How to Know When Instruction Is and Isn’t Working

What to look for-and what to do instead of reaching for new materials.

As educators, it’s easy to assume that when something in intervention isn’t going well, the problem lies with the materials. We try a new worksheet, a new app, or a new program altogether. But here’s the truth: the success of an intervention is far more dependent on the instruction than the materials used.

So how do you know if your instruction is actually working? And what should you do if it’s not?

Let’s break it down.

Signs That Your Intervention Is Working

1. Student growth is visible-even if it’s small.
   You’re seeing measurable improvement over time in the target skill (blending, segmenting, decoding, etc.), even if it’s not happening overnight.

2. Students are engaged and participating.
   They may not get everything right, but they’re trying. They’re responding, taking risks, and showing up to group with energy (even if a little wiggly!).

3. Progress monitoring data reflects improvement.
   Whether you’re using a checklist, screening tool, or informal notes, you’re noticing positive movement.

4. You’re able to teach responsively.
   Your instruction is flexible and based on what students are doing in real time-not locked into a script or worksheet sequence.

Red Flags That Intervention Isn’t Working

1. Students aren’t making progress, even with repeated exposure.
   If students are practicing a skill (like segmenting) regularly and it’s still not sticking, that’s a sign that the instructional approach needs adjusting.

2. You’re reteaching the same skill in the same way, with no change in outcome. Repetition doesn’t equal growth if the method isn’t right. This often means it’s time to teach differently, not just again.

3. Student behavior is showing you they’re confused or disengaged.
   Silence, guessing, off-topic responses, or refusal may all point to the instruction being either too hard or not explicit enough.

4. You feel like you’re guessing instead of teaching.
   If your sessions feel like trial and error with no clear focus, it’s likely a planning or strategy gap-not a student failure.

So What Can You Do?

Instead of switching to a brand-new program, try this first:

• Zoom in on one skill: Identify the exact skill that’s breaking down (e.g., blending initial consonants or segmenting CVC words).

• Adjust the task, not just the tool: Keep the same words or targets, but change how you’re teaching them-maybe more modeling, guided practice, or use of manipulatives.

• Add letters if you’re not using them: Phonemic awareness is most effective when paired with graphemes.

• Track one change at a time: Document how students respond when you adjust your method-this gives you actual teaching data to reflect on.

• Collaborate with a colleague: Sometimes a 5-minute debrief or shared group session can help uncover what you couldn’t see on your own.

Coming Next: Why Differentiated Instruction Is a Specialized Skill

We often talk about differentiation like it’s just about offering choices or adjusting groups-but true differentiated instruction is so much more. It requires intentional planning, real-time responsiveness, and deep understanding of where each student is in their learning journey.

In my next blog post, I’ll dive into why differentiated instruction isn’t just a buzzword-it’s a highly specialized skill that deserves more attention, more support, and more training.

If you’ve ever felt overwhelmed trying to meet everyone’s needs at once… this one’s for you. Stay tuned.