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#3 – Spring 1984

  • Corrective Reading Program Evaluated with Secondary Students in San Diego
  • ADI Tenth Annual Eugene DI Conference
  • DI Teacher Named Idaho Teacher of the Year
  • Using Corrective Reading with Adults
  • Tutoring Methods: Increasing Opportunity to Respond & Achieve
  • Minimal Differences & Analytic Assistance During Concept – Acquisition Instruction with LD Students
  • Effective Grading System
  • The AIMS Assessment System
  • DI at the Nashville ABA Convention
  • Software Reviews – Master Match
  • Book Reviews – Structuring Your Classroom for Academic Success
  • My Reactions to the UO Program for Teachers of the Mildly Handicapped
  • Instructional Interventions for LD Students: A Review of Recent Research
  • Fluency and Skill Maintenance by the Handicapped
  • DI Principles in Teaching Autistic Children
  • Microcomputers & Teachers Education
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Categories: Volume 03

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Interested in learning how to implement Direct Instruction in your district, school, or home? NIFDI can help. Click a button below to learn more. 

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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.