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Off-Site Support

Off-Site Support

In addition to working with school personnel at school sites, NIFDI personnel continuously monitor implementations even when they are off-site. Using written records, they conduct a weekly analysis of how each student performs in each subject each day. They discuss their findings on weekly conference calls with on-site school personnel. Conference call participants (usually the principal, building coordinator, coaches, and NIFDI personnel) identify and describe student problems and strategize solutions to be carried out prior to the next call or site visit.

Weekly conference calls between the National Institute for Direct Instruction (NIFDI) and the school’s leadership team provide an ongoing process for monitoring student performance and supporting a successful DI implementation. By regularly reviewing student data, schools can identify concerns early and make timely instructional decisions that support both acceleration and remediation.

Before each call, the school’s leadership team, NIFDI Implementation Manager (IM), and Project Director (PD) review performance data for instructional groups. During the call, the team identifies and prioritizes concerns, develops solutions, and assigns actions to address them. Following the call, the NIFDI IM provides a summary of the agreed-upon actions, progress made, ongoing concerns, and student accomplishments.

Over time, the school’s leadership team assumes greater responsibility for analyzing data and solving instructional problems, building its capacity to manage the implementation effectively.

Why Weekly Conference Calls Matter

General and other services are designed to work together to provide ongoing support for a strong implementation. Weekly conference calls help schools respond to student needs as they arise, supporting remediation when students need additional instruction and acceleration when students are ready to move ahead. This systematic approach helps prevent small problems from becoming larger ones and keeps students moving forward rather than unnecessarily pushing them back in the curriculum.

Student performance in Direct Instruction (DI) is dynamic. Some students may need additional practice and support, while others may be ready to move ahead more quickly. A successful DI implementation uses data to make timely instructional decisions that support both remediation and acceleration, helping students receive the instruction they need without unnecessarily holding them back.

The National Institute for Direct Instruction (NIFDI) data analysis system gives schools and NIFDI consultants a comprehensive view of student performance across all DI subjects. By reviewing data on student mastery, lesson progress, and independent work, schools can identify instructional concerns early and make informed decisions about how to respond.

Teachers record this information using Lesson Progress Charts (LPCs), Student Test Summary (STS) Charts, and Independent Work Summary Sheets. NIFDI provides these materials and helps schools use the data effectively with minimal additional burden on teachers.

The school leadership team, NIFDI Implementation Manager (IM), and Project Director (PD) review the data regularly to identify trends, pinpoint problems, and determine where additional support is needed. This information also helps guide coaching and other services toward the areas of greatest need.

Important: Classroom observations provide valuable information, but no coach or consultant can observe every lesson or every student. Regular data analysis provides the broader picture schools need to identify concerns quickly and respond before they become larger problems. By systematically reviewing student and group performance, schools can provide timely remediation, create opportunities for acceleration, and keep more students moving forward successfully.

Which best describes your role?

Curriculum Decision Maker
School and District Leader

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.