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Partner Perspectives

Interviews with leaders at NIFDI Partner Schools

One of the most important steps a school that is starting to implement DI can take is to contact school leaders who have been successful with DI.  Through this contact, new DI practitioners can learn from the experiences of veteran DI practitioners to ensure that their students are also successful with DI.  Over the course of 25 years, NIFDI has had the privilege of partnering with schools across the U.S. and in other countries. (Click here for success stories of NIFDI partners.)Now, NIFDI is launching a series of video interviews with experienced DI leaders that can help inform new practitioners about their experiences working with NIFDI.  Below are some short video interviews (lasting about 10 minutes) with instructional leaders who share their experiences working with NIFDI and how it has affected their instructional practices and the performance of their students.

Rhonda Richetta, Principal
City Springs Elementary/Middle School
Baltimore, Maryland
Implementation Type: Schoolwide literacy and math
Partnered with NIFDI in 1996

Rhonda started at City Springs as a teacher, left the school, and then returned as principal. Upon her return, she found that the implementation had deteriorated substantially and that her solution was to contact NIFDI and get her school back to the high quality she knew was possible. When asked how NIFDI helped her as an administrator she replied, "The assistance in looking at the data and making decisions was really valuable. I couldn't have done it by myself."  For teaching staff, she adds, “The most valuable tool for a teacher is a NIFDI coach… side by side, shoulder to shoulder. They model for you, show you and give you feedback.”

Sean McKenzie, Director of Support Services
Bethel School District
Spanaway, Washington.
Implementation Type: Corrective Reading, intervention students in 4 schools
Partnered with NIFDI in 2019

Bethel School District partnered with NIFDI to refresh and upgrade their implementation of the Corrective Reading Program. They had been DI users for some time but weren’t getting the results they felt were possible. Along with improved student performance, Sean notes the increase in quality and quantity of communication of staff members. He tells us, "Schools with NIFDI support have more and better discussions about what they are doing and how it impacts individual student achievement." He goes on to say, “The partnership between cert[ified] and para[professional] is tight. They know that their time with students is the most important time they are going to get, and they treat it accordingly.”

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

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