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Placement Testing

Placement Testing

If you are registering for program training, we strongly recommend administering DI placement tests to your students before registering for training.

Because DI programs are oriented toward students’ skill proficiency rather than their age or grade level, it is critical that teachers use the DI program level that corresponds to their students’ current skill level. You can determine which level of the program matches your students’ current instructional needs by administering the placement tests contained in all DI programs. 

Test Administration Procedure

The placement tests are linked below. Here is the procedure to follow when administering the placement tests:

1. Give students the test that corresponds to their grade level.
2a. If students pass the grade-level test, give them the test for the next-highest level of the DI Program. Continue testing up a level until students don’t pass the test.
2b. If students fail the grade-level test, give them the test for the next lowest level. Continue testing down a level until students pass the test.
3. Record the highest level that each student passes on a summary (STS) spreadsheet.
4. Group students into homogenous instructional groupings or consult with your NIFDI Implementation Manager.

Repeat the four steps for each DI subject area.

Placement Tests

The folder below contains placement tests for programs listed on our Programs page. You can find placement tests and documents for other programs here. Placement tests are provided by program publishers for DI users. All rights reserved.

Which best describes your role?

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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.