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The High-Impact Tutoring Implementation Workshop Series
The High Impact Tutoring Implementation Workshop Series
S3-02: How science strengthens literacy and language development
In our second episode of the season, we continue finding ways that science is overlooked and how it can be better utilized in schools—and as an ally to other subjects!
We sat down with Susan Gomez Zwiep, former middle school science teacher and senior science educator and staff advocate at BSCS Science Learning. She shared past experiences and research that shows the benefits of integrating science and literacy, as well as strategies for applying these ideas in the classroom.
We hope you enjoy this episode and explore more from Science Connections by visiting our main page!
Dr. Susan Gomez Zwiep (00:00):
We started to see this trend of students communicating more in English because they were excited about the science that they had been learning.
Eric Cross (00:10):
Welcome to Science Connections. I’m your host Eric Cross. In this third season, we’re exploring the theme of science as the underdog. And last time around, we delved into the data showing that compared to other subjects, science is often put on the back burner. Now it’s time to explore why it’s so important to change that and how to do it effectively. So over the course of these coming episodes, we’re gonna make the case for science and equip you with data and strategies for advancing science in your own home, school, or community. To kick things off, we’re going to spend a few episodes going in depth on the integration of science and English instruction. We know we need to dramatically improve literacy rates in this country, and as we’ll show in the coming episodes, science can be a key ally in that goal. We’ll also show how language development and literacy instruction can support science. Yes, it can be a win-win, folks. To start out, I’m joined by someone who has been studying science and language development for more than a decade. Dr. Susan Gomez Zwiep is a senior science educator and staff advocate for BSCS Science Learning. On this episode, she talks about her own experience as a middle school science teacher and share some key insights and strategies from the research on integrating science and English language development. Please enjoy this conversation with Dr. Susan Gomez Zwiep.
Eric Cross (01:36):
Welcome to the podcast. Thank you for being here and having this really important conversation. So I’m so glad you can make it, Susan.
Dr. Susan Gomez Zwiep (01:43):
Yeah, I’m excited to be here.
Eric Cross (01:44):
We’re gonna talk all about language development and science. But first I was hoping that you can just kind of set the stage and tell the listeners about yourself and how you came about to studying this specific subject.
Dr. Susan Gomez Zwiep (01:57):
Sure. So I am a California native. I grew up in the San Gabriel Valley and that’s where I started teaching. I have an undergraduate degree in integrated biology from UC Berkeley. And I thought I was gonna go be a field scientist. And while I was waiting for grad school applications to run their course, I took a substitute job in Montebello to kind of bide my time. And because I had a science degree, they asked if I would take a permanent placement, well, a temporary permanent placement. And I said sure. And found myself teaching seventh and eighth grade general science to a population that at the time was about 68% English language learners, in a school that you would consider urban, under-resourced with a community that was large percentage immigrants from Mexico, Central and South America. And I never looked back. I kept that job.
Dr. Susan Gomez Zwiep (03:04):
I loved it. I love the middle school classroom. I love teaching science to my middle school students and truly, truly just found a really good home for my love of science, but also my love for talking about science and helping other people understand science. So at some point I was entertained with the idea of going to graduate school. So while I was still teaching, I actually did a Ph.D. At the University of Southern California in the science education field. And once there, realized that I actually had a unique experience in higher ed, that experience of teaching with populations that are learning English or have home languages other than English, was actually not common in higher ed circles. And being from that community was also not common. And so I pretty quickly leveraged that experience to combat what I think is universally agreed as an equity issue that in my school where I taught, the district had advocated for ELs to get an extra hour of language development in order to promote their English language proficiency.
Dr. Susan Gomez Zwiep (04:28):
And, our principal wisely said, there are not enough English-only students in this school to do that without losing all of our science teachers because there’s not enough kids left to actually fill a day, a teacher’s day. And she said, these kids learn more language in their science courses than they do anywhere else, so I don’t wanna remove that. But the reality is, is that at that time–this was in the late nineties, early two thousands–if you were not proficient in English, you went to more time with language development. And that makes a lot of sense in some ways. But when you look at the big picture, you realize, well, that means those kids aren’t going to science and they’re not having opportunities to have consistent quality science learning opportunities simply because they spoke a language other than English at home. And so that’s really how I fell into this work.
Eric Cross (05:28):
And that has a downstream effect. I mean, once you start pulling students from a course, that automatically sets the trajectory for later outcomes, which we ultimately see in STEM fields where we, we don’t see the population of our students represented in the STEM fields. Now, I know this goes back a few years, but you were doing research for your Ph.D. What did you start to follow?
Dr. Susan Gomez Zwiep (05:50):
Yeah, so I eventually took a position at Cal State Long Beach, which was not by chance, it’s a Hispanic-serving institution, and that’s where I wanted to do my academic work. And once I was there, sought funding with a district to support elementary science learning. So it had a teacher professional learning component that was both summer and in-class, sort of like PD in the classroom component. And the district came back and said, the only way you are gonna get time to even talk about science in elementary school is if it’s attached to language development. And so that’s what we did. It was a three-year grant, there was a sister grant that followed–so all told, it was about a five-year program where we basically said, what if instead of following the traditional ELD, English Language Development curriculum, we modified and put science as the context for language development in the K2 bands.
Dr. Susan Gomez Zwiep (07:01):
Teachers at the district traditionally had not been excited about their language development curriculum until we said, we’re gonna take that and we’re gonna do some science instead. And then they were like, no, no, no! We love our ELD curriculum. But they hung in there with us. The project was successful enough that it actually became a K4 and then a K5 project. The district ended up having to put in a ton of money into this because the grant only paid for so much. But their schools actually wanted “in” ’cause what they heard is when we put science as a context for language development, kids were talking more. Kids were speaking in English more. Kids were writing more. Kids were engaged. And the ultimate, kids were developing English quickly and in a community where you could actually operate within the community without speaking English. These are Spanish-speaking communities and the schools operated in Spanish outside the classroom. So if you walked into the school’s office, the principal secretary, the person who manned the door, spoke Spanish. The field supervisors that the lunch supervisors spoke Spanish.
Eric Cross (08:17):
The non-teaching staff that are supporting the rest of the students outside of the classroom.
Dr. Susan Gomez Zwiep (08:23):
Yeah. Everybody spoke Spanish and they spoke Spanish at school. And even the principals came back and said, from being in this project, that the kids were coming into the office and had transitioned to communicating in English, especially when they wanted to talk about science, and they really wanted to talk about science ’cause they were super excited about the stuff that they were learning. So we started to see this trend of students communicating more in English because they were excited about the science that they had been learning. And yeah, that sold itself and we had schools jumping in.
Eric Cross (09:01):
So you started off in a situation where you were told that you had to, if you wanna get science and you had to merge it into English, basically. And is it fair to say that that’s because of testing requirements that schools have on them? Like this is what gets analyzed or what was the purpose behind that?
Dr. Susan Gomez Zwiep (09:15):
It was district policy and it was site policy and those policies were put into place for very good intentions. Students don’t get reclassified into English only, and reclassification is how you traditionally got access to all this other programming, electives, AP college prep, all those other things. And the best way to get them reclassified was to learn English, and to learn it sooner rather than later. So it was in an attempt to get kids reclassified from English learner to English proficient.
Eric Cross (09:55):
And then during that process it was able to be expanded to K4. And then with these open-minded teachers, you gave them the content, they used science as the context for learning. And then your students who were mostly emerging bilinguals and multilingual students, you found that they started speaking English more frequently. What did you make of that result? Like what did you come to after seeing all that happen?
Dr. Susan Gomez Zwiep (10:20):
So I do wanna say that there’s a couple of reasons why we think this works so well. But I have to really acknowledge that there were linguistics, second language acquisition experts that were part of this team. And we wouldn’t have been able to make any of this work if it was purely science educators leading this cause. There’s a lot we didn’t understand about language development, and they really helped us. But one of the things that we think is unique about science, there’s a few really important aspects–one is that we all have experiences in the natural world, since we can process outside information, right? We all have observations, things we’ve observed with our eyes, we’ve heard, we’ve felt, and all of those experiences build some pretty good science ideas before we enter formal schooling. You know, kids already have ideas about this.
Dr. Susan Gomez Zwiep (11:20):
We don’t have to give them language for it. They already have these concepts and experiences. The other thing is that we are inherently interested in the natural world we occupy. And so we’re curious, science is often considered cool, there are science channels and science fiction movies and science fiction books and magazines–and this is just … it’s just cool. And that tended to be the trigger, you know, when we gave kids something interesting to observe. A Ziploc bag with water that we added an Alka-Seltzer to, and strange things starts happening in the baggie. That curiosity, that excitement allowed kids to leap over any concerns they had about the language they were supposed to use in the classroom. One of the most difficult things about learning a language is using a language that is imperfect. So saying things and communicating in a language that you are not a hundred percent confident about, that you’re not sure you’re using the right words or the right tenses. But when kids were excited about this thing in a Ziploc bag, they didn’t care. They communicated however they could, sometimes in their primary language or their home language, sometimes in imperfect English, but by and large they just communicated. They did it in oral language, like listening and speaking, but they also did it in writing. And that was easy. Like we didn’t have to do anything other than provide interesting science experiences. And that’s, that’s pretty common.
Eric Cross (13:06):
Yeah. I feel like, to co-sign on the science is cool, it is objectively, if a matter of fact, even just looking at the Oscars, like we have multiverse, you know, we have sci-fi you know, the costume designer of Wakanda Forever. We have all of these different movies that are all founded in some kind of these scientific principles. And so the idea that science is cool and organic, naturally engaging is something I think we, we all can connect to and it resonates with all of us. So I feel like is sort of your origin story too.
Dr. Susan Gomez Zwiep (13:33):
That’s the origin story.
Eric Cross (13:34):
That’s the origin story right there, to continue with this like movie theme. Now if we fast forward to today, based on all the research that you’ve seen since then, and your experience, why would you advocate merging English language development and science?
Dr. Susan Gomez Zwiep (13:49):
Well, for one, the research that we conducted actually provided some really nice evidence that showed, even though we had essentially stole minutes from language development time and inserted science. And on state mandated tests and on their students’ language proficiency measures, the kids in the program with the blended, did significantly better than students who were getting ELD instruction alone. Traditional ELD instruction. And that kind of blew our mind. We would’ve been happy if they had done just fine. Like we could put science into a student’s day and do no harm. They could get their language development; they could get science. But in fact, what we found was that they did better. That they actually gained English more quickly and it showed up in multiple measures, including the state English language arts assessment, which again, kind of blew our mind.
Eric Cross (14:55):
So just to be clear about the study that you did, you looked at two groups and one was the blended science and English language development, and then the other one was a control group. And the blended group ended up showing more improvement.
Dr. Susan Gomez Zwiep (15:09):
Yes. So there’s quite a bit of research now, this research was done in the early two thousands, and the research has built around it to really suggest that this does seem to be a more efficient way to promote language development while still maintaining students’ access to a core content area. But in recent years, the standards have shifted and that has been just a remarkable, wonderful change. And both standards have shifted. So when we did our research, we did it under the old California Science standards that were fairly heavy in technical terms. They were heavy in science concepts rather than kids doing things. And they were a much narrower focus.
Eric Cross (16:04):
And these are the standards that most of us grew up on, right? Those of us who are pretty much teachers in the classroom today pretty much grew up on what you’re talking about. Is that fair to say?
Dr. Susan Gomez Zwiep (16:12):
That’s fair to say, yes. So the new standards that we have now, the California NGSS Standards emphasize not just ideas, but they also emphasize students doing things in science. And we didn’t have to build-in language portions to the standards. They now exist. The NGSS is a very, very rich linguistic opportunity for students. And at the same time, the way we’ve thought about language development has also shifted. We used to talk about language and science… we used to think about science as a lot of words, and you had to know the words, you had to have this technical language. And we’ve sort of shifted that to really thinking about, language is no longer a prerequisite for science learning. Language is now developed through the science learning or the content learning experiences.
Eric Cross (17:11):
So now there’s more chances to integrate English into science. Have you seen success stories or have you seen examples of this? Maybe just anecdotes of teachers kind of doing this since you’ve been doing this research and kind of watching. If so, would you mind sharing one or two?
Dr. Susan Gomez Zwiep (17:30):
Yeah. And I will just give a nod to Dr. Dr. Okie Lee who’s now at NYU who has really led sort of this reconception of language and science. And one of the ways she talks about it is this notion that I enter this learning experience, I enter this observation of this phenomena with fairly naive, simple scientific ideas. And my language about it is equally simple. But as I develop more and more ideas, as my understanding of the phenomenon, what I figured out becomes more sophisticated, I need more sophisticated language. And so what we’re starting to see are these spaces where teachers are building science ideas and science and understanding along with the language. And in order to do that, you really need to know what’s the storyline arc of my science lesson? What do they figure out in lesson one? What do they figure out in lesson two?
Dr. Susan Gomez Zwiep (18:35):
What do they figure out in lesson three? How are the science ideas building over time? So that I can then look at the language that they’re using and what language supports do I need in order to allow students to not only engage and figure things out, but communicate their ideas about it. And so we’re seeing teachers blow up what we call language, what we call text. It’s not just words. It’s not just sentences written on a paper, but it’s models, it’s pictorial representations, it’s gestures, it’s this wide range. We pretty much said, let’s blow language up. Let’s like use all of the linguistic registers that we have in order to make meaning of what we’re seeing it in together in this classroom. So that’s one thing that we’re starting to see. The other thing is that teachers are really allowing students opportunities to use what we call social language, non-standard dialects.
Dr. Susan Gomez Zwiep (19:40):
The language I use at home and with my friends. Because earlier I had said, we have all these experiences and those experiences in the world are tied up in my social register. They’re tied up in my home language ’cause that’s where I experience them. And to let students have access to using that language in the classroom, especially initially in a unit, means we’re giving ’em access to those experiences that they have that are related to the phenomena under study. So I totally understand the benefit of promoting academic language and promoting language frames and forms that we use in more academic settings. But it’s a sticky wicket. You have to be careful how you tell students about the way you want them to communicate. Because when we tell them that language that you use at home with your friends and family is not welcome here, we can send a message that they’re not welcome here. And that those experiences that they have outside of classroom about how things fall, the way sunlight heats up different surfaces, where you’ll find plants and what plants you will find based on conditions. All of those experiences, we’re sending a message that those are not welcome in the classroom. And so this expansion of language, including non-standard dialects and even home language, is really important for letting students bring their whole selves into the classroom.
Eric Cross (21:23):
I love what you just said. It legitimizes the funds of knowledge, the language, the cultures that our students are bringing to the table. I remember when I first learned the word code-switching in college and you know, I’m biracial, I grew up in my home community and my school community were two different communities and I ethnically, culturally belonged to both. And I had to code-switch in order to kind of survive and be accepted into different communities. And not until I was in college did I actually understand what I was doing. Now there were all kinds of teasing and jokes that went on to how I would talk if I code-switched improperly. And in my classroom, I would see students who would explain concepts in a way that was maybe like a casual register. They just were explaining it the best way they could.
Eric Cross (22:10):
And the way they were speaking was kind of denigrated or it was seen as negative even though they were communicating their concept. And when I became a middle school teacher, one of my, I don’t know, it’s like sometimes when you teach, you get to, you change how you were taught or what you experience and legitimizing my students’ language, and they would tell these beautiful stories and in their most common like, casual language, but they’re explaining the concept brilliantly. And it was phenomenal to see this barrier be removed of saying, you have to talk like this in order to be a scientist or you have to say these right words. And, and that’s what I feel like I’m hearing that in how you’re describing kind of how science has been done and what language can do to certain groups of students.
Dr. Susan Gomez Zwiep (22:58):
Yeah, very much so. And you know, back to the origin story, you know, I grew up in a multi-generational household. My mom, my aunt, my grandmother, Spanish was their first language, but they lost it because my mom was raised in Riverside and she, you know, went to school in the, the fifties and sixties and back then you weren’t allowed to speak Spanish at school. And so they lost the language.
Eric Cross (23:27):
They weren’t allowed to speak it at all.
Dr. Susan Gomez Zwiep (23:29):
At all. I didn’t directly observe it, but that is the story that my family tells, that there was no English spoken anywhere on school grounds. And that was a different issue. Right? That was very much for people unfamiliar with some of the history in Southern California. Their segregated schools, severe racism, linguistic racism, racial racism against Mexicans was a real thing. But yet I grew up in this household where the sort of way of speaking, like I think many Mexican households, the context is everything. So you can’t get to the facts until you’ve told the whole context of everything happening around it. So we used to joke that we couldn’t send my grandmother to the doctor by herself ’cause he had 15 minutes, and she was gonna take 20 just to tell him how she got there before she got to why she was there. But this telling of the context, the telling of the story around the idea is part of the linguistic, this sort of linguistic way of my household. When I got to school, I had to learn to drop it because teachers found me off topic. You know, I still have to be careful how I express things and sometimes I’m not a fast storyteller <laugh>, and I monitor that for myself. So I can only imagine what it’s like to be a kid in a classroom.
Eric Cross (24:59):
Right. And there are so many constraints in the school day, you know, especially if you’re multi-subject and you’re elementary and you’re teaching multiple subjects and someone’s trying to tell a story and you’re just like, land the plane! And they’ve, you know, gotta tell ’em the story, but realizing that when you look at it through a lens of like, culturally, this is how we communicate, then it reframes what the student is trying to do. They’re communicating to you based on how they’ve learned to communicate and they’re including essential parts of the story. And so how do you both honor that while also, you know, certain things like brevity and being concise and things like that that they’ll have to learn. But also honoring that and making sure that there’s space for that in your classroom. Even me, I’m thinking about this where I had students record this video and it was one minute to two-and-a-half minutes explaining three concepts. And I had students coming up to me afterwards saying, Mr. Cross, I need to record two videos because two-and-a-half minutes is not long enough. And I was like, how? I even extended it. But I’m realizing and listening to you and going, they’re probably not just getting to the point. They’re probably including more context into this because that’s how they story tell and that was actually part of the lesson.
Eric Cross (26:12):
So now I need to go back and extend their time that I’ve given them for <laugh> that project. I wanna come back to kind of, since we’re on this topic about why this is also an equity issue. Mm-hmm. <affirmative>. So we were talking about language, you touched on this a bit, and we were talking about integrating into science, but can we go a little bit further into how this integrated approach maybe can benefit English language learners in particular? And maybe anything else that’s related to equity that comes to mind.
Dr. Susan Gomez Zwiep (26:40):
So there’s a couple of layers of the equity issue. The most tangible and clear is student access. If we wait until students develop English proficiency to allow them access to quality science learning, we lose a tremendous number of students that could not only could they benefit from science, we could benefit from their entering this science conversation. And I was at a university and I was in a college of natural sciences and we were dedicated to increasing the diversity of the faculty. And it was a struggle ’cause the number of Ph.D. science ed or biology or chemistry academics that come from marginalized populations is very, very small. And it’s not by accident. You know, the number of students that make it into the next level, that make it into college prep courses, that make it into STEM majors, that complete STEM majors and go on to either careers or advanced degrees narrows at every possible step.
Dr. Susan Gomez Zwiep (28:01):
And so the equity issue is really one of access. And as basic as that is, it’s the easiest to solve. So that’s the first layer of equity. But the second issue around equity is how we engage these students once they’re in this space. Do we make it possible for them to see themselves as a scientist or an engineer? Are we creating learning experiences that not only allow them to use all the sense-making resources that they have, but do we make them feel like they’re valuable and useful in that space? Because there’s a lot of people that will say, I could be successful as a scientist, but I’m not willing to give up who I am in order to do that. And that’s a real thing. There’s a lot of research about like, why are they leaving? Like why, you know, is it because they’re not able?
Dr. Susan Gomez Zwiep (29:05):
Is it because they don’t see themselves as being capable? And now I think we’re looking at this as a different issue. It’s not that students don’t see themselves as capable and not that they’re not achieving. They see the cost that it will take to enter these fields and essentially not be able to be their full selves. So that’s the second equity issue. And in both cases we lose. As a society, we lose. We lose access to the full range of human resources that we have, and we lose access to their unique perspectives that they would bring to real problems facing us. It’s like all hands-on deck. We need to stop making it too difficult to participate in the conversation and we need to be more inclusive about how we invite these other perspectives and how we respect and utilize their ways of sense-making. That may not be Western science ways that we have in our books now, but hopefully those science materials are gonna change and we’re gonna start to see other ways of sense-making and other people involved in the stories that we tell around science concepts.
Eric Cross (30:29):
And just to be clear, this practice in integration, while it lifts up equity for marginalized or underrepresented groups or students who are emerging bilinguals or students who typically we don’t see representation of, this approach also benefits native speakers as well. Correct?
Dr. Susan Gomez Zwiep (30:47):
Yeah. And there’s actually a group of native speakers that come from text poor homes. It’s typical in underserved communities. Poor people living in poverty that may be native English speakers. They may not be marginalized populations. But they don’t have access to like text. And so that’s another group altogether that needs linguistic support. And then once you have all voices in the room contributing, everybody benefits because now the conversation, the building understanding conversation we’re having or the sense-making conversation that we’re having has everybody involved. And we all benefit from that.
Eric Cross (31:33):
And we see, I think one of the benefits about a country like the U.S., is we have such a heterogeneous group of people. And when we’re moving in the same direction, we’re all coming to the same problem, but from different perspectives and we’re able to come up with more innovative and novel solutions to them. And that’s kind of what I’m hearing is like as we generate scientists that are all coming from different backgrounds, we’re gonna be able to solve future problems, current problems a lot more effectively because nobody has a monopoly on perspective. Nobody has a monopoly on knowledge or the fastest way to do something or the best way to do something.
Dr. Susan Gomez Zwiep (32:11):
Right. Right. And traditionally we really have privileged particular experiences, particular ways of sense-making particular linguistic registers. And if we could just kind of put that privileged ways aside and open up space for everybody to feel like they have a voice, I think the next generation could change the world. I think they could solve some real problems. I’m truly hopeful that they would see themselves not just as capable, but as necessary in these pursuits.
Eric Cross (32:50):
So what does it actually look like today to do this work in instruction well? So to integrate the science, to integrate literacy, to take the benefits of the things that we’ve been talking about. What are some practical things that educators could do to get started, whether it’s in early, you know, K5 or middle school or even high school.
Dr. Susan Gomez Zwiep (33:13):
So I will say, I’m gonna kind of separate ’cause in the elementary space, students are primarily developing literacy in multiple languages. The language of the classroom, typically English, home language, languages, they may be multilingual. In the secondary setting where students tend to have developed social language in some language, it’s a little different. So I’m gonna kind of separate those two. So for elementary spaces where teachers tend to teach multiple things, I recommend that you get a partner. Don’t do this work alone. You cannot do this work alone. I mean you can, but it’s very frustrating and not nearly as much fun. So you really wanna take a look at what is the science that kids are going to be engaged in. Because when we look at science first and build language development around it, the experience tends to be more authentic and organic.
Dr. Susan Gomez Zwiep (34:18):
And what we used to do is we used to, like when we were talking about the science, we’d monitor the language we were using and then use that to say these are the registers. This is the language that we use when we were thinking about this. So if students are gonna use this, these are the scaffolds they’re gonna need. ‘Cause to do it, well, to do it efficiently, the scaffolds need to be specific to the science learning. So if we’re doing cause and effect, those are specific linguistic scaffolds that are different than if, say we’re doing model and systems and systems models, those are a whole other slew of scaffolds. And so you wanna be really tending to, what is the science being discussed and what is the language that kids are going to use and build scaffolds around it.
Dr. Susan Gomez Zwiep (35:10):
And then you also wanna think about what is the social language? What are the experience that kids will have either in words or pictures that I can leverage in this space. And then you wanna do that for the arc of the unit and slowly increase sophistication around those linguistic supports, as well as the science learning. But if kids have social language and they’re now in, there’s a group we call long-term English learners who have not been reclassified way beyond what the typical reclassification is. And that actually is important to think about because if you think about the kinder group, the group of kindergartners that enter a school when they’re five or six, those kids are going to go from grade to grade to grade. And as students develop proficiency, will get reclassified and they move out of this group that we’re still calling English learners.
Dr. Susan Gomez Zwiep (36:10):
So by the time you get to like seventh, eighth, ninth grade, if they’re still students in that category, they have very different needs on average than the group we started with. Often when we talk about secondary or these long-term English learners, we can leverage social language a lot more, but have to build the scaffolds more carefully around, for lack of a better word, the more academic content transferring that those social nonverbal language into more sophisticated forms. I think in any setting, you wanna utilize your resources. If I’m in a secondary space and I have a language development teacher and I’m not talking to her or him or they, that’s a problem. You need to go talk to the other people that have these same kids and talk to them about, how are you engaging in language, what are you doing?
Dr. Susan Gomez Zwiep (37:07):
Because you know, you could actually have a lesson, maybe this is a lesson about energy and you’re using a model and the kids are creating an initial model. And over in ELD land, they’re doing some linguistic supports. They’re working on some forms and functions of language. You could talk about the catapult, you could talk about the solar heater. You could use the context of the science conversation, which has a whole bunch of tangible experiences. You know, there’s the solar heater in front of you. I don’t need to keep it all in my head ’cause it’s in front of me and we can point to things and talk about things by manipulating the materials. And then I can take all of that and my ELD partner can use that as context when available. But it takes collaboration, but it’s collaboration well spent. And it’s more challenging in the initial phases of the collaboration. Once you kind of the get into the groove, it becomes a lot easier.
Eric Cross (38:16):
The meta of this, as we talk about integrating science and literacy is, and this is great advice, but it’s basically integrate your science teachers with your English teachers and co-plan and do this work together. It’s a force multiplier. One, you’re both, you’re getting two specialists together. It also, I’m just listening to just the parallels. It also resembles what you actually do in the STEM fields of collaboration working together to problem-solve, and you’re modeling for your students what you want to happen. And if I was an administrator listening to this, someone who had control, like master schedules and things like that, there also needs to be space created for these teachers to talk to each other and plan and do all these other things to kind of maybe come up with like interdisciplinary units or even just meet and begin the conversation. It just seems like such great advice.
Dr. Susan Gomez Zwiep (39:07):
Yeah. We’re professionals. We have academic degrees and credentials and experience in the classroom and yet more often than not, we leave it to the students in the seats to make the connections between my class and the class they go to next. And that’s not fair. We need to be talking to each other. So if we’re talking about argumentation, argumentation in science and argumentation in ELA and argumentation in math–we’re not even talking about the same thing. I mean, cognitively we’re talking about taking some evidence and creating a claim and supporting it, but what we mean by evidence is very different in the different disciplines. What counts as more convincing evidence changes. And yet we assume that because we say evidence in one class, the kids know what we’re talking about. And the kids are sitting there going, which one is this? Which evidence are you talking about? Because last period it was something else. And so I think we also need to really consider who’s in the best position to clarify the connections and the integration because we leave it to kids more often than not right now.
Eric Cross (40:19):
I agree. Just having those conversations and defining your terms and agreeing on them just to make it easier for students. ‘Cause you’re right, they are left to make those connections or bridge the gaps. And when you have an education system for many schools, I think most of us, it’s still pretty siloed. You’re still kind of like, especially when you’re in secondary, it’s we’re doing this or even elementary, different times of the day you do different subjects, versus the way that we experience life itself or even our professions. We’re actually integrating science and math and reading and writing throughout the day, and ebbs and flows going back and forth. And without making those explicit connections, we’re leaving a lot of things to chance, hoping that the learning’s there in such a valuable moment. Before we go, I’m wondering if you have a parting message for listeners about the topic of integrating science and literacy. You’ve already said so many amazing things, but you have the platform speaking to educators and folks out there. What would you wanna say to them?
Dr. Susan Gomez Zwiep (41:18):
This is not an easy endeavor. The system that we operate in does not make this effort easy, but it is worth it. It is worth it to the kids in our classrooms. It is worth it to the building of a scientific community and a scientifically literate populace. It’s important to solving problems in the future. It’s important to have kids feel like regardless of how they say things, that they belong in a classroom. If we can relax the sort of linguistic demands on kids and let them enter science learning in a way that allows them to use all their resources and they’re curious, they can really leverage both areas in a way that they don’t do individually. It’s really hard to think about what it is I’m trying to say if I’m worried about how I have to say it. And so we really need to think about, when are those times that we’re gonna let kids just tell us what it is that they’re excited about and when is it that we’re going to help them craft a more formalized language around those ideas. Right now we do a really good job at that second half. We need to do better at the first.
Eric Cross (42:46):
Susan, thank you so much for joining us today and for sharing your expertise and your wisdom and your passion for serving the students and for bringing everybody to the table through language and through science. We really appreciate it and the listeners will too.
Dr. Susan Gomez Zwiep (43:03):
Thank you so much. This is my favorite topic.
Eric Cross (43:06):
Thanks so much for listening to my conversation with Dr. Susan Gomez Zwiep, senior science educator and staff advocate at BSCS Science Learning. And please remember to subscribe to Science Connections so that you don’t miss any of the episodes in this exciting third season. And while you’re there, we’d really appreciate it if you can leave us a review. It’ll help more listeners find the show. Next time on the show, we’re going to continue exploring the how and why of integrating science and literacy instruction.
Speaker 3 (43:35):
When we interview scientists, they spend a lot of their time reading the work of other scientists and writing their findings, writing grant proposals, presenting at conferences. A huge part of the work of a scientist is not just at a bench conducting experiments, but even if you’re conducting experiments, you’re using your literacy processes to think about what you’re seeing in your experiment.
Eric Cross (43:57):
That’s next time on Science Connections. Thanks so much for listening.
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Meet the guests
Susan Gomez Zwiep began her career in science education as a middle school science teacher in Los Angeles where she spent over 12 years working in urban schools. Prior to joining BSCS, Susan worked at California State University, Long Beach as a Professor of Science Education.
Susan has also worked as a Regional Director for the K-12 Alliance, providing high-quality professional development in science and mathematics for K12 educators, including the CA NGSS Early Implementer Initiative. Susan consistently works toward establishing equitable access for all students to rigorous, inquiry-based science instruction and supporting teachers in their journey to become advocates for students, science education, and their own professional development.
About Science Connections
Welcome to Science Connections! Science is changing before our eyes, now more than ever. So…how do we help kids figure that out? We will bring on educators, scientists, and more to discuss the importance of high-quality science instruction. In this episode, hear from our host Eric Cross about his work engaging students as a K-8 science teacher.
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Supporting multilingual learners—by supporting their families
Teachers know that multilingual/English learners (ML/ELs) are an important and fast-growing population in today’s classrooms. In 2021, more than 10% of students enrolled in public schools across the U.S. were identified as English language learners, with some projections suggesting this number could reach 40% by 2030.
But when it comes to partnering with the families of ML/ELs for student success, we’re just beginning to tap into what’s possible.
I’m an ML/EL teacher and former homeroom teacher at a school serving many ML/ELs.
Here’s what I’ve learned about best practices for bridging the school-to-home communication gap and partnering with families (all families!) to ensure their child’s success.
Recognizing the communication gap: Common challenges with multilingual families
In my experience, three common barriers can stand in the way of strong family engagement and student success:
- Cultural expectations around parent-teacher communication: In many cultures, school is considered the teacher’s domain. Reaching out may be seen as crossing a line—or simply not expected at all.
- Logistical challenges: Unpredictable schedules may lead to missed messages, delayed responses, or inconsistent availability.
- Language barriers: If a message isn’t in a language a caregiver understands, it’s unlikely they’ll respond—not because they don’t care, but because they can’t fully engage.
Supporting multilingual learners starts with recognizing these barriers not as signs of disconnection, but as invitations to shift our approach. There are best practices we can adopt to help bridge the gap—and build the trust and relationships our students need to thrive.
Tools and strategies for better parent-teacher communication
If you want to communicate with families who speak a variety of different languages, the first step is finding the method of contact that works best for each of them. My school uses an auto-translating app called ParentSquare for home communications—but not all families I’ve worked with respond to ParentSquare messages. So if a family isn’t responsive to one mode of communication, try another!
It’s a good idea to ask families on Back-to-School Night—or whenever your students first arrive—if they have a preferred mode of communication. I’ve found I get the best response rate by creating a Google Voice number and communicating via text, first translating through an app if needed.
Keep a log of this information so you have it on hand when you need it. In the long run, this will be easier for both you and your students’ caregivers than you chasing them down to get them to download, log into, or check a specific app.
The important thing is to consider making contact essential, and to keep trying until you find the mode that works for both you and the parents of your ML/EL students.
Setting the tone for strong family engagement
If you want to forge a strong family-school partnership (and you should!), you also need to set the tone. When families have a different cultural understanding of school engagement than what you’re used to, I’ve found that it helps to explicitly solicit parent input, explaining how a partnership between caregiver and teacher will help support their child’s success.
Let them know how and why they should get in touch with you, and make it easy by reaching out proactively with brief, positive updates.
What multilingual families really want to know
Perhaps most importantly, ask families what they want to know! I’ve attended many parent-teacher conferences—both for my own students and as an interpreter—and I’m frequently struck by how many multilingual families respond when I ask what questions they have. Many families who haven’t previously reached out are suddenly overflowing with questions.
The most common one I get is how they can support their child’s academic journey at home. Parents also frequently request updates about behavior. Understand that just because a family isn’t asking these questions proactively doesn’t mean they don’t care. When I explicitly ask parents what they need, their responses make it abundantly clear that they are deeply invested in their child’s schooling and success.
I’ve also learned that many families—especially those who speak a language other than English at home—may not know that there are many ways to support their child’s growth, even if classroom instruction is not in their home language.
Think about what tips and resources you can most easily provide: Do your students’ parents know that reading or reciting poems, songs, or chants in their home language helps literacy growth? Could you send home simple board games from the classroom to reinforce key skills? Would signing up for a library card give them access to resources they didn’t know were available? Many caregivers of ML/EL students have told me they lack the tools to get involved—but are eager to engage once given tangible strategies.
How teachers can go the extra mile
In order to give our students and their families the support they need, it’s critical that we challenge our internal biases and assumptions. If we assume parents are uninterested or uninvolved, we avoid an opportunity to think creatively about how to bridge communication gaps and facilitate family involvement. We also cut off a world of possibility for our students and limit their access to the academic success that comes from parent involvement.
Working with the families of ML/ELs may bring added responsibilities—but it’s also a unique privilege, full of new opportunities. In teaching ML/ELs, I’ve found that I get to be a cultural bridge—one of the people providing warmth, stability, and welcome to families navigating a new culture. School can be overwhelming in a new country or different language—but a teacher who goes the extra mile can ensure success for both students and families.
Additional resources
- Let’s keep the conversation going! Join the discussion in our Amplify learning communities.
- Discover a suite of Spanish literacy curriculum and assessment programs designed to build confident readers with Amplify’s biliteracy suite.
- Read how you can use the Science of Reading to boost your biliteracy instruction in this blog post.
Science or literacy instruction? You don’t have to choose!
We often think of literacy and science as academic opposites. (“Physics for Poets,” anyone?)
But scientists can’t do their jobs without reading, writing, listening, and communicating.
That’s why thoughtful science instruction is literacy-rich science instruction.
Language and literacy in science education: why it makes sense
All scientists use literacy skills in order to obtain, evaluate, and communicate information about the natural world. They use oral and written explanations and arguments to share their ideas. Scientists rely on claims, evidence, and reasoning—just like anyone who needs to communicate or convince.
“Science needs literacy, and literacy needs content. So these two subjects are a natural fit,” says Rebecca Abbott, professional learning lead for the Learning Design Group at UC Berkeley’s Lawrence Hall of Science.
They’re a natural fit—and when they converge, they enhance each other.
Science and literacy integration helps students:
- Understand that reading and communicating are crucial to science.
- Develop ways of thinking that support the scientific approach.
- Refine sense-making skills that are key to both disciplines.
- Find a great reason to read—that is, to keep up with the latest scientific studies and discoveries!
Look ahead at the standards that guide instruction in grades 6–8. You’ll see that in several ways and places, literacy and science are integrated. That is, certain Common Core ELA standards intersect with the Next Generation Science Standards (NGSS).
To cite just a few examples, the Common Core requires students to be able to:
- Cite text evidence to support analysis of science/technical texts. (RST6-8.1)
- Follow a multistep procedure. (as in an experiment) (RST6-8.3)
- Integrate quantitative information expressed both in words and visually. (RST6-8.7)
But we can start earlier than that. And we should. So what about science and literacy in the elementary classroom? Grades K–5 provide the opportunity to lay the groundwork for those skills—even for teachers not fully grounded in science instruction.
Integrating literacy and science: Challenges and solutions
How to integrate science and literacy?
Abbott acknowledges that science and literacy integration can seem challenging for educators. She notes that many elementary schools understandably prioritize ELA and require substantial literacy blocks. The common mindset: “If I teach literacy, I don’t have much time for science.”
The solution? A mindset shift from “either/or” to “both/and.”
What does that look like? Well, what if we were simply to combine literacy and science? What if, for example, we dedicate some of those literacy blocks to reading science-related texts?
Unfortunately, that approach—while a fine activity—doesn’t meet the larger goals. It’s incidental, so it doesn’t get students engaged in deep knowledge- and vocabulary-building over time. And it doesn’t get students deeply involved in figuring out a scientific phenomenon.
A “both/and” approach doesn’t just connect science and literacy—it prioritizes them both at the same time, so that they reinforce each other.
A literacy-rich science classroom
In an ideal scenario, a school or system could make a top-down change so that literacy is infused into subjects across the school day.
But there are other ways to “use literacy in the service of science,” says Abbott. For example, students in an elementary science classroom could explore why it’s daytime where they are but night somewhere else. As they build explanations, they can consider the word “because” and its relationship to the concept of cause and effect.
Similarly, elementary students can learn new vocabulary in service of scientific concepts. In this video, you’ll see kids using Amplify Science learn the word “disperse” as they learn how seeds travel.
And all along, they’re communicating, using evidence-based argumentation, and building background knowledge through text.
For the teacher, it’s less about delivering scientific information and more about helping students use and develop literacy skills to figure science out.
Amplify Science is designed to deliver exactly that experience. Read this brochure to find out more about literacy-rich science instruction.
Customer Privacy Policy
Last Modified: January 23, 2026 | Update History
Most recent update: This Privacy Policy has been updated to address additional rights for individuals in the European Union/UK.
We advise you to read this Privacy Policy in its entirety, including the jurisdiction-specific provisions in the appendix. Click here to review Our U.S. Notice At Collection.
Customer Privacy Policy: K–12 Schools
Who We Are
Amplify Education, Inc. (“Amplify”) is leading the way in next-generation curriculum and assessment. Amplify’s programs provide teachers with powerful tools that help them understand and respond to the needs of each student and use data in a way that is safe, secure, and effective.
Our Products and Services
Amplify’s products support classroom instruction and learning and include Amplify CKLA, Amplify ELA, Amplify Caminos, Amplify Science, Amplify Desmos Math, Boost Reading, Boost Math, mCLASS, Mathigon, associated professional development and tutoring services, and services at classroom.amplify.com (for creating and assigning activities) and student.amplify.com (for use of the activities or curricula as directed by an instructor), and any other product or service that links to this Privacy Policy (together, the “Products”).
