Reflex Math uses research-proven methods and innovative technology to provide the most effective math fact fluency solution available. Across multiple grade levels, standardized tests, and assessments?students who use Reflex are scoring higher and growing faster than their peers. Learning facts requires repetition and time. The program requested will fully engage our students in learning their facts; provide teachers and parents with ongoing data to assess progress; and would expand student interaction with technology. The grant addresses several of our campus goals including an emphasis on memorization of facts and meeting the instructional needs of regular, ELL and special education students. Reflex is a very innovative way to teach math facts. Flash cards and worksheets do not engage a majority of learners in our current society. Students use technology on a daily basis because they relate to it and enjoy using it. The Reflex program will engage our students in learning and will give them immediate feedback of their progress.

This grant will assess students ability to recall addition, subtraction, multiplication, and division facts. If a student is struggling this program creates an individualized plan to help develop automaticity and mastery of math facts. This is important when it comes to solving problems in an efficient manner. This program will target and benefit all students.

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.