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2016-1: Effective DI Implementations: The Impact of Administrative Decisions and Time

Some Direct Instruction schools and classrooms are more successful than others. A major reason for these differences is implementation fidelity – the extent to which teachers and schools administer the programs as they were designed. Teachers and schools that conform most closely to DI implementation protocols have the most success.

This report uses data from different studies and settings to examine two general factors that make DI implementations more effective: 1) administrative decisions and practices and 2) experience with the program. The data show that DI students make significantly more progress at mastery and have significantly higher achievement when

  • their teachers implement the programs with greater fidelity
  • their teachers have been trained for the specific programs they are teaching
  • their teachers are given time and support to prepare lessons
  • they are taught for the recommended time each week
  • those deemed at risk are given extra instructional time (“double dosing”)
  • their teachers have more experience in teaching the programs
  • DI has been implemented at their schools for a longer period of time
  • they start learning with DI in kindergarten
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What is a Peer Coach?

Peer coaches play a critical role in sustaining strong implementation of Direct Instruction (DI) at the school level. Selected during the first year of implementation, peer coaches are classroom teachers who demonstrate strong instructional practice, effective communication with colleagues, and a willingness to support others. Because they teach the same programs as their peers, they bring practical expertise and shared experience that help build trust and collaboration across the school.

As implementation progresses, peer coaches extend the impact of NIFDI consultants by providing ongoing, school-based support when consultants are not on-site. Their coaching is non-evaluative and focused on improving student outcomes. Peer coaches reinforce effective teaching practices and guide colleagues to make targeted adjustments that directly impact student performance and behavior.

Peer coaches participate in a structured, multi-year training sequence through NIFDI. Over the course of two to three years, they are trained to analyze student performance data, conduct both brief and extended classroom observations, and support data-driven problem solving. Advanced training prepares them to lead grade-level meetings and contribute to broader instructional planning with school leadership.

By developing peer coaches, schools build internal capacity to maintain and strengthen DI implementation over time—ensuring continuity, supporting new staff, and driving sustained student achievement.