Our Approach to Student Data Privacy
In the course of providing the Products to Schools and their Authorized School Users, Amplify collects, receives, generates, or has access to Student Data (defined below). We consider Student Data to be confidential and we collect and use Student Data solely for educational purposes in connection with providing our Products to, or on behalf of the School as described in this Privacy Policy and our Agreements (defined below). We work to maintain the security and confidentiality of Student Data that we collect or store, and we enable Schools to control the use, access, sharing, and retention of Student Data.
Our Products are geared towards K–12 students (“Students”), and the educators, agents and staff members who use the Products as authorized by their School (“Educators”). Information that directly relates to an identifiable Student (“Student Data”) is owned and controlled by the School, and Amplify receives Student Data as a “school official” under Section 99.31 of the Family Educational Rights and Privacy Act of 1974 (“FERPA”) for the purpose of providing the Products hereunder. In addition, we rely on the School acknowledging that it is acting as the parent’s agent and consenting on the parent’s behalf to process personal information of Students under the age of 13 (“Child Users”) in accordance with the Children’s Online Privacy Protection Act (“COPPA”).
Our collection and use of Student Data is governed by our Agreements with Schools, including this Privacy Policy (“Privacy Policy”), and applicable laws which may include FERPA, COPPA, the Protection of Pupil Rights Amendment (“PPRA”), as well as other applicable federal, state, and local privacy laws and regulations (“Applicable Laws”). As noted above, with respect to FERPA, Amplify receives Student Data as a “school official” under Section 99.31 of FERPA for the purpose of providing its Products, and such Student Data is owned and controlled by the School.
Schools may provide authorization in two ways:
- by the School agreeing to our Customer Terms and Conditions located at amplify.com/customer-terms or another written agreement between Amplify and the School, as applicable; or
- by an Educator agreeing to the Acceptable Use Policy located at amplify.com/acceptable-use-policy/ (“AUP”) on behalf of the School as outlined in the AUP.
In each case, we collect Student Data and provide these Products solely for the use and benefit of the School and for no other commercial purpose. We require all Schools to review this Privacy Policy, available at amplify.com/customer-privacy, and to make a copy of the Privacy Policy available to the parents or guardians of Child Users.
We also provide limited opportunities for individual users to sign up for an account for use of our Products at-home or otherwise outside of the authorization of a School (“Home Users”). See the Appendix–Supplemental Disclosures for additional information that applies to our Home Users.
What This Privacy Policy Covers
This Customer Privacy Policy (“Privacy Policy”) describes how Amplify collects, uses, and discloses personal information through the provision of Products.
For purposes of this Privacy Policy, “you” and “your” means Authorized Users (defined below).
This Privacy Policy does not apply to Amplify’s handling of:
- information collected from users of Amplify’s company website, which is governed by our Website Privacy Policy.
- job applicant data that we process in accordance with our applicant privacy notice.
There may be different contractual terms or privacy policies in place with some Schools. Such other terms or policies supersede this Privacy Policy for information collected or released under those terms. If you have any questions as to which legal agreement or privacy policy controls the collection and use of your personal information, please contact us using the information provided below. Unless expressly superseded, this Privacy Policy is incorporated into and is subject to the Agreement that governs your use of the Products.
Our Role
Amplify as a processor/service provider: Our School customers are the controllers of Student Data (as well as certain other Educator personal information to the extent required by law or Amplify’s agreement with the School) (together “School Data”).
Amplify acts as a processor/service provider for our School customers with respect to School Data, which means when we use School Data, we do so solely on the instruction of the School. School Data is subject to the School’s privacy policies; therefore, you will need to contact the School directly if you have any questions or would like to exercise your rights with respect to School Data.
Amplify as a controller: We are the controller of all other personal information we collect from non-Student Authorized Users (“Amplify Data”) and can be reached by email at privacy@amplify.com or by mail at Amplify Education, Inc., 55 Washington St.#800, Brooklyn, NY, 11201.
Policy
1. Definitions
Capitalized terms not defined in this section or elsewhere in this Privacy Policy will have the meaning set forth by Applicable Laws.
“Agreement” means the underlying contractual agreement between Amplify and the School.
“Authorized Users” means all users of our Products, including Authorized School Users, parents and legal guardians, and Home Users.
“Authorized School Users” means Students and Educators.
“Local Education Authority” means a local education agency or authority, school district, school network, independent school, or other regional education system.
“Non-Student Data” means information that is linked or linkable to Authorized Users who are not Students.
“School” means the Local Education Authority or State Agency.
“State Agency” means the educational agency primarily responsible for the supervision of public elementary and secondary schools in any of the 50 states, the Commonwealth of Puerto Rico, the District of Columbia, or other territories and possessions of the United States, as well as a national or regional ministry or department of education in other countries, as applicable.
2. What personal information do we collect?
When you access or use our Products, you may choose to provide us with personal information, including Student Data. This information may be provided to us directly (e.g. when an account is created or through communications with us) or through your interactions with our Products.
Student Data. Below is a list of the categories of Student Data that may be collected by Amplify or its Products, either directly or through the Authorized School User’s use of the various features and configurations of the Products:
- Identifier and Enrollment Data, such as name, email, school / state ID number, username and password, grade level, homeroom, courses, teacher names.
- Why? Most of Amplify’s Products require some basic information about who is in a classroom and who teaches the class—Student or teacher Identifier and Enrollment data. This information is provided to Amplify by the School, either directly from the School’s student information system or via a third party with whom the School contracts to provide that information.
- Demographic Data, such as date of birth, socioeconomic status, race, national origin, and preferred or primary language.
- Why? To support school instructional and reporting requirements, Amplify’s Products allow Schools to view reports and analyze data using Demographic Data. Generally, Demographic Data is provided on a voluntary basis by the School. For example, a School may wish to analyze Student literacy assessment results based on English Language Learner status to better tailor classroom instruction, and in that case, the School may provide Demographic Data to enable that reporting.
- School Records, such as grades, attendance, assessment results, and whether an Individualized Education Plan (IEP or local equivalent) is in place.
- Why? Some of our Products support grading assignments and administering formative, diagnostic, and curriculum-based assessments. Teachers use that information to support Students’ progress in the program or help with instructional decisions. We do not collect specific details from an IEP, nor do we collect protected health information or other sensitive information.
- Schoolwork and Student Generated Content, which includes any information contained in Student assignments and assessments, including information in response to instructional activities and participation in collaborative or interactive features of our Products, such as Student responses to academic questions and Student-written essays, as well as images, video, and audio recordings.
- Why? As part of the digital learning experience, some of our Products may enable Students to write text and create and upload images, video, and audio recordings. For example, in Amplify ELA, students may write essays or submit short-form responses in our platform as part of a lesson on literature. As another example, in Boost Reading, student interactions with reading skills games are recorded to keep track of the student’s progress to level up in the program and to provide visibility to teachers on how students are mastering the skills.
- Teacher Comments and Feedback, such as scores, written comments, or other feedback that Educators may provide about Student responses or student course performance.
- Why? To enable teachers to track the performance and provide feedback to their students.
- Non-Student Data. We may collect the following types of personal information from all other Authorized Users:
- Contact Information, such as name and email address, as well as grade level taught, school name and school location, whether you are an Educator or Home User that creates an account or uses our Products or communicates with us.
- Account Information, such as user login and password, for account creation and access purposes.
- Survey Responses, which you provide in response to surveys or questionnaires.
- Device and Usage Data. Depending on the Product, we may collect certain information about the device used to connect to our Product, such as device type and model, browser configurations, and persistent identifiers, such as IP addresses and unique device identifiers. We may collect device diagnostic information, such as battery level, usage logs, and error logs, as well as usage, viewing, and technical information (e.g., email open rates), such as the number of requests a device makes, to ensure proper system capacity for all Authorized Users. We may collect IP addresses and use that information to approximate device location to support operation of the Product. To the extent that we collect this information, this data is solely used to support operation of the Product and is not linked to Student Data. For purposes of clarity, Amplify does not use Student Data for marketing or advertising purposes (see section 6 of this Privacy Policy for more information about our commitments regarding Student Data).
- Why? We use this information to remember returning users and facilitate ease of login, to customize the function and appearance of the Products, and to improve the learning experience. This information also helps us track product usage for various purposes, including website optimization, to ensure proper system capacity, troubleshoot and fix errors, provide technical assistance and customer support, provide and monitor the effectiveness of our Products, monitor and address security concerns, and compile analytics for product improvement and other internal purposes.
- How? Cookies and Similar Technologies. We collect device and usage data through “cookies,” Web beacons, HTML5 local storage, and other similar technologies, which are used in some of our Products solely to support operation of the Products as described above. While we may use third party cookies and similar technologies for advertising and marketing purposes on our website (in accordance with our Website Privacy Policy), we do not permit such tracking technologies to be present on Student-facing portions of the Products. In particular, we only use the following types of cookies in our Products:
- Strictly necessary cookies – These are cookies that are required for the operation of our websites and applications that host our Products. They include, for example, cookies that enable you to log into secure areas of our Products. These cookies are not generally stored beyond the browser session and are less likely to include personal information. This category of cookies cannot be disabled.
- Functionality Cookies – We use these cookies so that we recognize you on the websites and apps that host our Products and remember your previously selected preferences. These cookies are stored on your device between browsing sessions but expire after a pre-defined period. These cookies enable us to “recognize” you when you use our Products, including your preferences such as your preferred language, time, and location. A mix of first party (placed by us) and third-party cookies (placed by third parties) are used.
- Performance Cookies – These cookies help us and service providers acting on our behalf compile statistics and analytics about users of our Products that are accessed via websites and apps, including Device and Usage Information.
- Learn how to opt out of cookies and similar technologies by reading the “What Rights and Choices Do You Have?” section of this Privacy Policy below.
3. How do we use personal information?
Student Data. Amplify uses Student Data for educational purposes, to provide the Products, and to ensure secure and effective operation of our Products, including:
- to provide and improve our educational Products;
- to support School and Authorized School Users’ activities;
- to ensure secure and effective operation of our Products;
- for purposes requested or authorized by the School or Authorized School User or as otherwise permitted by Applicable Laws;
- for customer support purposes, to respond to the inquiries and fulfill the requests of the School and their Authorized School Users;
- to enforce Product access and security controls; and
- to conduct system audits and improve protections against the misuse of our Products, or to detect and prevent fraud and other harmful activities.
- to enable the adaptive and personalized learning features of the Products.
Non-Student Data. Amplify may use Non-Student Data for the purposes for which Student Data is used as set forth above. In addition, Amplify may use Non-Student Data to provide customized content, advertising and marketing in limited circumstances (e.g. to periodically send newsletters and other promotional materials) directed to Educators and Home Users. For sake of clarity, we do not use Student Data for marketing purposes and we do not direct marketing to Students. Amplify may also use Non-Student Data for internal research and analytics, including generating insights on the use of our Products by Educators in certain Schools so that we can better serve those communities. We will also use Non-Student Data as otherwise required or permitted by law, or as we may notify you at the time of collection. Learn how to opt out of these communications by reading the “What Rights and Choices Do You Have?” section of this Privacy Policy below.
Amplify may use aggregate or de-identified data as described in the Aggregate/De-identified Data section below.
4. To whom do we disclose personal information?
Student Data. We disclose Student Data to third parties only as needed to provide the Products under the Agreement, as directed or permitted by the School or Authorized School User, and as required by law. Such disclosures may include but are not limited to the following:
- to other Authorized School Users of the School entitled to access such data in connection with the Products;
- to our service providers, subprocessors, or vendors who have a legitimate need to access such data in order to assist us in providing or supporting our Products, such as platform, infrastructure, and application software. We contractually bind such parties to protect Student Data in a manner consistent with those practices set forth in this Privacy Policy and in accordance with Applicable Laws. A list of Amplify subprocessors is available at https://www.amplify.com/subprocessors;
- to comply with the law, respond to requests in legal or government enforcement proceedings (such as complying with a subpoena), protect our rights in a legal dispute, or seek assistance of law enforcement in the event of a threat to our rights, security, or property or that of our affiliates, customers, Authorized Users, or others;
- in the event Amplify or all or part of its assets are acquired or transferred to another party, including in connection with any bankruptcy or similar proceedings, provided that successor entity will be required to comply with the privacy protections in this Privacy Policy with respect to information collected under this Privacy Policy, or we will provide the School with notice and an opportunity to opt out of the transfer of such data prior to the transfer; and
- except as restricted by Applicable Laws or contracts with the School, we may also share Student Data with Amplify’s affiliated education companies, provided that such disclosure is solely for the purposes of providing Products and at all times is subject to this Policy.
Non-Student Data. Amplify discloses Non-Student Data for the purposes for which Student Data is used as set forth above. Amplify may also disclose Non-Student Data as otherwise required or permitted, or as disclosed at the time of collection. Please note that we do not share mobile information or opt-in consent with third parties / affiliates for their own marketing or promotional purposes.
5. Aggregate/De-identified data
Amplify may use de-identified or aggregate data for purposes allowed under FERPA and other Applicable Laws, to research, develop, and improve educational sites, services, and applications and to demonstrate the effectiveness of the Amplify Products. Amplify will not attempt to re-identify de-identified data. We may use aggregate information (which is information that has been collected in summary form such that the data cannot be associated with any individual) for analytics and reports. For example, our promotional materials may note the total number of students served by our programs in the prior year, but that information cannot be used to identify any one student. We may also share de-identified or aggregate data with research partners to help us analyze the information for product improvement and development purposes.
Records and information are de-identified when all personal information has been removed or obscured, such that the remaining information does not reasonably identify a specific individual. We de-identify Student Data in compliance with Applicable Laws and in accordance with the guidelines of NIST SP 800-122. Amplify has implemented internal procedures and controls to protect against the re-identification of de-identified Student Data. Amplify does not disclose de-identified data to its research partners unless that party has agreed in writing not to attempt to re-identify such data.
6. Data prohibitions, Advertising, Advertising limitations
Amplify will not:
- sell Student Data to third parties;
- use or disclose Student Data to inform, influence, or enable targeted advertising to a Student based on Student Data or information or data inferred over time from the Student’s usage of the Products;
- use Student Data to develop a profile of a Student for any purpose other than providing the Products to a School or Authorized School User, or as authorized by a parent or legal guardian;
- use Student Data for any commercial purpose other than to provide the Products to the School or Authorized School User, or as permitted by Applicable Laws.
7. External third-party services
This Privacy Policy applies solely to Amplify’s Products and practices. Schools and other Authorized Users may choose to connect or use our Products in conjunction with third-party services and Products. Additionally, our sites and Products may contain links to third-party websites or services . This Privacy Policy does not address, and Amplify is not responsible for, the privacy, information, or other practices of such third parties. Schools should carefully consider which third-party applications to include among the Products and services they provide to Students and vet the privacy and data security standards of those providers.
Authorized Users may be able to log in to our Products using third-party sign-in services such as Clever, ClassLink or Google. These services authenticate your identity and provide you with the option to share certain personal information with us, including your name and email address, to pre-populate our account sign-up form. If you choose to enable a third party to share your third-party account credentials with Amplify, we may obtain personal information via that mechanism. You may configure your accounts on these third-party platform services to control what information they share.
8. Security
Amplify maintains a comprehensive information security program and uses industry standard administrative, technical, operational, and physical measures to safeguard Student Data in its possession against loss, theft and unauthorized use, disclosure, or modification. Amplify performs periodic risk assessments of its information security program and prioritizes the remediation of identified security vulnerabilities. Please see https://amplify.com/security for a detailed description of Amplify’s security program.
In the event Amplify discovers or is notified that Student Data within our possession or control was disclosed to, or acquired by, an unauthorized party, we will investigate the incident, take steps to mitigate the potential impact, and notify the School in accordance with Applicable Laws.
Non-Student Data
Outside of Student Data, Amplify uses commercially reasonable administrative, technical, personnel, and physical measures to safeguard personal information in its possession against loss, theft, and unauthorized use, disclosure or modification.
9. Data Storage and Transfers
We are a United States Company, and our servers are hosted, managed, and controlled by us in the United States. If you are outside of the United States, we use industry standards to protect your data when it leaves your country of residence and your data will always be protected in accordance with this Privacy Policy, Applicable Laws and our Agreement regardless of the storage location.
Additionally, where we transfer your personal information to service providers outside of the United Kingdom (UK), European Economic Area (EEA), or other region that offers similar protections, we use specific appropriate safeguards to contractually obligate such service providers to protect personal information in accordance with Amplify’s commitment to privacy and security and applicable data protection laws.
If you have questions or wish to obtain more information about the international transfer of your personal information or the implemented safeguards, please contact us using the contact information below.
10. Data Retention / Deletion
Student Data
Upon request, we provide the School the opportunity to review and delete the personal information collected from Students. We will retain Student Data for the period necessary to fulfill the purposes outlined in this Privacy Policy and our Agreement with the School. We do not knowingly retain Student Data beyond the time period required to support the School or Authorized School User’s educational purpose, unless authorized by the School or Authorized School User. Upon request, Amplify will return, delete, or destroy Student Data stored by Amplify in accordance with applicable law and customer requirements. We may not be able to delete all data in all circumstances, such as information retained in technical support records, customer service records, back-ups, and similar business records. All such information will be protected in accordance with this Privacy Policy and our Agreement until it has been permanently deleted. Unless otherwise notified by the School, we will delete or de-identify Student Data after termination of our Agreement with the School.
Non-Student Data
Outside of Student Data, we keep personal information as long as it is necessary or relevant for the practices described in this Privacy Policy or as otherwise required by our Agreement with the School, if applicable. We determine the appropriate retention period for personal information on the basis of the amount, nature and sensitivity of the personal information being processed, the potential risk of harm from unauthorized use or disclosure of the personal information, whether we can achieve the purposes of the processing through other means, and on the basis of applicable legal requirements (such as applicable statutes of limitations).
11. What rights and choices do you have?
What Choices Do You Have?
Marketing/Advertising
As noted above, we do not use Student Data for marketing purposes and we do not direct marketing to Students. Amplify does not use third party cookies and similar technologies for advertising and marketing purposes on Student-facing portions of the Products. The choices below apply to Non-Student Authorized Users.
Opt-out of Marketing Communications. If you want to stop receiving promotional materials from Amplify, you can follow the unsubscribe instructions at the bottom of each email or email us at privacy@amplify.com. Amplify does not send marketing communications to Students.
Opt-out of Cookies and Similar Tracking Technologies. With respect to cookies, you may be able to reject cookies through your browser or device controls. Note that you have to opt-out of cookies on each browser or device that you use. If you replace, change, or upgrade your browser or device, or delete your cookies, you may need to use these opt-out tools again. Please be aware that disabling cookies may negatively impact your experience as some features may not work properly. To learn more about browser cookies, including how to manage or delete them, check the “Help,” “Tools,” or similar section of your browser.
What Rights Do You Have?
Individuals in the U.S.
- What Rights Do You Have With Respect to Student Data?
- Review and Correction. FERPA requires schools to provide parents with access to their children’s education records, and parents may request that the school correct records that they believe to be inaccurate or misleading.
- If you are a parent or guardian and would like to review, correct, or update your child’s data stored in our Products, contact your School. Amplify will work with your School to enable your access to and, if applicable, correction of your child’s education records.
- If you have any questions about whom to contact or other questions about your child’s data, you may contact us using the information provided below.
- Other Privacy Rights? Please see section 3 of our supplemental disclosures: “Additional U.S. State Privacy Law Rights” for more information about your U.S. privacy rights
Individuals in the EU/UK
Please see section 4 of our supplemental disclosures: “Notice for European Economic Area and United Kingdom Customers” for more information about your EU/UK privacy rights.
12. COPPA
We do not knowingly collect personal information from a Child User unless and until a School or Educator, with the permission of the School, has authorized us to collect such information to provide the Products. Amplify relies on the School acknowledging that it is acting as the parent’s agent and consenting on the parent’s behalf to process personal information of Child Users in accordance with all applicable provisions of COPPA. To the extent COPPA applies to the information we collect, we process such information for educational purposes only, and no other commercial purpose, at the direction of the School and on the basis of the School’s authorization. If you are a parent or guardian and have questions about your child’s use of the Products and any personal information collected, please direct these questions to your child’s school.
Please refer to the Appendix–Supplemental Disclosures if you are a Home User.
13. Updates to this Privacy Policy
We may change this Privacy Policy in the future. For example, we may update it to comply with new laws or regulations, to conform to industry best practices, or to reflect changes in our product offerings. When these changes do not reflect material changes in our practices with respect to use and/or disclosure of Authorized Users’ personal information, including Student Data, such changes to the Privacy Policy will become effective when we post the revised Privacy Policy on our website. In the event there are material changes in our practices that would result in Authorized Users’ personal information being used in a materially different manner than was disclosed when the information was collected, with respect to Student Data, we will notify the School, and with respect to other information, we will notify you via email and provide an opportunity to opt out before such changes take effect.
14. Contact us
If you have questions about this Privacy Policy, please contact us at:
Email: privacy@amplify.com
Mail: Amplify Education, Inc.
55 Washington St.#800
Brooklyn, NY, 11201
Phone: (800) 823-1969
Attn: General Counsel
To report a security vulnerability, visit https://amplify.com/report-a-vulnerability/.
Appendix – Supplemental Disclosures
1. Mathigon and Amplify Classroom accounts
While our Products are geared towards Schools we do provide a limited opportunity for Home Users to use the Products at home—outside of the school context. We do not allow persons under the age of 13 (or those under the age of consent in any applicable jurisdiction) to register for an account with us outside the school context.
If you are a Home User, you are prohibited from collecting or providing any personal information from students or minors. You are permitted to access the platform for instructional purposes, but you may not enroll or roster minors, create accounts for minors, or input any personal information of minors into the Product.
Please note that most parts of Mathigon can be used without creating an account or providing any personal information that directly identifies you.
What Rights Do You Have? If you are a Child User who is 13 or older with a legacy Mathigon account (or the parent or guardian of a Child User with a legacy Mathigon account), you may request that we provide for your review, delete from our records, or cease collecting any Child User personal information. To the extent that you are unable to exercise these rights through self-service features within your account with us, please contact us by sending an email to: help@amplify.com and we will provide assistance.
2. U.S. Notice at Collection
| Personal Information We Collect | How We Use Personal Information |
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Student Data, which includes:
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Authorized Users, which includes:
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Some of the information described above may be considered “sensitive” under the laws of certain jurisdictions (i.e., account credentials and race/national origin) (“Sensitive Information”). We use Sensitive Information for necessary or reasonably expected purposes – specifically, to provide you with our Services (i.e., account credentials are used to allow account logins and race/national origin are used for the School’s reporting purposes when voluntarily provided by the School).
We do not sell or share your personal information, as described in California law.
We retain your personal information for as long as reasonably necessary for the purposes disclosed in the chart above. Additional information about our retention of Student Data and personal information from other Authorized Users can be found in Section 10 of this Privacy Policy.
Please see the Additional U.S. State Privacy Law Rights section of this appendix for information about your privacy rights pursuant to applicable U.S. law.
Notice of Financial Incentive
From time to time, to support our services, we offer opportunities to complete surveys and questionnaires. As an incentive for completing the survey or questionnaire, you can voluntarily provide personal information as an entry into a raffle drawing or to obtain other benefits, discounts, offers, or deals that may constitute a financial incentive under California law (“Financial Incentive”). The categories of personal information required for us to provide the Financial Incentives include: contact information and any other information that you choose to provide when you complete the survey.
Participation is voluntary and you can opt out at any time before the survey is complete. We do not allow students to participate in our surveys.
The value of the personal information we collect in connection with our Financial Incentives is equivalent to the value of the benefit offered.
3. Additional U.S. State Privacy Law Rights
Note for Requests Relating to Student Data: Because Amplify provides the Products to Schools as a “School Official,” we collect, retain, use, and disclose Student Data only for or on behalf of the School for educational purposes, including the purpose of providing the Products specified in our Agreement with the School and for no other commercial purpose. Accordingly, we act as a “service provider” for the School with respect to School Data. We work with the School to support and assist them in addressing privacy requests relating to School Data. Please reach out to your School directly if you wish to exercise any privacy rights that may be available to you.
For all other requests: With respect to Amplify Data, individuals residing in certain U.S. states have the following rights, regarding your personal information (each of which is subject to various exceptions and limitations):
- Access. You have the right to request, up to two times every 12 months, that we disclose to you the categories of personal information collected about you; the categories of sources from which the personal information is collected; the categories of personal information sold or shared; the business or commercial purpose for collecting, selling, or sharing the personal information; the categories of third parties with whom personal information was shared; and the specific pieces of personal information collected about you.
- Correction. You have the right to request that we correct inaccurate personal information collected from you.
- Deletion. You have the right to request that we delete the personal information that we maintain about you. Even after the deletion of your account, some personal information may remain on our servers, such as in technical support logs, server caches, data backups, or email conversations. These will be automatically deleted after a reasonable amount of time, unless we are legally required to retain information for longer, or unless there is a legitimate business reason (e.g. security and fraud prevention or financial record-keeping). We are not required to delete any information which has been aggregated or de-identified in accordance with Section 5.
- No Discrimination. You have the right not to be discriminated against for exercising these rights.
- Appeals. You have a right to appeal decisions concerning your ability to exercise your consumer rights.
See Submitting Requests section below for details on submitting a request to exercise these rights.
4. Notice for European Economic Area (EEA) and United Kingdom (UK) Customers
As detailed at the beginning of our Privacy Policy (under the section titled “Our Role”), Amplify operates primarily as a processor that collects personal information on behalf of the School, and we act as a controller in limited circumstances where we offer Products outside the school context.
If you represent a School in the EEA or the UK, please note that we process personal information in accordance with this Privacy Policy, our Acceptable Use Policy, and our standard Data Protection Agreement, which sets out our responsibilities when it comes to our processing activities. Schools must send an email to privacy@amplify.com to enter into that DPA.
Lawful Basis for Processing
We rely on the following lawful bases for our processing activities:
- Consent;
- We obtain your consent to use cookies to collect and process device and usage data to understand how individuals use our Products.
- Pursuant to a contract for use of our Products;
- We process School Data to provide our Products (e.g., to create, authenticate and manage your account, to verify your identity, to manage our Products) pursuant to the Agreement between us and the School, as required in order for us to perform our obligations.
- To comply with our legal obligations;
- We process all categories of personal information that we collect to ensure the safety and security of our Products where we are complying with security requirements under data protection and cyber and information security law.
- We process all categories of personal information that we collect to comply with our legal obligations which includes, for example, to access, retain or share certain personal information where we receive a valid request from a government body, law enforcement body, judicial body regulator or similar, to deal with legal claims and prospective legal claims, and to ensure we are complying with applicable laws.
- When we have a legitimate interest in doing so, which is not outweighed by the risks to the individual.
- We process all categories of personal information that we collect to support the provision, effective management, and improvement of our Products where such activities are not strictly required under our contract. This is in our legitimate interests to ensure that we are providing the best possible service.
- We process all categories of personal information that we collect to ensure the safety and security of our services where this is important but not required under the data protection law or cyber and information security laws. This is in our legitimate interests to ensure the security of our services and systems, to prevent threats, abuse or fraudulent or unlawful activity, to promote safety and security and to ensure our Products are used in accordance with our terms and conditions.
- We process the contact information of Non-Student Authorized Users to manage our relationship, including to respond to queries or otherwise communicate with you in relation to our Products and the operation of our business where this is not strictly required under a contract with you. This is in our legitimate interests to communicate with and resolve queries from users of our Products and to ensure that we are providing the best possible service.
We process the contact information and survey data of Non-Student Authorized Users for internal research and marketing purposes in limited circumstances (e.g. to periodically send newsletters and other promotional materials), which will not be based on Student Data or directed to Students. This is in our legitimate interests to understand our customers and prospective customers, understand how our products and services are perceived in the market, to promote our products, and to grow and develop our business.
Your Data Subject Rights
Note for Requests Relating to School Data: Amplify acts as processor to its School customers with respect to all School Data. We work with our School customers to support and assist them in addressing privacy requests relating to School Data. Please reach out to your School directly if you wish to exercise any privacy rights that may be available to you.
For all other Requests – With respect to Amplify Data, you have the following rights if you are in the EEA or UK, subject to certain exceptions:
- Right of access: You have the right to ask us for confirmation on whether we are processing your personal information and access to that personal information.
- Right to correction: You have the right to have your personal information corrected.
- Right to erasure: You have the right to ask us to delete your personal information.
- Right to withdraw consent: You have the right to withdraw consent that you have provided.
- Right to lodge a complaint with a supervisory authority: You have the right to lodge a complaint with a supervisory authority.
- Right to restriction of processing: You have the right to request the limiting of our processing under limited circumstances.
- Right to data portability: You have the right to receive the personal information that you have provided to us, in a structured, commonly used, and machine-readable format, and you have the right to transmit that information to another controller, including to have it transmitted directly, where technically feasible.
- Right to object: You have the right to object to our processing of your personal information
See Submitting Requests section below for details on submitting a request to exercise these rights.
5. Submitting Requests
To exercise any of the rights described in sections 2 and 3 of this appendix, email us at privacy@amplify.com and specify which privacy right you intend to exercise. We may require additional information from you to allow us to confirm your identity. The verification steps will vary depending on the sensitivity of the personal information and whether you have an account with us. Please note that your rights may not apply in all cases. For example, we may need to retain your personal information to comply with our legal obligations, resolve disputes, prevent fraud and enforce our agreements. We will inform you if we are not able to fully respond to your requests. You may designate an authorized agent to make a request on your behalf. When submitting the request, please ensure the authorized agent identifies himself/herself/itself as an authorized agent and can show written permission from you to represent you. We may contact you directly to confirm that you have authorized the agent to act on your behalf or confirm your identity.
Complaints
If you have any issues, you have the right to lodge a complaint with an EEA or UK supervisory authority. We would, however, appreciate the opportunity to address your concerns before you approach a data protection regulator and would welcome you directing an inquiry first to us. To do so, please contact us by email at privacy@amplify.com or by mail at Amplify Education, Inc., 55 Washington St.#800, Brooklyn, NY, 11201.
6. Google APIs
Amplify uses Google’s Application Programming Interface (API) Services to enable Authorized Users to log in to Amplify, import classes and rosters from Google Classroom, create assignments in Google Classroom, and copy, edit, and publish Amplify content using Google Slides. Amplify will use and transfer information received from Google’s API in accordance with Google API Service User Data Policy, including the Limited Use requirements.
Update History:
Update: 6/13/2025: This Policy has been updated to align with product updates and to provide additional context for authorized educational use of Amplify’s Products.
Update 6/27/2024: The Policy has been updated to include an explanation regarding Google APIs in the Appendix — Supplemental Disclosures section.
Update 6/30/2023: This Privacy Policy has been updated to address new state law data privacy requirements.
S2-02: Developing your own teaching style: Tips from a veteran teacher.
In this episode, Eric Cross sits down with veteran educator and former Miami-Dade County Public Schools (M-DCPS) Middle School Science Teacher of the Year, Marilyn Dieppa. During the show, Marilyn shares tips for new teachers, ways to inspire students, and how she utilizes her journalism background to develop literacy skills within her science classroom. She also shares her experiences developing a robotics academy, and the VEX IQ World’s Competition. Explore more from Science Connections by visiting our main page.
Marilyn Dieppa (00:01):
I think my favorite thing is their success. Whether it’s robotics, whether it’s in the classroom, that they pass a test for the first time, those are my moments of success. And that’s what makes me happy.
Eric Cross (00:15):
Marilyn Dieppa is a veteran middle-school science educator at Miami-Dade County public schools. Dieppa launched her school’s STEM Academy in 2016 and developed professional development through the STEM Transformation Institute of Florida International University. Dieppa’s coached numerous new teachers and was the 2018 Miami-Dade County public schools’ middle-school Science Teacher of the Year. In this episode, we discussed her transition from a career in journalism to the science classroom and the value of personal and professional support systems for teacher longevity. And now, please enjoy my conversation with Marilyn Dieppa.
Marilyn Dieppa (00:52):
Nice to meet you, Eric.
Eric Cross (00:53):
Nice to meet you too. Thank you for being willing to come on the podcast.
Marilyn Dieppa (00:58):
Not a problem.
Eric Cross (00:59):
So you’re out in, you’re out in Florida. In Dade County. I’m out here in San Diego. So I’m like literally on the other side of the country. Have you—were you born and raised in Florida?
Marilyn Dieppa (01:09):
I’ve been here for 40 years, so I’ve been here most of my life. Yeah. I’m Puerto Rican, but I was, you know, my young childhood, I was in New Jersey. And then when I was 15, I came down.
Eric Cross (01:23):
I looked at like your—some of your accolades, which are really impressive. The things that you’ve done for students with robotics, and all the education, or, kind of like teacher enrichment, a lot of mentoring and coaching that you do now.
Marilyn Dieppa (01:35):
I am part of leadership team for the district. I do a lot of training. I work on curriculum. I help with pacing guides to make sure that everything is based on what the state wants, what the district wants. I have done a lot for the district in the last, probably 20 years.
Eric Cross (01:52):
What got you into teaching initially? What was your…like, why middle school science? We’re like a unique group.
Marilyn Dieppa (01:57):
This is the second career choice for me. So I’ve only been doing this for 24 years. I was a journalism major and then I got married and then I had my child and I wanted to do something. My thing was that I wanted to go to Iraq. I wanted to cover the news. I have a minor in Middle Eastern culture. so there was a lot of things that were in my mind when I was young, pre-married. and after, you know, you have children, priorities kind of change. So I totally changed, pretty much had to start from scratch, with my degree, because nothing kind of transferred over from journalism to teaching. So before I actually did that, I started subbing just to see if I liked it. And I fell in love with teaching right away. And that’s how I got into it. So my degree is really in elementary.
Eric Cross (02:45):
Now, when you were subbing, you were doing elementary school.
Marilyn Dieppa (02:47):
Yes. Pretty much elementary.
Eric Cross (02:48):
How did you go from there to like, middle-school science?
Marilyn Dieppa (02:50):
My thing was writing, not necessarily math and science. But I ended up with my cooperating teacher, my CT, she was a math and science teacher. So I was put with her, and who knew that I liked science and I liked math? So I ended up with that and I infused a lot of labs. So in elementary you tend to—I think teachers are a little bit afraid of the labs, so I infused a lot of literature with my labs. I infused all my—I did it like a whole-group type thing, everything I did with my labs, I incorporated the math. I incorporated the science. I incorporated, you know, the reading with it. And from there, I just—you know, they ended up putting me in a lot of leadership roles with science. And then my principal was opening up the school where I’m at now, my former principal. And she, you know, she took me with her. And so her dissertation was in looping, on how following your students, did that really make a difference in test scores? So I was part of her like test study, and I had students that I followed for two years in a row. And she would look at data and that was part of her dissertation. So that really made a difference. So I ended up moving with my students and my first group of middle-school students, I had them for four years.
Eric Cross (04:10):
Oh, wow.
Marilyn Dieppa (04:10):
And that was—those were my children. I, like, boohooed when they left. And I ended up, you know, literally following them from fourth grade all the way to more than four years. Because it was all the way until they left eighth grade.
Eric Cross (04:21):
What did you think of that model of looping with students?
Marilyn Dieppa (04:24):
I think it’s a great model, depending on the kids that you have. I love, you know, the school that I’m at. I’m very blessed, because it’s a great school. It’s really a wonderful school. I’ve had really good relationships with students. They always come back, and they always come back when they wanna tell me that they’re in something in science, right? They’re an engineer or they’re a nurse, or they’re, you know, doctors at this point. So I’ve seen a little bit of everything with my students. And it’s very rewarding.
Eric Cross (04:52):
That’s super-exciting, right? When they come back and they’re either telling you about their college major or what career they’re in. And I like to recruit them at that point and ask them to come talk to my students. Because Google photos gives you unlimited storage, if you have a teacher account, I actually have photos of students from like 10 years ago.
Marilyn Dieppa (05:09):
Oh, wow.
Eric Cross (05:10):
And I’ll put their middle school picture next to their—and then their current picture.
Marilyn Dieppa (05:14):
Oh, that’s awesome. I’ve never done that.
Eric Cross (05:17):
Yeah. You could see, like, they could see the younger version of them.
Marilyn Dieppa (05:19):
And it’s funny because even with the STEM Academy, which I have now, I have the same group of kids for three years. So I’ve had already few groups that have gone by, and those kids come back to me, they come back to our competitions, they help out, you know, they’re very integrated with the robotics. So I’m getting those students back as well. So I’ve maintained that relationship with them as well.
Eric Cross (05:46):
How do you develop your own classroom management style? How did you figure out where your—where you fit and what works for you? What was your process like for that?
Marilyn Dieppa (05:55):
You know what I think, just by teaching, teaching them to respect. And one thing that I’ve developed that—I don’t scream in my classroom; I just talk to the kids. I have very good one-on-one communication with them. I show them respect. I treat them as an equal.
Eric Cross (06:12):
And what grade are you teaching currently?
Marilyn Dieppa (06:14):
Eighth grade. So I do science. I teach high school science. I teach comprehensive, which is like our regular students. I have kids who are inclusion. I have kids that are ESL. So I teach all, you know, dynamics of students. And then I have the academy, which is something separate. But I infuse a lot of physics and of course that they need in order for them to be competitive.
Eric Cross (06:38):
So tell me about that. What is the STEM Academy?
Marilyn Dieppa (06:40):
It is an enrichment program. So it is an advanced enrichment program, because they do follow like the math enrichment. so they have to be really good at math in order for them to be accepted into the program. So, one day we got like a grant, and we got a little robot, the VEX. I don’t know if you’re familiar with VEX. I know it’s big in California. So I was told, “Here, this is for you. See what you can do with it.” So I started with an after-school club, the following year. It kind of hit off. We went to our first little competition. The kids did really well. And then the following year, they told me, “Hey, we need an academy, make it happen.” So it’s not like I had a curriculum. I kind of do my own thing. But we do a lot of different types of things. Our big portion is the VEX, but I also do sec me, we do Future City. We do a whole bunch of competitions within the district. You know, Math Bowl. So I get my kids prepared for anything that really has to do competitive-based. I do that with those students.
Eric Cross (07:38):
What age range or which grade range?
Marilyn Dieppa (07:40):
Sixth to eighth. We have kids who stay the three years and then we have kids that after, you know, sometimes it’s more the parents that want them to be part of the engineering. but sometimes we lose kids after the first year and you know, that’s fine because we wanna really have kids who really wanna be there and are, you know, committed to it. Because there’s a lot of commitments to that program.
Eric Cross (08:01):
Those types of programs, there’s so many like outside-of-the-classroom things that you need to take care of. If you’re going to competitions, and weekends, and all those types of things. Is there a team of teachers that are doing this or is it just you?
Marilyn Dieppa (08:10):
Team of one! .
Eric Cross (08:11):
A team of one! Right? Like, yeah. And how long have you been running this yourself?
Marilyn Dieppa (08:16):
This is probably like my sixth year.
Eric Cross (08:19):
OK.
Marilyn Dieppa (08:20):
So we’ve been very successful. That program is totally inquiry. It’s totally on them. I don’t know how to use a little, you know, remote control. I don’t know how to do anything. I’m there for troubleshoot and to make sure that they’re on task, but they have been very successful because I do put everything on them. And I go, “It’s not my robot. This is your robot.” So they build everything
Eric Cross (08:40):
And that seems to be the theme, especially with, a lot of times, with science teachers. And encouraging them to say, “You don’t have to be the expert in everything.” Teachers tend to be more like risk-taking and innovative when they’re willing to like, not have to be—I don’t have to know everything in order to do something.
