ExploreLearning’s Reflex and Frax are evidence-based, adaptive learning solutions that strengthen foundational math skills through engaging, game‑based instruction. Reflex develops automaticity in math fact fluency (addition, subtraction, multiplication, and division), while Frax builds deep conceptual understanding of fractions using interactive missions, visual models, and adaptive scaffolds. Supported by ESSA research and proven to accelerate achievement, these programs not only improve student outcomes but also increase confidence and engagement, particularly for struggling and at‑risk learners, while providing educators with powerful real‑time data to guide instruction.

Elementary students must master math facts and fractions to build a strong foundation for future success. Many struggle in these areas, creating gaps that grow over time. This project will address those needs by implementing ExploreLearning’s Reflex and Frax—research‑based, adaptive programs proven to boost math achievement and confidence. Reflex develops automaticity in addition, subtraction, multiplication, and division, while Frax builds deep conceptual understanding of fractions through interactive, story‑driven missions. Both programs personalize instruction, motivate students through engaging gameplay, and provide teachers with real‑time data to guide instruction. Together, they will strengthen student skills, close learning gaps, and foster positive attitudes toward math.

If this grant is funded students will utilize this program via their personal iPad. Students can access this program during math centers, AI time, or even at home. This program will increase students automaticity and ability to recall math facts which in return helps students solve math problems quickly. At the beginning of the year students will be assessed on their knowledge of math facts and will be given different games to develop their automaticity of these facts. If a student has mastered addition/subtraction the teacher can then have them work on multiplication/division facts. This is personalized to each student based on their areas of need. In a one year study of this program, "Students in the high usage group outperformed their low usage and national peers across the board with the largest gains accruing to students who started out in the lower quartiles. Students who started out at or below the 25th percentile, for example, gained an average of 19.3 percentile points compared to their national peers as compared to a 9.1 percentile point gain for the lower usage group." As seen by this data, it is evident that this program would be beneficial to our school.