principals have all agreed that NIFDI support is the single most changing professional development experience they have experienced in their careers.”

Click here to view our Partner Perspectives videos. Sean McKenzie, Director of Support Services - Bethel School District - Spanaway, WA

“The support for me as an administrator–looking at the data, and making decisions was really valuable. I couldn’t have done it by myself.”

Click here to view our Partner Perspectives videos. Rhonda Richetta, Principal - City Springs Elementary/Middle School - Baltimore, MD

“The small, bite-size level of feedback has supported me in improving as a teacher.”

Click here to view our Partner Perspectives videos. Ann Fuentes, Assistant Principal of Instruction - Idea Mission Academy - Mission, TX

“NIFDI has been a game-changer in terms of building student confidence. They have fun with the program.”

Click here to view our Partner Perspectives videos. Selina Ortiz, Assistant Principal of Instruction - IDEA Edinburg Academy - Edinburg, TX

“Working with NIFDI means you are working with the acknowledged authority on Direct Instruction.”

Click here to view our Partner Perspectives videos. Robin Shakespeare, Director of Education -Midland Academies Trust, UKm

“The thoroughness and robustness of the training was amazing to see. It was rigorous and professional, but sensitive to the individual.”

Click here to view our Partner Perspectives videos. Nazam Hussain, School Psychologist - Bradford, UK

“Schools with NIFDI have more and better discussions about how what they are doing is impacting individual student achievement.”

Click here to view our Partner Perspectives videos. Sean McKenzie, Director of Support Services - Bethel School District - Spanaway, WA.

“The support was very targeted.”

Click here to view our Partner Perspectives videos. Rhonda Richetta, Principal - City Springs Elementary/Middle School - Baltimore, MD

“The schools like the support and they are seeing the results”

Click here to view our Partner Perspectives videos. Nazam Hussain, School Psychologist - Bradford, UK

“The teachers have gained so much knowledge behind the data tracking. They love the assistance… end of week goals, end of month goals…”

Click here to view our Partner Perspectives videos. Selina Ortiz, Assistant Principal of Instruction - IDEA Edinburg Academy - Edinburg, TX

“NIFDI Implementation Managers build relationships. She is here to help and support. It is a caring, comforting approach.”

Click here to view our Partner Perspectives videos. Ann Fuentes, Assistant Principal of Instruction - Idea Mission Academy - Mission, TX

"The most valuable tool for a teacher is a NIFDI coach… side by side, shoulder to shoulder, to model for you, show you and give you feedback.”

Click here to view our Partner Perspectives videos. Rhonda Richetta, Principal - City Springs Elementary/Middle School - Baltimore, MD

"The tools and procedures taught in training are applicable... When I enter a new program the teachers pick it up easily.”

Click here to view our Partner Perspectives videos. Selina Ortiz, Assistant Principal of Instruction - IDEA Edinburg Academy - Edinburg, TX

Proper training is a crucial part of implementing DI with fidelity. Schools that work with NIFDI receive an extensive amount of training as part of their implementation package. All implementations include assessment training, pre-service training, and in-service training. The amount of time needed to train teachers and administrators will vary depending on the scope of the implementation and the size of the school or district.

Placement Test Training

Providing placement test training to staff and conducting placement testing of students in the Direct Instruction (DI) programs are important first steps in implementing any model of DI. The individual assessment results allow students to be placed and grouped in specific DI programs. Placing and grouping students in late spring allows DI instruction to start on the first day of school. Read More

Preservice Training

A common misconception is that Direct Instruction programs are easy to teach because they are composed of scripted lessons. Nothing could be further from the truth. Mastering the instructional skills needed to teach the DI programs is difficult. Preservice is the start of the learning process for teachers, teaching assistants, and administrators to master these skills. Read More

In-Service Training

Throughout the year, the National Institute for Direct Instruction provides staff development through in-service training sessions for schools implementing DI. These in-service sessions pick up where the preservice training leaves off by preparing participants to teach formats that appear later in the program and expanding on techniques covered during preservice. Read More

Decades of research document that children learn more when their instruction is systematic, explicit, and efficient. Effective instruction is accelerated instruction, with students learning more within a shorter period of time. Siegfried Engelmann and Wesley Becker, the founders of Direct Instruction, pioneered the research in explicit instructional techniques. All of the Direct Instruction curricula are based on the elements that they and their followers derived through years of careful research.

Even though many curricula include elements of effective instructional programs, this does not mean that they are necessarily effective. Specialists in the field distinguish Direct Instruction (capitalized), the programs developed by Engelmann and his colleagues, from direct instruction (no capitals), curricula that incorporate only some of the effective elements.

Click on the links below to learn more about how Direct Instruction is effective instruction and how it differs from other programs:
The Research Base for Reading Mastery, SRA by Bonnie Grossen, Ph.D. (http://darkwing.uoregon.edu/~adiep/rdgtxt.htm)

A Rubric for Identifying Authentic Direct Instruction Programs, by Siegfried Engelmann, the founder of Direct Instruction, and Geoff Colvin, Ph.D. (www.zigsite.com/PDFs/rubric.pdf)

Student-Program Alignment and Teaching to Mastery, by Siegfried Engelmann (www.zigsite.com/PDFs/StuPro_Align.pdf)

Siegfried “Zig” Engelmann’s personal website provides much information on the theory and research behind DI. (www.zigsite.com)

An article by Cheryl Schieffer and colleagues, published in 2002, analyses DI’s Reading Mastery program and shows how it embodies the elements of effective instruction. [Schieffer et al, JODI, vol. 2, no. 2, pp. 87-119]

All children can be taught.

All children can improve academically and in terms of self image.

All teachers can succeed if provided with adequate training and materials.

Low performers and disadvantaged learners must be taught at a faster rate than typically occurs if they are to catch up to their higher-performing peers.

All details of instruction must be controlled to minimize the chance of students' misinterpreting the information being taught and to maximize the reinforcing effect of instruction.

DI Programs are based on years of research on how children learn and the most effective ways to teach. This work produced the basic principles of effective instruction: All children can learn when instruction is systematic, explicit, and efficient. Poor achievement does not result from poor students, but from poor teaching. Direct Instruction programs, developed by Siegfried Engelmann and colleagues, incorporate all of these elements of effective instruction.

Many studies have evaluated Direct Instruction programs and documented their effectiveness. NIFDI's searchable database includes summaries of dozens of peer reviewed, scientifically strong studies of DI programs. See The DI Research Base and Search for Articles on DI.

All Direct Instruction programs are extensively field tested during development. Students and teachers throughout the country try out each program, and their feedback is used to make sure they are highly effective. See Field Testing DI Programs.

NEW! A Bibliography of the DI Curriculum and Studies Examining its Efficacy
Researchers continue to study Direct Instruction, and the literature on DI continues to grow. Check out the latest addition to NIFDI's tools and resources on DI research: A Bibliography of the DI Curriculum and Studies Examining its Efficacy.

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Implementing Direct Instruction Successfully

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.

IMPORTANT: 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 any time and later resume where they left off.

Enroll in the tutorial here.