Marilyn Dieppa (08:54):
Exactly. So we’ve been very successful. Very proud of my students because you know, we’ve, gone to Worlds twice. We’ve qualified three times in the six years. Actually, I had two teams that went last year.
Eric Cross (09:07):
What is, what is Worlds? That sounds like a big deal.
Marilyn Dieppa (09:10):
It’s a huge thing. And it’s teams from all over the world. You can actually look it up online. It’s—from this year, there were teams, although they said China was not gonna be in there, there were actually some teams from China. There were teams from New Zealand. There were teams from South Africa, the UK, a lot of teams from, from Europe. And then there are teams from here. We are the host country. We’ve been the host country for a while. But it’s amazing. The first time we went, the first team that we were paired up with was a Russian team. So, you know, there was Google Translate and the kids—and it’s, they didn’t need to know the same language because they communicated with the robots. So it was really amazing. They work collaboratively. So it’s not like a battle box. So they work two teams together and whatever, they both get together, they both earn the same points. So it teaches leadership, and there’s so much more to it than just a robot. They have to know how to communicate, because they do get interviewed. They do online challenges. It’s so many things. It’s just—I think it’s one of the best things that our district has really invested in, because these kids are so into it, and they love it so much. For the last year and this year I have the same kids that are in the robotics. I’m also gonna be teaching them physical science. So I have to teach them that separation between what we’re doing in our science classes versus what they’re doing in the class. So there has to be a separation. So they see one side of me in this class where it’s very laid back. It’s very chill. No, no, you, you guys do it. There’s no sitting down. It’s like organized chaos, I call it all the time. But then in the classroom, it has to be a little bit more organized.
Eric Cross (10:53):
Is that something that, as far as getting the parts—like people do, like, GoFundMes and donations and Donors Choose. Can you—
Marilyn Dieppa (11:00):
We get grant money, grant money from the town of Miami Lakes, the town that I work in. So the town actually sponsors us. Without them, we could not do that. It is a very expensive activity to do. If you go online and you look up the prices, you’ll be, “Oh my gosh, goodness, it’s very expensive.” You know? But the smiles on their faces when they come back and they have those little certificates, it means nothing, you know, it’s a little piece of paper. But that, to me, to them, it means the world.
Eric Cross (11:27):
Well, teachers, if you’re looking for ways to get that stuff funded, be fearless on behalf of asking for free things for your kids. Find a local business that somewhat connects to even robotics and say, “Hey, look, I’ve got 50 kids that really want to get after it. And we need X amount of dollars so we can buy those robotics kits. We’ll put your banner up somewhere. We’ll do all these other things. But come support our students. Come to the competition. Donate whatever you can for our students.” And many organizations will say, will say yes. Many just aren’t asked.
Marilyn Dieppa (11:57):
Right. And a lot of towns do have, like, education advisory boards. You wanna reach out to those people. ‘Cause those are the communities where they have money set aside in order to assist things like this.
Eric Cross (12:09):
Do you notice any carryover between the students that do get involved with these extracurriculars into the regular science classroom?
Marilyn Dieppa (12:16):
For sure. They’re more, they’re more disciplined. They tend to care more about the sciences because they see that link in the science. I mean, my kids are talking about gear ratios. They’re talking about, you know, mass accelerations. They had—they infuse all these things. And when they see it in the science class, they’re making that connection, which is really wonderful.
Eric Cross (12:41):
It seems like there’s a high level of engagement because this is an authentic thing. It’s almost, this should be science.
Marilyn Dieppa (12:46):
Yes. And not only that, the writing skills that have to be interpreted because part of the program is that they, they don’t necessarily have to have it, but in order for them to go far and make it to Worlds, they have to have an engineering notebook. So our strength sometimes is not the robot, but the engineering notebook.
Eric Cross (13:02):
his is where the journalism major shines.
Marilyn Dieppa (13:05):
Yes. And I go, “Guys, this is your Ikea manual. You have to explain what you’re doing, what pieces you’re using, what’s going right.” You know, and then they have to interpret and see what didn’t work. How can they fix it? So there’s so much problem-solving. It’s real life, it’s what they’re doing there. More so than sitting and learning rote, you know, vocabulary or whatever the case might be, ’cause they’re actually applying what they’re learning.
Eric Cross (13:31):
Yeah. And that’s, that’s so critical, the communication piece. Because seems like now in society, more than ever, even just being able to communicate something with bad science is convincing to people. Versus if you have great science, but you can’t communicate it, you’re not gonna be able to get it out into the public. It’s so great to see a program that exactly brings together this literacy aspect, in addition to kind of this content and skills aspect of doing the science.
Marilyn Dieppa (13:57):
And that’s what really, you know, since I started, that’s pretty much what I’ve done. My strength, believe it or not, when I was growing up, was not the science. I think I didn’t really have a really good science background. But I remember reflecting and saying, “I don’t want my students to feel like I felt when I was a child.” I wanna make sure that I give them everything, you know, give them the hands-on experience. I think I had one teacher when I was growing up and I still remember him. He was my second-grade teacher and he was just so amazing with the science. And it was just like the only really good experience I had. And I think that always stayed in the back of my mind. And when I started teaching and I go, “I wanna give these kids these experiences.” You know, sometimes I see kids in eighth grade and I go, how sad! They see water boiling and they’re just, like, in a lab room. And they’re just like, in awe, because there’s water boiling. And I go, “You guys haven’t seen water boil before?” And he goes, “No, no, no, not like this!” And I go, oh wow.
Eric Cross (14:58):
Even if it’s simple, everyday phenomena, everyday things that people deal with in a science classroom, or when you’re a teacher in that setting, it’s just—it just hits different, right? Like you, you know, you drop dye into water and watch it diffuse. And it’s like, whoa! Because they’re looking at it through that different lens. And that’s why one of the reasons why—I’m super-biased, but as science teachers, we get to do the coolest stuff.
Marilyn Dieppa (15:21):
Yeah, we do.
Eric Cross (15:22):
We just do. It’s so much fun. And basically anything that happens, that’s cool, like in, innovation and things like that, we can figure out ways to incorporate into our classroom. Now, as a coach and as a mentor, you’ve had multiple student teachers in your classroom. And we have, you know, huge need for new teachers. I teach teachers who are getting their CR, getting their credential. And the landscape of education is, is constantly shifting. You’ve watched it shift over the years. What are your biggest tips that you give to new teachers?
Marilyn Dieppa (15:49):
Well, I just had an intern last semester. I’ve had a few interns where, you know, not only are they doing this, but they’re also learning robotics too. So they’re really getting aspect in how to incorporate that. You don’t have to have everything separate. You can include everything together. But I think, I think it just comes from the foundation where they’re not exposed. Even me, when I went to college, I don’t remember doing so many labs as I should have. And I think it’s just a fear of them trying new things and failing. And I go, you know what? I, sometimes my first class is my guinea pig class, because I always change my labs. I don’t like to do the same thing over and over again. If I see something online, I go, “Oh wow. You know what, I’m gonna try it.” And I go, “Hey guys, this is the first time; we’re gonna do this together.” And it’s really—it’s just for them not to be fearful. And I think especially for science teachers or like even elementary, to give the kids the foundation that they need, they’re afraid. They’re afraid of failing and not trying something new, and say, “Hey, it’s OK. There’s other ways of doing this.” You know? So I always say, “My first class is always my guinea pig class, ’cause that’s the class I’m gonna try this on.” And then, you know, when you have to tweak, reflect, then we do that.
Eric Cross (17:06):
What are some of the things that you’ve seen or encouragements that you give to teachers who are teaching, kind of, in this kind of newer landscape, where as teachers, you become more than just a science teacher. I mean, you’re a mentor. You’re an encourager. Sometimes you’re a counselor for students. And then there, there are things that happen externally that impact teachers as well. It’s a tough job.
Marilyn Dieppa (17:24):
So I always say, you know, when you have a child, we have to be very aware of what’s happening with our children. Especially after these two years of the pandemic. That was kind of crazy. Last year was a really tough year, I think, for most educators that were back in the classroom. But I always tell ’em, you have to be really aware of what’s going on with these kids outside. When you see somebody who’s not doing anything and then you have the parents are there supporting. There’s something going—I mean, there has to be something going on. Kids are not just going to be so, so defiant. You’re gonna have very few that will be like that. But most of them it’s just gotta see and read those kids and see what’s going on, and don’t be afraid to—and I always say, I’m not there to really be your friend, but I’m there to help you. And you gotta tell ’em, you know, if you need to talk, come talk to me. Have an open-door policy with those kids.
Eric Cross (18:16):
What’s been your favorite part of the job? Something you really enjoy about the job? Especially having been teaching for as long as you have.
Marilyn Dieppa (18:23):
I think my favorite thing is their success. Whether they have struggled all the year and they’ve had that one piece of success or they don’t realize what they got out of middle school until they get to high school and they come back to you and they tell you it’s, you know, seeing my kids, whether it’s robotics, whether it’s in the classroom, that they pass a test for the first time, those are my moments of success. And that’s what makes me happy.
Eric Cross (18:52):
So you get those ahas, you get those wins, those turnarounds. And it’s like, “Ah, this keeps me going. This is so good!” But there’s something that I say to myself when I do get challenges in the classroom is teaching seventh grade, I say, “They’re 12. They’re 13. They’ve been on earth for 13 years. And for the first five or six, like, you know, they’re just kind of coming online at that point. And they’re going through all these changes.” And it grounds me in the fact that ’cause sometimes the things that you experience can be really, really challenging kind of interpersonally. And I remind myself, “Well, it’s like—you’re not 28 years old. Like, you’re, 12 and 13, and you need me to not be Mr. Cross, the science teacher. You need me to be, you know, Mr. Cross, the mentor, or Mr. Cross, the coach.” Like you were saying, open door. Keeping that open door, keeping that relationship. Because so much of what we’re doing is like life coaching in addition—and that connects to their success in the classroom. There’s a direct relationship.
Marilyn Dieppa (19:45):
Yes, yes, yes, absolutely.
Eric Cross (19:46):
Now what gets you back each fall? Because at the end, you know, every school year it’s like, “That was a tough one!” Especially with the last couple years. Right? So what’s been something, what gets you back in the classroom every fall, so that you’re ready for your students?
Marilyn Dieppa (20:02):
I think the support I get at home. I have a husband who is the most supportive person ever. He always tells me, “Your kids are grown up.” You know, my kids are adults now. “Enjoy these kids, what they’re doing. You don’t know how much they need you.” So he does tell me that. He goes, “And don’t complain! You love it!” And also my administration, they back me up. And that’s what I think what keeps you coming back. I love my administration. Whatever I ask for, they don’t tell me no. They tell me I’m crazy, but they don’t tell me no. You know, we have these huge competitions once a year at our school, administration has to be involved ’cause they have to be there, and they go, “We do this because we love you! But you know, you’re crazy!”
Eric Cross (20:48):
It’s interesting, ’cause both of these things, they involve human connection. And one is your support system at home, which is incredibly valuable. Shout out to your husband; I don’t know if he’s around. And then the culture, like, feeling supported. Teachers, you know—and it’s not just in education, but people, I’ve experienced—will work harder, longer, be more committed, when they have that intangible. When they feel like they’re connected to something bigger than them. Or on a team, not in a silo. And one person can really create or break whether that happens. And just like us in the classroom as a teacher, right? Like, “What makes you like this teacher’s class?” “Well, I feel connected. I feel safe. I feel it’s fun. It’s the culture!” I like to end with asking this question and you kind of alluded to an answer earlier, but who is one, or it could be multiple teachers, that you’ve had in your own life as a kid growing up or young person in kindergarten through 12th grade, could even be college, that has inspired you? Or made a difference in your life one way or another? Like, who pops out? I feel like we all have somebody.
Marilyn Dieppa (21:58):
One was my second grade teacher, as I mentioned before. Mr. Fernandez, never forget him. And my other teacher was my high school teacher, Mr. Velazquez. It was in New Jersey as well. And he was the one that really got me into the love of writing. He was my Spanish teacher, actually. He wasn’t even, you know—he was like an elective teacher. But he just made me believe like, “Wow, you’re like a really good writer!” To me, those two gentlemen really stood out. Very fond memories of being in school and really enjoying what I was doing.
Eric Cross (22:33):
There are so many teachers that we all have been impacted by. And many of us now who are teachers, we sit in that same seat. We fill those same shoes. And going back to what you had said earlier, one of the most rewarding things is when those kids come back to you. And I’m thinking about all the work that you’ve done, all the students you’ve poured into, all the competitions you’ve done. The ones that have come back to you are a small fragment of the ones that you’ve impacted.
Marilyn Dieppa (22:59):
Mm-hmm, yeah.
Eric Cross (23:00):
‘Cause we think about our own story, right? Like you’ve gone on and paid dividends for that one teacher in second grade. You know, Mr. Fernandez or Mr. Velasquez like, they went and they just gave you exposure to something or helped you fall in love with something. And you went on this trajectory. And if we could see the timeline of, like, this teacher created Marilyn, and Marilyn went and did this, and then what do all those students do? And that, I don’t know, there’s so many jobs that are gonna be hard work and that are gonna be challenging and stressful. But that is the thing that I think fills me when I listen to your story. I just think about like all the students throughout Florida that you have—you probably will never hear from, but have gone on to do amazing things or become great people who would go back and talk about you and say you were an inspiration for them. Marilyn, thank you for taking the time out to be on the podcast and for not only teaching students, but inspiring and coaching younger teachers and new teachers. It’s so critical. And for being willing to spend so much of your time beyond the classroom to create these opportunities for students to do this awesome, fun, engaging science, and go to Worlds. I wish you a great school year.
Marilyn Dieppa (24:11):
Thank you. You too.
Eric Cross (24:12):
We hope you make it to Worlds again and crush, in a competitive, collaborative type of environment. We’ll be checking out—I’m sure other teachers will check out Vex Robotics. Thanks for being on the podcast.
Marilyn Dieppa (24:23):
Thank you. You too, Eric.
Eric Cross (24:26):
Thanks so much for listening. Now we want to hear more about you. Do you have any educators who inspire you? You can nominate them as a future guest on Science Connections by emailing STEM@amplify.com. That’s S T E M at amplifycom.wpengine.com. Make sure to click subscribe wherever you listen to podcasts. And join our Facebook group, Science Connections: The Community. Until next time.
Stay connected!
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We’ll also share new and exciting free resources for your classroom every month.
Meet the guest
Marilyn Dieppa is a long-time educator and STEM Academy coach at Miami Dade County Public Schools. Currently in her 24th year, Marilyn teaches 8th grade science and coaches the STEM Academy at Bob Graham Education Center. She launched the Science, Technology, Engineering and Math (STEM) Academy during the 2016-2017 school year, and the teams compete in VEX IQ World’s Competition representing both the district and the state. She has been the middle school department chairperson since 2003, attends the district department meetings and Instructional Capacity-building Academy (ICAD), and trains her science department.
Dieppa holds a bachelor of science in Elementary Education and a master of science in reading education. She is also a Nationally Board-Certified Teacher in Science.
About Science Connections
Welcome to Science Connections! Science is changing before our eyes, now more than ever. So…how do we help kids figure that out? We will bring on educators, scientists, and more to discuss the importance of high-quality science instruction. In this episode, hear from our host Eric Cross about his work engaging students as a K-8 science teacher. Listen here!
Using the Science of Writing to support literacy instruction
There are plenty of creative and effective ways to inspire and teach students to write. Many teachers tap into their own experiences, insights, and talents to help students learn how to communicate with the written word.
And there’s also science behind how kids become effective written communicators. Just as the Science of Reading has transformed literacy development and instruction, the Science of Writing offers research-backed strategies to help students learn to write with clarity and confidence.
Here’s how the Science of Writing can help you support student learning.
The Science of Reading and Writing, defined
The Science of Reading represents the large and ever-growing body of research into how students best learn to read—and, therefore, how best to teach them. (You might call it the Science of teaching reading.) It emphasizes the principle that kids don’t learn to read just by being immersed in words on pages around them. Rather, instruction must be structured, explicit, and systematic.
Likewise, the Science of Writing is a research-based approach to effective instruction that emphasizes structured, explicit, and systematic methods to help students develop strong and confident writing skills. While the Science of Reading focuses on how students decode and comprehend text, the Science of Writing addresses how students construct and communicate meaning through written language.
Reading and writing are deeply connected. Strong reading skills support strong writing skills, and vice versa. A simple example: When students are expressly taught to identify the characteristics and purpose of a given text structure (say, the presentation of a problem and its solution) while reading, they are better able to replicate that structure in their writing; they can continue to improve their writing by analyzing additional and more advanced texts with that structure.
A Science of Reading curriculum and Science of Writing curriculum—that is, a comprehensive literacy curriculum—must integrate both, ensuring that students are not only able to understand texts but also to articulate their own thoughts clearly and effectively. By aligning high-quality instructional materials with these proven frameworks, educators can significantly enhance student learning outcomes.
How to bring the Science of Writing into your core curriculum
Effective writing instruction requires a comprehensive approach that addresses transcription skills and composition skills, both of which require explicit teaching and practice. If you’re looking to improve writing instruction in your classroom or district, there are five critical shifts you need to consider. Below, we’ll give you a peek at two of them. Note that we’re not asking you to add more to your plate every day; each of these approaches will actually allow you to sunset some others.
1. Develop both transcription and composition skills, not one or the other.
Skilled writing is a product of transcription skills (such as handwriting and spelling) and composition skills (such as developing and expressing ideas). Both are best taught through an integrated reading and writing approach that recognizes reading and writing as reciprocal processes.
By working on the development of both skills, you’ll be able to shift away from:
- Focusing exclusively on handwriting and spelling at the expense of composition practice.
- Free writing time without explicit guidance or goals.
2. Teach transcription skills in tandem with phonics, not in isolation.
As you know, reading and writing are reciprocal and strengthened when taught together. Some specifics:
- Transcription skills—such as handwriting and spelling—are best taught and practiced in alignment with a phonics scope and sequence.
- Research shows that building automaticity in handwriting supports the neural pathways associated with reading.
By working on transcription and phonics in tandem, you’ll be able to shift away from:
- “ABC” handwriting instruction, focusing instead on instruction aligned to sound-spellings students are learning.
- Asking students to spell words without explicit instruction in the sound-spellings.
Making this shift means moving away from phonics instruction that occurs on an “as-needed” basis and ensuring that all students receive the foundational skills necessary for fluent reading and writing.
These are just two of the essential shifts you can make to transform your literacy, and specifically writing, instruction. By focusing on evidence-based strategies, educators can make sure that students receive the support they need to become strong, independent writers.
More to explore
Want to learn all five key shifts and how to implement them in your classroom? Download our full guide to discover how the Science of Writing can help improve student learning and long-term literacy success.
Also:
- Download: Science of Writing: A Primer
- Download: Our elementary writing bundle
- Webinar series: The Science of Reading: Writing the Next Chapter
S5.E6. Why skepticism is essential to the Science of Reading, with Dr. Claude Goldenberg
Inspiring the next generation of Rochester scientists, engineers, and curious scholars
Dear Rochester educator,
We’re extremely excited to be part of your science review process.
Built from the ground up for three-dimensional, phenomena-based learning, Amplify Science helps your Rochester scholars go from learning about to figuring out scientific concepts.
Explore the sections below and learn how Amplify creates rigorous, relevant learning experiences for the next generation of scientists, engineers, and curious citizens.
—Jennifer Fosegan, Rochester Senior Account Executive
Standards-based and grounded in research
Amplify Science is an engaging new core curriculum designed for three-dimensional, phenomena-based learning. Developed by the science education experts at UC Berkeley’s Lawrence Hall of Science and the digital learning team at Amplify, our program is used by hundreds of schools across the country, including New York City Public Schools, Chicago Public Schools, and Denver Public Schools.
Amplify Science was designed from the ground up to meet the Next Generation Science Standards. To ensure alignment to the New York State Science Learning Standards (NYSSLS), our partners at the New York City Department of Education created additional resources that can be made available for RCSD to implement.
Instructional model
The Amplify Science program is rooted in the proven, research-based pedagogy of Do, Talk, Read, Write, Visualize. Here’s how each element works:
Phenomena-based approach
In each Amplify Science unit, students take on the roles of scientists or engineers in order to investigate a real-world problem. Students work to define the problem and collect and make sense of evidence. Once the context is clear, students collect evidence from multiple sources and through a variety of modalities.
At the end of the unit, students are presented with a brand-new problem, giving them an opportunity to apply what they’ve learned over the course of the unit to a new context. This represents a shift from asking students to learn about science to supporting students in figuring out the science.
Resources to support your review
- Recommended Scope and Sequence
- RCSD Digital Review Guide
- Amplify Science Student Books
- Phenomena in Grades K–5
- Literacy-rich science instruction
- Engineering in Amplify Science
- Amplify Science in Action classroom videos
What’s included
COMPONENT
FORMAT
Teacher’s Guides and digital experience
Available digitally and in print, the Teacher’s Guides contain all of the information teachers need to facilitate classroom instruction, including detailed lesson plans, classroom slides, high-level overview documentation, differentiation strategies, standards alignments, materials and preparation steps, teacher support strategies, and in-context professional development, possible student responses, and more.
Print and digital
Hands-on materials kits
Hands-on learning is integrated into every unit of Amplify Science. Each hands-on activity is supported through clear instructions for the teacher, as well as easily accessible materials in unit-specific kits. Each kit contains hands-on materials, both consumable and nonconsumable, and various print materials (e.g., Vocabulary and Key Concept cards). With Amplify Science, students can actively participate in science: gathering evidence, thinking critically, making observations, and communicating their claims
Kit
COMPONENT
FORMAT
Student Investigation Notebooks
Available for every unit, the Student Investigation Notebooks contain instructions for activities and space for students to record data, reflect on ideas from texts and investigations, and construct explanations and arguments.
Print and digital
Student books
The age-appropriate Student Books in Amplify Science allow students to engage with content-rich text, obtain evidence, develop research and close reading skills, and construct arguments and explanations about the ideas they are learning in class.
Print and digital
Student digital experience
Students can easily engage with the student digital experience, so effective learning can occur in every type of classroom environment.
In grades 4–5, students are introduced to digital simulations. Developed exclusively for Amplify Science, these digital tools serve as venues of exploration and data collection, allowing students to discover and construct their understanding of science concepts and phenomena.
Digital
Spanish parity
Amplify Science is committed to providing support to meet the needs of all learners. For Spanish-speaking students, greater access to rich science content is achieved with Amplify Science through the use of a pedagogical approach that offers multiple points of entry. In addition, Spanish language supports are available across the curriculum, including Spanish kits that offer Spanish versions of all student-facing print materials, as well as Spanish digital licenses for teachers. Learn more about the Spanish components available across Amplify Science.
The same rigor in terms of scientific accuracy, literacy development, and the use of rich content and language in the creation of the Amplify Science Spanish materials. To ensure equity, all Spanish materials were carefully translated using academic Spanish, paying particular attention to consistency and the use of grade-level-appropriate language in order to support language development.
Review online
Ready to explore on your own? Follow the instructions below to access your demo account.
First, watch this navigation video. Then, click the orange button “Log in to Amplify Science” to log in.
- Select Log in with Amplify.
- Enter username and password:
- Teacher username: t1.rcsdtrial@demo.tryamplify.net
- Student username: s1.rcsdtrial@demo.tryamplify.net
- Password (both teacher and student): Amplify1-rcsdtrial
Disciplinary Core Ideas (DCI) review
Each Amplify Science unit is designed around a unit-specific learning progression that aligns with NGSS disciplinary core ideas (DCI) and crosscutting concepts. The levels that comprise the unit’s learning progression are cumulative. As students progress through the unit, they are able to integrate prior understandings with new insights, and there are continuing opportunities for students to master conceptual understanding of early unit content in subsequent chapters of the unit.
This means that standards are often addressed across entire units instead of in one particular activity or lesson. Thus, the lessons noted below are examples of where the concept represented in the listed DCI is addressed, but this list should not be considered exhaustive. Instead, students have frequent opportunities to engage with these ideas throughout the unit, the grade, and the grade band.
To view the specified lessons, explore our RCSD Digital Review Guide or select a grade level below.
DCI ESS2.D: Weather and Climate
Before you begin reviewing these lessons, make sure to locate the following Student Books from your Unit Kit: What is the Weather Like Today? and Tornado! Predicting Severe Weather
Select the Sunlight and Weather unit, click Chapter 1, and locate the lessons below:
Lesson 1.1
- Activities 2 and 3, Step-by-step tab
- Student book, What is the Weather Like Today? (note: located in your Unit Kit)
Lesson 1.2
- Activities 1 and 3, Step-by-step tab
Lesson 1.3
- Activities 1 and 2, Step-by-step tab
Lesson 1.4
- Lesson Brief, Digital Resources, “Playground Weather Calendars and Playground Weather Graphs (Completed)”
- Activity 1, Step-by-step tab (especially steps 5, 9, and 10) and Teacher Support tab (“Assessment, Assessment Opportunity: Assessing Students’ Understanding of Types of Weather”)
Lesson 5.1
- Activity 1, Step-by-step tab (especially steps 6–7) and Teacher Support, Assessment tab (“Assessment Opportunity: Assessing Students’ Understanding of Weather and Why We Measure It”)
- Student book, Tornado! Predicting Severe Weather (note: located in your Unit Kit), pages 6–9
DCI PS4.A: Wave Properties
Before you begin reviewing these lessons, make sure to locate the following materials from your Unit Kit: Light and Sound Student Investigation Notebook; Student Book: What Vibrates?
Select the Light and Sound unit, click Chapter 4, and locate the lessons below:
Lesson 4.1
- Lesson Brief, Digital Resources, “Assessment Guide”
- Activity 3, Step-by-step tab (especially steps 1–12)
- Light and Sound Student Investigation Notebook, page 24 (note: located in your Unit Kit)
Lesson 4.2
- Activity 2, Step-by-step tab and On-the-Fly Assessment (hummingbird icon)
- Activity 3, Step-by-step tab and On-the-Fly Assessment (hummingbird icon)
- Activity 4, Instructional Guide
- Student book, What Vibrates? (note: located in your Unit Kit)
- Light and Sound Student Investigation Notebook, page 25 (note: located in your Unit Kit)
Lesson 4.3
- Lesson Brief, Digital Resources, “I Hear a Sound. What Vibrates? Mini-Book copymaster”
- Activity 1, Step-by-step tab (especially steps 5–11, 13), and Teacher Support tab (“Instructional Suggestion, Going Further: Sound Can Cause Vibrations”)
- Activity 3, Step-by-step tab
- Activity 4, Step-by-step tab and On-the-Fly Assessment (hummingbird icon)
DCI LS2.A: Interdependent Relationships in Ecosystems
Before you begin reviewing these lessons, make sure to locate the following materials from your Unit Kit: Plant and Animal Relationships Student Investigation Notebook; Student book A Plant is a System.
Select the Plant and Animal Relationships unit, click Chapter 1, and locate the lessons below:
Lesson 1.6
- Activities 2–4, Step-by-step tab
- Plant and Animal Relationships Student Investigation Notebook (note: located in your Unit Kit), pages 15–19
Lesson 1.7
- Activity 2, Step-by-step tab, Possible Responses tab, and Critical Juncture Assessment (hummingbird icon)
- Activity 3, Step-by-step tab
Lesson 2.2
- Activity 2, Step-by-step tab (especially steps 4–12) and Possible Responses tab
- Student book, A Plant is a System (note: located in your Unit Kit)
DCI ESS2.D: Weather and Climates
Before you begin reviewing these lessons, make sure to locate the following materials from your Unit Kit: Weather and Climate Student Investigation Notebook; Student Books Dangerous Weather Ahead and Sky Notebook.
Select the Weather and Climate unit, click Chapter 4, and locate the lessons below:
Lesson 1.4
- Activity 2, Step-by-step tab
- Student book, Sky Notebook (note: located in your Unit Kit)
Lesson 2.3
- Activity 3, Step-by-step tab and Possible Responses tab
- Weather and Climate Student Investigation Notebook, page 28 (note: located in your Unit Kit)
Lesson 3.2
- Lesson Brief, Digital Resources, “Anchorage, Queenstown, and Saint Petersburg Graphs copymaster”
- Activities 2 and 3, Step-by-step tab
Lesson 3.3,
- Activity 2, Step-by-step tab, Possible Responses tab, and On-the-Fly Assessment (hummingbird icon)
Lesson 3.6
- Activity 1, Step-by-step tab (especially steps 3–5) and On-the-Fly Assessment (hummingbird icon)
Lesson 3.7
- Lesson Brief, Digital Resources, “End-of-Unit Writing: Arguing About Future Island Weather Version A copymaster” and “Assessment Guide”
- Activity 3, Step-by-step tab (especially steps 3–7)
Lesson 4.2
- Activity 2, Step-by-step tab, Possible Responses tab, and On-the-Fly Assessment (hummingbird icon)
- Student book, Dangerous Weather Ahead (note: located in your Unit Kit)
DCI PS4.A: Wave Properties
Before you begin reviewing these lessons, make sure to locate the following materials from your Unit Kit: Student books Warning: Tsunami! and Patterns in Communication.
Select the Waves, Energy, and Information unit, click Chapters 1 and 3, and locate the lessons below:
Chapter 1
Lesson 1.4
- Activity 1, Step-by-step tab (especially steps 1, and 4)
- Student book, Warning: Tsunami! (note: located in your Unit Kit)
- Activity 2, Step-by-step tab, On-the-Fly Assessment (hummingbird icon), and Teacher Support tab (“Instructional Suggestion, Providing More Experience: Waves in Water”)
Chapter 3
Lesson 3.1
- Activity 2, Step-by-step tab (especially steps 4–8) and On-the-Fly Assessment (hummingbird icon)
- Activity 3, Step-by-step tab and Waves, Energy, and Information Simulation
Lesson 3.2
- Activity 3, Step-by-step tab, On-the-Fly Assessment (hummingbird icon), and Waves, Energy, and Information Simulation
Lesson 3.3
- Activity 4, Step-by-step tab and On-the-Fly Assessment (hummingbird icon)
- Student book, Patterns in Communication (note: located in your Unit Kit), pages 6–7
DCI LS2.A: Interdependent Relationships in Ecosystems
Before you begin reviewing these lessons, make sure to take out the following materials from your Unit Kit: Student books Restoration Case Studies and Walk in the Woods; Organism Print Name Cards: Set 1.
Select the Ecosystem Restoration unit, click Chapters 1, 2, and 3, and locate the lessons below:
Lesson 1.6
- Activity 2, Step-by-step tab, Possible Responses tab, and Ecosystem Modeling Tool (Box 2 on student apps page, “1.6 Healthy Ecosystem Model”)
- Activity 3, Step-by-step tab (especially steps 2 and 3), Possible Responses tab, and Critical Juncture Assessment (hummingbird icon)
Lesson 1.7
- Activity 2, Step-by-step tab
- Activity 3, Step-by-step tab (especially steps 3–7) and On-the-Fly Assessment (hummingbird icon)
- Printable Resources, Print Materials (8.5” x 11”), Organism Name Cards: Set 1, pages 12–17 (note: located in your Unit Kit)
Lesson 1.8
- Activity 3, Step-by-step tab (especially steps 6–8) and Possible Responses tab
Lesson 2.3
- Activity 3, Step-by-step tab (especially steps 1–4), Possible Responses tab, and Ecosystem Modeling Tool (Box 3 on student apps page, “2.3 Plant Needs Model”)
Lesson 2.5
- Activity 3, Step-by-step tab
- Student book, Restoration Case Studies (note: located in your Unit Kit)
Lesson 3.2
- Activity 2, Step-by-step tab
- Student book, Walk in the Woods (note: located in your Unit Kit), pages 6–10
Lesson 3.3
- Activity 4, Step-by-step tab and Ecosystem Restoration Simulation
Lesson 3.4
- Activity 2, Step-by-step tab, Possible Responses tab, On-the-Fly Assessment (hummingbird icon), and Ecosystem Restoration Simulation
Lesson 3.5
- Activity 2, Step-by-step tab and Teacher Support tab (“Instructional Suggestion, Going Further: Balance and Interdependence of Ecosystems: Impacts of Invasive Species”)
- Student book, Restoration Case Studies (note: located in your Unit Kit), pages 11, 31, and 47
Lesson 3.6
- Activity 2, Step-by-step tab (especially steps 4–5), Possible Responses tab, and Critical Juncture Assessment (hummingbird icon)
Lesson 3.7
- Activity 1, Step-by-step tab, Possible Responses tab, and Ecosystem Modeling Tool (Box 5 on student apps page, “3.7 No Decomposers Model”)
Looking for help?
Contact your Rochester Account Executive:
Jennifer Fosegan
(585) 590-4200
jfosegan@amplify.com
Amplify Science
A new phenomena-based science curriculum for grades K–5.
A disciplinary literacy approach to learning science
Literacy is an integral part of science. Scientists read, write, listen, and speak in order to obtain, evaluate, and communicate information about the natural world. They explain their findings, conduct research, connect to the work of other scientists, and communicate ideas to a variety of audiences. In the Amplify Science program, students learn to read, write, and speak as scientists do as they acquire facility with the academic language and vocabulary of science. Through the seamless integration of science and literacy instruction, students also learn that reading, writing, and talking are essential practices of science, and that all scientists use these practices to gather information, communicate claims, leverage evidence, draw conclusions from data, and share their ideas through oral and written explanations and arguments.
Situating literacy instruction in a content area like science has several benefits. First, it helps students develop ways of thinking that are characteristic to the discipline. Second, building background knowledge in a discipline also helps students access complex content in texts that can be difficult to grasp. Finally, situating literacy in a content area like science provides an authentic reason for reading, writing, and talking — to better understand the science ideas under study. Reading, like science, can be an act of inquiry when there are genuine questions to be investigated.
The following are the guiding principles for disciplinary literacy in the Amplify Science program:
- Students can acquire literacy expertise through the pursuit of science knowledge and by engaging in scientific and engineering practices.
- Attention to disciplinary literacy instruction should begin as soon as students enter school and should continue throughout the grades.
- Participation in a community is key to acquiring disciplinary expertise and literacy.
- Argumentation and explanation are the central enterprises of science and, thus, these practices are the focus of reading, writing, and speaking in science.
Reading in Amplify Science
Amplify Science provides students with well-written, grade-level appropriate informational texts alongside explicit, embedded instruction on reading in science. Throughout the program, students are apprenticed into reading like scientists – that is, reading actively, curiously, and critically, with a focus on making meaning and using the text as a source of evidence. As students read science texts in conjunction with other multimodal experiences around a topic (doing, talking, visualizing, writing), they increase their skill in accessing these complex texts, as well as their understanding of the importance of text for finding information. Reading informational text is inexorably linked to students’ investigations in each unit. Firsthand investigations provide background knowledge and context for students’ reading, and, in turn, the text provides information, evidence, and support for investigations in progress. In addition, the program includes many books and articles that introduce diverse scientists currently working in the field to highlight science and engineering as a vibrant and viable career choice for students.
Reading in Amplify Science is approached from an inquiry stance – students ask questions, make connections, evaluate information, search for evidence, and clarify difficult concepts as they read. This approach focuses on the practices and processes by which experts in a field obtain, evaluate, and communicate information, including arguments, explanations, data, and visual representations used to explain scientific concepts. Across the program, the teacher models, and students practice, reading like scientists while using reading strategies and approaches that are appropriate to the task, purpose, and grade level. Along with explicit instruction, teachers model strategic reading by thinking aloud as they read, asking questions, and linking the information in the text to their class’s investigations. Students are then provided with multiple opportunities to read and discuss ideas with peers, using the text as a resource for information and evidence. Reading and discussing texts in these ways builds students’ capacity to read strategically while simultaneously building their understanding of science content. The scaffolded reading experiences at each grade level help students learn to approach complex texts in systematic ways and will aid them as they read other science texts throughout their school careers.
TEXT DESIGN AND ACCESSIBILITY Each Amplify Science unit includes custom-written informational texts. In K–5, there are five student books (four informational books and one reference book) per unit; in grades 6–8, there are multiple student articles per unit. These informational texts are designed to support students’ understanding of science ideas, practices, and crosscutting concepts, as well as to showcase the work of diverse scientists. An important goal of the Amplify Science program is to provide appropriately complex science texts for students that support, link to, and expand their firsthand science learning. To accomplish this goal, it is critical that the texts are accessible to as many students as possible. All Student Books, articles, and other student materials are reviewed for accessibility and readability using the three-dimensional model of text complexity (qualitative, quantitative, and reader-and-task considerations) set out by the Common Core State Standards for English Language Arts (CCSS-ELA).
The qualitative dimension of text complexity focuses on the purpose, structure, language conventions, and knowledge demands of a text. Books and articles were written, reviewed, and edited by members of the Lawrence Hall of Science team of professional educators and science writers during the development of each unit. They are tailored to address concepts students are learning in the unit, and use the same language and vocabulary throughout so students encounter consistent terminology across modalities of learning (reading, writing, doing investigations, discussing).
The texts also include carefully created or selected visual representations such as diagrams, photographs, and illustrations that support and/or provide additional information. The placement of each book or article within the instructional sequence is carefully designed and classroom-tested so that the text is supportive of student content learning in a variety of ways, and provides just-in-time information, reinforcing key ideas or introducing new ones within the unit.
On the quantitative dimension, each book and article was designed and reviewed using internally developed criteria for each grade. Each book or article was analyzed against a list of commonly used words, as well as criteria for calculating the difficulty of decodable words. The number of unique hard words in each text was controlled, with the percentage of hard words varying based on the grade level. At the same time, a small set of core science vocabulary words related to the science ideas students are learning was repeatedly used across a set of books or articles because repeated encounters with words in context is one way that students learn and internalize them. In addition to our internal approach to readability, each book or article in grades 1–8 was analyzed by MetaMetrics and assigned a Lexile Measure. This allowed us to ensure that books and articles fall within recommended Lexile Measures found in the updated Text Complexity Band in Supplemental Information for Appendix A of the Common Core State Standards for English Language Arts and Literacy: New Research on Text Complexity.
Reader and task considerations are related to whether a particular text is appropriate for particular students and particular tasks. The placement of books within the Amplify Science program of instruction was carefully considered as part of unit design. Books were strategically placed within the sequence of instruction to ensure they are appropriately tied to what students are learning and that students are adequately prepared to read them with appropriate support. Sometimes this means that students read a text before conducting a firsthand investigation because it serves the purpose of activating and enhancing students’ background knowledge about a topic and sparking an interest in a scientific idea. At other times, students read a book after they have had a chance to investigate and develop ideas about the phenomenon firsthand because reading will help them generate more evidence to support claims. We cannot know all the individual learning needs of every reader the program reaches; however, the design and placement of the books was also informed by survey data from field trial teachers. These teachers were asked to evaluate field trial versions of the books and accompanying lessons based on several criteria, and to comment on how well the instruction and respective text worked for different readers.
More information on reading in Amplify Science available through in-person professional learning and within the Program Guide included with purchase.
What’s included in our phenomena-based science curriculum
Amplify Science is a phenomena-based science curriculum for grades K-8. This program is designed to give students engaging, realistic experiences that mirror how scientists and engineers actually work. To do this, the Lawrence Hall of Science and Amplify created compelling print and digital resources that work seamlessly together to enable students’ investigations and explorations.
Year at a glance
Amplify Science is organized around units where students are introduced to compelling phenomena and real-world problems, develop and strengthen claims by collecting evidence and testing assumptions, and apply their learning in new contexts.
