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DI and the Common Core State Standards

DI and the Common Core State Standards

In recent years, the Common Core State Standards have become a universal language for schools across the nation and play a significant role in instructional decisions, including curriculum selection. The Common Core State Standards (CCSS) were developed to provide a clear framework for what students are expected to learn and to ensure consistent standards, regardless of where students attend school. The standards are organized by grade level into two categories: English Language Arts (ELA) and Mathematics. 

McGraw-Hill conducted an evaluation of Reading Mastery Signature Edition (RMSE), a well-known and widely used DI program, to assess its alignment with the English Language Arts Common Core standards. Overall, RMSE met 95% of the ELA Standards prescribed in the CCSS. Only 23 out of 427 standards are not covered by the program. Moreover, the standards that are not covered by RMSE can be met through lessons and activities that teachers regularly promote in their classrooms. For example, the following Kindergarten standard is not met through RMSE: “With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.” Teachers routinely introduce digital tools, such as computers and word processing software, to students in other subject areas and contexts during the school day.

The newest addition to the DI math family of programs—the 2012 edition of Connecting Math Concepts: Comprehensive Edition (CMCCE)—was specifically designed to meet the Common Core State Standards and is 100% aligned. This program not only meets the CCSS but also offers several improvements over the previous edition, including extensive oral practice on problem types before students work them independently.

Schools using RMSE, CMCCE, and other DI programs can be assured that the coverage in each of those standards addressed is superior to that of traditional texts. In DI, students are expected to master the concepts presented to them and are routinely tracked to ensure mastery. As a result, students don’t just cover the standards that DI programs address – they master them! 

View the correlations by grade level below.

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

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.