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Error Corrections Volume 3 (Video In-Service)

Error Corrections Volume 3 (Video In-Service)

$40.00

Note: This is a digital download, not a physical item. After you complete your purchase, you will receive an email containing the participant print materials and a link to the actual video, which you can view online or download to your computer. You will need to be logged in to your NIFDI account to download the files. 

Error Corrections Volume 3: How to Correct Signal Violation Errors

The purpose of a signal is to prompt students to answer simultaneously as a group. These choral responses actively engage all students, increasing efficiency and providing many more opportunities for the instructor to assess mastery. Choral responses also reduce the likelihood of behavior problems.

A signal violation (i.e., behavioral error) occurs when students answer before or after the signal, do not answer at all, or answer in a loud and/or draggy manner. If an instructor accepts these types of responses, the instructor will have to resort to giving many individual turns to assess each student’s mastery level. Thus, correcting all types of errors is an essential part of teaching to mastery. This in-service video provides practice in identifying and correcting signal violations.

Run Time: 47:08
Total In-service Time: Approximately 115:00-130:00
Participant Material:
  • Lesson Packet
  • Part-Firming Paradigm Handout Packet
Facilitator Support Material:
  • Volume 3 Facilitator’s Guide
  • Volume 3 Follow-Up Form
  • Volume 3 Facilitator’s Feedback Form

The NIFDI video in-services are designed to support school leaders responsible for managing Direct Instruction (DI) implementations. Through the guidance of the videos, participants will view demonstrations and receive information from expert DI trainers. Participants will also practice the skills being taught and receive feedback from the facilitator, who will follow a facilitator’s guide. In addition, these video in-services provide a model for district- and building-level coaches, APIs (assistant principals of instruction), and building coordinators on how to sequence examples, focus on critical issues during training, and provide activities that promote mastery of the targeted skills.

Please note: This listing is for individual access. To purchase access for a school, please contact Alisa at alisa@nifdi.org.


Given the digital nature of this purchase, this product is not eligible for return and/or refund. 

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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.