Units at a glance
In each Amplify Science unit, students are asked to inhabit the role of a scientist or engineer in order to investigate a real-world problem. These problems provide relevant, 21st-century contexts through which students investigate different scientific phenomena.
1
Needs of Plants and Animals
Students take on the role of scientists in order to figure out why there have been no monarch caterpillars in the community garden since vegetables were planted. They investigate how plants and animals get what they need to live and grow, and make a new plan for the community garden that provides for the needs of the monarch caterpillars in addition to producing vegetables for humans.
2
Pushes and Pulls
Students take on the role of pinball machine engineers as they investigate the effects of forces on the motion of an object. They conduct tests in their own prototypes (models) of a pinball machine and use what they learn to contribute to the design of a class pinball machine. Over the course of the unit, students construct a foundational understanding of why things move in different ways
3
Sunlight and Weather
The principals of Woodland Elementary and Carver Elementary need student weather scientists to help them explain why Woodland’s playground is warmer than Carver’s at recess. Students gather data from models of the sun and Earth’s surface and observe their own playgrounds to figure out how sunlight causes changes in the temperatures of different surfaces. Students then use models to figure out why Woodland’s playground sometimes floods.
1
Animal and Plant Defenses
Students play the role of marine scientists. In their role, students apply their understanding of plant and animal defense structures to explain to aquarium visitors how a sea turtle and her offspring can defend themselves from ocean predators when they are released into the wild.
2
Light and Sound
Students take on the role of light and sound engineers for a puppet show company as they investigate cause and effect relationships to learn about the nature of light and sound. They apply what they learn to design shadow scenery and sound effects for a puppet show.
3
Spinning Earth
As sky scientists, students explain why a boy living in a place near them sees different things in the sky than his grandma does when he talks to her on the phone. Students record, organize, and analyze observations of the sun and other sky objects as they look for patterns and make sense of the cycle of daytime and nighttime.
1
Plant and Animal Relationships
In their role as plant scientists, students work to figure out why there are no new chalta trees growing in the Bengal Tiger Reserve, which is part of a broadleaf forest. Students investigate what the chalta tree needs to survive, then collect and analyze qualitative and quantitative data to solve the mystery.
2
Properties of Materials
As glue engineers, students are challenged to create a glue for use at their school that meets a set of design goals. Students present an evidence-based argument for why their glue mixture will be good for their school to use.
3
Changing Landforms
The director of the Oceanside Recreation Center gets a scare when a nearby cliff collapses overnight. Research reveals that the distance between the Recreation Center’s flagpole and the edge of the cliff have changed over time. Students play the role of geologists and work to figure out why the cliff has changed over time. Based on what they learn about erosion, they advise on whether it is safe to keep the center open even though the cliff is changing.
1
Balancing Forces
People in Faraday are excited to hear that a new train service will be built for their city, but concerned when they hear that it will be a floating train. Students are challenged to figure out how a floating train works in order to explain it to the citizens of Faraday. They develop models of how the train rises, floats, and then falls back to the track, and then write an explanation of how the train works.
2
Inheritance and Traits
Students play the role of wildlife biologists working in Greystone National Park. They study two wolf packs and are challenged to figure out why an adopted wolf (“Wolf 44”) in one of the packs has certain traits. Students observe variation between and within different species, investigate inherited traits and those that result from the environment, and explain the origin of several of the adopted wolf’s traits.
3
Environments and Survival
In their role as biomimicry engineers, students work to figure out how the traits of grove snails affect their survival in different environments. They then explore how the traits of different organisms make them more likely or less likely to survive, collecting and interpreting data to understand how organisms’ traits affect their survival in different environments. Students then apply their understanding to a new challenge: designing effective solutions for the removal of invasive plants.
4
Weather and Climate
In their role as meteorologists, students gather evidence to decide where to build an orangutan reserve by analyzing patterns in weather data. After choosing the strongest evidence, students use data to make arguments about which of three fictional islands has weather most like that of orangutans’ existing habitats, Borneo and Sumatra. They then discern patterns in the locations of natural hazards in order to figure out which ones the Wildlife Protection Organization must prepare for.
1
Energy Conversions
Students take on the role of systems engineers for Ergstown, a fictional town that experiences frequent blackouts, and explore reasons why an electrical system can fail. Students apply what they learned as they choose new energy sources and energy converters for the town, then write arguments for why their design choices will make the town’s electrical system more reliable.
2
Vision and Light
As conservation biologists, students work to figure out why a population of Tokay geckos has decreased since the installation of new highway lights in the rainforest. Students use their understanding of vision, light, and information processing to figure out why an increase in light in the geckos’ habitat is affecting the population.
3
Earth’s Features
Playing the role of geologists, students help the director of Desert Rocks National Park explain how and when a particular fossil formed and how it came to be in its current location. Students figure out what the environment of the park was like in the past and why it has so many visible rock layers.
4
Waves, Energy, and Information
In their role as marine scientists, students work to figure out how mother dolphins communicate with their calves. They write a series of scientific explanations with diagrams to demonstrate their growing understanding of how sound waves travel. Then they apply what they’ve learned about waves, energy, and patterns in communication to figure out how to create patterns that can communicate information over distances.
1
Patterns of Earth and Sky
Playing the role of astronomers, students help a team of archaeologists figure out what the missing piece of a recently discovered artifact might have depicted. As they learn about the sun and other stars and the movement of Earth, students can explain what is shown on the artifact and what might be on the missing piece.
2
Modeling Matter
In their role as food scientists at a fictional company, students are introduced to the idea that all matter is made of particles too small to see, and that each different substance is made of particles (molecules) that are unique. They are then challenged to solve two problems: one requires them to separate a mixture, and the other requires them to make unmixable substances mix. Students are challenged to use the particulate model of matter to explain their work to the CEO of the company.
3
The Earth System
The cities of East Ferris and West Ferris are located on different sides of a mountain on the fictional Ferris Island. East Ferris is having a water shortage while West Ferris is not. As water resource engineers, students learn about the Earth system to help figure out what is causing the water shortage problem and design possible solutions, including freshwater collection systems and proposals for using chemical reactions to treat wastewater.
4
Ecosystem Restoration
As ecologists, students work to figure out why the organisms in a part of a Costa Rican rainforest ecosystem aren’t growing and thriving. As they solve this problem, students learn more generally how organisms in an ecosystem get the matter and energy they need to survive, and then write a series of restoration plans that include arguments about why the rainforest ecosystem is not thriving and recommend actions to restore its health.
Print & digital components
The program includes instructional guidance and student materials for a year of instruction, with lessons and activities that keep students engaged every day.
Component
Format
Teacher’s Guides
Available digitally and in print, the Teacher’s Guides contain all of the information teachers need to facilitate classroom instruction, including detailed lesson plans, high-level overview documentation, differentiation strategies, standards alignments, materials and preparation steps, teacher support strategies and in-context professional development, possible student responses, and more.
Print and digital
Hands-on materials kits
Hands-on learning is integrated into every unit of Amplify Science. Each hands-on activity is supported through clear instructions for the teacher, as well as easily accessible materials in unit-specific kits. Each kit contains hands-on materials, both consumable and nonconsumable, and various print materials (e.g., Vocabulary and Key Concept cards). With Amplify Science, students can actively participate in science: gathering evidence, thinking critically, making observations, and communicating their claims.
Kit
Component
Format
Student Investigation Notebooks
Available for every unit, the Student Investigation Notebooks contain instructions for activities and space for students to record data, reflect on ideas from texts and investigations, and construct explanations and arguments.
Print and digital
Student books
The age-appropriate Student Books in Amplify Science allow students to engage with content-rich text, obtain evidence, develop research and close reading skills, and construct arguments and explanations about the ideas they are learning in class.
Print and digital
Simulations and practice tools (grades 2+)
Developed exclusively for the Amplify Science program, these serve as venues for exploration and data collection, allowing students to explore scientific concepts that might otherwise be invisible or impossible to see with the naked eye.
Digital
Explore more programs
Our programs are designed to support and complement one another. Learn more about our related programs.
Create transformation that lasts.
Embarking on educational change takes heart, intention, and determination. It also requires proven strategies and practical tools. With data, resources, and countless stories of successful implementations to guide us, we can take the first step toward true transformation together.
Principles for Educational Change Management
Whether you’re looking for transformative change in math, literacy, or science instruction, some essential principles apply across the board. As a teacher, administrator, or community leader, you’ll find these guiding principles can help you manage your new curriculum implementation and help each student reach their potential.
“This goes out to the interventionists, coaches, and administrators … support your staff. Lead staff trainings, provide push-in support, model and co-teach so that the staff will see that this is not ‘just another initiative.’ Remember, this is the start of a long, powerful journey. Take small steps, do them well, then use data to move on to the next small step.”
Leading instructional shifts across all disciplines
Make the shift to the Science of Reading.
Learn the key steps that will drive the success you need.
Change in math is different.
Managing change in math doesn’t have to mean starting over. It starts with a few simple shifts.
Be a science inspiration.
Intentional shifts help transform students into concerned global citizens ready to take on the world. Find out how.
Let data guide your transformation.
The right data at the right time is crucial in planning lasting instructional change. With specific metrics to guide your implementation, you’ll know exactly how to monitor your progress. Download our literacy assessment infographic as a model for the key data questions to ask at critical points in the school year.
Achieve implementation success.
Ready to navigate educational implementation with confidence? The following resources will help you discover practical strategies for decision-making, managing change, and engaging stakeholders.
Discover five steps to successful implementation.
Balancing decision-making, data collection, and transparent communication doesn’t have to be overwhelming. Discover the five essential steps to making implementation manageable.
Think like a leader.
Strategic leadership requires more than sharp management skills. Find out how the leadership brain model can help you, as a district leader, connect initiatives with your broader vision.
Turn plans into results.
Educational change requires intentional effort. Key leadership imperatives can provide the framework you need for effective implementation.
What district leaders are saying
“In the past we’ve adopted a resource and we’ve left it to the teachers and the buildings to use and to put into practice. I was determined that we needed to do more than just that for both our teachers and our students. That is really where…the leadership brain concept has come into play. [It] provided the framework and key questions that I needed so that I could reflect, process, and determine what was next throughout the first year of implementation.”
What district leaders are saying
“Through the guidance and collaboration of the Amplify Team, our stakeholders participated in thoughtful conversations, relevant hands-on learning, and the development of clear guidelines for moving forward [with Amplify CKLA]. This process led to the creation of our district commitments, which, together with the six leadership imperatives, remain central to the progress we continue to make today.”
What district leaders are saying
“[My advice to other leaders is to] stop trying to fix everything at once. Dig deep with systematic analysis to find your one high leverage problem; then build your entire system around solving it. You can have all the coaching and support in the world, but if you’re not focused on the right problem, those systems won’t translate to classroom impact.”
Educational leaders share their success.
Find out how educational leaders have transformed their districts through successful implementation, revealing the commitment and strategic approach that led to real academic improvements.
Change needs commitment.
Change is achievable when everyone commits to the process. See how one district turned collaboration into a successful implementation of Amplify CKLA.
Existing strengths need focused direction.
Strong district foundations require intentional focus. Learn how systematic analysis helped one district turn comprehensive resources into meaningful impact for teachers.
Shared responsibility transforms implementation.
Managing implementation alone limits success. Discover how one district leader used stakeholder mapping to create shared leadership and building-level ownership.
See implementation in action.
Learn how one district achieved positive test results across grades 1–5 within their first year of adopting Amplify CKLA.
Strategic change delivers results.
Results happen when change is managed strategically. Check out how one district turned thoughtful planning into successful Amplify CKLA adoption.
Curriculum evaluation leads to confident decisions.
Explore how one district implemented Amplify CKLA (after piloting seven different programs!) and achieved powerful kindergarten reading gains.
Regular communication fosters growth.
Structured coaching support transforms implementation outcomes. Find out how regular communication helped one district achieve consistency and sustained student growth with Amplify CKLA.
Preparation creates lasting results.
Comprehensive training creates the foundation for sustained success. Read about how strategic summer preparation and ongoing professional learning helped one county achieve significant academic improvements.
S5-02. Uncovering the causes of math anxiety
We’re continuing our season theme of math anxiety, going beyond the basics, diving deeper into what causes it, and how we can help students move forward. In this episode, we talk to Dr. Erin Maloney from the University of Ottawa to better understand what’s actually happening in the brain when a person experiences math anxiety, and how we can take steps to shift student mindsets in a positive direction.
Listen now and don’t forget to grab your MTL study guide to track your learning and make the most of this episode!
Enjoy this episode and explore more from Math Teacher Lounge by visiting our main page.
Dr. Erin Maloney (00:00):
It’s the anxiety itself in many ways that can cause people to underperform.
Bethany Lockhart Johnson (00:06):
Welcome back to Math Teacher Lounge. I’m Bethany Lockhart Johnson.
Dan Meyer (00:10):
And I’m Dan Meyer.
Bethany Lockhart Johnson (00:11):
This is episode two of our new season, all about math anxiety. Who has it? What is it? What do we do about it?
Dan Meyer (00:20):
I’m learning so much, learning a ton.
Bethany Lockhart Johnson (00:22):
I loved our first conversation with Dr. Gerardo Ramirez, episode one, our first episode of the season. Really, our goal with that conversation was just to—we need to talk about the basics of it, for reals. Like, what is math anxiety?
Dan Meyer (00:36):
What is it? How do you measure it? How’s it defined? Super-helpful stuff.
Bethany Lockhart Johnson (00:40):
There’s not only one way that it’s measured. But it’s like, in active research right now, how are folks making sense of it? And I think Dr. Ramirez did such a fantastic job of sharing that with our listeners. And I learned a lot. You learned a lot, Dan?
Dan Meyer (00:56):
I did. And I’m also super-excited to take that knowledge that we have developed together and go and build on top of it and keep on climbing up up the mountain here, and learn more about math anxiety. Which is why we’re super-excited to have a guest on, Dr. Maloney, who is going to help us learn more—especially about what happens to the brain when it’s experiencing math anxiety. There’s some really complex stuff that happens there, including the role of parents and educators in creating and resolving math anxiety. And I think we’ll also learn that the whole situation is a bit of a hot mess. And we’ll try to make it a little bit less messy together.
Bethany Lockhart Johnson (01:34):
Little bit less messy. Dan, if we do nothing else, can we make it a little less messy?
Dan Meyer (01:41):
I sometimes prefer more mess, but in this case I prefer less. So.
Bethany Lockhart Johnson (01:45):
I have a two-year-old, so everything is a mess.
Dan Meyer (01:47):
Your life is mess. Yes. <laugh> Right. Well, I’m excited for you folks to hear this. It was a delightful conversation, so yeah, tune in. We are joined by Dr. Erin Maloney.
Bethany Lockhart Johnson (01:56):
Let’s go. We are joined by Dr. Erin Maloney, associate professor in the School of Psychology at the University of Ottawa, where she directs the Cognition and Emotion Laboratory, as well as serving as the Canada Research Chair in Academic Achievement and Well-being. Welcome to the show, Dr. Maloney. We’re so excited to have you in the Lounge.
Dr. Erin Maloney (02:20):
Yeah, thank you so much for having me. This is fantastic.
Bethany Lockhart Johnson (02:24):
So our last season was all about math and joy. And even when I read your title, I felt more joyful. Like, somebody is thinking about academic achievement, but with well-being in mind. I love it.
Dr. Erin Maloney (02:39):
Aw, thank you.
Dan Meyer (02:40):
Cognition and emotion!
Bethany Lockhart Johnson (02:42):
E-mo-tion!
Dr. Erin Maloney (02:43):
I don’t think they can be separate. I think that you have to think about them together, ’cause they’re so intricately connected.
Dan Meyer (02:49):
Love that. People try, but we love that. Yeah. That’s our vibe here, too.
Bethany Lockhart Johnson (02:52):
People try. That was a big problem with my math anxiety. They just wanted…there was no room for my emotion. They’re like, stop weeping at your desk—
Dan Meyer (03:00):
It’s rearranging neurons….
Bethany Lockhart Johnson (03:01):
—you’re distracting the other children. So would you mind telling us the story of how you even got interested in this topic? You know, when you tell people that you study math anxiety—or, actually, I don’t know how you describe it to them; I’m hopeful you bring in that well-being part—but how did you get here? What do you, what do you, what do you…yeah, tell us! We love it!
Dr. Erin Maloney (03:23):
<laugh> I feel like what you’re actually asking is, “How did you make life choices that got you to here?” <Laugh>
Bethany Lockhart Johnson (03:29):
Justify your life choices! Ready? Go!
Dr. Erin Maloney (03:32):
<laugh> Whoo. OK. So, all right. So we often, in psychology, we joke that instead of doing research, we do “me-search.” And that’s, that’s admittedly true in my case. I was a student who absolutely loved math up until about eighth grade, and then something changed, and all of a sudden I was terrified of math and I had absolutely no sense of self-efficacy in it. Despite trying really hard, I was extremely anxious about it. And so I initially, I set out…my parents were completely convinced that I was absolutely capable of doing mathematics and that I was getting in my own way. And when I went to university, I decided to prove them wrong. So I set out to prove that some people just can’t do math, and that’s the end of it. And, you know, 20 plus years later, my parents were right. And it turns out that many people—well, I would argue virtually everyone—can do math. And that if you are really anxious about it, it can get in the way. And interestingly, you know, in, in the years that we’ve been doing this research, there’s really good strategies that can be used—that hopefully we get a chance to chat about—that can really help reduce the amount of anxiety that students are experiencing. But I really did set out, like the bold teenager that I was, to prove my parents wrong. And that backfired <laugh>. So I know it’s kind of a strange answer, but it’s the truth. So I was really interested in understanding why it was some people just could not do math.
Dan Meyer (05:10):
That makes two for two so far, on guests for this season who did a version of me-search. And I feel like this is pretty common for a lot of researchers. Like, I wanna figure out…my experience as a teacher, the part where you, I think, diverge from a lot of people I knew in grad school, myself included, is that you actually let counter evidence change your perspective on things. Whereas I feel like a lot of us go in: “I know this is true and I’m gonna gather data!” and lo and behold, I’m true! But only now, with the research TM, you know, trademarked research, attached to it. So that’s, really exciting. Thanks for sharing that.
Dr. Erin Maloney (05:43):
No, you’re welcome.
Bethany Lockhart Johnson (05:44):
But don’t people say that the more personal you get, the more universal it is? Right? So if you go and get your doctorate about something that you think is just your experience or in your brain, then people are gonna be gonna be like, “Wait a second; you think that too?” “Wait, that math anxiety isn’t just you?” I don’t know, it sounds like a pretty great path to me. When you tell folks that you study math anxiety or when you’re speaking to folks about your research, do you find that there is a lot of folks who relate to what you’re studying? Or how does that conversation typically go?
Dr. Erin Maloney (06:20):
Yeah, so it is I think an extremely relatable topic. Not in the sense that everyone experiences anxiety about math, but everyone seems to know somebody who’s really anxious about math. Or everyone’s at least aware of the stereotype that like some people are math people and some people aren’t, and that’s just the way it is. So it feels like everyone has feelings about math and everyone seems very happy to share those feelings. So one thing I’ve always found really interesting, and actually, so I, I know you mentioned that you had Gerardo on recently. Gerardo and I have had really interesting conversations about how people are really quick to tell you that they hate math and they can’t do math, and they’re anxious about math. And I’ve yet to have anyone ever tell me they hate reading, they can’t read, they’re really anxious about reading as an adult. So for some reason math seems really different. And in that sense people always seem to be pretty excited to talk about their feelings towards math.
Dan Meyer (07:23):
Yeah, definitely. Been on an airplane or two myself and had those conversations. You know, people asking to be reseated because they found out that I do math for a living or whatever. Or just unburdening themselves, for sure. I’m super-curious: I think that the fact that you are doing the me-search is reason enough to want to dedicate your life to this study. But I am curious: If you were gonna justify to someone else, why is math anxiety important to study? What are its consequences, even outside of math education? What would you say to that?
Dr. Erin Maloney (07:57):
So I think it’s probably not hard to convince people that success in math is important, right? So we know that children who start elementary school behind in mathematics tend to stay behind in mathematics, unless they have any kind of very targeted intervention. We know that children who do worse in mathematics throughout K to 12 education in general get lower-paying jobs when they’re older. We also know that when they do worse than mathematics relative to their peers, there’s fewer jobs that are open to them, relative to if they excelled in math. Right? And so I think in many ways there are really clear consequences for students who are not comfortable with math and who avoid it. But I think one of the really, really interesting things about math anxiety, and maybe part of why I’ve fallen in love with it as a research topic is that it’s the anxiety itself in many ways that can cause people to underperform. So it’s not just the case that people who are bad at math are anxious about it. It’s actually that the anxiety itself can cause you to do worse in math. And that for me is really exciting, ’cause it means that if we can change your mindset, then we can really set you on a path with several more options available to you career-wise. And I think that is really empowering.
Dan Meyer (09:18):
Hmm. Yeah, definitely. And I’d love for you to explore — your laboratory is the cognition and emotion laboratory, which I love, how you’re creating those linkages between how you feel about a thing and what your opportunities or your aptitude for learning it. I’m really curious, can you say more about the, the relationship there? How does feeling anxiety impair your ability to do mathematics?
Dr. Erin Maloney (09:41):
Yeah, so feeling anxiety, typically what you tend to experience is these negative thoughts and ruminations. So you can imagine, you’re somebody who doesn’t really love math, you’re pretty anxious about it; you know, Bethany, maybe you’ve had this kind of experience before. I’m gonna call you out on it. I’ve had it many times, where you sit down to do a math test and all of a sudden you’re not focusing on the actual math test in front of you. You’re focusing on things like the consequences of not doing well on this. Right? Or “my parents are gonna be really disappointed if I don’t pass this test,” or “my teacher is gonna think negatively negative of me,” or sometimes we see things like, “I’m a girl, girls don’t do math.” These types of stereotypes. And what happens is that those thoughts actually tie up really important cognitive resources, like, really important memory resources, that you need to do the math test. And so if you are trying to essentially do two things at once, right? You’re trying to deal with all these negative thoughts that are distracting you and you’re trying to do the math test, then you’re not going to do as well as someone who’s sitting down and doesn’t have all of these distracting thoughts to deal with. And we actually know that from research that we have in our lab right now, where we just ask people like, “Hey, when you did this math test, what kind of stuff are you thinking about?” what we find is that the people who are really anxious about math report a whole bunch of thoughts that are unrelated really to the math test, per se. It’s more about the consequences of doing poorly. And as a result of those thoughts, they actually end up doing worse.
Dan Meyer (11:14):
This has been really helpful to figure out, how the emotional state of doing math affects the ability to do math. And it’s really interesting how you’re saying that the direction of the causality can go from the emotions to the cognition. And I’m just curious then, what is the source of the bad emotions about math? Where does that come from? Is it nature? Is it nurture? Some combination? How do you see it?
Dr. Erin Maloney (11:39):
Yeah, so one, that’s a fantastic question. And there’s been a whole bunch of people all around the world that have been spending a lot of time really trying to pinpoint that down. And I think the answer is that it’s, you know, it’s complex. So most of what it’s looking like right now is that it is a combination of both. So essentially what we find is that kids who start elementary school who are a little bit behind in math—and for the question of why they’re behind, that’s also complex; it could be genetics, it could be just environmental input, before the child ever entered formal schooling kind of thing—but in essence, what we find is that kids that start school behind in mathematics, those are the children who are most likely to develop anxiety about math by the time they’re finished first grade. OK? But we also know that once they’ve developed the anxiety about math, then that’s when they get these thoughts and ruminations that kind of tie up those memory resources, that then is gonna make it harder for them to succeed in math tests. So you get into this sort of vicious cycle, right? Where maybe you start behind a little bit and then you develop the anxiety, the anxiety causes you to underperform relative to what you should be able to, so now you’re even further behind, you get more anxious because you’re not doing as well as you’d like to…but again, kind of coming back to the “Why are the children starting behind in the first place?” Some of that seems to be the role that parents are playing in the household. So some kids come from a household where parents are playing a lot more math games with them, talking about mathematical concepts on a regular basis. Maybe they have older siblings who are, you know, practicing arithmetic and, and mathematical processing in front of them. And so those kids are exposed to more math before they ever even start formal schooling. Those kids seem to do better. And then we also know that the parents’ attitudes matter a lot too. So what we find is that when parents are high in math anxiety themselves, especially when they help their children a lot with their math homework in really early ages, we find that those kids end up being more anxious about math by the end of the school year, and they also end up doing worse in mathematics. So it really does seem to be, you know, kind of a complex set of factors that have something to do with both maybe genetic predisposition to success in math and genetic predisposition to anxiety, but then also the social attitudes and stereotypes about math to which you’re exposed at home that really seem to be coming together to create this anxiety in young children.
Bethany Lockhart Johnson (14:24):
I feel like everything you’re saying is <laugh>…it makes so much sense and yet it’s so often not talked about, right? Because it’s just more like, it gets boiled down to, “Oh, they’re just not a math person,” instead of all these other factors that are at play. And I completely remember the anxiety I felt, whether it was a test or not, walking into my math classroom when I was in ninth grade. And there’s no way I was set up and ready to learn. Right? <Laugh>. And something with—we mentioned Dr. Ramirez, he was talking about validating that anxiety. If teachers validate that like, “Oh, you know what, sometimes you might feel stumped, or this might feel overwhelming.” Even the power in creating space for that in the classroom, right? And acknowledging that it doesn’t—math doesn’t have to “come easy” to you in order for you to have access or make sense, is such a powerful concept. And I love the way that you are looking at all these different factors and saying, “Hey, it’s both simple and also a lot more complicated than we’re we’re making it.” Right?
Dr. Erin Maloney (15:36):
No, and I agree with that sentiment so much. Like, I think, though—one thing I will sort of caution is that I think when teachers are validating the anxiety, or when parents are validating the anxiety, I think there’s a very fine line that needs to be walked where we need to be able to say, you know, “It’s OK to struggle with something. That’s, that is completely OK.” And as we’re, you know, as we’re working towards something that’s really valuable, right? We can, we can work hard at something and by working hard at it, we’re going to get better. And I think that type of validating is really, really important and valuable. I think what we wanna be careful of is not to say things like, “Oh, it’s OK. I also never loved math.” And, you know, “Oh, I was never a math person either.” And so even though we might be bringing comfort to the the child, I think that that’s sending the wrong message. And so sometimes it’s really well intentioned and really not great—
Bethany Lockhart Johnson (16:37):
A hundred percent.
Dr. Erin Maloney (16:38):
—in terms of the messaging. So that’s the only…so just for people listening, the only sort of caution that I would give there is that I think there’s nuances to the validating of the feelings that are important.
Bethany Lockhart Johnson (16:50):
I am so glad you said that because as a kindergarten teacher, I vividly remember—and this is as early as, you know, the kids are five years old, right?—and I remember in a parent-teacher conference, a parent saying, “Oh, I wasn’t a math person either,” or, “Oh, no, ugh.” And they were so quick, like you said, they wouldn’t say that about reading, but they were so quick to talk about their lack of natural math aptitude, right? And, and it was really interesting because you know that even if they’re not saying that specific thing at home, those attitudes are absolutely carrying over at home. And they’re absolutely carrying over to, to how they interact with their kiddo around math and around what’s happening in the conversations about math. And I felt like a lot of times my work as a teacher was also to help support parents through their own math anxiety, and help give them some new language for how they can talk about math. And that math is more than just getting to an answer quickly. Like, let’s talk about, let’s go on math walks, let’s go on number walks, what numbers are around the home? Or oh, is that bigger than this? Do you have more of this? And even those little things, I, my hope was that it was starting to shift the conversation around what math was possible in the home, particularly when you saw that it was the parents who had palpable math anxiety. Right? And how much you know that that’s gonna impact what’s happening when you sit down to do homework together.
Dr. Erin Maloney (18:22):
Yeah. And I love that you have worked to encourage parents to do that. So we do similarly. Like even from a research perspective, where I will often give talks to parents and teachers and we talk about the idea of trying to mathematize everything, right? So just the idea that math is absolutely everywhere, and you know, whether it’s a matter of playing games in the car with your kids where you’re thinking of a number and it’s “My number is higher than 42, but lower than 80, and what number do you think I might be thinking of?” And, and gradually trying to get the child to that number. Or, you know, asking questions like, “What’s your favorite even number and why?” And just little things like that that, that I think can make math fun for kids, that help—I don’t even know how to explain it, but just that idea of bringing joy into it, so it’s not always this heavy subject that kids have to come to. So we definitely try to talk to parents about the idea of, like I said, mathematizing everything. And usually it’s well-received, ’cause often parents find it empowering, right? They’re like, “Oh, well, I could do that! But like, that’s not math!” And you’re like, “No, but it is.”
Dan Meyer (19:33):
Yep.
Dr. Erin Maloney (19:34):
Like, it is! And sometimes parents will say like, “Well, I don’t know how to do fractions.” And you’re like, “OK, but how do you bake?” “Well, I don’t know! I just, like, I know how to do those fractions!” And you’re like, “OK, but that’s the starting point. Let’s work with that.” Like, let’s, you know. And I think a lot of times, it’s reminding the parents that they’re actually far more capable than what they think they are, despite the fact that maybe they struggled with math when they were younger.
Dan Meyer (19:58):
Yeah. This is so interesting. And I feel like part of the challenge around conversations about anxiety and math and how to, how to resolve it and where it comes from, is that it, like, it presupposes a single definition of math. And so, you know, we’re talking about like how to be more mindful about math. But you know, like if kids were walking every day through a treacherous street, you know, the solution might not be become more mindful about that street. It’s just like, we gotta fix the treacherous nature of the street, really. You know, I love that we’re talking also about redefining what math is, making it more playful. That feels like a super-important component here. I’d love to know more about what you know about the role of gender in all of this. Are there differences in the way boys and girls experience math anxiety and how it relates to achievement in math?
Dr. Erin Maloney (20:48):
Yeah, so, there’s really, really interesting research on gender in math anxiety. So in general, we find that girls tend to experience more anxiety about math than boys do. So one hypothesis is that it has to do with just social stereotypes that, you know, girls are, are good at reading; boys are good at math, kind of thing. So there’s some evidence to suggest that that might be playing a role. There’s other evidence to suggest as well that maybe boys actually do experience as much anxiety, they just don’t really own up to it.
Dan Meyer (21:20):
Ooh, yikes.
Dr. Erin Maloney (21:21):
So thoughts are, you know, there’s a bit of an apprehension for males to admit experiencing the anxiety. But I think one of the things that is extremely interesting about it—at least to me—is that we don’t tend to see gender differences in young children. So in early elementary school, even though we’ll see that kids as young as six years old will experience anxiety about math, and that that anxiety is related to how well they do in math and how much they enjoy math, it doesn’t seem to vary as a function of gender at that young age. It doesn’t seem to be related to gender until kids are at about sixth, seventh grade that we really start to see this gender difference coming online. And so that, to me, suggests that it’s probably something more social than biological at play. It probably has something more to do with these stereotypes and stuff. But another really interesting—or at least, I’m biased, but to me—another really interesting line of research that comes into play—and some of this is stuff out of my own lab—so we know that boys in general tend to do better at spatial processing than girls. And we know that spatial processing is really important for math, right? So math and space are pretty connected. And by spatial processing, I mean things like being able to picture something rotating in your mind or, you know, envisioning how these puzzle pieces might fit together. And so we know that boys tend to do better at that type of processing. And the gender difference there seems to be related to gender differences in math anxiety. So there’s some speculation, too, that it might be that as the math starts to become more reliant on spatial processing, that that’s when we see this separation between boys and girls with respect to how much anxiety they feel about math. So a lot of this is to say, I think the answer to the gender question right now is what I think what we would officially call a bit of a hot mess, <laugh> where I think there’s probably more questions than answers. But I think that there’s definitely something going on. And it really seems to be coming on later in elementary school.
Dan Meyer (23:32):
That’s a refreshingly honest admission from a social scientist, that it’s a hot mess and not perfectly clear, <laugh> so I appreciate that. It’s interesting what you said about the spatial reasoning. In our work creating curriculum at Amplify, I find we lean a lot on trying to tie abstract math towards spatial topics. Like, can you estimate a quantity before you calculate it? Can you identify a pattern and where it breaks before you prove it abstractly? And, I dunno, it’s just interesting to me. I’m just thinking out loud about how I feel like math becomes more abstract rather than more spatial. The farther you venture into secondary math…I’m wondering if I misunderstand what you’re meaning by spatial, and the progression of math from K–12.
Dr. Erin Maloney (24:20):
Yeah, so I think you can still have—you can have math be abstract, but still really relying on spatial processing. Right? And I think part of that is maybe a bit of us having different definitions of when we say “spatial.” So in cognitive science, when we talk about spatial representations or spatial reasoning, it’s really like anything you’re picturing in your mind, any time you’re really picturing these things in your mind and manipulating those images at all. So if you imagine, even like at a simple level, but it’s gonna hold when you’re going more complex as well. So doing like equivalence problems, for example, where you have to balance the equations.
Dan Meyer (24:58):
Yeah.
Dr. Erin Maloney (24:59):
Even just being able to envision things kind of moving around that equal sign and bringing one piece of the equation from this side to the other is actually an extremely spatial kind of reasoning. Right? Or when you’re expanding, that’s actually extremely extremely spatial, despite the fact that it might not feel like it initially. Obviously anything in geometry is going to be very spatial. So I think, in that sense, we would argue that the spatial processing is still playing a pretty important role. But it’s maybe a different type of spatial processing than what we’re seeing at a very early level in elementary school. That said, you can completely disagree with me too. ‘Cause I could also just be wrong, and that’s fair. My kids tell me I’m wrong all the time. So I’m used to <laugh> being told that I’m wrong.
Dan Meyer (25:47):
Well, we’re a bit more deferential on this here show, with our guests. So I would not do that. But it makes sense, what you’re saying about how these are things that you manipulate in your mind, whether they are Xs and Ys or numbers and fractions. These are all things that we manipulate. That ties into differences in this spacial reasoning category, it sounds like, which then contributes to math anxiety. And it does start to feel like there’s a lot going on here, is what it feels like.
Bethany Lockhart Johnson (26:14):
You mean hot mess?
Dan Meyer (26:16):
I meant hot mess.
Dr. Erin Maloney (26:17):
Yeah. <laugh>, I think that’s the technical term, right? I’m pretty sure that’s the technical term for it.
Dan Meyer (26:21):
I didn’t know the citation for it. So I didn’t say it. But I knew who in literature named that. But yeah.
Dr. Erin Maloney (26:28):
I’ll write something at some point.
Dan Meyer (26:30):
We’ll cite Maloney, 2022. Yeah. Yes.
Bethany Lockhart Johnson (26:34):
So I will say that one of my dreams in thinking about this season and last season, but particularly this season, since we’re really getting to talk to some researchers who get to think about this, and have really interesting conversations about it all the time…one of my dreams is that we’re bringing—’cause we do have some folks who are researchers that are listening, right? But then we also have teachers and folks who are in the classroom every day, and parents and caregivers listening. And so I think one of the beautiful things about the way that I hear you talking about it is you’re thinking about the research, but it’s so applicable. Right? And I wonder if there’s anything else you can say around it. I wanna reduce that divide, that gap, between the research that’s happening and then what’s happening with the kiddos and in the classroom and at home. And I don’t know if it’s like a magic wand thing where like <laugh> if there were changes you’d wanna see at a societal level, to try to combat math anxiety, but you see where I’m going. You know, it’s like <laugh>….
Dr. Erin Maloney (27:39):
- So I’m gonna answer maybe in two ways. So I think the first thing that I’m hearing from you is that idea of diminishing this divide, right? And so one thing I try to keep in mind, as someone who’s a researcher and working in the lab, I will often be called in to talk to teachers and give professional development sessions. And they often want the sage-on-the-stage academic, that stands up there and tells you the answers to things. And one of the first things that I’m gonna admit when I get up there is, “I am not on the front lines.” So what I do in the lab, for me to tell you that that’s gonna work in a classroom of 30 kids who may or may not have eaten dinner that day, and may or may not have snow pants, and may or not…like it’s–
Bethany Lockhart Johnson (28:23):
Mmm, yes.
Dr. Erin Maloney (28:24):
You know, I think we also need to be a little bit reasonable. So I try really hard in my own program of research to make sure that I’m always talking to teachers and to principals and to curriculum designers to make sure that the ideas that I have make sense. In fact, one of the most recent book chapters that I wrote, I wrote in collaboration with a really good friend of mine who’s a principal, an elementary school principal, and a former math consultant. And we wrote it together, to really say like, “Hey, here’s how we can help each other inform how research can inform practice and how practice can also inform research.” ‘Cause he can come to me and say, “I’m doing this. I can’t find anything in the literature to support this, but I’m sure it works!” And we can design something in the lab to test whether or not it seems like it’s gonna work.
Bethany Lockhart Johnson (29:11):
That’s huge. Yeah.
Dr. Erin Maloney (29:12):
Empirically. And so I think that open communication is massive. One thing that we’re doing in my own lab to try to keep that open communication available. So to anyone listening who’s ever tried to get access to a journal article, they’re held behind paywalls, right? So one, the way it works, my understanding of this anyway, is that the journal owns the formatted version of the paper. So what we do is we put up audio recordings of all of the research papers that we ever publish. So I’m pretty sure I own the words as the author, and the journal owns the prettified version that you can buy. So we audio-record all of our papers, so that if teachers or parents ever want to hear the actual science that’s going into some of these decisions, they have access to at least the stuff that we do in our lab. And we also put up an infographic for every paper, just highlighting kind of the main questions and main findings. And we do that because I think that the only way for the information to actually be useful is if it gets into the hands of the stakeholders that actually need that information.
Bethany Lockhart Johnson (30:21):
And is accessible. That’s huge. That’s huge!
Dr. Erin Maloney (30:24):
Yeah. Yeah. So that’s one way that we try to do it. And like I said, the other thing, we try to always be working with principals and with teachers. I joke that the way that I remedied this in my own life…so my husband’s a teacher; it’s like, I just married one! It’s fine! <laugh> I can grill him on a regular basis, and be like, “I wanna try this experiment. Do you think it’s gonna work?” And he can say, like, “It’s not going to. Here’s why.”
Dan Meyer (30:47):
That’s awesome. Marrying a participant—you know, a research participant—is unethical, of course. Would not clear IRB. But turning your partner into a participant? Like, what are you gonna do? That’s great.
Dr. Erin Maloney (30:57):
Yeah, no, that’s fair game.
Dan Meyer (30:58):
Yep.
Dr. Erin Maloney (30:59):
Yeah. So that’s—I think we we compensate each other <laugh>. So, no…so I do joke a little bit about that. He was a teacher simply ’cause he wanted to be one. Not ’cause I needed him to be one. But, I think that communication part is, is really key. That’s one thing. Then the other part of the question or the other sort of piece of the question that I was hearing is that idea of, how do we fix math anxiety. Right? Like, what’s the great, “I’m glad that there’s a whole bunch of time and effort and energy going into trying to understand this, but what, where are we at?” And I think with that, it’s really, really promising. So there’s been a lot of research coming out looking at how best to help children or even adults manage their own anxiety about math. And there’s a few really interesting strategies that seem to be quite effective. So one, and I don’t know if—um, it feels weird calling him Dr. Ramirez, just ’cause I know him well!—but I don’t know if Dr. Ramirez would’ve talked about this when he chatted with you, but he has some really interesting work on expressive writing. Did he chat about that at all?
