Programs

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

Language for Thinking is an expansion of the skills and concepts taught in the Language for Learning Direct Instruction program. Both programs emphasize language as a means of describing the world and as a tool for thinking and solving problems. The program is most commonly used with students in grade 1 but is also effective for high-performing Kindergarten through low-performing grade 3 students, or with speakers of English as a second language.

Language for Thinking sets the stage for reading comprehension and written conventions of grammar by teaching extensive vocabulary and critical thinking skills. Newly learned language concepts and thinking skills are applied to problem-solving situations and continuously integrated and reviewed in later lessons. Students who complete Language for Thinking are well prepared to succeed on later tasks of reading comprehension, logical thinking, and applications of knowledge in new situations.

Outcome Research

American Federation of Teachers. (1998). Building on the best, learning from what works: Seven promising reading and language arts programs. Washington, DC.

*Please note, we do not sell Language for Learning materials. Click on the "Where to Purchase" button below to view purchasing options or click here to find your local DI representative.*

Language for Learning is a continuation of the DISTAR Language I program. The program is designed to teach young children (pre-kindergarten to 2^nd grade) the basic vocabulary, concepts and sentence forms used in typical classroom instruction. Language for Learning is a highly systematic and explicit program. New content is introduced carefully and integrated with previously taught content. The focus of Language for Learning is oral expression. Daily exercises provide the building blocks of listening and reading comprehension by teaching the language of instruction (the phrases and vocabulary used by teachers in instructional settings), word knowledge, common information, concepts, sentence forms, classification, and problem solving. All skills and concepts taught are continuously integrated into more sophisticated exercises.

The program can be used with four year-old children in preschool programs, primary-age children in bilingual and ESL programs, primary-age children in Title I and Special Education programs, and children in speech correction and language classes.

Learn More

Engelmann and colleagues developed three major writing programs: Expressive Writing, Reasoning and Writing and Essentials for Writing.

Engelmann and his colleagues’ first language programs were the DISTAR Language series, which they continued to revise over the following years and eventually renamed the programs as Language for Learning, Language for Thinking, and Language for Writing. The language programs’ many exercises in vocabulary, background knowledge, statement analysis, question, and concept application prepare students for the literal and inferential comprehension of the books and other materials they will read both in and out of school.

This will have information about CR Decoding (and a link to CR Comp).

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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.