Conceptua Fractions Aligns to RtI. Response to Intervention (RtI) uses a multi-tiered model of instructional delivery to provide a response to students’ individual needs. Each tier provides increasingly more intensive support to ensure that students succeed. Conceptua Fractions can be used to build an RtI instructional program that improves outcomes for students who have difficulty with math.

We know that many students struggle with fractions and that textbooks and manipulatives alone cannot provide the visual learning environment and guided practice that is found in Conceptua Fractions.  
Conceptua Math supports a wide range of diverse learners who receive instruction in any of the three tiers. Conceptua Fractions can be used in whole group, small group or individual instructional settings. By applying the right supports and scaffolds, our software provides cost-effective interventions that can be used in all three tiers of RtI. Schools benefit by making one investment for all three tiers.

A Superior RtI Solution for Fractions

RtI is not a specific program or curricula but rather a framework for providing instructional services. The aim is to prevent unnecessary assignment of students into special education by applying research-based practices that match the learning needs of the student who is struggling. An RtI model is extremely easy to implement using Conceptua Fractions and can be used across tiers or as a component of a specific tier.

In Tier 1

As a tier one program, it provides prevention of moving beyond the students' levels of understanding. It provides prevention of failure to conceptually understand fraction concepts and operations. Students are assigned standard lessons that align with the classroom materials and instructional sequence.  They develop a strong conceptual understanding by working with models, and clear up misconceptions through student/teacher discourse and built-in strategic feedback. Upon completion of each lesson, the student takes a formative assessment. The teacher and student engage in discussion regarding errors and the teacher immediately selects the next appropriate instructional step by choosing more practice, a remediation lesson or a lesson that develops necessary pre-skills.

Tier 1 usage provides:
  • All students with access to, and opportunity to, progress in the general education curriculum and grade level standards.
  • Supplemental tools and lessons to provide quality instruction.
  • Supports for teachers on best practice, questioning and how to address misconceptions.
  • Lessons that align with most textbooks and which develop and reinforce conceptual understanding.
  • Access to lessons that use visual models commonly used in mathematics instruction.
  • Formative assessment and data collection for immediate identification of student learning difficulties.
  • An environment that supports Universal Design for Learning (UDL).

In Tier 2

As a tier 2 supplement, the program helps prevent failure and frustration by providing additional modeling and language support. Students can practice independently at their level of conceptual understanding or in a small group setting led by teacher modeling. The software supports moving the students' ability to reason about fractions through careful scaffolding and visual learning techniques. Formative data keeps you apprised of the students' progress and whether they are responding to the intervention.

Tier 2 usage provides:
  • Remedial or pre-skill activities with additional targeted scaffolding.
  • Extended guided practice with strategic feedback.
  • Valuable formative data to monitor student progress.

In Tier 3

Teachers assign lessons within the software for extended practice in one-on-one or small group instructional settings. Pre-skill lessons and Quantile alignments help teachers work on skills necessary to accelerate a students' understanding. Formative data keeps you apprised of the students' progress and whether they are responding to the intervention.

Tier 3 usage provides:
  • Individualized instruction at a level selected by the teacher.
  • Resources to allow student-driven practice with strategic feedback.
  • Valuable formative data to monitor student progress.
  • Sample IEP goals for all of the student lessons and teacher tools.

Frequent Monitoring of Student Progress

The progress of students receiving interventions must be monitored frequently in order to determine whether the interventions are producing positive results. The National Center on Response to Intervention recommends that progress monitoring measures be brief, target specific skills, be administered easily, and be accompanied by decisions to inform instruction. Our formative assessment aligns with all of these recommendations.

Built-in data collection lets you acquire data each time your students use Conceptua Fractions. The color-coded levels help teachers quickly develop follow-up instructional groupings. Individualized data, available with one click, provides easy comparison of results to district benchmarks.
Read more about our formative assessments.