Bethany Lockhart Johnson (32:07):
He didn’t, but I’ve read some of his work about it and I think it’s so fascinating.
Dr. Erin Maloney (32:11):
Yeah! So, OK, well, I’ll tell you about his work on it.
Bethany Lockhart Johnson (32:13):
Yes, please. Please.
Dr. Erin Maloney (32:14):
Because it’s super-useful. So when we talked about that idea of how anxiety causes these thoughts and ruminations, and they tie up the memory resources that you need, what Gerardo has found is that when you get students to write about their anxiety for about 10 minutes before they do a test, what ends up happening is they end up doing better on the test, relative to if they would not have written about their anxiety at all. And this is particularly true for students who are really high in anxiety. OK? And the idea is that all of those thoughts that they were going to have about the test or the consequences of the test, et cetera, you just kind of get ’em…it’s like a mind dump where you get ’em all onto the page at first before you even go to do the test. And now when you go to do the test, you’re not having to do two things at once. You’re no longer dealing with these thoughts ’cause you got ’em all out on the paper beforehand. And so Gerardo has some really interesting work showing that that works for math anxiety. And then it also works for just testing anxiety in general. And so that’s a strategy that I love. I also—part of what I really love about it is it’s so low-cost, right? You need a paper and a pencil and it’s great. So those are always my favorite strategies, the ones that don’t really cost us anything. So that’s one way of dealing with like the cognitive part of the anxiety. The other thing you can do is try to deal with the anxiety part of the anxiety. So for that, what we find is that the typical strategies that you’re gonna see for anxiety tend to work for math anxiety. So things like focused breathing. Right? Making sure you’re doing deep inhales and exhales. That really diaphragmatic breathing seems to be quite helpful. We know that what we call progressive desensitization is really key. That’s the idea of doing things, you know, starting with the questions that you know how to handle. And then gradually working up to the more difficult questions. So you’re sort of gradually exposing yourself to the more complex stuff. And how that can play out on an actual test at school is, you sit down, and instead of just starting with question number one, you actually read the whole test, see which questions you feel like you know the best, start with those questions, and that helps build your confidence so that you’re better able to tackle the questions that are maybe a little bit outside of where you’re currently at. So that seems to be really helpful. The other part that I will say, too, that’s extremely helpful: So we know that anxiety really ties up those memory resources. And so the more you can make the math automatic, the more immune it’s going to be to anxiety in the moment. And so I know that this part can be a little bit controversial, because we don’t wanna necessarily demotivate children, and kill the enthusiasm for math that we’re trying to cultivate…but really, you know, really committing your arithmetic facts to memory can be extremely helpful. So really learning those times tables, really learning your addition and subtraction facts. ‘Cause what happens is, then when you’re in a situation where you need that information, even if you’re anxious and you’re working with fewer cognitive resources than what you would normally have, you actually don’t need that many cognitive resources to be able to pull something from memory that you’ve memorized. So it really helps to kind of protect you against some of the negative impacts of the anxiety while you’re doing that test.
Bethany Lockhart Johnson (35:37):
And you’re not using all your cognitive resources to figure out seven times eight, because you can really focus on what you’re trying to do with that. Oh, that’s fascinating. Yeah. Yeah.
Dr. Erin Maloney (35:47):
Yes. No, a hundred percent right. And so I know that’s one that, like I said, I know it can be somewhat controversial because it’s…you know, we’ve talked about—or we haven’t talked about in this conversation, but we often talk about—the idea of drilling and killing. Right? So you drill the facts, you kill the, the enthusiasm. But I think that there are ways that we can drill arithmetic facts, or help make them automatic, but still fun, right? It doesn’t have to always be in a high-pressure kind of way.
Bethany Lockhart Johnson (36:16):
Totally. And we’ve talked about fluency, and I’m sure we’ll talk about it more in the Lounge. And that is interesting, that link between anxiety when the fluency isn’t there, that—or, of course we hear about anxiety with timed tests, but the idea of that IS something you can do to reduce it, because you have those facts just at your ready. Right?
Dr. Erin Maloney (36:37):
Yeah. So I actually, again, I’m gonna be a little bit controversial. So I don’t hate timed tests in the way that a lot of people do. But I love time to practice. So I think once we’ve got to a point where children have a fairly decent understanding of skills, of a skill, once they’ve got a fairly decent grasp on it, then I love the idea of the timed practice. So it can be still in a low-pressure situation, where in many ways it doesn’t matter if you get the answer to the question correct. But we’re practicing doing it in a situation in which you might be feeling a little bit of pressure, but it’s not real pressure, if that makes sense. And I think that can be really, really useful for students. And again, it can be done in a fun way, right? It doesn’t have to be these super-intense ways. It can be fun. But I think that in life there are situations in which the time that it takes you to complete a problem matter. And I think that we have to make sure that we don’t get too far away from that.
Dan Meyer (37:40):
Yeah. It feels like we should do an entire other episode thinking about ways to develop that fluency and automaticity that don’t contribute to anxiety, or create further disparities between people who are high math anxiety and low math anxiety. Not a small question, I’m sure. And I appreciate you alluding to all of that. You know, this whole thing, as you said, is quite the hot mess. And I feel like you, Dr. Maloney, have helped us make this a little less messy, in our heads, and hopefully the listeners’ heads. I really appreciate that. I just love…you’ve mentioned lots of resources that you have. You’ve alluded to them: audiobook-style readings of your research, which I need ’cause I just finished, you know, Harry Potter, the seventh book, so I need a new thing to listen to like that. Also infographics. Can you tell our listeners where they can find this work of yours, and if there are any other kinds of resources that you wanna plug for our listeners here?
Dr. Erin Maloney (38:32):
Yeah, for sure. So all of our resources can be found on my lab website. So the address for that is www.ErinMaloney.ca. So there we have, like you said, the infographics and the audio articles and all that stuff. And then we also have a link to a new kids’ book out, actually, that a colleague of mine and I have published recently, that really walks through some of these strategies on combating math anxiety. The book is written as a children’s book, so it’s Peyton & Charlie Challenge Math. But it secretly is a book that would also work for adults. So if you are a parent that’s a little bit anxious about math, or a teacher that maybe is a little bit anxious, and you wanna see how some of these strategies can play out, in that book—we linked to it on the website, but it is available for purchase on Amazon. And the one thing I will say about the book, ’cause this is something that we were pretty proud of, so Sheri-Lynn Skwarchuk, who is a school psychologist, and I wrote the book. And it’s available for purchase at our cost price, so we don’t actually make any money on the book. It was literally just a way of getting some of the science out to people who might be able to benefit from it.
Bethany Lockhart Johnson (39:45):
Reducing that divide!
Dr. Erin Maloney (39:46):
Yeah, well that’s what we’re trying to do! Right? So I think in the U.S., I think it’s like $6 on Amazon. And then in terms of other resources, we’re in the process right now of creating some informational videos and and stuff like that that hopefully will be useful for parents and for teachers, just in terms of understanding a little bit more about the anxiety and understanding how to deal with the anxiety in the classroom more, at home or wherever it might be coming up.
Dan Meyer (40:15):
Well, thanks so much. I really appreciate—we appreciate!—you coming on, and hearing about how you’re trying to bridge so many different barriers from research to practice, and school to home. It’s just really inspiring. And we’d love to have you back on sometime. So thank you so much for joining us.
Bethany Lockhart Johnson (40:29):
I feel like we’ve just hung out! Don’t you, Dan?
Dan Meyer (40:31):
Are we rolling here? Oh my gosh, we’re rolling. I just thought we’re just hanging. Yeah,
Bethany Lockhart Johnson (40:34):
I thought we were just hanging!
Dr. Erin Maloney (40:36):
I know, I do, I really appreciate that it has a very kind of chill vibe to it.
Dan Meyer (40:41):
Chill vibe. Like a lounge.
Bethany Lockhart Johnson (40:42):
It’s the lounge!
Dan Meyer (40:43):
Thank you. You get us; you get us. <laugh>
Bethany Lockhart Johnson (40:45):
Dan Meyer. I was shopping for children’s books, and there was this book, and it was talking about being at home with Mom. And it’s going through all the things that the child did that day with Mom. It’s like, “We played outside, we ran through the sprinklers, we even did some homework.” And it shows them sitting at the table with the homework, that’s clearly math homework, in front of them. And the mom is like, “Harrumph!” Like a very perplexed, anxious face. And there’s all these question marks above her. And it’s just like,
Dan Meyer (41:24):
“There should not be numbers on that paper!”
Bethany Lockhart Johnson (41:25):
Exactly. And the child is like, “Ohhhh,” you know. And I mean, I have to give credit to the illustrator, because they really did capture the clear message of this interaction, which was sitting down to do math homework or think about math together is a source of angst. Right? According to this author and according to too many people. And so I think what’s really important is that we recognize those images when we see them out there and speak back to them, and say, “Hey, wait a second.” Yeah, it can feel like that, and it doesn’t have to. And what’s going on that that’s just the assumed way that it’s gonna feel, to sit down and math together. You know?
Dan Meyer (42:11):
Yeah. It feels like we all have a lot of work to do on the whole math-anxiety front. Dr. Maloney helped us see how parents play a part, educators play a part, society and how they create people plays its own part in how we all define math as a thing where we evaluate student thought or where students play it with their thoughts, has its own huge part as well. So yeah, it was a really fantastic conversation with Dr. Maloney. I hope you folks will check out the show notes, where you will find links to Dr. Maloney’s website. A lot of her work, which as you heard, is very geared towards practitioners and parents and even directly at kids, especially the new children’s book she co-authored, Peyton & Charlie Challenge Math.
Bethany Lockhart Johnson (42:55):
Next time we’re gonna dive even more into the nitty gritty of combating math anxiety. To do that, we’re actually gonna be joined—I am so excited about this—by Dr. Rosemarie Truglio from Sesame Workshop.
Rosemarie Truglio (43:09):
Our core audience are two- to four-year-olds, and they love math. And what’s not to love? Children don’t come with this math anxiety. Math anxiety is learned.
Dan Meyer (43:23):
So excited.
Dr. Erin Maloney (43:24):
Sesame Street was a huge part of my childhood and my toddler doesn’t know it yet, but Sesame Street is coming. It’s coming. Like, we’re we’re gonna introduce Sesame Street to him. We just haven’t yet.
Dan Meyer (43:37):
Sesame Street straight raised me.
Bethany Lockhart Johnson (43:38):
Right?
Dan Meyer (43:39):
Yeah. Don’t tell my parents. But that’s, yeah, that’s true. I’m excited, too. It’s gonna be a blast.
Bethany Lockhart Johnson (43:45):
I’m really excited. I think that the more we dive into this topic—which, again, we’re gonna look at math anxiety from a lot of different angles—and I’m excited to talk to Dr. Truglio about how we can take this research and these conversations that are happening about math and how it can actually impact what’s happening in homes. ‘Cause we wanna help create positive relationships with mathematics, with kids in math. I’m so excited. And I hope you folks keep listening. We love having you here in the Lounge. And if you haven’t already, please subscribe to Math Teacher Lounge, wherever you get podcasts. And if you like what you’re hearing, please leave us a rating and a review. It helps more listeners to find the show, and let other folks know about this show. Recommendations are great. Thanks so much for listening.
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Meet the guest
Erin Maloney is an Associate Professor and Canada Research Chair at the University of Ottawa. Her research sits at the intersection of Cognitive Psychology, Developmental Psychology, and Education and focuses on cognitive and emotional factors that relate to academic achievement. She is a world-renowned expert on the study of math anxiety, conducting research in the lab, in homes, and in classrooms with children, parents, and their teachers. She is passionate about both knowledge mobilization and equity, diversity, and inclusion within education and science.
About Math Teacher Lounge
Math Teacher Lounge is a biweekly podcast created specifically for K–12 math educators. In each episode co-hosts Bethany Lockhart Johnson (@lockhartedu) and Dan Meyer (@ddmeyer) chat with guests, taking a deep dive into the math and educational topics you care about.
Join the Math Teacher Lounge Facebook group to continue the conversation, view exclusive content, interact with fellow educators, participate in giveaways, and more!
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What’s included
Along with compelling print materials, powerful digital resources, and more hands-on materials than any other program, Amplify Science California also includes engaging and realistic experiences, access to diverse role models, countless a-ha moments, and the inspiration and confidence to consider a future as a scientist or engineer.
Choose level
Year at a glance
Amplify Science California is organized around units where students explore compelling phenomena and real-world problems, develop and strengthen claims by collecting evidence and testing assumptions, and apply their learning in new contexts.
Units at a glance
In each Amplify Science California unit, students are asked to inhabit the role of a scientist or engineer in order to investigate a real-world problem. These problems provide relevant, 21st-century contexts through which students investigate different scientific phenomena.
1
Needs of Plants and Animals
Students take on the role of scientists in order to figure out why there have been no monarch caterpillars in the community garden since vegetables were planted. They investigate how plants and animals get what they need to live and grow, and make a new plan for the community garden that provides for the needs of the monarch caterpillars in addition to producing vegetables for humans.
2
Pushes and Pulls
Students take on the role of pinball machine engineers as they investigate the effects of forces on the motion of an object. They conduct tests in their own prototypes (models) of a pinball machine and use what they learn to contribute to the design of a class pinball machine. Over the course of the unit, students construct a foundational understanding of why things move in different ways.
3
Sunlight and Weather
The principals of Woodland Elementary and Carver Elementary need student weather scientists to help them explain why Woodland’s playground is warmer than Carver’s at recess. Students gather data from models of the sun and Earth’s surface and observe their own playgrounds to figure out how sunlight causes changes in the temperatures of different surfaces. Students then use models to figure out why Woodland’s playground sometimes floods.
1
Animal and Plant Defenses
Students play the role of marine scientists. In their role, students apply their understanding of plant and animal defense structures to explain to aquarium visitors how a sea turtle and her offspring can defend themselves from ocean predators when they are released into the wild.
2
Light and Sound
Students take on the role of light and sound engineers for a puppet show company as they investigate cause and effect relationships to learn about the nature of light and sound. They apply what they learn to design shadow scenery and sound effects for a puppet show.
3
Spinning Earth
As sky scientists, students explain why a boy living in a place near them sees different things in the sky than his grandma does when he talks to her on the phone. Students record, organize, and analyze observations of the sun and other sky objects as they look for patterns and make sense of the cycle of daytime and nighttime.
1
Plant and Animal Relationships
In their role as plant scientists, students work to figure out why there are no new chalta trees growing in the Bengal Tiger Reserve, which is part of a broadleaf forest. Students investigate what the chalta tree needs to survive, then collect and analyze qualitative and quantitative data to solve the mystery.
2
Properties of Materials
As glue engineers, students are challenged to create a glue for use at their school that meets a set of design goals. Students present an evidence-based argument for why their glue mixture will be good for their school to use.
3
Changing Landforms
The director of the Oceanside Recreation Center gets a scare when a nearby cliff collapses overnight. Research reveals that the distance between the Recreation Center’s flagpole and the edge of the cliff have changed over time. Students play the role of geologists and work to figure out why the cliff has changed over time. Based on what they learn about erosion, they advise on whether it is safe to keep the center open even though the cliff is changing.
1
Balancing Forces
People in Faraday are excited to hear that a new train service will be built for their city, but concerned when they hear that it will be a floating train. Students are challenged to figure out how a floating train works in order to explain it to the citizens of Faraday. They develop models of how the train rises, floats, and then falls back to the track, and then write an explanation of how the train works.
2
Inheritance and Traits
Students play the role of wildlife biologists working in Greystone National Park. They study two wolf packs and are challenged to figure out why an adopted wolf (“Wolf 44”) in one of the packs has certain traits. Students observe variation between and within different species, investigate inherited traits and those that result from the environment, and explain the origin of several of the adopted wolf’s traits.
3
Environments and Survival
In their role as biomimicry engineers, students work to figure out how the traits of grove snails affect their survival in different environments. They then explore how the traits of different organisms make them more likely or less likely to survive, collecting and interpreting data to understand how organisms’ traits affect their survival in different environments. Students then apply their understanding to a new challenge: designing effective solutions for the removal of invasive plants.
4
Weather and Climate
In their role as meteorologists, students gather evidence to decide where to build an orangutan reserve by analyzing patterns in weather data. After choosing the strongest evidence, students use data to make arguments about which of three fictional islands has weather most like that of orangutans’ existing habitats, Borneo and Sumatra. They then discern patterns in the locations of natural hazards in order to figure out which ones the Wildlife Protection Organization must prepare for.
1
Energy Conversions
Students take on the role of systems engineers for Ergstown, a fictional town that experiences frequent blackouts, and explore reasons why an electrical system can fail. Students apply what they learned as they choose new energy sources and energy converters for the town, then write arguments for why their design choices will make the town’s electrical system more reliable.
2
Inheritance and Traits
As conservation biologists, students work to figure out why a population of Tokay geckos has decreased since the installation of new highway lights in the rainforest. Students use their understanding of vision, light, and information processing to figure out why an increase in light in the geckos’ habitat is affecting the population.
3
Environments and Survival
Playing the role of geologists, students help the director of Desert Rocks National Park explain how and when a particular fossil formed and how it came to be in its current location. Students figure out what the environment of the park was like in the past and why it has so many visible rock layers.
4
Weather and Climate
In their role as marine scientists, students work to figure out how mother dolphins communicate with their calves. They write a series of scientific explanations with diagrams to demonstrate their growing understanding of how sound waves travel. Then they apply what they’ve learned about waves, energy, and patterns in communication to figure out how to create patterns that can communicate information over distances.
1
Patterns of Earth and Sky
Playing the role of astronomers, students help a team of archaeologists figure out what the missing piece of a recently discovered artifact might have depicted. As they learn about the sun and other stars and the movement of Earth, students can explain what is shown on the artifact and what might be on the missing piece.
2
Modeling Matter
In their role as food scientists at a fictional company, students are introduced to the idea that all matter is made of particles too small to see, and that each different substance is made of particles (molecules) that are unique. They are then challenged to solve two problems: one requires them to separate a mixture, and the other requires them to make unmixable substances mix. Students are challenged to use the particulate model of matter to explain their work to the CEO of the company.
3
The Earth System
The cities of East Ferris and West Ferris are located on different sides of a mountain on the fictional Ferris Island. East Ferris is having a water shortage while West Ferris is not. As water resource engineers, students learn about the Earth system to help figure out what is causing the water shortage problem and design possible solutions, including freshwater collection systems and proposals for using chemical reactions to treat wastewater.
4
Ecosystem Restoration
As ecologists, students work to figure out why the organisms in a part of a Costa Rican rainforest ecosystem aren’t growing and thriving. As they solve this problem, students learn more generally how organisms in an ecosystem get the matter and energy they need to survive, and then write a series of restoration plans that include arguments about why the rainforest ecosystem is not thriving and recommend actions to restore its health.
Print & digital components
Amplify Science California includes instructional guidance and student materials in English and Spanish for a year of instruction, with lessons and activities that keep students engaged every day.
Component
FORMAT
NEW! Classroom Slides
Meet your new hands-free TG! These lesson-specific PowerPoints make delivering daily instruction a snap with embedded links to related resources and suggested teacher talk in the Notes section of each slide.
Digital
Teacher’s Reference Guide
Available digitally and in print, this unit-specific reference guide includes scientific background knowledge, planning information and resources, color-coded 3-D Statements, detailed lesson plans, and tips for delivering instruction and differentiating learning.
Print and digital
Hands-on materials kits
Each unit-specific kit contains consumable and nonconsumable materials for use during hands-on investigations. In each kit you will find:
- Hands-on materials
- 18 copies of each of the Student Books
- Big books (grades K–1)
- Classroom display materials
- One Student Investigation Notebook
Kit
NGSS Benchmark Assessments
Delivered four times per year in grades 3–5 and three times per year in grades 6–8, our benchmark assessments report on students’ facility with each of the grade-level appropriate DCIs, SEPs, CCCs, and performance expectations of the California NGSS.
And now, Amplify Science California users can choose to administer the NGSS Benchmark Assessments (grades 3–8) through their Illuminate assessment platform.
*Also available in Spanish
Digital
Component
FORMAT
Student Investigation Notebooks
Available for every unit, the Student Investigation Notebooks contain instructions for activities and space for students to record data, reflect on ideas from texts and investigations, and construct explanations and arguments.
*Also available in Spanish
Print and digital
Big books (grades K–1)
Amplify Science California never asks our youngest readers to read alone. Rather, we provide scaffolded literacy experiences every step of the way. With our large-format big books, introducing and revisiting concepts though read-aloud and shared reading experiences is a breeze.
*Also available in Spanish
Simulations and practice tools (grades 2+)
Developed exclusively for the Amplify Science California program, these serve as venues for exploration and data collection, allowing students to explore scientific concepts that might otherwise be invisible or impossible to see with the naked eye.
*Spanish versions coming soon
Digital
Explore more programs
Our programs are designed to support and complement one another. Learn more about our related programs.
USBE Data Analysis for K-3 Reading Assessment Program
Introduction
mCLASS Assessment: Acadience™ Reading
How it works: Quickly identify the needs of each student and inform next steps with instant analysis, reports, and instructional planning tools included in the only licensed mobile version of the research-based Acadience Reading assessment.
- Use short, 1-minute fluency measures for foundational reading skills.
- Replace manual calculations with instant results and recommended activities.
- Compare student progress with predictive, research-based benchmark goals.
- Track progress and target instruction to individual student needs.
- Support decision-making at every level using aggregate reports.
- Translate class- and student-level reports into individualized instruction using the Now What?Tools.
- Get a more complete view of early literacy skills with the new mCLASS:Early Literacy Measures (ELM).
Enrollment for mClass
Please review the Utah Enrollment for mCLASS document for important information about the rostering process for LEAs in Utah.
Benchmark Windows
The USBE has required that each Acadience Reading testing benchmark window occur within the below dates:
BOY — the first benchmark before October 14
MOY — the second benchmark between December 1 and February 5
EOY — the third benchmark between the middle of April and June 15
Benchmark windows for LEAs are set to the state benchmark window dates in mCLASS. Each LEA is to have 2-4 week benchmark period that is within the state benchmark window dates and LEA leaders are to share those dates with staff. The benchmark windows in mCLASS are set to the state benchmark window dates; not the LEA benchmark window dates and this can not be changed in mCLASS. If a student moves into your LEA and your benchmark window is closed, but the state benchmark period is still open, the student must be benchmarked. Should your LEA need an extension of a benchmark window beyond the close of the state benchmark windows, that must be approved by the USBE Assessment Department. Once the benchmark window closes, do not give the benchmark to a student, instead, educators can progress monitor the student on the measures they would have received a benchmark in order to get the students current instructional levels.
If you have questions regarding your current benchmark window dates, feel free to reach out to Amplify Customer Services at help@amplify.com.
Acadience Reading Benchmark Invalidations
Before you invalidate a benchmark probe, review the USBE’s list of acceptable reasons for invalidating on the Frequently Asked Questions: Acadience Reading Invalidations document. If a district/charter has a significant percentage of invalidations, contact and further action will be deployed. If you believe an invalidation is required, please contact your District/Charter Literacy Director. If they need support, they can contact Sara Wiebke, sara.wiebke@schools.utah.gov, to request an invalidation.
Progress Monitoring
The impact of progress monitoring
Progress monitoring is the most powerful tool we offer with regards to student achievement.
“Scores for Daze increase more slowly than they do for other Acadience Reading measures, so more frequent monitoring may not be as informative. For students who need to be monitored on Daze, we recommend monitoring once per month.”
Progress Monitoring with Acadience Reading
© Acadience Learning
October 2012
The Acadience Reading authors recommend progress monitoring students in the Well Below Benchmark category once every 7-10 days (and once every 10-12 days for students in the Below Benchmark category).
Progress monitoring is the practice of testing students briefly but frequently on the skill areas in which they are receiving instruction, to ensure that they are making adequate progress. When students are identified as at risk for reading difficulties, they can receive progress monitoring testing more frequently to ensure that the instruction they are receiving is helping them make progress. (Acadience Learning/October 2012, Progress Monitoring Guide)
The purposes of progress monitoring are:
- to provide ongoing feedback about the effectiveness of instruction,
- to determine students’ progress toward important and meaningful goals, and
- to make timely decisions about changes to instruction so that students will meet those goals.
How to progress monitor?
- Select students for progress monitoring
- Select Acadience Reading materials for progress monitoring
- Set progress monitoring goals
- Determine the frequency of progress monitoring
- Conduct progress monitoring assessment
- Access data through class and student reports
- Evaluate progress and modify instruction.
The key to progress monitoring: Instruction should link to progress monitoring and progress monitoring should link to instruction. They should run parallel and merge as one to confirm student growth in reading.
Check your progress monitoring fidelity report in mCLASS to ensure you are on track with these students. For more information regarding progress monitoring guidelines, visit the official progress monitoring guidelines.
Support Team
Amplify Customer Services
(800) 823-1969
Monday to Friday, 5 a.m. to 5 p.m. MT
help@amplify.com
Educational Support Team
Pedagogical Questions
(800) 823-1969
Monday to Friday, 5 a.m. to 5 p.m. MT
edsupport@amplify.com
For more information, please contact:
Sarah McCarty
Associate Director, Educational Partnership
(812) 593-5776
smccarty@amplify.com
Donna Bright
Educational Partnership Manager
(303) 960-3772
dbright@amplify.com
Robert McCarty
Regional Director of Educational Partnership
(435) 655-1731
rmccarty@amplify.com
Cydnee Carter
Assessment Development Coordinator
(801) 538-7654
cydnee.carter@schools.utah.gov
Liz Williams
Elementary ELA Assessment Specialist
(801) 538-7542
Liz.williams@schools.utah.gov
Sara Wiebke
Literacy Coordinator
(801) 538-7935
sara.wiebke@schools.utah.gov
Krista Hotelling
K-3 Literacy Specialist
(801) 538-7794
krista.hotelling@schools.utah.gov
Christine Elegante
K-3 Literacy Specialist
(801) 538-7551
christine.elegante@schools.utah.gov
Julie Clark
K-3 Literacy Specialist
801-499-2515
julie.clark@schools.utah.gov
Melissa Preziosi
Assessment Data Specialist
(801) 538-7949
melissa.preziosi@schools.utah.gov
Resources
Helpful tips and guides
- Implementation Roadmap Every school system has different objectives and needs, and this document is designed to help you define how the mCLASS system can best support you in achieving your goals.
- Checklist Use this checklist to ensure your staff is trained and your programmatic expectations are clearly communicated to all stakeholders. Completing each of these steps during the correlated benchmark window will help you realize the full value of your mCLASS assessment program.
- mCLASS: Online Help
- Acadience Reading Assessment Manual (Note: You will need to register as a user to get access to the materials; both registration and materials are available at no cost.)
- Acadience Reading Benchmark Goals and Composite Score
- Grouping Worksheets for Acadience Reading
- Acadience Reading Key Skills This document correlates the Acadience Reading measures to Basic Early Literacy Skills.
- The Big Ideas in Early Reading This document is a reference of the five Big Ideas in Early Reading.
- Acadience Reading Reminders A list of reminders the teacher can give to students while assessing Acadience Reading.
- USBE Literacy Framework
- Utah School Report Card: Early Literacy
- Utah State Board of Education Reading on Grade Level Targets for Acadience Reading K-6
- Five leadership practices that drive success in K-2 literacy
mCLASS:Acadience Reading tutorials
- mCLASS:Acadience Reading Next Scoring Practice
- mCLASS Now What? Tools Tutorial
- Pathways of Progress: Purpose
- ?Pathways of Progress: Setting Meaningful Goals
- Pathways of Progress: Highly Skilled Learners Criteria
- ?Goal Setting in mCLASS
- mCLASS How to calculate student pathways video
- Calculating Pathways from DYD Presentation
Technical resources
Amplify Enrollment This guide walks you through the necessary steps to complete enrollment using the manual enrollment tools on Amplify Home. It shows you how to manage staff, student, and class assignment information, and maintain the accuracy of your staff, student, and class assignments.
Devices & Requirements Ensure mCLASS is compatible with your devices and systems for optimal performance and support.
Remote Assessing
Videos:
Remote Assessment Guidance from the Acadience Team:
mCLASS®: Acadience® Reading (formerly known as DIBELS Next)
Key Points:
Before you assess:
1. Determine how you will show student materials and score in mCLASS at the same time.
| Description | |
|
Description Recommended set up |
|
| Modified set up |
Note: mCLASS app is optimized for touchscreen; scoring with a mouse may need more practice. |
2. Familiarize yourself with the digital copies of student materials.
3. Schedule virtual meetings with students. To communicate with English-speaking caregivers, consider sending this email or video. To communicate with Spanish-speaking caregivers, consider sending this email or video.
4. Determine how you will handle scenarios where there’s a lag:
| Description | |
| Record the meeting |
|
| Use a phone |
|
While you assess:
1. Take the opportunity to connect individually with your students as they experience so much change. Don’t make the session solely about testing, and remind caregivers and students that the assessment is a way to see how you can best tailor instruction.
2. Make student materials visible to your student.
For Maze, choose the model that works best for you:
Enter results into the mCLASS web reports
- Students complete online Maze during a video conference
- Put a link to the student assessment site (mclass.amplify.com/student) and the student’s credentials into the chat box (learn how to generate student credentials in this video)
- Ask your student to complete Maze.
- Students complete online Maze outside of a video conference (caregiver support is needed with log-in)
- Students complete Maze on paper
- Locate the benchmark Maze Acadience Learning’s site.
- Print a copy of the form you need (e.g. BOY) for each student in your class.
- Send the form home in a sealed envelope with students, mail the form to caregivers, or have caregivers get forms via school-based pick-up. Provide instructions not to open the envelope until the student is ready to take the assessment.
- Provide parents with instructions on how to proctor the assessment for their child. They need to:
- Give the form to their child
- Sit with their child and read the instructions and practice items
- Tell their child to stop when 3 minutes has elapsed
- Send screenshots of their child’s work via email or text, or return the completed form to the school in a sealed envelope provided by the school.
| Guidance | |
| Acadience:Reading |
Use the share screen feature to display student materials on your screen. Optional next step for measures that have student materials: Zoom users: grant your student control of your screen so you can see their cursor as they read:
Note: For Mac OSX, you will need to give Zoom access in the Accessibility tab in the Privacy and Security preferences of your Mac. For more information on giving Zoom access in Security and Privacy, click here. |
3. Score in mCLASS.
| Benchmark | Progress monitoring | |
| Acadience Reading (formerly known as DIBELS Next) | Available for free download on the Acadience Learning website | |
A powerful partnership
Amplify Science was developed by the science education experts at UC Berkeley’s Lawrence Hall of Science and the digital learning team at Amplify. This partnership extends to 2032, allowing us to continuously improve our program and provide our customers with the most up-to-date enhancements, free of charge. Get a glimpse at our latest back-to-school updates here.
Instructional model
The Amplify Science program is rooted in the proven, research-based pedagogy of Do, Talk, Read, Write, Visualize. Here’s how each element works:
Phenomena-based approach
In each Amplify Science unit, students take on the roles of scientists or engineers in order to investigate a real-world problem. Students work to define the problem and collect and make sense of evidence. Once the context is clear, students collect evidence from multiple sources and through a variety of modalities. At the end of the unit, students are presented with a brand new problem, giving them an opportunity to apply what they’ve learned over the course of the unit to a new context. This represents a shift from asking students to learn about science to supporting students in figuring out the science.
Resources to support your review
- What’s so phenomenal about phenomena?—ebook
- Phenomena in grades K–5
- Phenomena in grades 6–8
- Student Books in grades K–5
- Literacy-rich science instruction in grades K–5
- Active Reading in grades 6–8
- Engineering in Amplify Science
- Amplify Science: See it in action
- EdReports—Compare resources
Remote and hybrid learning support
See an example of our remote and hybrid learning support below:
- K–5 example—Balancing Forces: Chapter 2, Lesson 2.3
- 6–8 example—Force and Motion: Chapter 3, Lesson 3.2
This fall, Amplify launched a new remote learning solution called Amplify Science@Home. Intended to make extended remote and hybrid learning easier, Amplify Science @Home includes two useful options for continuing instruction: @Home Videos and @Home Units.
Amplify Science @Home Videos are recordings of real Amplify Science teachers teaching the lessons. For those teachers who are unable to meet synchronously with their students, the recorded lessons are a great way to keep their students on track and engaged with Amplify Science while at home. These videos will be produced for all K–5 units, and for the first four units of each 6–8 grade level. Their release will be rolling, beginning in August.
Amplify Science @Home Units are modified versions of Amplify Science units, strategically designed to highlight key activities from the program. The @Home Units take significantly less instructional time than the complete Amplify Science program and allow students to engage with science at home. @Home Units will be developed for all Amplify Science K–8 units. Each @Home unit includes:
- Teacher overviews explaining how to use the materials, including suggestions for enhancing the @Home Units if synchronous learning or in-class time with students is available
- Overviews to send home to families
Student materials will be available in two formats:
- @Home Slides (PDF/PPT) + Student Sheets (PDF) for students with access to technology at home
- Downloadable @Home Packets (PDF) for students without access to technology at home
Download the remote and hybrid learning guide
Benchmark Assessments
Amplify’s Benchmark Assessments are designed to help teachers measure student progress toward the three dimensions—Disciplinary Core Ideas (DCIs), Science and Engineering Practices (SEPs), and Crosscutting Concepts(CCCs)—and performance expectations (PEs) of the NGSS. The assessments provide important insight into how students are progressing toward mastery of different standards ahead of high-stakes, end-of-year assessments.
The Benchmark Assessments are built to be delivered after specific units in the recommended Amplify Science scope and sequence.* They are given three or four times per year, depending on the grade level. The benchmarks are intended to show progress at various points in time across a school year, and are therefore not summative in nature. Digital items and item clusters are also tagged to specific NGSS standards, allowing customization to align with other course sequences. The assessments are available via the following platforms:
Print
PDF files: For administering Benchmark Assessments on paper
Digital platforms
- Illuminate
- SchoolCity
- Otus
- QTI (“Question and Test Interoperability”) files
Not sure whether QTI files are compatible with your assessment platform? Contact your school IT or assessment platform representative for more information.
Please note that Amplify is able to provide access to the QTI files themselves, but is not able to support the integration process. Your assessment platform provider should be able to assist with QTI file integration.
Flexible implementation
One of the key features of Amplify Science is the flexibility that it offers. We give students authentic opportunities to experience the full breadth of what it means to be a scientist or engineer. Just as scientists gather evidence from many types of sources, so do students in our program. Like scientists, students gather evidence not just from physical models, but also from digital models, texts, videos, photographs, maps, data sets, and even their peers!
Simply put, real scientists don’t just get messy—they read, write, analyze, hypothesize, model, test, and communicate with purpose, too.
Science articles
The middle school science articles serve as sources for evidence collection and were authored by science and literacy experts at the Lawrence Hall of Science.
Student Books
Beginning and young readers have unique developmental needs, and science instruction should support these students in reading more independently as they progress through sections of content, the school year, and each grade. One way Amplify Science meets these needs is by strategically deploying different modes of reading throughout each unit: Read-Aloud, Shared Reading, and Partner Reading.
Student Investigation Notebooks
Available for every unit, the Student Investigation Notebooks provide space for students to:
- record data.
- reflect on ideas from texts and investigations.
- construct explanations and arguments.
Available with full-color article compilations for middle school units.
Digital student experience
Students access the digital simulations and Modeling Tools, as well as lesson activities and assessments, through the digital student experience. Students can interact with the digital student experience as they:
- conduct hands-on investigations.
- engage in Active Reading and writing activities.
- participate in discussions.
- record observations.
- craft end-of-unit scientific arguments.
Dive into a quick example of our powerful simulations
Hands-on materials kits
Hands-on learning is at the heart of Amplify Science and is integrated
into every unit. Students actively take on the roles of scientists and engineers as they gather evidence, think critically, solve problems, and develop and defend claims about the world around them.
Check out these 2-minute videos to see an Amplify Science hands-on investigation in action.
- Grade 2: Hands-on investigation from Animal and Plant Relationships
- Grade 6: Hands-on investigation from Populations andResources
Each unit kit contains:
- consumable and non-consumable hands-on materials.
- print classroom display materials.
- premium print materials for student use (sorting cards, maps, etc.).
Teacher’s Guides
Available digitally and in print, the Teacher’s Guides contain all of the information teachers need to facilitate classroom instruction, including:
- detailed lesson plans.
- unit and chapter overview documentation.
- differentiation strategies.
- standards alignments.
- in-context professional development.
Scope and Sequence
Minnesota Academic Standards in Science coverage
Amplify Science was designed from the ground up to meet the NGSS, a set of standards that closely align with the K–8 Minnesota Academic Standards in Science (MASS). Therefore, most grade levels’ respective set of Amplify Science units address the necessary MASS (see K–5 reverse alignment and/or correlations for K–5 and 6–8). However, for grades 2–4, teachers should also use the resources provided in the sections below to achieve full coverage of the appropriate standards before their students move on to the next grade level. Organized by grade level, each section outlines:
- companion lesson materials that were written to support 100% alignment to the Minnesota Academic Standards in Science when used with the core Amplify Science units for the grade level
- the standard being addressed with each companion lesson; and
- the recommended placement of each companion lesson within a specific Amplify Science unit
Companion lesson: “Shelter”
Standard: 1P.4.2.2.1 Communicate solutions that use materials to provide shelter, food, or warmth needs for communities including Minnesota American Indian tribes and communities.* (P: 8, CC: 2, CI: PS1, ETS2)
Recommended placement: Following Lesson 5.1 of Spinning Earth
Materials: Shelter Classroom Slides and Student Sheet
Companion lesson: “Describing Climates”
Standard: 2E.4.2.1.2 Obtain and use information from multiple sources, including electronic sources, to describe climates in different regions of the world.** (P: 8, CC: 1, CI: ESS2)
Recommended placement: Following Lesson 4.5 of Changing Landforms
Materials: Describing Climates Classroom Slides and Student Sheet
Note: Students will further investigate the content in this standard, and revisit the book used in this companion lesson, in 3rd grade (Weather and Climate unit)
Companion lesson 1: Light and Vision
Standard: 3P.3.1.1.1 Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen. (P: 2, CC: 2, CI: PS4)
Recommended placement: Following Lesson 4.5 of Environments and Survival
Materials: Light and Vision Part 1 Classroom Slides and Student Sheet; Light and Vision Part 2 Classroom Slides and Student Sheet
Note: Students will further investigate the content in this standard, and revisit the book used in this companion lesson, in 4th grade (Vision and Light unit)
Companion lesson 2: Studying Stars
Standard: 3E.4.2.2.1 Gather information and communicate how Minnesota American Indian Tribes and communities and other cultures use patterns in stars to make predictions and plans. (P 8, CC: 1, CI: ESS1)
Recommended placement: Following Lesson 4.4 of Weather and Climate
Materials: Studying Stars Classroom Slides and Student Sheet
Note: Students will further investigate the content in this standard, and revisit the book used in this companion lesson, in 5th grade (Patterns of Earth and Sky unit)
Companion lesson 1: Salt Water and Freshwater
Standard: 4E.2.2.1.1 Interpret charts, maps and/or graphs of the amounts of salt water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.** (P: 5, CC: 4, CI: ESS2)
Recommended placement: Following Lesson 2.6 of Earth’s’ Features
Materials: Salt Water and Freshwater Classroom Slides and Student Sheet
Note: Students will further investigate the content in this standard, and revisit the book used in this companion lesson, in 5th grade (The Earth System unit)
Companion lesson 2: How Raindrops Form
Standard: 4E.1.1.1.2 Ask questions about how water moves through the Earth system and identify the type of question. (P: 1, CC: 5, CI: ESS2)
Recommended placement: Following Lesson 4.5 of Earth’s’ Features
Materials: How Raindrops Form Classroom Slides and Student Sheet
Note: Students will further investigate the content in this standard, and revisit the book used in this companion lesson, in 5th grade (The Earth System unit)
Explore the digital Teacher’s Guide
To familiarize yourself with navigation of the digital Teacher’s Guide, watch our navigational guide videos:
Grades K–5:
Grades 6–8:
Looking for help?
