Well in my training, I was taught there should only be one intervention introduced at a time. This is because too many options for lower level learners tend to confuse students thus losing their functionality. As a suggestion, I would recommend the teacher remove all, but one intervention and implement it for about 3 weeks, probe the students on their progress, and then move forward based on the data collected.

Only 1 intervention should be in place to ensure that students are making progress. Our district recently had a change in this regarding our RTI progress monitoring. I found myself that when too many interventions were used, the students typically made no progress.

I see the dilemma. Sometimes the individual interventions can cause confusion for the students. Furthermore, the interventions can sometimes be contradictory of each other. Depending on the tier in which the student is placed, I would reduce the interventions, and I would ensure that the interventions are leading the student toward the same goal, which is being regularly progress monitored.

I definitely think communication between and collaboration among those teachers is going to be essential to the lexile growth of those students. I believe that either an RTI, 504, or IEP meeting should be called with all of the teachers of those students, the special education director, and any time of remediation teacher or paraprofessional. They must do testing to identify the specific issues of the students and streamline their efforts across the students' classes to help boost their lexile levels.

Four different phonics intervention strategies is too much. The student will become more successful when the teacher finds an intervention strategy that works for their particular need. It is helpful to use scaffolding techniques, explore the students intrest, and making meaningful connections within the work that the student is engaged in completing. If the teacher notices that the interventions are not working then he or she should try a new one until the student begins to make significant progress. Every student learn differently but they will comprehend better when it is given properly.

There are many research based strategies out there; however, not every strategy works for every student. It is pertinent that only one intervention is implemented at a time. This time period should be a minimum of 2 weeks. At this time, the teacher and other team members should decide if this implementation is helping the student progress or if another intervention should be used. My suggestion is to find a program or intervention that works based on students learning style.