Interview the student for his or her opinion as to why the intervention group is not working. Also, discuss the progress or the lack thereof with the child's parents. See how they feel in regards to this group and look for suggestions. If this is a child in special education, encourage a meeting to discuss the group effectiveness. Moreover, list the similarities of interventions in the classroom compared to that of the intervention group for more data analysis. This will be important if administration is involved.

If the intervention is not working, and you have data to support this, you should move to a different intervention on a quest to find what does work for this student. You should try tying in music to rhyme the letter names and sounds. There are Youtube videos with supporting music that works great with the younger students; it aids them through visual supports, audio support, and movement, because the kids dance and sing whenever you play it. If you have administration involved, I would start the new intervention, and after about one week to ten days invite them in to see how much growth your students have made. These interventions and strategies have proven themselves over and over again, and also curb behaviors because the students are fully engaged and wanting to do it. They also reach many different level learners including higher level learners and students with exceptionalities.

The teacher should identify two types of progress monitoring to be done. One to monitor the exact work being done in intervention and one that monitors whatever the student is showing improvement on in class. OR the same PM can be used both by the intervention teacher and the classroom teacher if the issue is that the child is actually improving and just not demonstrating it in the intervention group. The two sets of data can then be presented to administration (a chart form would be best) to show that intervention is not helping this particular student.