Powerful (and free!) pedagogical support
Amplify provides a unique kind of support you won’t find from other publishers. We’ve developed an educational support team of former teachers and administrators who provide pedagogical support for every Amplify curriculum, assessment, and intervention program. This service is completely free for all educators who are using our programs and includes:
- Guidance for developing lesson plans and intervention plans.
- Information on where to locate standards and other planning materials.
- Recommendations and tips for day-to-day teaching with Amplify programs.
- Support with administering and interpreting assessment data and more.
Timely technical and program support
Our technical and program support is included and available Monday through Friday, from 7 a.m. to 7 p.m. ET, through a variety of channels, including a live chat program that enables teachers to get immediate help in the middle of the school day.
Ready to dive in?
Contact your Minnesota representative:
Kristi Stengel
Account Executive
kstengel@amplify.com
(612) 306-3941
Tammy Sigwarth
Account Executive
tsigwarth@amplify.com
(563) 663-0056
Utah – USBE Data Analysis for K-3 Reading Assessment Program – New
Integrating writing skills into science instruction
Teaching students to write like scientists
People tend to think of themselves as either a “science person” or an “arts person.” But for science students today, it doesn’t have to be that way.
Writing and communicating are essential parts of being a scientist, which is why they’re also essential parts of a science curriculum.
A science teacher is uniquely qualified to expose students to science writing skills, which can in turn improve their writing skills overall. It’s a win-win! And even though writing styles may vary across the two disciplines, we bet ELA teachers will notice the improvement in students’ writing abilities.
Integrating science and writing skills
The science classroom and the ELA classroom are partners in developing student literacy. The following five principles can help teachers make the most of that partnership.
- Science writing is more than fill-in-the-blank. Science writing involves critical thinking, analysis, and the ability to communicate complex ideas effectively—in research, proposals, and more. To develop those skills, teachers can ask students to create presentations and lab reports, and to read journals and each other’s work.
- Technical writing goes beyond the technical. It’s important for students to learn to vary their writing styles for different audiences and purposes. Practicing technical writing (even instructions for making a sandwich) can help students learn to write—in all disciplines—with clarity and precision.
- Writing takes phenomena-based learning to the next level. Writing about a phenomenon encourages students to communicate hypotheses, arguments, and opinions. They need to provide detailed evidence for their assertions and explain why they matter—just as they would in an essay for ELA.
- The Next Generation Science Standards (NGSS) are designed to support science instruction that’s rich in writing. Here are just a few places where the NGSS connect to common core writing standards: grades K–2 storyline PDF, grades 3–5 storyline PDF, middle school storyline PDF, and high school storyline PDF.
- Integrating writing into science encourages science and ELA growth. The more students practice writing out their thoughts, arguments, and opinions, the more adept they will be at forming arguments both in and out of the science classroom. When science and ELA teachers use similar strategies, they’ll reinforce the learning across classrooms and create even stronger writers.
Learn more
- Amplify Science: The research behind the program, including the proven Do, Talk, Read, Write approach
- Amplify Science encourages students to write like scientists
- Science Connections: S1-03: Ways to integrate literacy skills into a K–8 science classroom: Rebecca Abbott
Boost student engagement with Science Seminars
What do you get when you cross a Socratic seminar with Curie, Watson, and Crick?
A Science Seminar.
Though Socratic seminars typically take place in ELA or social studies/humanities classrooms, we also know how strongly scientific and literacy approaches can support each other.
So let’s see what magic can happen when we bring a little Socrates into science!
More than just seminars on science
As you likely know, a Socratic seminar is a method of facilitated discussion that uses open-ended questions, active listening, and collaboration to encourage deep exploration of a text or topic.
Sound perfect for science? That’s because it is!
When a Socratic seminar becomes a Science Seminar, students focus on scientific evidence and work together to answer a question and come to the most convincing explanation of a phenomenon. Ideally, the teacher takes a supporting role, putting students and their ideas at the center of the discussion. In this way, Science Seminars form a powerful part of an NGSS-informed curriculum that teaches students to think, talk, evaluate, and collaborate like scientists.
The benefits of Science Seminars
Like Socratic seminars, Science Seminars:
- Build critical thinking. They encourage participants to analyze and evaluate information critically, challenging assumptions and exploring multiple perspectives.
- Provide practice in productive argument. Through structured dialogue, Science Seminars teach students to challenge each other respectfully and engage in constructive disagreements, supporting their ideas with reasoning and evidence.
- Boost literacy skills. By actively participating in discussions, students practice active listening, oral communication, and analytical thinking—all serving to enrich their comprehension, vocabulary, and overall literacy skills.
And on top of all that, they also connect to key Next Generation Science Standards (NGSS) practices. Specifically:
- Asking questions and defining problems.
- Analyzing and interpreting data.
- Constructing explanations and designing solutions.
- Engaging in argument from evidence.
- Obtaining, evaluating, and communicating information.
Tips for strong Science Seminars
Science Seminars are designed to be student-focused and student-led, but the teacher still plays an important role in setting students and seminars up for success. Here are some ways you can help them run smoothly and effectively:
- Set clear expectations. What’s the goal of the seminar? Make sure students know precisely what question they’re working to answer, and how they will know when they’ve answered it.
- Set ground rules. Before you start, help the students agree on how they will interact. Who has the floor? What words, phrases, and types of communication are helpful or not? What happens when students disagree?
- Involve all students. Plan in advance how more quiet students can take part. You might consider supplying conversational prompts to encourage participation.
- Take on a supporting role. Once you’ve set it all up, step back. If the conversation stalls, you might ask an open-ended question. You might also take notes—a reminder that the students are in charge and what they’re saying is important.
Free Science Seminar resource collection
We’ve created a free set of materials to help you host a successful Science Seminar. In this collection, you’ll get:
- A helpful guide that dives deeper into how to get started.
- Our top 10 Science Seminar tips for teachers.
- Talk moves for grades K–1, 3–5, and 6–8.
Access your free Science Seminar resources here.
Even more to explore
Connecting science and literacy: The power of language
We’ve talked about how scientists need literacy skills in order to be scientists. They can’t do their jobs without reading, writing, listening, and communicating.
Our recent webinar Science Connections: Science and Literacy explored this intersection from a broader level: the power of language in the science classroom.
How can science teachers remove language barriers to make sure all students are able to access prior knowledge—and acquire more? And how can teachers leverage language to create optimal learning conditions for their science students? Why should they?
Let’s find out what webinar co-hosts Eric Cross and Susan Gomez Zwiep, Ph.D., had to say!
Language and science sense-making
Contrary to stereotype, scientists aren’t just loners in labs. Susan Gomez Zwiep, former middle school science teacher and senior science educator at BSCS Science Learning, credits a colleague with this pearl: “If I’m just doing science myself, and not talking to anybody, that’s not science. That’s just me in my head.”
So science teachers need to give students every possible opportunity to get out of their heads. And if language is a barrier—whether students are learning English, or challenged by science vocab—teachers can help remove it.
This principle is especially important in the context of phenomena-based learning, says Gomez Zwiep. “Rather than telling students ideas, and then proving those ideas correct by showing them a phenomenon, we show them the phenomena and engage them in science sense-making to develop that understanding,” she says. “Language is central to science sense-making and communicating that sense-making.”
Students also bring their prior knowledge to scientific sense-making. And, as Gomez Zwiep points out, prior knowledge is often embedded in the language a student uses at home, or just their own non-scientific vernacular. “I have to use that when I first engage with the phenomenon,” she says. “Otherwise, I’m limiting the resources that kids bring to the learning environment.”
Language in a “safe” science classroom
“If I had to learn science in my second language, I would be struggling with not only everyday vocabulary, but also content-specific vocabulary,” says Eric Cross, host of Amplify’s Science Connections podcast. “You would never actually know what I knew or what I was bringing to the table.”
The goal is to create an environment where students feel comfortable exploring, using whatever language is accessible to them, and then guiding them to conclusions—and precise scientific language. “A classroom requires trust. It requires relationship building,” says Gomez Zwiep. “If a student is worried about saying something a particular way, that’s where all their cognitive energy is going instead of actually talking about the science.”
The key? Put scientific ideas first, and the language will come. “We used to wait until kids had English in order to learn science. And now we’re starting to see that language emerges from learning experiences,” says Gomez Zwiep. “So it’s a product of learning, not a prerequisite.”
Literacy in your science classroom
You can integrate science and literacy right away, starting with free science and literacy lesson samples from Amplify Science.
Explore more:
Science blogs
- “Science or literacy instruction? You don’t have to choose!”
- “Instructional strategies for integrating literacy into your science classroom”
Science Connections podcast episodes
The Science of Writing: Key to mastering reading
We know that “reading, writing, and ‘rithmetic” doesn’t cover all the core skills students must learn in school. Still, it’s easy to sense in our gut why reading and writing come first—and together. Reading and writing reinforce each other.
The way we now understand these two skills and how kids learn them is connected, too. That is, the Science of Reading and the Science of Writing are also linked, and invaluable. According to the National Assessment of Educational Progress (NAEP), only 27% of 12th graders achieved a proficient level in writing in 2011.
The key to unlocking literacy success resides not just in understanding the Science of Writing, but also in acknowledging its dynamic connection to the Science of Reading.
Connecting writing with literacy development
The Science of Reading refers to the vast collection of evidence-based practices that explore and explain how kids learn to read and form the foundation for literacy instruction that works. It emphasizes key components such as phonemic awareness, phonics, fluency, vocabulary, and comprehension. It stipulates that—no matter what magical worlds reading unlocks—reading instruction must be systematic and intentional.
The Science of Reading clearly indicates how best to support students as they learn to read. But reading is only half of the literacy equation. What about writing?
Akin to the Science of Reading, the Science of Writing refers to the body of research that examines effective writing instruction and the processes involved in developing writing skills. It emphasizes explicit, systematic teaching of writing structures, strategies, and conventions—again, similar to the Science of Reading’s approach. This includes understanding the cognitive processes behind planning, drafting, revising, and editing, as well as the development of handwriting, grammar, and composition skills.
The Science of Writing also highlights the importance of integrating writing with reading instruction. It enhances comprehension and communication abilities by reinforcing language skills through practical application.
Using instruction based on the Science of Writing can transform student communication, making it clearer, more effective, and more creative—opening up new worlds of connection, expression, and opportunity. Indeed, the 2024 survey by The National Association of Colleges and Employers found that 73% of employers look for written communication skills when selecting candidates to hire.
Effective instruction: Why teach writing and reading in tandem
This doesn’t mean that we should use evidence-based methods to teach reading in the morning, and then evidence-based methods to teach writing in the afternoon.
An integrated approach to reading and writing isn’t just beneficial—it’s essential. These two facets of literacy are interwoven processes that enhance each other. The more students read, the more they know. And a robust knowledge base helps students become not only stronger readers, but also stronger writers.
When students read a variety of texts, they absorb different writing styles, sentence structures, and vocabularies, which can serve as models for their own writing. Reading instruction based in the Science of Reading can also help students address writing problems and challenges. And writing about what they read also helps students deepen their capacity for both comprehension and expression.
Explicit and structured writing instruction is necessary for all students to be successful writers, as well as successful readers. When students write, they employ the same comprehension skills they use in reading.
How to teach writing and reading together
Here are just a few strategies to consider:
- Inspiration through imitation. Use reading materials as models for writing assignments. Encourage students to mimic sentence structures or vocabulary from texts they read.
- Read and respond: After reading, have students engage in response writing. This practice not only sharpens writing skills, but also reinforces comprehension by encouraging reflection and analysis.
- Instruct on structure. Introduce students to the writing process: prewriting/outlining, drafting, revising, and editing. These steps parallel the cognitive processes students use when understanding complex texts.
To learn more about reading, writing, and realizing every student’s full potential, check out:
S2-05: Moving students forward with project-based learning
In this episode, Eric Cross sits with K–5 educator Janis Lodge to chat about building on her own science curriculum to create meaningful project-based learning experiences. Janis shares her work teaching Gifted and Talented Education (GATE), and how to use those practices to help accelerate the learning of all students. Eric and Janis also talk about making time for science within K–5 classrooms. Explore more from Science Connections by visiting our main page.
Janis Lodge (00:00):
To me, the reward of having those kids feel like they accomplished something and the way that they can take ownership of it and go in so many different directions, I cannot take that away from them. That’s such an opportunity that if I have the means to do it, I have to just take it and run with it.
Eric Cross (00:18):
Welcome to Science Connections. I’m your host, Eric Cross. My guest today is Janis Lodge. Janis is a third-grade teacher in Orange County, California, with a specialization in gifted and talented education. Recently, Janis was awarded the Orange County Council for the Gifted and Talented Education Classroom grant. This grant funds a project that provides an extension to her third-grade science unit about environments and survival. Through this project, students will think like a biomimicry engineer as they design a robot that is inspired by an innovation found in nature. In this episode, we discuss how she uses interdisciplinary teaching practices to make time for science learning; why gifted and talented education strategies can benefit all students; and her process for creating a problem-based lesson that ultimately earned her a grant for her classroom. And now, please enjoy my conversation with Janis Lodge. One, welcome! Thanks for being here.
Janis Lodge (01:14):
Of course, I am happy to do it. I’m excited for the opportunity.
Eric Cross (01:17):
Of course! Yeah. Elementary school teachers in science, I feel like there’s so many things to have conversations about. And some of the things that you’ve really focused on, I think, are, really, really important. But I wanna start off with your journey of you becoming a teacher in the classroom. And so, would you kind of give your background, your origin story? How did you end up as a third-grade teacher?
Janis Lodge (01:37):
Well, my story is definitely not a traditional story. Before I was a teacher, I was actually living in Maui, Hawaii. I moved there right after college. I went to Chico State in Northern California. And I got a degree in graphic design. And after I graduated, well, I should give a little bit of a backstory. My last summer before graduating, I spent the whole summer in Maui and I just fell in love with it. So when I graduated, I decided instead of applying for jobs in Northern California, I’m just gonna put some resumes out in Maui and see if I can get a job. And I did. I ended up getting a job doing graphic design and marketing for a kite surf company out there. And I ended up just staying for seven years on the island. And after about seven years, I kind of got a little bit of island fever and decided I wanted to come back to California. I wasn’t sure exactly what I wanted to do, but I just had this calling that I need to do something a little more fulfilling with my life. And I started thinking about different ideas and dreams I had. And I actually started thinking about when I was younger, right? I had this dream. If you were to ask me when I was 10 years old what I wanted to be when I grow up, it would be elementary school teacher.
Eric Cross (02:48):
Really?
Janis Lodge (02:48):
Believe it or not. When I was younger, I transformed my bedroom into a classroom. My stuffed animals were my students. I just thought I’m gonna be the next best teacher ever. And you know, as I went through life and kind of went in different directions, I kind of lost sight of that dream a little bit. But for some reason, when I decided to change careers, I just remembered that. And so I just decided to go get my teaching credential and see if it worked out. And it was probably the best decision I made. I feel like everything just fell perfectly into place. I ended up getting a job at an amazing school, and now, five years later, I’m a third grade teacher.
Eric Cross (03:28):
So one of the questions I have to ask, and talking to elementary school teachers, this comes up a lot: How do you make time for science as an elementary school teacher who’s teaching everything? And let me kind of premise this with, at least for those of us in California, and I’m sure the rest of the states too, but we know this; There’s kind of this pressure with pacing and then even, depending on what school you’re at, math and English tend to get the bulk of things. And maybe there’s this perception also of like, well, I gotta teach math and English, and sometimes science gets put to the back burner for different reasons.
Janis Lodge (03:57):
Well, you’re exactly right. The beginning of the year, we were provided with a pacing from the district. And you know, they try to keep us on track, saying, “You should be starting Unit 2 at this time.” But other than that, there’s really no specific guidelines of how many days we’re supposed to be teaching or for how long. But one kind of secret that I’ve discovered is that I can weave science into the other subjects, specifically with language arts. So quite often what I do is I take a look at the language arts standard, and if it’s identifying the key details and the main idea, well I can do that with the science books used from the curriculum. So I’ll just pull those readers and we’ll do the exact same skill, start with the same standard, but we’ll use the content from science. By doing that, we call that kind of like interdisciplinary study. And the students really enjoy that more, too, because they’re using the same skills but they’re diving deeper into the content.
Eric Cross (04:54):
Right.
Janis Lodge (04:55):
And so also that helps build the background knowledge. So then when it comes to time where, if I want to do a science lab or a science investigation, now they already have that background knowledge ’cause we already dove deep into the reading and they can apply that pretty quickly right away into their lab or whatever activity they’re doing.
Eric Cross (05:12):
Can you give an example maybe of how you might pull out something that might be a skill that you’re trying to develop, maybe in an English content, but you would pull that out in a science lesson, maybe? What would you do?
Janis Lodge (05:25):
We’re actually doing that right now. So we’re in our second unit of science and they’re studying inheritance and traits and they’re looking at different organisms to see how they have adaptations to help them survive in their environment. So coincidentally part of the literacy skills is to look at multiple sources, do research, and summarize and make analysis of what they’re reading. And so we have different varied resources. I have websites; I have books, ebooks, videos, and pictures. And they’re choosing which four sources they want to use. And then, then they’re coming up with a summary at the end and then putting together a Google Slides presentation based on whatever organism that they chose.
Eric Cross (06:05):
Did you have a science background before becoming an elementary school teacher?
Janis Lodge (06:11):
Um, none. Besides what I, you know, took in high school and college.
Eric Cross (06:16):
Did you find it easy to kind of lean into the science, or was it something you just kind of jumped into and said, “All right, I’m gonna get after it”?
Janis Lodge (06:23):
What’s interesting is if, you know, throughout my education, my favorite subjects were English and reading and writing and art. And quite honestly, science wasn’t my favorite subject. But I think because of that, that inspires me to come up with creative ways of presenting the information to them and making it exciting and engaging for them, because I don’t want them to feel that way. I want them to be excited about all subjects. And I think that’s the beauty of combining the different subjects like I mentioned before. Like I say, you know, “What would a scholar do? Think like a wildlife biologist. And like with my project, think like a biomimicry engineer.” And so it kind of shifts their thinking. Like, it’s not just, “Oh, we have to study science.” It’s like, “No, you are the scientist; you are a meteorologist; or you are an author. How would an author write about this? How would an illustrator capture this in a photo or a comic strip?” And so, when you really combine those disciplines, you can take it to another level. So even if science isn’t their favorite subject, like maybe it wasn’t for me growing up, they can still take something they’re passionate about and apply the science content to it and they really resonate with them.
Eric Cross (07:37):
You leaned into your strengths. Which are more like, coming into it, you had all these kind of creative strengths. You have that background as a graphics designer. You were into the arts. But then with those strengths, did that kinda give you more confidence to dive into the science work, because you approached it from your assets that you were already coming to the table with?
Janis Lodge (07:55):
Yeah.You said it perfectly. If you look at it from a different lens, there’s all these different ways you can approach science.
Eric Cross (07:59):
I find it in my own science class, too. We’re all teaching the same standards. But how I approach it is through Eric Cross’s kind of personality and understanding and my angle, and another teacher might do it a different way. But we’re all leading to the same destination.
Janis Lodge (08:14):
Exactly.
Eric Cross (08:15):
That kind of leads me to my next question, and this is having to do with the project that you just alluded to. The biomimicry project. So you did a biomimicry project. Would you consider that like a project based-learning assignment?
Janis Lodge (08:26):
Well, this will be the third year that I’ve taught this unit. And when I wrapped it up last year, it’s through the Amplify Science program, and they do a wonderful job of having a lot of investigations and really thinking like a biomimicry engineer. But the final part of the unit was to design a robot inspired by a giraffe, to eliminate invasive plants in a particular environment. And the project part of it at the end was to create a model using Popsicle sticks and pipe cleaners. And then the other part of it was a digital simulation where they would put in different shape structures of teeth, and kind of reconfigure the shape of the mouth. And then they’d put in what they think is effective, and then the computer would say, oh, you’re 98% successful or 70% successful. And I remember at the end of it the students were like, “OK, well when do we make the robots?” And I thought, “Well, we’re just doing the simulation, or we’re just doing this model out of Popsicle sticks; we’re not actually gonna make a robot.” And they just seemed so disappointed. And that’s kind of how the wheels started turning my head like, “Well, what if they actually could make a robot? The only thing stopping me is I don’t have the materials to do it.” So, shortly after that unit wrapped up, coincidentally I saw the email about this grant opportunity that was being offered through the Orange County Council for Gifted Education. And they said, If you have a project that you wanna get funded that would promote GATE strategies within the classroom, then you can submit this proposal. So that’s how the ball got rolling for that proposal. And I researched different robotics kits and different companies and I found one that was really user-friendly for third graders, and not so difficult for me to learn as well.
Eric Cross (10:10):
You’re a risk taker. Like, I’m already seeing this as I’m talking to you. Is that just who you are or do you have a network? Like what keeps you taking these risks?
Janis Lodge (10:18):
I don’t really consider it a risk, because it’s exciting for me. Like I said, I don’t know that much about robotics, but the idea of learning more and then teaching that to my students is exciting. And you know, there was a little bit of risk ’cause I’m deviating a little bit from the curriculum, from the standard lesson, but to me, the reward of having those kids feel like they accomplished something, and the way that they can take ownership of it and go in so many different directions, and on top of that, develop coding skills and computer science skills and robotic skills, to me it was just like I cannot take that away from them. That’s such an opportunity that if I have the means to do it, I have to just take it and run with it. So I think just being inspired by the potential outcomes of what could happen is what made me take that risk.
Eric Cross (11:05):
Did you just kind of create this from scratch? Did you work with a team of people? How did you come to the point where you were ready to present this for the grant?
Janis Lodge (11:12):
Pretty much from scratch. Like I said, the Amplify unit, it does teach them about robotics that were inspired by nature. So some of the materials that they read, and there’s some videos that show really great examples. There’s like a robotic arm that was inspired by an elephant trunk. There’s a book that shows what this field is, biomimicry engineer, they actually show like what they do in that field. And I thought this is a perfect way to apply it because the curriculum’s already pretty much set it up for me; now I just have to add this one final component to it. And essentially it becomes project-based learning at that point, because they’re taking their knowledge and their skills that they’ve learned up to that point. Even the unit that we’re doing doing right now is building up to it. So it’s kind of that final—instead of giving them a test at the end and saying, “OK, tell me what you learned about inheritance and traits and environments,” they can actually take that knowledge and apply it to an innovation or creation that comes out of their own mind, which is so much more powerful.
Eric Cross (12:11):
Do they connect to any other learning goals as they’re doing these projects?
Janis Lodge (12:15):
Well, I think first and foremost, the 21st century skills that from day one I tell them, the four Cs: collaboration, creativity, communication, and critical thinking. All of those are woven in through this lesson. From the beginning, we talked about the whole engineering design process. So from the beginning, they start with a question and oftentimes that actually can be the hardest for them to think about, “What’s a scientific question or a problem that I wanna solve?” If they’re passionate about, maybe, a sport or the environment or something within their school, I go, “There it is. OK, that’s the problem. How can you design something inspired by nature to solve that problem?” And then, from there they go into the planning and the designing and the testing and then the improving. So going through that engineering design process, I think, is what really makes them feel like they are the engineer going through this. And they can make mistakes. They can take risks. A lot of my students I’ve found are afraid to take risks. They wanna make sure they succeed. And they need that challenge to know that if they do fail, that’s OK. We can just revisit this. We can test it. We can look at it in a different way.
Eric Cross (13:27):
You maybe wonder about, how do you assess something like this?
Janis Lodge (13:30):
I think that’s where all those stages along the way are important. Because I wanna make sure that they have a plan and that it’s based on the knowledge that they’ve gained in the unit. I think one of the other things about project-based learning is the final product of how they demonstrate their mastery. And in my classroom I oftentimes give them a choice of how they’re gonna present that to me. So maybe they’re going to write it out like an essay. Maybe they’re gonna create a Google slide. Maybe they’re gonna make a video. Maybe they’re going to—obviously in this part they will have the model, but they’ll have to have some way to explain it to me. And I think giving them that choice gives them the opportunity to show it in the way that’s meaningful to them.
Eric Cross (14:14):
And are you using like a rubric when you’re grading these assignments? Or, how do you actually grade it?
Janis Lodge (14:20):
Yes. So we have a rubric that’s provided to us for the written component that all the students will do at the end. But I can take that same rubric and see if they’ve applied that to the project. So even the verbiage wouldn’t really need to change. I think it’s still important that the students are able to demonstrate this in written form and so all of them will still complete that written component, but to also give them the opportunity to show that in the modality of their choice. I think is really important too.
Eric Cross (14:48):
Right. And you have some students that feel much more comfortable being able to present orally versus—
Janis Lodge (14:53):
Exactly.
Eric Cross (14:53):
—versus writing versus maybe doing a video. I mean, we see that in middle school and in high school too. Students show their knowledge or their understanding of a topic depending on the medium in different ways, and some better than others. Some may find that they can communicate it a lot better orally, but when pen goes to paper or fingers go to keyboard, you might grade it completely different, ’cause they’re not able to transfer what’s in their mind into writing. And the way you’re doing it, and giving that student choice, they probably have so much more buy-in, I’d imagine, because they get to pick what they get to do.
Janis Lodge (15:21):
Right.
Eric Cross (15:22):
You said something earlier and I wanna come back to it. So you mentioned GATE, and GATE is not something that I hear a lot in my world, but it was something I heard a lot when I was in school. There were kind of all of these perceptions and ideas about GATE. You’re a GATE teacher, correct?
Janis Lodge (15:38):
Right.
Eric Cross (15:39):
What is GATE, and what is it like being a GATE teacher? What are the misconceptions, if any, that you might have heard or come across?
Janis Lodge (15:46):
Well, so GATE stands for Gifted and Talented Education. And first and foremost, I think a misconception is that we’re just kind of doing whatever we want; we come up with our own lessons and teach a totally different curriculum. Which is definitely a myth. Because we start with the exact same standards as any other third grade class that you’d walk into. That’s definitely where we start. But I think in addition to the standards, we also implement what are called GATE standards: So they’re Depth, Complexity, Acceleration, and Novelty. And there’s a lot of tools that we use in the classroom, different strategies. You’ll see things like the prompts of Depth and Complexity. We’ll use things like “think like a disciplinarian”; I’m doing “think like a biomimicry engineer.” But really, all they are are just thinking tools and strategies to elevate students thinking and kind of go below that surface level of the content to dive deeper. It also provides opportunities for acceleration. So for example, our last science unit, it was on magnetic force, and there was a handful of students that just grasped the concepts right away, and they’re ready for something else. They’re ready for more rigor. They need some challenge. And so at that point I can kind of pull that group aside and provide some differentiation for them. And I said, “OK, well, you understand the concept of magnetic force, balanced forces. So now what I want you to do is think about something that you’re really passionate about, and how could you use magnetic force somewhere in that field—again to solve a problem, problem-based learning—and present it to me?” So they create this form, it’s like a “think like a disciplinarian” frame, and one of them was “think like a hockey player.” And he’s trying to think of a way that he can incorporate magnetic force. Anyway, I could go on and on. But basically it’s finding what these students’ passions are. And I do that with all my students. And I should probably preface this by saying that even though these are standards that I implement in my classroom because it’s a GATE classroom, these are practices and tools that can be applied to any learner, at any age. And they really just enrich the education for all students.
Eric Cross (18:02):
So your classroom is, is a mixed classroom. There’s GATE students and then general—
Janis Lodge (18:05):
Right.
Eric Cross (18:07):
—students, non-GATE students, in the same class. It’s interesting because I imagine GATE is kind of scaffolding up to a higher level, but then, you also said something that I’ve noticed when I’m creating scaffolds for my students to support them, who may not be at a grade level, maybe in reading or literacy or math, those same scaffolds can help all students.
Janis Lodge (18:27):
So yeah, I don’t just go, “OK, you’re my GATE students; I’m gonna use these practices on you.” I use it for the whole class. But I’m also surprised by having that mix of these different learning styles. A lot of times students are inspired by other students, or, you know, we have this big thing about one of the prompts is Multiple Perspectives. I try to do that as much as I can, because students are inspired by the ideas of their peers. And quite often, if they hear it from a peer, it could be exactly what I just said, but they heard their student say it in a different way and it just clicks and they’re like, “Wow, I get that.”
Eric Cross (19:00):
I think a lot of teachers struggle or, or maybe feel ill-equipped, to support higher-level students. Did you get trained to be a GATE teacher? First lemme ask that question: Did you get special training for this?
Janis Lodge (19:13):
Yes. I went through a course, I think it was like a six-week certification course, through my district.
Eric Cross (19:19):
OK, so you got a special training, which—I’ve been in the classroom for nine years; I teach at a university as an adjunct professor; but I’ve never been trained on teaching gifted or accelerated students. And I’m kind of wondering now, like, do you feel like it made you a better teacher?
Janis Lodge (19:33):
Absolutely.
Eric Cross (19:34):
And if so, how do I get to do this?
Janis Lodge (19:36):
Well, it’s through the county. I mean, anybody can get trained and certified how to teach this way. But, just like you said, I think coming out of that, my eyes were just open, and my biggest takeaway is that these practices, even though they are designed for gifted and talented, it really kind of reshaped my thinking about how I, number one, present material to the students, that I’m doing it in an engaging way, and I’m not just lecturing at them; there’s opportunities for them to collaborate and communicate and use multiple resources. So, you know, how I’m teaching has changed. And then also, how I’m providing opportunities for them to demonstrate their learning. And a lot of that is project-based learning, because once they have the knowledge and skills they need to do something with it. I mean, that’s really the true definition of innovation, is taking the skills or taking something that you’ve learned, and now go with it. Run with it.
Eric Cross (20:32):
How can we take what you’ve learned and then kind of spread it, so teachers have this in their toolkit, too? Like for me, I have multiple ways to be able to support reading and literacy and math and tools and sentence frames. And my students who have special learning plans, I have a have a lot of tool sets for that. I wanna build my tool sets for this other area for my students who want to continue, who wanna run, or go beyond, or even stretch themselves. I think we need to take some of the things that you’re doing and not make them kind of like this exclusive group, but also let’s share it with everyone, ’cause if everybody can access it—
Janis Lodge (21:03):
I agree.
Eric Cross (21:03):
—we might see a lot more potential or a lot more opportunities for students who might not otherwise have them.
Janis Lodge (21:08):
And one thing: My school, I’m really proud to say that my principal has seen that. You know, he’s like, “Well why are we just keeping this in the GATE classroom?” So he’s working on getting all of our teachers certified.
Eric Cross (21:19):
No, I love what you’re doing and your principal sounds, sounds awesome for doing that and recognizing that this can benefit more students than just the ones who, you know, pass the Raisin Test, I think it’s what it was called when I was taking it, or whatever it is back then.
Janis Lodge (21:31):
Exactly.
Eric Cross (21:32):
We’ve talked about project-based learning, the GATE classroom…I kind of wanna come back to you as we wrap up. Thinking about, like, the jobs that you and I do, and the people that listen to this podcast, we have one of the few jobs that people remember us for a lifetime. And I wanna ask you, who was someone that was maybe inspirational in your educational career, that inspired you, or is maybe one of the most memorable? You might have several…but who is someone that was memorable to you in your career, and why? Why were they memorable to you?
Janis Lodge (22:02):
Yeah. Well, obviously, when I was younger, I was definitely inspired by all my teachers. The fact that I turned my bedroom into a classroom…I just was just in awe of this profession. But I think one that really resonated with me was my junior year in high school. I was taking a newspaper class and the teacher was Mrs. Kavanaugh, and she really taught us everything from writing the articles to the editing, to putting the pages together. And I remember in that class I was working on this program called QuarkXPress. I don’t even know if it exists anymore. But I was just fascinated with putting all these pieces together that we’d worked on for so long and getting the articles, picking the pictures, the illustrations and the titles. And I remember her looking at me saying, “You really enjoy this, don’t you?” And I said, “Yeah.” And she said, “Well, I have a computer graphics elective class that you should take next year.” And I thought, “OK, I’d love to do this, this opportunity to expand my knowledge and my skills.” So because of that, I took the computer graphics class the next year and I just remember throughout the whole time, she was just constantly encouraging me and acknowledging my skills. And I find myself doing that as a teacher as well. ‘Cause that really resonated with me. And it’s funny, this summer I was going through some boxes of some old stuff from high school, and I found this handout that I had made, because I remember my senior year of high school, she said, “Janis, you know what? You’re doing such a great job; we have these new, incoming students coming into the newspaper class, and I’d love for you to actually teach them how to do this pagination on this QuarkXPress program. I want you to put something together and actually teach it to them.” I thought, “Wow, she believes in me that much that she’s gonna let me teach this to the incoming students.” But I think my takeaway from that was that she gave me the opportunity to take those skills and actually do something with them, to apply them right away.
Eric Cross (23:53):
Mrs. Kavanaugh. Miss Kavanaugh. Shout-out to Miss Kavanaugh. As you told that story, I heard you as a teacher because I’m hearing she’s applying these GATE strategies in that situation. That’s what that’s what I heard.
Janis Lodge (24:08):
Yeah, absolutely.
Eric Cross (24:09):
She personalized this learning. She created a specialized opportunity. You presented to a real audience that was authentic. It had this personalization in it and this rigor and this challenge and it made a huge impact. And it’s just amazing to listen to you and hear this come full-circle, and now you’re doing this with little ones. And I just wanna thank you for your time in doing the interview, sharing your story with how you became a teacher, your students, the projects that you do. And just like so many teachers, going the extra mile for your kids and bringing in these really important 21st century skills; they’re gonna be so much better off for it. And I know it makes my job easier when I get them in the classroom, so thank you.
Janis Lodge (24:49):
Yeah. Well, thank you for the opportunity.
Eric Cross (24:51):
My pleasure. Thanks so much for listening and we wanna hear more about you and the educators who inspire you. You can nominate them as a future guest on Science Connections by emailing STEM@amplify.com. That’s S -T-E-M at amplify dot com. And be sure to click subscribe, wherever you listen to podcasts, and join our Facebook group, Science Connections: The Community. Until next time.
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Meet the guest
Janis Lodge is a third grade teacher in Orange County, California. Her career in education started six years ago when she decided to follow her passion of making a positive difference in the lives of young scholars. Prior to teaching, Janis lived in Maui, Hawaii for seven years, working in the field of graphic design, marketing, and hospitality. She has found that her interest in innovation, project-based learning, and inquiry-driven exploration has helped shape her into the educator she is today. STEAM is integrated regularly into her classroom, and her students continually develop 21st century skills through a variety of unique projects. Janis is also a PAL (Peer Assistance Leadership) Advisor for her school, where she helps young leaders (4th-6th graders) cultivate their leadership skills and empowers them to make a positive difference in their school and community. Janis was recently awarded the Orange County Council for the Gifted & Talented Education Classroom Grant, which will provide an extension to the third grade Amplify Science Unit: Environments and Survival.
About Science Connections
Welcome to Science Connections! Science is changing before our eyes, now more than ever. So…how do we help kids figure that out? We will bring on educators, scientists, and more to discuss the importance of high-quality science instruction. In this episode, hear from our host Eric Cross about his work engaging students as a K-8 science teacher. Listen here!
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Our impact
Amplify Tutoring accelerates learning for students who need it most. Students in Amplify Tutoring are more likely to achieve outsized academic gains than similarly at-risk peers in the same schools who are not enrolled in the program.
Amplify Tutoring has been awarded the National Student Support Accelerator (NSSA) Tutoring Program Design Badge by Stanford University!
Learn moreReliable, easy-to-read data
With valid and reliable mCLASS assessments and real-time reporting always within reach, everyone involved in a child’s learning journey—from teachers and tutors to school leaders and families—can support student growth.
- Teachers have visibility into students’ data and all tutoring lesson content.
- School and district administrators receive regular tutoring attendance and progress-monitoring reports.
- Caregivers receive Home Connect letters and activities to help their child practice foundational skills at home.
High-quality instructional materials that power Amplify Literacy Tutoring
Amplify Literacy Tutoring includes high-quality resources to support students’ growth.
Targeted lessons generated by precise data
mCLASS Intervention is a research-backed, ESSA rated program that targets instruction based on students’ mCLASS DIBELS 8th Edition assessment results. With engaging lessons aligned to the Science of Reading that adapt based on students’ progress monitoring results, mCLASS Intervention streamlines time-consuming data analysis for teachers and makes sure that tutoring focuses on the literacy skills students need.
Transparency into student performance
mCLASS DIBELS 8th Edition is our nationally normed benchmarking and progress monitoring assessment tool to measure students’ foundational literacy skills. Students take the benchmark assessment three times a year and progress monitoring occurs every 7–10 lessons in between.
Proven impact for students who need it most
Boost Reading delivers targeted, adaptive practice that meets students where they are, while teachers get simple and meaningful insights into student progress. The program consistently moves students toward grade-level proficiency with just 30 minutes of use per week. Students can continue learning through Boost Reading between tutoring sessions or at home.
High-quality instructional materials that power Amplify Math Tutoring
Amplify Math Tutoring includes high-quality resources to support students’ growth.
Intervention Mini-Lessons aligned to core instruction
Amplify Desmos Math Mini-Lessons provide targeted intervention for students who require additional support or need more time. These lessons are aligned to the most critical topics throughout a unit; they enhance conceptual understanding while improving procedural fluency and application.
Valuable insights into student mathematical thinking
mCLASS Math is our benchmarking and progress monitoring assessment tool. Students take the benchmark assessment three times a year; progress monitoring occurs every 7–10 lessons in between.
Personalized practice—anytime and at home
Fact fluency practice provides students with regular practice beyond rote memorization. The program is used during tutoring sessions and is available on non-tutoring days. Students also have access to Boost Math’s independent learning activities, to continue practicing between tutoring sessions or at home.
Consultation and collaboration
Amplify Tutoring tailors our support for educators, schools, districts, caregivers, and state-level leaders, helping to realize the promise of high-impact tutoring programs. Through collaborative partnerships at every level, Amplify Tutoring engages communities in driving academic improvement and boosting attendance.
Our services can include:
Program design consultation: Amplify Tutoring offers expert program design consultation services to help schools and districts create effective and scalable high-impact tutoring programs.
Tailored onboarding: We provide customized training sessions for school, district, and state leaders, ensuring that Amplify Tutoring services are integrated smoothly into existing systems.
Ongoing professional development and coaching: Our program management includes continuous training, coaching support, and office hours with pedagogical experts to fortify the program’s success and adaptability.
Caregiver engagement: We offer resources and support for families and caregivers, including tips for at-home support, helping them stay informed and involved in their child’s progress.
