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Remote Spelling Mastery Levels C-F Training Available-January 20

Remote Spelling Mastery Levels C-F Training Available-January 20

Spelling Mastery Levels C-F Remote TrainingJoin us on January 20, 2027, for a remote training on Spelling Mastery (SM) Levels C through F. The skills taught in Levels C-F are equivalent to grades 3-6 spelling knowledge goals. Here is a link to the placement test.

Spelling Mastery Levels C through F teach students’ spelling skills through three interwoven strategies: the phonemic strategy, the whole-word approach to teach common words that cannot be taught through the phonemic strategy, and the morphographic approach for advanced spellers.

In this training, you’ll learn and practice effective delivery techniques, correction procedures, mastery and testing standards, and remediation strategies.

Click here to register. 

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Curriculum Decision Maker
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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.