Successful implementation of the Direct Instruction (DI) model depends on having enough trained staff to deliver instruction with fidelity and administrators to support it. Student placement levels should drive staffing decisions to ensure effective group sizes and instruction.

Group Sizes by Performance Level

In the first two levels of Reading Mastery, small-group instruction is essential:

• Lower performers: 4–6 students per group
• Middle performers: 8–10 students per group
• High performers: 10–12 students per group

These ratios allow teachers to closely monitor responses and provide immediate feedback, especially critical for lower-performing students who require more practice and correction.

For Corrective Reading (Levels A and B1):

• Level A: No more than 12 students per group
• Level B1: 15 or fewer is optimal (larger groups may be accommodated)

Once students reach Level 3 in either program, instruction can shift to larger, homogeneously grouped classes of up to 35 students.

Classroom Staffing Structure

In elementary schools implementing a 90-minute reading block, each classroom requires:

• 1 teacher and 1 paraprofessional
• 3 instructional groups rotating every 30 minutes

Each group receives:

• 30 minutes of reading
• 30 minutes of language instruction
• 30 minutes of independent practice

This rotation is repeated in the afternoon with 20-minute group sessions.

Schools must also plan for:

• An additional 60-minute reading block for all K–1 students and those below grade level
• A 60-minute math block if implementing DI mathematics

Leadership & Ongoing Support

Each school needs a full-time, on-site coordinator to manage daily implementation, analyze data, and support instruction. Coordinators also serve as lead coaches, especially in the first year, and receive advanced training over a three-year period.

Access to trained substitute teachers is equally important to ensure continuity of instruction when staff are absent.

Why Staffing Matters

When students learn content incorrectly, re-teaching can require dozens or even hundreds of correct repetitions, often with decreased motivation. Preventing errors through:

• Proper placement
• Daily mastery-based instruction
• Small, skill-based groups

Ensuring sufficient, well-trained personnel allows schools to deliver instruction accurately the first time, setting students up for long-term success.