Seamless communication and support: We provide transparent communication and engage all stakeholders—district and school leaders, teachers, caregivers, and students—to keep everyone aligned and informed.
Data reporting: We provide detailed reports and analytics to district and school leaders, giving them the power to monitor progress, make data-driven decisions, and celebrate successes.
Amplify Tutoring is part of a connected early literacy and math suite.
Our literacy and math suite programs are designed to support and complement each other in a Multi-Tiered System of Supports (MTSS). Learn more about our related programs.
The promise of Next Generation Science Standards
The Next Generation Science Standards (NGSS), and other state standards like them, represent more than just new expectations—they embody a transformative vision for science education. Instead of asking students to memorize isolated facts, NGSS calls for students to think like scientists and engineers while grappling with real-world phenomena that matter to them and their communities.
This shift from learning about to figuring out develops the critical-thinking skills and problem-solving mindset students need to tackle complex challenges throughout their lives.
Three-dimensional (3D) learning that engages and inspires
At the heart of NGSS lies three-dimensional learning, where Science and Engineering Practices (SEPs), Crosscutting Concepts (CCCs), and Disciplinary Core Ideas (DCIs) work together to create rich, meaningful learning experiences.
Science and Engineering Practices are the approaches and habits of real scientists and engineers: asking questions, developing models, planning investigations, and constructing evidence-based explanations and arguments. Working with these practices awakens student curiosity, drives student-centered learning, encourages deep and critical thinking, and creates opportunities for students to articulate their understanding in a variety of meaningful ways.
Crosscutting Concepts are the big-picture thinking tools that scientists use every day. When students use Crosscutting Concepts as a lens to examine common themes in science such as patterns, cause and effect, systems, and energy, they begin to identify and connect science ideas across disciplines.
Disciplinary Core Ideas represent the essential knowledge of science. Students figure out these science ideas through their investigation of real-world scientific phenomena, and consequently develop deep understandings of science ideas.
The student experience: from passive to passionate
In three-dimensional science learning, students become active investigators, gathering evidence from multiple sources and constructing increasingly sophisticated scientific arguments and models about real-world phenomena. They engage in evidence-based debates, collaborate on engineering challenges, and make connections between their investigations and their own communities, as well as the world beyond. See it in action.
The literacy-rich nature of NGSS instruction means students read, write, speak, and listen like real scientists and engineers, actively questioning, analyzing, and communicating findings. This integrated approach develops both scientific understanding and communication skills—skills that transfer across all subjects and even beyond the classroom.
How Amplify Science delivers as an HQIM curriculum
Amplify Science was built from the ground up to fulfill the NGSS vision and is an HQIM (high-quality instructional materials) curriculum, characterized by the following:
- All green on EdReports. Amplify Science has been evaluated by EdReports, an independent K–12 curriculum review organization, and received the esteemed all-green rating (“meets expectations”) across all three of its gateways: Alignment to the NGSS, Coherence and Scope, and Usability. Learn more about our all-green rating.
- The real-world anchor phenomenon is deeply woven throughout each unit as the central thread. In Amplify Science, students assume the role of a real scientist or engineer to investigate a compelling phenomena in K–5 and grades 6–8. Over the course of the unit, they gather and make sense of a variety of evidence sources and develop increasingly sophisticated explanations and models as their understanding deepens. Whether investigating a mysterious fossil discovery as geologists or designing emergency supply delivery pods as mechanical engineers, students experience the kind of work done by real scientists and engineers.
- All three dimensions of the NGSS are intentionally and thoughtfully integrated throughout every unit and across all grades. As they built Amplify Science as an HQIM curriculum, the experts at UC Berkeley’s Lawrence Hall of Science deliberately crafted each unit, chapter, and lesson with the following guiding questions in mind:
- What do we want students to figure out (specifically, what Disciplinary Core Idea or part of a DCI)?
- How do we want them to figure it out (i.e., what Scientific and Engineering Practice will they engage in to reach understanding)?
- What Crosscutting Concept can scaffold students’ understanding and connect it to other ideas about the natural world that they have learned?
This systematic approach ensures that every learning experience is purposefully designed to engage students in authentic scientific thinking while building connections across concepts and grades.
- Educators receive comprehensive implementation support. Through lesson-planning resources, science background materials, built-in assessments, and expert coaching—all provided directly through Amplify—teachers are able to confidently implement the program’s NGSS-aligned, high-quality instructional curriculum with greater ease and success.
- Multimodal learning experiences support all learners. Amplify Science ensures that everyone can access scientific concepts through the Do, Talk, Read, Write, Visualize multimodal approach that includes hands-on investigations, digital simulations, collaborative discussions, and literacy-rich activities.
- Research-based and proven effective: Get the results that matter. Students who experience true three-dimensional learning with Amplify Science, an HQIM curriculum, show increased engagement and an improvement in science learning and vocabulary. They develop confidence as thinkers and problem-solvers while maintaining curiosity about the natural world.
Ready to transform your science instruction with an HQIM curriculum?
Please contact your sales representative today, or download a sample unit to experience three-dimensional learning firsthand. Your future scientists, engineers, and citizens of the world are waiting!
What instructional coherence really looks like
What instructional coherence really looks like
Amplify CKLA
Welcome, Program 3 reviewers!
We’re honored to introduce you to Amplify California Language Arts. We’re confident you’ll find this comprehensive program to be a powerful tool for bringing the vision of the California ELA/ELD Framework to life in classrooms across the state.
Please start with the video on the right to learn how to navigate the program and access key features referenced within our submission. Below you’ll find additional resources to support your review.
Your review samples
We’re excited for you to begin your review of Amplify California Language Arts, a comprehensive biliteracy program for kindergarten through grade 6.
Reviewer Binders (K–6)
Your physical samples should have arrived in grade-specific boxes with three Reviewer Binders.
- The first binder will contain logistical program review information and the printed Evaluation Criteria Map.
- The second binder will contain the printed Standards Maps for grades K–2.
- The third binder will contain the printed Standards Maps for grades 3–6.
Physical samples (trade books)
Your review of the program will be entirely digital with the exception of the trade books that you will be receiving as physical samples. You can expect to receive 13 boxes of physical materials for your review. Twelve boxes of trade books, one for each grade K–5, in English and Spanish, and one box containing your Reviewer Binders.
As you begin the process of organizing your materials, please refer to the inventory checklist found inside each box as well as within your Reviewer Binder.
Digital review materials
In order to access your digital review materials, you’ll need to log in to our platform using your unique login credentials found on a Digital Review Credential flyer inside of your Reviewer Binder. Once you have located the flyer:
- Click the orange button below to access the platform.
- Click “Log in with Amplify.”
- Enter the username and password provided on your Digital Review Credential flyer.
Navigation tips
Before you get started, please review these important functionality notes:
Criteria Map and Standards Maps must be opened on Microsoft Word on your desktop to function as intended. If you open the documents without Microsoft Word on your desktop, citations will be cut off at the bottom of most tables within the document.
Many of our citations are deep-links to PDFs, meaning they will take you to the right page or the first page in the sequence for the citation in question. To ensure this functionality works, please disable any PDF-viewing extensions or plug-ins such as Adobe Acrobat Pro Browser Extension.
[Reviewer program navigation video] Grades K–5
[Reviewer program navigation video] Grade 6
Click here for additional information on navigating the program for grade 6.
Category 1: English Language Arts (ELA) and English Language Development (ELD) content/alignment to standards
Evaluation Criteria Map
Linked below is the Evaluation Criteria Map. Please note that you will need to be logged into the digital platform to access the links in the Evaluation Criteria Map.
ELA Standards Maps
The links below provide the Standards Maps for Amplify California Language Arts for each grade level.
ELD Standards Maps
Category 2: Program organization
Amplify California Language Arts’ biliteracy program is a comprehensive curriculum provides a full year of evidence-based instruction for each grade level, with both integrated and designated English Language Development instruction designed to give multilingual/English learners the tools to thrive. Amplify’s biliteracy program for grades K–6 includes:
- Core English language arts instruction: Amplify Core Knowledge Language Arts (CKLA) California (grades K–5) and Amplify ELA California (grade 6) covering knowledge building and foundational skills.
- Provides upper grade foundational skills instruction for grades 3–6.
- Core Spanish language arts instruction: Amplify Caminos California, a fully parallel SLA program that works in tandem with English core instruction across all grades.
- Provides upper grade foundational skills instruction for grades 3–6.
- Designated English Language Development: Language Studio California is the designated English Language Development companion that directly aligns with and supports core English instruction.
- Newcomer Support: Amplify California Language Arts Newcomer Support to facilitate instruction for students who are new to both English and the United States.
Program structure
Amplify’s California Language Arts programs are built on what the research shows: Strong readers need both word recognition and language comprehension. Our comprehensive curriculum suite follows the Simple View of Reading bringing together foundational skills and knowledge building to deliver instruction grounded in the Science of Reading.
This model is integral to the structure of the Amplify biliteracy program, which directly aligns with the CA CCSS ELA and ELD standards by combining rigorous decoding and skills instruction with research-based knowledge and language development instruction. In its early grades, the Amplify biliteracy program uses a two-strand structure—Skills/Lectoescritura and Knowledge/Conocimiento—to effectively address this learning challenge while meeting standards expectations for both language development and academic content mastery.
[Reviewer highlight video] Program organization for Category 2
[Reviewer highlight video] Program structure for grades K–2
[Reviewer highlight video] Program structure for grades 3–5
[Reviewer highlight video] Program structure for grade 6
Amplify Caminos California lessons are designed to allow all students time to work toward learning objectives, including peer collaboration and discussion. Since each lesson activity is aligned to subsequent activities, students’ understanding and analysis develops progressively throughout the lesson.
Each lesson follows a predictable structure with clearly marked components, beginning with warm-up routines, progressing through explicit instruction with guided practice, and concluding with independent application activities. The program provides detailed teacher language, including question stems and discussion prompts, ensuring clear and consistent delivery of instruction.
Amplify CKLA California and Amplify Caminos California empower teachers to deliver effective instruction and keep students engaged with the following resources:
- Teacher Guides
- Assessment Guides
- Authentic texts and trade books
- Knowledge Image Cards
- Knowledge Flip Books
- Remediation and intervention resources
- Decodable readers
- Student Readers and novels
- Student Activity Books
- Dedicated ELD support with Language Studio California
- Poet’s Journals
- eReaders
- Sound Library featuring articulation videos and songs
- Instructional routine modeling videos
- Assignable Practice Games
- On-demand professional development
Amplify ELA California students stay engaged with the following resources:
- Teacher Guides that include:
- Detailed lesson plans
- Standards alignment and exit tickets
- Real-time differentiation strategies
- Robust reporting
- Student Editions that include:
- High-quality narrative and informational texts
- Videos, audio supports, and digital experiences that capture their attention
- Personal Writing Journal to keep all student writing in one place
- Dedicated ELD support with Language Studio California
- Trade books
Core literacy philosophy
Support every learner. Meet all learning needs with a Multi-Tiered System of Supports (MTSS) that brings together universal screening, scaffolded core instruction, support for multilingual/English learners, and data-driven intervention to ensure every student gets what they need to succeed.
Deliver consistent foundational skills instruction. Daily explicit, systematic skills instruction in grades K–2, with targeted yet flexible support for students still building decoding confidence in grades 3–6, ensures mastery of essential reading foundations.
Build lasting knowledge across all grades. Through coherently sequenced, content-rich instruction that revisits key vocabulary and concepts with increasing complexity, students build meaningful connections that deepen their vocabulary and reading comprehension.
Strengthen reading through writing at every level. Regular writing instruction grounded in the Science of Writing supports reading comprehension, improves sentence-level writing, and provides the foundation for high-quality composition. As students progress through the upper grades, they engage in increasingly complex analytical tasks—synthesizing ideas, drawing generalizations, and interpreting multiple textual layers through both focused quick-writes and comprehensive essays.
Foster oral language development. Structured opportunities for academic conversation and evidence-based dialogue build students’ ability to express complex ideas with precision and allow them to participate confidently in classroom discussions.
Measure growth with comprehensive assessments. Assessments range from in-the-moment checks for understanding to summative assessments that measure progress toward skills mastery and standards proficiency, providing the data needed to drive targeted instruction.
Scope and sequence
Below you can view the scope and sequence documents for each grade level.
- Kindergarten
- Grade 1
- Grade 2
- Grade 3
- Grade 4
- Grade 5
- Grade 6
- Newcomer Support Grades K–6
Routines
Amplify CKLA California, Amplify Caminos California, and Amplify ELA California include several structured instructional routines that provide predictable patterns for both teachers and students:
Discussion and collaboration routines:
- Turn and Talk: Partners discuss text-specific content using sentence starters and frames
- Think-Pair-Share: Students engage in individual thinking, partner discussion, and whole-class sharing
- Partner reading: Students sit shoulder-to-shoulder, taking turns reading and listening
Foundational Skills routines:
- Sound-spelling review: Warm-up activities that reinforce phonics patterns
- Oral blending warm-ups: Teacher-guided practice progressing to independent application
- Finger-tapping: Techniques for blending sounds
- Chaining activities: Students manipulate letters to transform one word into another
- Word Work: Daily short activities focused on domain-specific and academic vocabulary
Knowledge-building routines:
- Teacher modeling: Demonstration of proper intonation, expression, and pacing
- Choral reading: Whole-class reading practice
- Partner reading: Paired fluency practice
Close reading routines
The program includes carefully structured close reading activities that guide students through multiple encounters with complex texts. These routines help students develop deeper comprehension through systematic analysis and discussion.
Each routine includes comprehensive instructional guides with clear-cut directions for implementation, straightforward explanations of concepts, and suggestions for discussion.
Cross-Linguistic Transfer routines
The Cross-Linguistic Transfer (CLT) routines are easy-to-implement, 10–15 minute mini-lessons designed to help bridge English and Spanish literacy and language development. These structured routines are organized by grade bands for K–2, grades 3–5 and grade 6, covering five skill areas:
- Oral language
- Reading
- Vocabulary
- Language
- Writing
[Reviewer highlight video] Amplify’s program alignment to Cross-Linguistic Transfer criteria
Designated English Language Development materials
Language Studio California is a K–8 content-based companion for English language learners. Built on Amplify CKLA California and Amplify ELA California’s carefully sequenced Knowledge Domains, it combines engaging content knowledge with targeted supports and research-based strategies to help students move swiftly toward language proficiency. This program includes:
- Real-world content to provide authentic opportunities to practice reading, writing, speaking, and listening.
- Scaffolding strategies and differentiated instruction to offer targeted support along five English proficiency levels.
- Progress monitoring tools to help teachers provide consistent and effective support.
- Teacher Guides that:
- Provide impactful progress monitoring tools including formative and summative assessments, and Language Proficiency Assessment rubrics.
- Offer varied differentiation strategies including Support, Challenge, and Access supports in each lesson segment.
- Are organized into thoughtful lesson segments—Talk Time, Building Background, On Stage and more—that make learning objectives concrete.
- Activities that:
- Expand on domain knowledge from core content and read-alouds and prompt collaborative conversation to practice oral fluency.
- Support hands-on language activities to promote authentic interaction in the classroom.
- Help students bridge experiences and knowledge with images, vocabulary activities, graphic organizers, anticipation guides, writing space, and more.
Category 3: Assessments
Systematic MTSS alignment
In alignment with the additional 2025 Guidance 3.1.a, the assessment systems align with MTSS tiers, including universal screening, diagnostic assessments for students demonstrating a need for additional support, and progress monitoring tools that complement California’s required reading difficulties screening schedule per SB 114.
| Tier 1: Universal/ differentiated support | Tier 2: Supplemental/ targeted support | Tier 3: Intensified/ intensive support | |
| Core instruction assessments Frequency of administration | Amplify CKLA California, Amplify Caminos California, Amplify ELA California assessments Daily, Weekly, Monthly | Amplify CKLA California, Amplify Caminos California, Amplify ELA California assessments Daily, Weekly, Monthly | Amplify CKLA California, Amplify Caminos California, Amplify ELA California assessments Daily, Weekly, Monthly |
| Universal screening assessments Frequency of administration | mCLASS DIBELS and Lectura 3 times per year – BOY, MOY, EOY | mCLASS DIBELS and Lectura 3 times per year – BOY, MOY, EOY | mCLASS DIBELS and Lectura 3 times per year – BOY, MOY, EOY |
| Formal progress monitoring assessments Frequency of administration | mCLASS DIBELS and Lectura 3 times per year – BOY, MOY, EOY | mCLASS DIBELS and Lectura Monthly | mCLASS DIBELS and Lectura Bi-weekly |
| Informal progress monitoring assessments Frequency of administration | Amplify CKLA California, Amplify Caminos California, Amplify ELA California core assessments Daily | Intervention Toolkit progress monitoring assessments When linked to a lesson in the toolkit | Intervention Toolkit progress monitoring assessments When linked to a lesson in the toolkit |
| Diagnostic assessment Frequency of administration | Amplify skill diagnostic assessment Amplify Spanish skill diagnostic assessment Optional after universal screening assessment is administered | Amplify skill diagnostic assessment Amplify Spanish skill diagnostic assessment After universal screening assessment is administered |
Universal assessment system
Amplify’s mCLASS® DIBELS® 8th Edition (K–8) and mCLASS Lectura (K–6) are universal and dyslexia screening assessments that should be administered three times per year (BOY, MOY, and EOY) to all students. The assessments evaluate student literacy risk, determine progress toward grade-level goals, and indicate the level of instructional support a student may need. Beginning-of-year screenings require adequate instructional time before administration, particularly in grades K–1, while mid-year and end-of-year assessments evaluate instructional effectiveness and guide tier placement adjustments. These screenings also identify students at risk for dyslexia. Universal screening provides essential data for targeting instruction and measuring instructional system effectiveness.
Core instruction assessments
Amplify CKLA California, Amplify Caminos California, and Amplify ELA California provide a comprehensive suite of assessments for grades K–6 that range from low-stakes, informal formative assessments to more formal summative assessments. These assessments incorporate a variety of methods and question types, including multiple-choice questions, open-ended questions, and oral and written responses.
Formative assessments:
- Checks for Understanding: Incorporated into each lesson segment throughout daily instruction. Quick pulse-checks that provide immediate feedback during lesson delivery (grades K–5).
- Daily formative assessments: Highlighted moments within each lesson for teachers to plan to track mastery of Primary Focus objectives and standards of each lesson to get a clear snapshot of individual and whole-class progress (grades K–5).
- Activity pages: Completed as part of lessons and can be used to assess lesson content understanding through various formats (grades K–5).
- Exit Tickets: Located at the end of lessons, these provide a quick gauge of students’ ability to meet the lesson’s focus standards (grade 6).
- Writing Prompts: Prompts integrated throughout lessons during writing activities that provide skill snapshots within lessons and tracks patterns of skill development over time (grade 6).
- Independent reading activities (Solos): At the end of every lesson, students complete an independent reading activity (“Solo”) with reading questions that are scored to measure comprehension (grade 6).
Summative assessments:
- Skills end-of-unit assessments (grades K–2)
- Knowledge end-of-domain assessments (grades K–2)
- End-of-unit assessments (grades 3–5)
- Unit essays: A culminating end-of-unit set of lessons that guide students through crafting an essay with a rubric to score mastery of writing skills (grade 6)
- Unit reading assessments: Auto-scored responses and two constructed response items evaluate comprehension, content understanding, and reading skills using the passages students read during the unit (grade 6)
Performance assessments
Student Performance Assessments are multi-day assessments administered in Grades K–5 at the beginning, middle, and end of year to help teachers gauge student mastery of grade-level Core content. These assessments provide critical data to help teachers set targeted instructional goals and monitor individual and class-wide progress towards core objectives.
Progress monitoring
Amplify’s mCLASS® DIBELS® 8th Edition and mCLASS Lectura provide formal progress monitoring in the discrete skills that are indicative of reading growth and predictive of overall success to provide the most instructionally meaningful information to teachers.
Informal progress monitoring tools can be found within the Intervention Toolkit, including materials for teachers to record, track, and evaluate student progress.
Diagnostic assessment
Interventions within Amplify’s literacy programs are informed by a skill diagnostic assessment that provides detailed data on foundational literacy skill deficits. The Amplify Skill Diagnostic Assessment and Amplify Spanish Skill Diagnostic assessment serve as critical tools in this process, administered specifically to students identified as at risk for reading difficulty through universal screening assessments—particularly those demonstrating mCLASS DIBELS 8th Edition or mCLASS Lectura composite scores in the Well Below or Below Benchmark ranges. These diagnostic assessments provide teachers with the precise skills to begin intervention and remediation.
Category 4: Universal Access
Amplify CKLA California, Amplify Caminos California, and Amplify ELA California are developed using the Universal Design for Learning framework to proactively ensure that all learners can access and participate in meaningful, challenging learning opportunities.
Universal Design for Learning
Amplify CKLA California, Amplify Caminos California, and Amplify ELA California incorporate opportunities for engagement, representation, action, and expression based on the guidelines of Universal Design for Learning.
- Multiple Means of Engagement: The programs incorporate interesting and motivating ways for students to interact with information and content. The Universal Access section in the introduction of each lesson provides specific lesson-level options based on the needs of individual classrooms and students. Scaffolding for students with various levels of need is incorporated into the design of each lesson.
- Multiple Means of Representation: The programs provide multiple means of presenting content to maximize student understanding. This includes digital component files that allow for a range of presentations of images and text to support learning. Amplify provides access to universal supports such as point-of-use audio for all core texts, embedded definitions for critical vocabulary, and glossaries in multiple languages. The programs include clarification on language found throughout the program, with sidebars that include support on transition words and syntax, and illustrations to help students understand the concepts they are learning.
- Multiple Means of Action and Expression: The programs include a range of methods for all students, including Multilingual/English Learners, to navigate and demonstrate learning. This includes physical actions, a range of methods for response, appropriate tools for composition, and varied scaffolding. Lessons provide multiple ways for students to interact with text, allowing their brains to process the language through distinct pathways. Activities harness multiple learning modes, using media tools, digital apps, and a variety of visual and physical experiences to strategically support and enhance student learning.
- Accessibility: Universal access features include visual aids, enlarged materials, physical objects, and multiple learning modalities through activities like Push & Say and Wiggle Cards. The Universal Access section in the introduction of each lesson provides specific lesson-level options based on the needs of individual classrooms and students.
Embedded differentiation
Amplify CKLA California, Amplify Caminos California, and Amplify ELA California provide built-in differentiation strategies in every lesson for all students.
- Pre-teaching supports include mini-lessons on:
- Core vocabulary building
- Core connections
- Essential background information building
- What Have We Already Learned?/What Do We Already Know?
- Differentiated Support for Core Instruction tables, located in the overview of each K–2 Skills Teacher Guide, provide a list of specific opportunities for reteaching and additional support in each lesson based on skill.
- Support and Challenge Sidebars in lesson margins offer educators immediate guidance in implementing point-of-use differentiation techniques.
- Flexible Grouping within lessons provides opportunities for teachers to facilitate small groups, partners, or individualized support based on students’ needs. In the Skills Strand, teachers receive specific guidance for differentiated small group instruction, with targeted support and activities outlined for both Group 1 (students needing additional support) and Group 2 (on-level students) based on data.
- Amplify ELA California and Amplify Caminos California provide point-of-use supports embedded within key core lesson activities with six levels of differentiation. The goal of these supports is to fully enable access to grade-level content for all students, including students with disabilities, English learners, and students ready for an additional level of challenge.
- The Universal Access section of Advance Preparation in each lesson includes varied strategies to ensure all students can access and engage in each lesson.
- Frequent use of graphic organizers and visual supports in lessons provide opportunities for differentiation based on need. The program also includes a variety of technological supports, such as eReaders with audio.
- Extension opportunities are suggested throughout lessons, often embedded in writing tasks, which include prompts to use more complex and descriptive vocabulary, figurative language, multi-clause and complex sentences, and informational text characteristics.
Assessment-driven MTSS resources
- The K–6 Intervention Toolkit is available online and provides easy-to-use resources that assist teachers in filling gaps in students’ reading skills, with activities to support print concepts, phonological awareness, phonics, fluency, and other key skills.
- Fluency packets (Grades 2–6)
- Foundational Skills Intervention Program for Grades 3–6 support students who would benefit from direct and explicit intervention instruction in the full continuum of foundational skills in the upper grades
- Flexible Instructional Time including:
- Pausing Points built into the curriculum that provide teachers with dedicated time to address specific student needs through targeted reteaching, remediation, practice, and extension activities
- Pausing Point activities designed to support multilingual/English learners’ competence and confidence through differentiated whole-group, small-group, or individual instruction
- Boost Reading and Boost Lectura are student-led digital intervention programs that follow the scope and sequences of Amplify CKLA California and Amplify Caminos California respectively, to reinforce the same foundational skills taught in core instruction. It integrates easily into daily routines, while the robust data provided by mCLASS® DIBELS® 8th Edition offers a detailed view of how students progress across all instructional tiers.
Category 5: Instructional Planning and Teacher Support
Amplify CKLA California, Amplify Caminos California, and Amplify ELA California teachers are empowered to deliver effective instruction with various print and digital resources. The program provides comprehensive planning and support materials designed to help teachers prepare for and execute lessons effectively and fulfill the requirements of Category 5.
Implementation supports across K–6
Planning and preparation resources
- Unit Overviews that provide important background and context for the texts students will read, including highlighted elements within the text and guidance for how students will work with those elements
- Sub-unit Overviews (Grade 6) that provide an overview of Lesson Objectives and reading and writing assignments, as well as a list of any projections, multimedia, or digital apps that can be projected from the teacher’s included digital license
- Lesson-by-lesson preparation checklists (Grade 6) accompanying each Sub-unit Overview
- Lesson Briefs for each individual lesson providing important background and context
- Content knowledge materials regarding topics that students will examine
Point-of-use instructional guidance
- Teacher Editions that feature insets of the same text and activity instructions as the corresponding Student Edition, wrapping teacher instruction around these materials
- Activity guidance at point of use
- Lesson standards clearly called out
- Discussion suggestions embedded in lessons
- Differentiation tips at point of use
- Detailed Instructional Guides in each activity that include sequencing and grouping suggestions, tips for facilitating discussion, possible student responses and exemplars
- On-the-Fly supports (Grade 6)—quick call-outs to the identifying features of “on track” and “needs support” students accompanied by short models of student guidance to foster strong performance
Multimedia and digital support
- Teacher tip videos provide modeling and guidance for implementing key foundational skills routines within the program
- Digital platform access where teachers can access printable PDFs of differentiated support materials for multilingual/English learners and students struggling to read, including translated Unit Background and Context documents and Text Previews
- Teacher Dashboard and reporting tools provide real-time visibility into student progress and work for immediate instructional response
Caregiver supports
Communication and overview resources
- Caregiver Hub available in English and Spanish that provides an overview of the curriculum
- Caregiver Letters for each K–2 Knowledge Domain and unit in Grades 3–5 that provide an overview of the content, the skills students learn, as well as practical methods that continue the learning and knowledge building at home
- Unit-specific Caregiver Letters (Grade 6) that provide detailed information regarding what students will read and learn in each unit, including conversation starters that allow caregivers to ask questions and discuss specific aspects of a unit with their student
- Welcome letters that explain the assessment and placement process while inviting parent involvement and offering support
- Editable Home-School Communication letters available in English and Spanish
- Editable Progress Reports for teachers to update parents and guardians on what their child is learning
Content and learning support materials
- Unit Background and Context documents that provide an introduction and overview to the unit’s topic and themes, available in English and Spanish
- Text Previews that provide a brief introduction to formative, independent reading assignments (called Solos in Grade 6), available in English and Spanish
- Unit Overview and Support documents (Grade 6) designed for caregivers that provide information about important questions, assignments, and key aspects of the unit texts, available in English and Spanish
- Conversation starters included in Knowledge Strand Caregiver Letters to discuss domain topics at home
Home practice and extension activities
- Take-Home pages in the Skills Strand that include copies of decodable passages, enabling students to share their reading progress with families and continue practicing their skills outside of school
- Take-Home Letters in the Skills Strand that provide specific guidance for parents to support skills practice at home, such as sound-sorting activities, with detailed instructions and materials for home practice activities
- Take-Home pages in the Knowledge Strand that provide suggested activities families can do together to reinforce and extend learning beyond the classroom
- Games and activities on Take-Home Pages that extend classroom instruction, including all the materials and instruction necessary to help families assist students in a fun and engaging way
- Digital access to decodable texts through the Amplify Caregiver Hub, allowing students to practice their reading skills both in class and at home
- Weekly spelling lists and directions to decoding activities that can be practiced at home
Welcome, K–8 Program 2 reviewers!
We’re honored to introduce you to Amplify California Language Arts. We’re confident you’ll find this comprehensive program to be a powerful tool for bringing the vision of the California ELA/ELD Framework to life in classrooms across the state.
Please start with the video on the right to learn how to navigate the program and access key features referenced within our submission. Below you’ll find additional resources to support your review.
Your review samples
We’re excited for you to begin your review of Amplify Core Knowledge Language Arts (CKLA) California and Amplify ELA California, Language Studio California for grades K–8. Physical and digital review materials will vary by grade level.
Reviewer Binders (K–8)
Your physical samples should have arrived in grade-specific boxes with three Reviewer Binders.
- The first binder will contain logistical program review information and the printed Evaluation Criteria Map.
- The second binder will contain the printed Standards Maps for grades K–4.
- The third binder will contain the printed Standards Maps for grades 5–8.
Physical samples (K–5)
You can expect to receive 15 boxes of physical materials for your review. As you begin the process of organizing your materials, please refer to the inventory checklist found inside each box as well as within your Reviewer Binder. Please note you will not receive any physical samples for grades 6–8 ELA or Language Studio for grades K-8. Your review of the program for grades 6–8 ELA and Language Studio for grades K-8 will be entirely digital.
Digital samples
In order to access your digital samples, you’ll need to log in to our platform using your unique login credentials found on a Digital Review Credential flyer inside of your Reviewer Binder. Once you have located the flyer:
- Click the orange button below to access the platform.
- Click “Log in with Amplify.”
- Enter the username and password provided on your Digital Review Credential flyer.
Navigation tips
Before you get started, please review these important functionality notes:
Criteria Map and Standards Maps must be opened on Microsoft Word on your desktop to function as intended. If you open the documents without Microsoft Word on your desktop, citations will be cut off at the bottom of most tables within the document.
Many of our citations are deep-links to PDFs, meaning they will take you to the right page or the first page in the sequence for the citation in question. To ensure this functionality works, please disable any PDF-viewing extensions or plug-ins such as Adobe Acrobat Pro Browser Extension.
[Reviewer program navigation video] Grades K–5
[Reviewer program navigation video] Grades 6–8
Click here for additional information on navigating the digital materials for grades 6–8.
Category 1: English Language Arts (ELA) and English Language Development (ELD) Content/Alignment to Standards
Evaluation Criteria Map
Linked below is the Evaluation Criteria Map for grades K–8. Please note that you will need to be logged into the digital platform to access the links in the Evaluation Criteria Map.
ELA Standards Maps
The links below provide the Standards Maps for Amplify California Language Arts for each grade level. Please note that you will need to be logged into the digital platform to access the links in the Standards Maps.
ELD Standards Maps
The links below provide the ELD Standards Maps for Amplify California Core Language Arts for each grade level.
Category 2: Program Organization
The Amplify California Language Arts Program 2 submission includes Amplify CKLA California for Grades K–5, Amplify ELA California for Grades 6–8, and Amplify Language Studio California for Grades K–8. This comprehensive curriculum provides a full year of evidence-based instruction for each grade level, with both integrated and designated English Language Development instruction designed to give English learners the tools to thrive.
Program structure
Amplify’s California Language Arts programs are built on what the research shows: Strong readers need both word recognition and language comprehension. Our comprehensive curriculum suite follows the Simple View of Reading and The Reading Rope–bringing together foundational skills and knowledge building to deliver instruction grounded in the Science of Reading.
Each lesson follows a predictable structure with clearly marked components, beginning with warm-up routines, progressing through explicit instruction with guided practice, and concluding with independent application activities. The program provides detailed teacher language, including question stems and discussion prompts, ensuring clear and consistent delivery of instruction.
[Reviewer highlight video] Program organization for Category 2
[Reviewer highlight video] Program structure for grades K–2
[Reviewer highlight video] Program structure for grades 3–5
[Reviewer highlight video] Program structure for grades 6–8
Amplify CKLA California empowers teachers to deliver effective instruction and keeps students engaged with with the following resources:
- Teacher Guides
- Assessment Guides
- Authentic texts and trade books
- Knowledge Image Cards
- Knowledge Flip Books
- Remediation and intervention resources
- Decodable readers
- Student Readers and novels
- Student Activity Books
- Dedicated ELD support with Language Studio California
- Poet’s Journals
- eReaders
- Sound Library featuring articulation videos and songs
- Instructional routine modeling videos
- Assignable Practice Games
- On-demand professional development
Amplify ELA California students stay engaged with the following resources:
- Teacher Guides that include:
- Detailed lesson plans
- Standards alignment and exit tickets
- Real-time differentiation strategies
- Robust reporting
- Student Editions that include:
- High-quality narrative and informational texts
- Videos, audio supports, and digital experiences that capture their attention
- Personal Writing Journal to keep all student writing in one place
- Dedicated ELD support with Language Studio California
- Trade Books
Core literacy philosophy
Support every learner. Meet all learning needs with a Multi-Tiered System of Supports (MTSS) that brings together universal screening, scaffolded core instruction, support for English learners, and data-driven intervention to ensure every student gets what they need to succeed.
Provide intentional ELD support. Honor students’ linguistic assets while building academic English through both integrated and designated instruction.
Deliver consistent foundational skills instruction. Daily explicit, systematic skills instruction in grades K–2, with targeted yet flexible support for students still building decoding confidence in grades 3–8, ensures mastery of essential reading foundations.
Build lasting knowledge across all grades. Through coherently sequenced, content-rich instruction that revisits key vocabulary and concepts with increasing complexity, students build meaningful connections that deepen their vocabulary and reading comprehension.
Strengthen reading through writing at every level. Regular writing instruction grounded in the Science of Writing supports reading comprehension, improves sentence-level writing, and provides the foundation for high-quality composition. As students progress through the upper grades, they engage in increasingly complex analytical tasks—synthesizing ideas, drawing generalizations, and interpreting multiple textual layers through both focused quick-writes and comprehensive essays.
Foster oral language development. Structured opportunities for academic conversation and evidence-based dialogue build students’ ability to express complex ideas with precision and allow them to participate confidently in classroom discussions.
Measure growth with comprehensive assessments. Assessments range from in-the-moment checks for understanding to summative assessments that measure progress toward skills mastery and standards proficiency, providing the data needed to drive targeted instruction.
Scope and sequence
Below you can view the scope and sequence for each grade level.
- Kindergarten
- Grade 1
- Grade 2
- Grade 3
- Grade 4
- Grade 5
- Grade 6
- Grade 7
- Grade 8
- Newcomer Support Grades K–8
Routines
Amplify CKLA California and Amplify ELA California include several structured instructional routines that provide predictable patterns for both teachers and students:
Discussion and collaboration routines:
- Turn and Talk: Partners discuss text-specific content using sentence starters and frames
- Think-Pair-Share: Students engage in individual thinking, partner discussion, and whole-class sharing
- Partner reading: Students sit shoulder-to-shoulder, taking turns reading and listening
Foundational Skills routines:
- Sound-spelling review: Warm-up activities that reinforce phonics patterns
- Oral blending warm-ups: Teacher-guided practice progressing to independent application
- Finger-tapping: Techniques for blending sounds
- Chaining activities: Students manipulate letters to transform one word into another
- Word Work: Daily short activities focused on domain-specific and academic vocabulary
Knowledge-Building Routines:
- Teacher modeling: Demonstration of proper intonation, expression, and pacing
- Choral reading: Whole-class reading practice
- Partner reading: Paired fluency practice
Close reading routines
The program includes carefully structured close reading activities that guide students through multiple encounters with complex texts. These routines help students develop deeper comprehension through systematic analysis and discussion.
Each routine includes comprehensive instructional guides with clear-cut directions for implementation, straightforward explanations of concepts, and suggestions for discussion.
Designated English Language Development materials
Language Studio California is a K–8 content-based companion for English language learners. Built on Amplify CKLA California’s and Amplify ELA California’s carefully sequenced Knowledge Domains and units, it combines engaging content knowledge with targeted supports and research-based strategies to help students move swiftly toward language proficiency. This program includes:
- Real-world content to provide authentic opportunities to practice reading, writing, speaking, and listening.
- Scaffolding strategies and differentiated instruction to offer targeted support along with five English proficiency levels.
- Progress-monitoring tools to help teachers provide consistent and effective support.
- Teacher Guides that:
- Provide impactful progress monitoring tools including formative and summative assessments and Language Proficiency Assessment rubrics.
- Offer varied differentiation strategies including Support, Challenge, and Access Supports in each lesson segment.
- Are organized into thoughtful lesson segments—Talk Time, Building Background, On Stage and more—that make learning objectives concrete.
- Activities that:
- Expand on domain knowledge from core content and read-alouds and prompt collaborative conversation to practice oral fluency.
- Support hands-on language activities to promote authentic interaction in the classroom.
- Help students bridge experiences and knowledge with images, vocabulary activities, graphic organizers, anticipation guides, writing space, and more.
Category 3: Assessments
Systematic MTSS alignment
In alignment with the additional 2025 Guidance 3.1.a, the assessment systems align with MTSS tiers, including universal screening, diagnostic assessments for students demonstrating a need for additional support, and progress monitoring tools that complement the California’s required universal screening schedule per SB 114.
| Tier 1: Universal/ differentiated support | Tier 2: Supplemental/ targeted support | Tier 3: Intensified/ intensive support | |
| Core instruction assessments Frequency of administration | Amplify CKLA California, Amplify Caminos California, Amplify ELA California assessments Daily, Weekly, Monthly | Amplify CKLA California, Amplify Caminos California, Amplify ELA California assessments Daily, Weekly, Monthly | Amplify CKLA California, Amplify Caminos California, Amplify ELA California assessments Daily, Weekly, Monthly |
| Universal screening assessments Frequency of administration | mCLASS DIBELS and Lectura 3 times per year – BOY, MOY, EOY | mCLASS DIBELS and Lectura 3 times per year – BOY, MOY, EOY | mCLASS DIBELS and Lectura 3 times per year – BOY, MOY, EOY |
| Formal progress monitoring assessments Frequency of administration | mCLASS DIBELS and Lectura 3 times per year – BOY, MOY, EOY | mCLASS DIBELS and Lectura Monthly | mCLASS DIBELS and Lectura Bi-weekly |
| Informal progress monitoring assessments Frequency of administration | Amplify CKLA California, Amplify Caminos California, Amplify ELA California core assessments Daily | Intervention Toolkit progress monitoring assessments When linked to a lesson in the toolkit | Intervention Toolkit progress monitoring assessments When linked to a lesson in the toolkit |
| Diagnostic assessment Frequency of administration | Amplify skill diagnostic assessment Amplify Spanish skill diagnostic assessment Optional after universal screening assessment is administered | Amplify skill diagnostic assessment Amplify Spanish skill diagnostic assessment After universal screening assessment is administered |
Universal assessment system
Amplify’s mCLASS® DIBELS® 8th Edition and mCLASS Lectura are universal and dyslexia screening assessments that should be administered three times per year (BOY, MOY and EOY) to all students. The assessments evaluate student literacy risk, determine progress toward grade-level goals, and indicate the level of instructional support a student may need. Beginning-of-year screenings require adequate instructional time before administration, particularly in grades K–1, while mid-year and end-of-year assessments evaluate instructional effectiveness and guide tier placement adjustments. These screenings also identify students at risk for dyslexia. Universal screening provides essential data for targeting instruction and measuring instructional system effectiveness.
Core instruction assessments
Amplify CKLA California and Amplify ELA California provide a comprehensive suite of assessments for Grades K–8 that range from low-stakes, informal formative assessments to more formal summative assessments. These assessments incorporate a variety of methods and question types, including multiple-choice questions, open-ended questions, and oral and written responses.
Formative assessments:
- Checks for Understanding: Incorporated into each lesson segment throughout daily instruction. Quick pulse-checks that provide immediate feedback during lesson delivery (grades K–5).
- Daily formative assessments: Highlighted moments within each lesson for teachers to plan to track mastery of Primary Focus objectives and standards of each lesson to get a clear snapshot of individual and whole-class progress (grades K–5).
- Activity pages: Completed as part of lessons and can be used to assess lesson content understanding through various formats (grades K–5).
- Exit Tickets: Located at the end of lessons, these provide a quick gauge of students’ ability to meet the lesson’s focus standards (grades 6–8).
- Writing Prompts: Prompts integrated throughout lessons during writing activities that provide skill snapshots within lessons and tracks patterns of skill development over time (grades 6–8).
- Independent reading activities (Solos): At the end of every lesson, students complete an independent reading activity (“solo”) with reading questions that are scored to measure comprehension (grades 6–8).
Summative assessments:
- Skills end-of-unit assessments (grades K–2)
- Knowledge end-of-domain assessments (grades K–2)
- End-of-unit assessments (grades 3–5)
- Unit essays: A culminating end-of-unit set of lessons that guide students through crafting an essay with a rubric to score mastery of writing skills (grades 6–8)
- Unit Reading Assessments: Auto-scored responses and two constructed response items evaluate comprehension, content understanding, and reading skills using the passages students read during the unit (grades 6–8)
Performance Assessments
Student Performance Assessments are multi-day assessments administered in Grades K-5 at the beginning, middle, and end of year to help teachers gauge student mastery of grade-level Core content. These assessments provide critical data to help teachers set targeted instructional goals and monitor individual and class-wide progress towards core objectives.
Progress monitoring
Amplify’s mCLASS® DIBELS® 8th Edition and mCLASS Lectura provide formal progress monitoring in the discrete skills that are indicative of reading growth and predictive of overall success to provide the most instructionally meaningful information to teachers.
Informal progress monitoring tools can be found within the Intervention Toolkit, including materials for teachers to record, track, and evaluate student progress.
Diagnostic assessment
Interventions within Amplify’s literacy programs are informed by a skill diagnostic assessment that provides detailed data on foundational literacy skill deficits. The Amplify Skill Diagnostic Assessment and Amplify Spanish Skill Diagnostic assessment serve as critical tools in this process, administered specifically to students identified as at risk for reading difficulty through universal screening assessments—particularly those demonstrating mCLASS DIBELS 8th Edition or mCLASS Lectura composite scores in the Well Below or Below Benchmark ranges. These diagnostic assessments provide teachers with the precise skills to begin intervention and remediation.
Category 4: Universal Access
Amplify CKLA California and Amplify ELA California were built on the principles of Universal Design for Learning (UDL) and reviewed by CAST, a nonprofit education research and development organization. The program is developed using the Universal Design for Learning framework to proactively ensure that all learners can access and participate in meaningful, challenging learning opportunities.
Universal Design for Learning
The programs incorporate opportunities for engagement, representation, action, and expression based on the guidelines of Universal Design for Learning.
- Multiple Means of Engagement: The programs incorporate interesting and motivating ways for students to interact with information and content. In Amplify CKLA California, the Universal Access section in the introduction of each lesson provides specific lesson-level options based on the needs of individual classrooms and students. Scaffolding for students with various levels of need is incorporated into the design of each lesson.
- Multiple Means of Representation: The programs provide multiple means of presenting content to maximize student understanding. This includes digital component files that allow for a range of presentations of images and text to support learning. Amplify provides access to universal supports such as point-of-use audio for all core texts, embedded definitions for critical vocabulary, and glossaries in multiple languages. Amplify CKLA California includes clarification on language found throughout the program, with sidebars that include support on transition words and syntax, and illustrations to help students understand the concepts they are learning.
- Multiple Means of Action and Expression: The programs include a range of methods for all students, including English Learners, to navigate and demonstrate learning. This includes physical actions, a range of methods for response, appropriate tools for composition, and varied scaffolding. In Amplify ELA California, lessons provide multiple ways for students to interact with text, allowing their brains to process the language through distinct pathways. Activities harness multiple learning modes, using media tools, digital apps, and a variety of visual and physical experiences to strategically support and enhance student learning.
- Accessibility: Universal access features include visual aids, enlarged materials, physical objects, and multiple learning modalities through activities like Push & Say and Wiggle Cards. The Universal Access section in the introduction of each lesson provides specific lesson-level options based on the needs of individual classrooms and students.
Embedded differentiation
Amplify CKLA California and Amplify ELA California provide built-in differentiation strategies in every lesson for all students.
Throughout the Teacher Guides, point-of-use Differentiation icons provide targeted instructional strategies and supports. These icons indicate specific guidance for advanced learners, students who need additional support, and English learners, allowing teachers to easily identify and implement appropriate scaffolds and extensions during instruction. In addition, teachers are provided with recommendations for resources to use with each group of students.
- Pre-teaching supports include mini-lessons on:
- Core vocabulary words
- Core Connections
- Essential Background Information or Terms
- What Have We Already Learned/What Do We Already Know?
- Differentiated Support for Core Instruction tables, located in the overview of each K–2 Skills Teacher Guide, provide a list of specific opportunities for reteaching and additional support in each lesson based on skill.
- Support and Challenge Sidebars in lesson margins offer educators immediate guidance in implementing point-of-use differentiation techniques.
- Flexible Grouping within lessons provides opportunities for teachers to facilitate small groups, partners, or individualized support based on students’ needs. In the Skills Strand, teachers receive specific guidance for differentiated small-group instruction, with targeted support and activities outlined for both Group 1 (students needing additional support) and Group 2 (on-level students) based on data.
- Amplify ELA California provides point-of-use supports embedded within key core lesson activities with six levels of differentiation. The goal of these supports is to fully enable access to grade-level content for all students, including students with disabilities, English learners, and students ready for an additional level of challenge.
- The Universal Access section of Advance Preparation in each lesson includes varied strategies to ensure all students can access and engage in each lesson.
- Frequent use of graphic organizers and visual supports in lessons provide opportunities for differentiation based on need. The program also includes a variety of technological supports, such as eReaders with audio.
- Extension opportunities are suggested throughout lessons, often embedded in writing tasks, which include prompts to use more complex and descriptive vocabulary, figurative language, multi-clause and complex sentences, and informational text characteristics.
Assessment-Driven MTSS resources
- The K–8 Intervention Toolkit is available online and provides easy-to-use resources that assist teachers in filling gaps in students’ reading skills, with activities to support print concepts, phonological awareness, phonics, fluency, and other key skills
- Fluency Packets (Grades 2–5)
- Foundational Skills Intervention Program for Grades 3–8 support students who would benefit from direct and explicit intervention instruction in the full continuum of foundational skills in the upper grades
- Flexible Instructional Time including:
- Pausing Points built into the curriculum that provide teachers with dedicated time to address specific student needs through targeted reteaching, remediation, practice, and extension activities
- Pausing Point activities designed to support English learners’ competence and confidence through differentiated whole-group, small-group, or individual instruction
- Boost Reading is a K–5 student-led digital intervention program. Boost Reading follows Amplify CKLA California’s scope and sequence to reinforce the same foundational skills taught in core instruction. It integrates easily into daily routines, while the robust data provided by mCLASS® DIBELS® 8th Edition offers a detailed view of how students progress across all instructional tiers.
Category 5: Instructional Planning and Teacher Support
Amplify CKLA California and Amplify ELA California teachers are empowered to deliver effective instruction with various print and digital resources. The program provides comprehensive planning and support materials designed to help teachers prepare for and execute lessons effectively and fulfill the requirements of Category 5.
Implementation supports across K–8
Planning and preparation resources
- Unit Overviews that provide important background and context for the texts students will read, including highlighted elements within the text and guidance for how students will work with those elements
- Sub-unit Overviews (Grades 6–8) that provide an overview of Lesson Objectives and reading and writing assignments, as well as a list of any projections, multimedia, or digital apps that can be projected from the teacher’s included digital license
- Lesson-by-lesson preparation checklists (Grades 6–8) accompanying each Sub-unit Overview
- Lesson Briefs for each individual lesson providing important background and context
- Content knowledge materials regarding topics that students will examine
Point-of-use instructional guidance
- Teacher Editions that feature insets of the same text and activity instructions as the corresponding Student Edition, wrapping teacher instruction around these materials
- Activity guidance at point of use
- Lesson standards clearly called out
- Discussion suggestions embedded in lessons
- Differentiation tips at point of use
- Detailed Instructional Guides in each activity that include sequencing and grouping suggestions, tips for facilitating discussion, possible student responses and exemplars
- Student Supports in all core lessons that provide teachers with targeted supports in daily core instruction, addressing which might serve the student best in the moment—support, strengthen, stretch—with additional call-outs for newcomers
Multimedia and digital support
- Teacher tip videos provide modeling and guidance for implementing key foundational skills routines within the program
- Digital platform access where teachers can access printable PDFs of differentiated support materials for English learners and students struggling with reading, including translated Unit Background and Context documents and Text Previews
- Teacher dashboard and reporting tools (Grade 6–8) provide real-time visibility into student progress and work for immediate instructional response
Caregiver supports
Communication and overview resources
- Caregiver Hub available in English and Spanish that provides an overview of the curriculum
- Caregiver Letters for each K–2 Knowledge Domain and unit in Grades 3–5 that provide an overview of the content, the skills students learn, as well as practical methods that continue the learning and knowledge building at home
- Unit-specific Caregiver Letters (Grades 6–8) that provide detailed information regarding what students will read and learn in each unit, including conversation starters that allow caregivers to ask questions and discuss specific aspects of a unit with their student
- Welcome letters that explain the assessment and placement process while inviting parent involvement and offering support
- Editable Home-School Communication letters available in English and Spanish
- Editable Progress Reports for teachers to update parents and guardians on what their child is learning
Content and learning support materials
- Unit Background and Context documents that provide an introduction and overview to the unit’s topic and themes, available in English and Spanish
- Text Previews that provide a brief introduction to formative, independent reading assignments (called Solos in Grades 6–8), available in English and Spanish
- Unit Overview and Support documents (Grades 6–8) designed for caregivers that provide information about important questions, assignments, and key aspects of the unit texts, available in English and Spanish
- Conversation starters included in Knowledge Strand Caregiver Letters to discuss domain topics at home
Home practice and extension activities
- Take-Home pages in the Skills Strand that include copies of decodable passages, enabling students to share their reading progress with families and continue practicing their skills outside of school
- Take-Home Letters in the Skills Strand that provide specific guidance for parents to support skills practice at home, such as sound-sorting activities, with detailed instructions and materials for home practice activities
- Take-Home pages in the Knowledge Strand that provide suggested activities families can do together to reinforce and extend learning beyond the classroom
- Games and activities on take-home pages that extend classroom instruction, including all the materials and instruction necessary to help families assist students in a fun and engaging way
- Digital access to decodable texts through the Amplify Caregiver Hub, allowing students to practice their reading skills both in class and at home
- Weekly spelling lists and directions to decoding activities that can be practiced at home
Setting up your session for success
We know your time is valuable. This site is designed to help you quickly select the right professional development topics for your team and gather the step-by-step guidance you need for a successful session.
Quick Navigation Tips:
- Find your program: Click any program in the sidebar to expand and explore its specific session topics and online courses.
- Reset your view: To see the full list of programs again, simply click the “Return to Top” arrow in the bottom right corner or scroll past your current selection.
Preparation checklist
To make the most of your learning plan, follow the directions below. They’ll guide you through preparing your participants, location, and support for your Launch and Strengthen sessions. (Your PLS will support you in building your Coaching session.)
Onsite sessions
Prepare your participants
Communicate session details with participants:
- Session time & location
- Session objectives and topics using the agendas on this page
- Materials required:
- A charged device that meets Amplify’s tech requirements
- Personal Amplify login (if available)
- Participant notebook (This will be shipped to you or you will receive a PDF attachment in your confirmation email.)
Prepare your space
- Select a location with a strong internet connection.
- Mark this location clearly for participants and your PLS.
- Provide Wi-Fi details for participants and your PLS.
- Set up a projector and screen with audio.
Plan your support
- Designate a tech lead to address connectivity issues and provide login and navigation support during the session.
- For your PLS, share your contact information in case of emergencies and any special directions for accessing the location.
- Inform your PLS if you did not receive enough participant notebooks.
Remote sessions
Prepare your participants
Communicate session details with participants:
- Session time & remote meeting link
- Session objectives and topics using the agendas on this page
- Materials required:
- A charged device that meets Amplify’s tech requirements
- Personal Amplify login (if available)
- Participant notebook (This will be shipped to you or you will receive a PDF attachment in your confirmation email.)
Prepare your remote space
- Plan for participants to join from individual devices from separate locations (highly recommended).
- If participants share a room, they must still use individual devices to fully engage.
- To prevent audio feedback join using Google Meet’s Companion mode.
- If using another platform, use headphones or ensure all but one device in the room has its microphone and speakers fully muted.
Plan your support
- For your PLS, share your remote setup plan.
- Designate a tech lead to address connectivity issues and provide login and navigation support during the session.
Select your program
Use the sidebar to select your program and explore the objectives and topics covered in your session or online course.
Amplify Caminos
Launch sessions
Launch sessions introduce Amplify programs and support strong implementation.
| Session topic | Duration | Amplify Caminos 1st Edition agendas | Amplify Caminos 3rd Edition agendas | Amplify Caminos California Edition agendas |
|---|---|---|---|---|
| Initial training for teachers | 6 hours | K–2 3–5 | K–2 3–5 | K–2 3–5 Grade 6 ELA + Caminos |
| Skills Strand initial training for teachers | 6 hours | K–2 | K–2 | K–2 |
| Knowledge Strand initial training for teachers | 6 hours | K–2 | 3–5 | K–2 |
| Program overview for teachers | 3 hours | K–2 3–5 | K–2 3–5 | K–2 3–5 Grade 6 |
| Knowledge strand program overview for teachers | 3 hours | K–2 | K–2 | K–2 |
| Skills Strand program overview for teachers | 3 hours | K–2 | K–2 | K–2 |
| Program overview for leaders | 3 hours | K–5 | PreK–5 | TK–5 |
| Skills supplement training for teachers | 1 hour | 3–5 | 3–6 | |
| Transition training for teachers to 3rd Edition | 1 hour | K–2 3–5 Skills Strand Knowledge Strand |
Strengthen sessions
Strengthen sessions deepen understanding of Amplify programs through targeted support.
| Session topic | Duration | Amplify Caminos 1st Edition agendas | Amplify Caminos 3rd Edition agendas Coming soon! | Amplify Caminos California Edition agendas Coming soon! |
|---|---|---|---|---|
| Enhancing planning for teachers | 3 hours | K–2 3–5 | K–2 3–5 | K–2 3–5 Grade 6 |
| Enhancing practice for teachers | 3 hours | K–2 3–5 | K–2 3–5 | K–2 3–5 Grade 6 |
| Writing for teachers | 3 hours | K–2 3–5 | ||
| Student engagement for teachers | 1 hour | K–5 | K–5 | K–5 Grade 6 ELA + Caminos Grade 6 |
| Supporting all learners for teachers | 1 hour | K–5 | K–5 | K–5 |
| Pacing for teachers | 1 hour | K–5 | K–5 | K–5 Grade 6 ELA + Caminos Grade 6 |
| Enhancing observations for leaders | 3 hours | Grade 6 | ||
| Grading and assessment for teachers | 1 hour | Grade 6 ELA + Caminos Grade 6 |
Coach sessions
Coach sessions can include model lessons, observations, walk-throughs, and/or co-planning. Use the resources to build your coaching session.
| Directions | Resource |
|---|---|
| 1. Select agenda items to build your coaching session. | Coaching agenda options |
| 2. If you select any PLC or grade-level meetings, select topics for those meetings. | PLCs or grade-level planning meeting options |
Amplify CKLA
Launch sessions
Launch sessions introduce Amplify programs and support strong implementation.
| Session topic | Duration | Amplify CKLA 2nd Edition agendas | Amplify CKLA 3rd Edition agendas | Amplify CKLA Florida Edition agendas | Amplify CKLA California Edition agendas |
|---|---|---|---|---|---|
| Initial training for teachers | 6 hours | PreK K–2 3–5 | K–2 3–5 | K–2 3–5 | Transitional Kindergarten (TK) K–2 3–5 |
| Skills Strand initial training for teachers | 6 hours | K–2 | K–2 | K–2 | |
| Knowledge Strand initial training for teachers | 6 hours | K–2 | K–2 | K–2 | |
| Program overview for teachers | 3 hours | PreK K–2 3–5 | K–2 3–5 | K–2 3–5 | TK K–2 3–5 |
| Skills Strand program overview for teachers | 3 hours | K–2 | K–2 | K–2 | |
| Knowledge Strand program overview for teachers | 3 hours | K–2 | K–2 | K–2 | |
| Program overview for leaders | 3 hours | PreK–5 | PreK–5 | K–5 | PreK–5 |
| Transition training for teachers | 1 hour | K–2 3–5 | |||
| Skills Strand transition training for teachers | 1 hour | K–2 | |||
| Knowledge Strand transition training for teachers | 1 hour | K–2 | |||
| Skills supplement training for teachers | 1 hour | Grade 3 | Grade 3 | 3–8 |
Strengthen sessions
Strengthen sessions deepen understanding of Amplify programs through targeted support.
| Session topic | Duration | Amplify CKLA 2nd Edition agendas | Amplify CKLA 3rd Edition agendas | Amplify CKLA Florida Edition agendas | Amplify CKLA California Edition agendas Coming soon! |
|---|---|---|---|---|---|
| Enhancing planning for teachers | 3 hours | PreK K–2 3–5 | K–2 3–5 | K–2 3–5 | TK K–2 3–5 |
| Enhancing practice for teachers | 3 hours | K–2 3–5 | K–2 3–5 | K–2 3–5 | K–2 |
| Maximizing impact: Data-informed remediation with the ARG for teachers | 3 hours | K–2 | K–2 | K–2 3–5 | |
| Maximizing impact: Data-informed remediation with the ARG/DERG for teachers | 3 hours | 3–5 | 3–5 | ||
| Writing for teachers | 3 hours | K–2 3–5 | Coming soon! | K–2 3–5 | |
| Enhancing observations for leaders | 3 hours | K–5 | K–5 | K–5 | K–5 |
| Student engagement for teachers | 1 hour | K–5 | K–5 | K–5 | |
| Supporting all learners for teachers | 1 hour | K–5 | K–5 | K–5 | |
| Pacing for teachers | 1 hour | K–5 | K–5 | K–5 | |
| Amplify CKLA 3rd Edition + mCLASS DIBELS 8th Edition: Data driven instruction for teachers | 3 hours | Coming soon! |
Amplify CKLA companion programs
Coach sessions
Coach sessions can include model lessons, observations, walk-throughs, and/or co-planning. Use the resources to build your coaching session.
| Directions | Resource |
|---|---|
| 1. Select agenda items to build your coaching session. | Coaching agenda options |
| 2. If you select any PLC or grade-level meetings, select topics for those meetings. | PLCs or grade-level planning meeting options |
Amplify CKLA + Caminos
Launch sessions
Launch sessions introduce Amplify programs and support strong implementation.
| Session topic | Duration | Amplify CKLA 2nd Edition + Amplify Caminos 1st Edition agendas | Amplify CKLA/Caminos 3rd edition agendas | Amplify CKLA/Caminos California Edition agendas |
|---|---|---|---|---|
| Initial training for teachers | 6 hours | K–2 3–5 | K–2 3–5 | K–2 3–5 |
| Skills Strand initial training for teachers | 6 hours | K–2 | K–2 | K–2 |
| Knowledge Strand initial training for teachers | 6 hours | K–2 | K–2 | K–2 |
| Program overview for leaders | 3 hours | PreK–5 | PreK–5 | TK–5 |
| Transition training for teachers to 3rd Edition | 1 hour | K–2 3–5 Skills Strand Knowledge Strand |
Strengthen sessions
Strengthen sessions deepen understanding of Amplify programs through targeted support.
| Session topic | Duration | Amplify CKLA 2nd Edition + Amplify Caminos 1st Edition agendas | Amplify CKLA/Caminos 3rd Edition agendas Coming soon! | Amplify CKLA/Caminos California Edition agendas Coming soon! |
|---|---|---|---|---|
| Enhancing planning for teachers | 3 hours | K–2 3–5 | K–2 3–5 | K–2 3–5 |
| Enhancing practice for teachers | 3 hours | K–2 3–5 | K–2 3–5 | K–2 3–5 |
| Writing for teachers | 3 hours | K–2 3–5 | ||
| Student engagement for teachers | 1 hour | K–5 | K–5 | K–5 |
| Supporting all learners for teachers | 1 hour | K–5 | K–5 | K–5 |
| Pacing for teachers | 1 hour | K–5 | K–5 | K–5 |
Coach sessions
Coach sessions can include model lessons, observations, walk-throughs, and/or co-planning. Use the resources to build your coaching session.
| Directions | Resource |
|---|---|
| 1. Select agenda items to build your coaching session. | Coaching agenda options |
| 2. If you select any PLC or grade-level meetings, select topics for those meetings. | PLCs or grade-level planning meeting options |
Amplify Desmos Math
Launch sessions
Launch sessions introduce Amplify programs and support strong implementation.
| Session topic | Duration | Amplify Desmos Math agendas | Amplify Desmos Math California Edition agendas |
|---|---|---|---|
| Initial training for teachers | 6 hours | K–5 6–A1 High school | |
| Program overview for teachers | 3 hours | PreK/TK K–5 6–A1 High school | PreK/TK High school |
| Program overview for leaders | 3 hours | K–5 6–A1 High school | High school |
Strengthen sessions
Strengthen sessions deepen understanding of Amplify programs through targeted support.
| Session topic | Duration | Amplify Desmos Math agendas | Amplify Desmos Math California Edition agendas Coming soon! |
|---|---|---|---|
| Supporting all learners for teachers | 3 hours | K–5 6–A1 | |
| Enhancing observations for leaders | 3 hours | K–A1 | High school |
| Enhancing planning for teachers | 3 hours | K–5 6–A1 High school | |
| Enhancing practice for teachers | 3 hours | K–5 6–A1 High school | |
| Snapshots in the Teacher Dashboard for teachers | 1 hour | 6–A1 | |
| Teaching a lesson with digital student screens for teachers | 1 hour | K–5 | |
| Unit-level planning for teachers | 1 hour | K–5 6–A1 High school | |
| Supporting and facilitating meaningful discourse for teachers | 3 hours | Coming soon! | K–5 6–A1/M1 High school |
| Assessment in action: Analyzing data, reports, and planning next steps for teachers | 3 hours | Coming soon! | K–5 6–A1/M1 |
| Increasing engagement with instructional routines for teachers | 3 hours | Coming soon! |
Coach sessions
Coach sessions can include model lessons, observations, walk-throughs, and/or co-planning. Use the resources to build your coaching session.
| Directions | Resource |
|---|---|
| 1. Select agenda items to build your coaching session. | Coaching agenda options |
| 2. If you select any PLC or grade-level meetings, select topics for those meetings. | PLCs or grade-level planning meeting options |
Amplify ELA
Launch sessions
Launch sessions introduce Amplify programs and support strong implementation.
| Session topic | Duration | Amplify ELA 2nd Edition agendas | Amplify ELA Florida Edition agendas | Amplify ELA California Edition agendas |
|---|---|---|---|---|
| Initial training for teachers | 6 hours | 6–8 | 6–8 | Grade 6 ELA + Caminos |
| Program overview for teachers | 3 hours | 6–8 | 6–8 | Grade 6 |
| Program overview for leaders | 3 hours | 6–8 | 6–8 | ELA + Caminos |
Strengthen sessions
Strengthen sessions deepen understanding of Amplify programs through targeted support.
| Session topic | Duration | Amplify ELA 2nd Edition agendas | Amplify ELA California Edition agendas Coming soon! |
|---|---|---|---|
| Enhancing planning for teachers | 3 hours | 6–8 | 6–8 ELA + Caminos Grade 6 |
| Enhancing practice for teachers | 3 hours | 6–8 | 6–8 ELA + Caminos Grade 6 |
| Writing: Improving through feedback for teachers | 3 hours | 6–8 | |
| Supporting all learners for teachers | 3 hours | 6–8 | |
| Data-informed instruction for teachers | 3 hours | 6–8 | |
| Enhancing observations for leaders | 3 hours | 6–8 | 6–8 ELA + Caminos Grade 6 |
| Teaching with print and digital for teachers | 1 hour | 6–8 | |
| Lesson planning for teachers | 1 hour | 6–8 | |
| Pacing for teachers | 1 hour | 6–8 | 6–8 |
| Increasing student engagement for teachers | 1 hour | 6–8 | 6–8 |
| Grading and assessment for teachers | 1 hour | 6–8 | 6–8 |
Amplify ELA companion programs
| Session topic | Duration | Amplify ELA Language Studio California Edition agenda |
|---|---|---|
| Amplify ELA California 6–8 Language Studio companion for teachers | 3 hours | Agenda |
Coach sessions
Coach sessions can include model lessons, observations, walk-throughs, and/or co-planning. Use the resources to build your coaching session.
| Directions | Resource |
|---|---|
| 1. Select agenda items to build your coaching session. | Coaching agenda options |
| 2. If you select any PLC or grade-level meetings, select topics for those meetings. | PLCs or grade-level planning meeting options |
Amplify Math
Launch sessions
Launch sessions introduce Amplify programs and support strong implementation.
| Session topic | Duration | Amplify Math agendas |
|---|---|---|
| Initial training for teachers | 6 hours | Grade 6–Algebra 1 Geometry–Algebra 2 |
| Program overview for teachers | 3 hours | Grade 6–Algebra 1 Geometry–Algebra 2 |
| Program overview for leaders | 3 hours | Grade 6–Algebra 1 Geometry–Algebra 2 |
Strengthen sessions
Strengthen sessions deepen understanding of Amplify programs through targeted support.
| Session topic | Duration | Amplify Math agendas |
|---|---|---|
| Enhancing planning for teachers | 3 hours | Agenda |
| Enhancing practice for teachers | 3 hours | Agenda |
| Addressing prerequisite skills for teachers | 3 hours | Agenda |
| Using differentiation supports for teachers | 3 hours | Agenda |
| Using data to drive instruction for teachers | 3 hours | Agenda |
| Orchestrating math discussions for teachers | 3 hours | Agenda |
| Enhancing observations for leaders | 3 hours | Agenda |
| Lesson-level planning for teachers | 1 hour | Agenda |
| Unit-level planning for teachers | 1 hour | Agenda |
| Increasing engagement with instructional routines for teachers | 1 hour | Agenda |
| Building language with math routines for teachers | 1 hour | Agenda |
Coach sessions
Coach sessions can include model lessons, observations, walk-throughs, and/or co-planning. Use the resources to build your coaching session.
| Directions | Resource |
|---|---|
| 1. Select agenda items to build your coaching session. | Coaching agenda options |
| 2. If you select any PLC or grade-level meetings, select topics for those meetings. | PLCs or grade-level planning meeting options |
Amplify Science
Launch sessions
Launch sessions introduce Amplify programs and support strong implementation.
Strengthen sessions
Strengthen sessions deepen understanding of Amplify programs through targeted support.
| Session topic | Duration | Amplify Science agendas |
|---|---|---|
| Enhancing planning for teachers | 3 hours | K–5 6–8 |
| Enhancing practice for teachers | 3 hours | K–5 6–8 |
| Supporting all learners with complex texts for teachers | 3 hours | K–5 6–8 |
| Supporting multilingual/English learners for teachers | 3 hours | K–5 6–8 |
| Writing in science for teachers | 3 hours | K–5 6–8 |
| Engineering Internship for teachers | 3 hours | Grade 6–Metabolism Grade 7–Plate Motion Grade 8–Force and Motion |
| Science Seminar for teachers | 3 hours | 6–8 |
| Enhancing observations for leaders | 3 hours | K–5 6–8 |
| Assessment system for teachers | 3 hours | K–5 6–8 |
| Enhancing the digital experience for teachers | 1 hour | K–5 |
| Planning with the Coherence Flowchart for teachers | 1 hour | K–8 |
| Planning an Amplify Science lesson for teachers | 1 hour | K–8 |
| Supporting all learners: Exploring the resources for teachers | 1 hour | K–8 |
| Supporting all learners: Teacher modeling and student discourse for teachers | 1 hour | K–8 |
| Supporting all learners: Multimodal instruction for teachers | 1 hour | K–8 |
| Analyzing student work for teachers | 1 hour | K–8 |
| Unit Materials Kits and prep for teachers | 1 hour | K–8 |
| Grading with Amplify Science for teachers | 1 hour | K–8 |
Coach sessions
Coach sessions can include model lessons, observations, walk-throughs, and/or co-planning. Use the resources to build your coaching session.
| Directions | Resource |
|---|---|
| 1. Select agenda items to build your coaching session. | Coaching agenda options |
| 2. If you select any PLC or grade-level meetings, select topics for those meetings. | PLCs or grade-level planning meeting options |
Boost Literacy
Launch sessions
Launch sessions introduce Amplify programs and support strong implementation.
Strengthen sessions
Strengthen sessions deepen understanding of Amplify programs through targeted support.
Online courses
Online courses prepare teachers to implement Boost Literacy programs.
mCLASS® Intervention
mCLASS Intervention sessions
| Session topic | Duration | mCLASS Intervention agendas |
|---|---|---|
| Initial training for interventionists and coordinators | 6 hours | K–6 |
mCLASS Intervention Universal sessions
| Session topic | Duration | Agendas |
|---|---|---|
| Initial training + DIBELS 8th Edition: Administration and scoring training for interventionists and coordinators | 9 hours | K–6 |
Coach sessions
Coach sessions can include model lessons, observations, walk-throughs, and/or co-planning. Use the resources to build your coaching session.
| Directions | Resource |
|---|---|
| 1. Select agenda items to build your coaching session. | Coaching agenda options |
| 2. If you select any PLC or grade-level meetings, select topics for those meetings. | PLCs or grade-level planning meeting options |
Online courses
Online courses prepare teachers to administer and score mCLASS Literacy programs.
| Course topic | Course overviews |
|---|---|
| Program overview for interventionists | K–6 |
mCLASS Literacy
Launch sessions
Launch sessions introduce Amplify programs and support strong implementation.
| Session topic | Duration | mCLASS DIBELS 8th Edition agendas | mCLASS Lectura agendas | mCLASS DIBELS 8th Edition/mCLASS Lectura agendas | Louisiana K–3 Literacy Screener agendas |
|---|---|---|---|---|---|
| Administration and instruction essentials for teachers | 6 hours | K–8 | K–6 English K–6 Spanish | K–8 | K–3 |
| Administration and scoring training for teachers | 3 hours | K–8 | K–6 English K–6 Spanish | K–3 | |
| Administration and reporting training for leaders | 3 hours | K–8 | K–6 | K–8 |
Strengthen sessions
Strengthen sessions deepen understanding of Amplify programs through targeted support.
| Session topic | Duration | mCLASS DIBELS 8th Edition agendas | mCLASS Lectura agendas | mCLASS DIBELS 8th Edition/ mCLASS Lectura agendas | Louisiana K–3 Literacy Screener agendas |
|---|---|---|---|---|---|
| Creating a data-driven classroom for teachers | 3 hours | K–8 | K–6 | K–8 | K–3 |
| Building a data-driven culture for leaders | 3 hours | K–8 | K–6 | K–8 | K–3 |
| Assessing with fidelity for teachers | 1 hour | K–8 | K–6 | K–8 | K–3 |
| Reporting and instruction basics for teachers | 1 hour | K–8 | K–6 | K–8 | |
| Progress monitoring for teachers | 1 hour | K–8 | K–6 | K–8 | K–3 |
| Goal setting and growth outcomes for teachers | 1 hour | K–8 | K–6 | K–8 | K–3 |
| Reporting basics for leaders | 1 hour | K–8 | K–6 | K–8 | K–3 |
Coach sessions
Coach sessions can include model lessons, observations, walk-throughs, and/or co-planning. Use the resources to build your coaching session.
| Directions | Resource |
|---|---|
| 1. Select agenda items to build your coaching session. | Coaching agenda options |
| 2. If you select any PLC or grade-level meetings, select topics for those meetings. | PLCs or grade-level planning meeting options |
Online courses
Online courses prepare teachers to administer and score mCLASS Literacy programs.
| Course topic | mCLASS DIBELS 8th Edition overviews | mCLASS Lectura overviews | Louisiana K–3 Literacy Screener overviews | mCLASS Literacy North Carolina overviews | mCLASS Lectura North Carolina overviews | Paper DIBELS 8th Edition overviews |
|---|---|---|---|---|---|---|
| Administration and instruction essentials for teachers | K–8 | K–6 | K–3 | K–6 | K–6 | |
| Calibration training for teachers | K–8 Coming soon! | K–8 Coming soon! | ||||
| Transition training for DDS teachers | K–8 | |||||
| Administration and scoring training for DDS teachers | K–8 | |||||
| Administration and reporting training for leaders | K–3 |
mCLASS Math & Boost Math
Launch sessions
Launch sessions introduce Amplify programs and support strong implementation.
Strengthen sessions
Strengthen sessions deepen understanding of Amplify programs through targeted support.
| Session topic | Duration | mCLASS Math 2nd Edition agendas | California Edition agendas |
|---|---|---|---|
| Student thinking and instructional next steps for teachers | 3 hours | K–5 6–8 | K–5 6–8 |
| mCLASS Math + Boost Math: Understanding and using data to plan intervention | 3 hours | K–5 6–8 | K–5 6–8 |
| Leveraging assessment data to strengthen mathematical thinking for teachers | 1 hour | K–5 6–8 |
Coach sessions
Coach sessions can include model lessons, observations, walk-throughs, and/or co-planning. Use the resources to build your coaching session.
| Directions | Resource |
|---|---|
| 1. Select agenda items to build your coaching session. | Coming soon! |
| 2. If you select any PLC or grade-level meetings, select topics for those meetings. | Coming soon! |
Online courses
Online courses prepare teachers to administer and score mCLASS Literacy programs.
| Course topic | Course overviews |
|---|---|
| Program overview and instructional next steps for teachers | Coming soon! |
General sessions
Amplify Classroom
Amplify Classroom sessions build expertise in Activity Builder to design, organize, and facilitate engaging digital activities.
Multilingual/English learners
Multilingual/English learners sessions align instruction with best practices for multilingual reading and writing development.
Problem-based math
Problem-based math sessions identify actionable strategies that build students’ conceptual understanding while developing a sense of joy in learning math
Science of Reading
Science of Reading sessions examine the connections between literacy and the brain to align instructional practices with models that develop skilled reading and writing.
Texas programs
Select your program from the sidebar to explore its sessions.
Amplify Desmos Math Texas sessions
Strengthen sessions
Strengthen sessions deepen understanding of Amplify programs through targeted support.
| Session topic | Duration | mCLASS Math 2nd Edition agendas |
|---|---|---|
| Supporting and facilitating meaningful discourse for teachers | 3 hours | Coming soon! |
| Assessment in action: Analyzing data, reports, and planning next steps for teachers | 3 hours | Coming soon! |
Amplify Texas ELAR & SLAR
Launch sessions
Launch sessions introduce Amplify programs and support strong implementation.
| Session topic | Duration | Amplify Texas ELAR agendas | Amplify Texas ELAR + SLAR agendas | Amplify Texas SLAR agendas |
|---|---|---|---|---|
| Initial training for teachers | 6 hours | K–2 3–5 6–8 | K–2 3–5 | K–2 3–5 |
| Skills Strand initial training for teachers | 6 hours | K–2 | K–2 | K–2 |
| Knowledge Strand initial training for teachers | 6 hours | K–2 | K–2 | K–2 |
| Program overview for teachers | 3 hours | K–2 3–5 6–8 | K–2 3–5 | |
| Program overview for leaders | 3 hours | K–5 6–8 | K–5 | |
| Skills Strand program overview for teachers | 3 hours | K–2 | K–2 | |
| Knowledge Strand program overview for teachers | 3 hours | K–2 | K–2 |
Strengthen sessions
Strengthen sessions deepen understanding of Amplify programs through targeted support.
| Session topic | Duration | Amplify Texas ELAR agendas | Amplify Texas ELAR + SLAR agendas | Amplify Texas SLAR agendas |
|---|---|---|---|---|
| Enhancing planning for teachers | 3 hours | K–2 3–5 6–8 | K–2 3–5 | K–2 3–5 |
| Enhancing practice for teachers | 3 hours | K–2 3–5 6–8 | K–2 3–5 | K–2 3–5 |
| Writing for teachers | 3 hours | K–2 3–5 | K–2 3–5 | K–2 3–5 |
| Enhancing observations for leaders | 3 hours | K–5 6–8 | ||
| Supporting all learners for 6–8 teachers | 3 hours | 6–8 | ||
| Data-informed instruction for teachers | 3 hours | 6–8 | ||
| Student engagement for teachers | 1 hour | K–5 6–8 | K–5 | K–5 |
| Supporting all learners for teachers | 1 hour | K–5 | K–5 | K–5 |
| Teaching with print and digital for teachers | 1 hour | 6–8 | ||
| Lesson planning for teachers | 1 hour | 6–8 | ||
| Pacing for teachers | 1 hour | K–5 6–8 | K–5 | K–5 |
| Grading and assessment for teachers | 1 hour | 6–8 |
Coach sessions
Coach sessions can include model lessons, observations, walk-throughs, and/or co-planning. Use the resources to build your coaching session.
| Directions | ELAR resources | ELAR + SLAR resources |
|---|---|---|
| 1. Select agenda items to build your coaching session | Coaching agenda options | Coaching agenda options |
| 2. If you select any PLC or grade level meetings, select topics for those meetings | PLCs or grade-level planning meeting options |
Boost Reading Texas sessions
Launch & Strengthen sessions
mCLASS Literacy Texas sessions
Launch sessions
Launch sessions introduce Amplify programs and support strong implementation.
| Session topic | Duration | mCLASS Texas agendas | mCLASS Lectura Texas agendas | mCLASS Texas DIBELS 8/ Lectura agendas |
|---|---|---|---|---|
| Administration and instruction essentials for teachers | 6 hours | K–8 | K–2 | K–2 |
| Administration and scoring training for teachers | 3 hours | K–8 | K–2 | |
| Administration and reporting training for leaders | 3 hours | K–8 | K–2 | K–2 |
Strengthen sessions
Strengthen sessions deepen understanding of Amplify programs through targeted support.
| Session topic | Duration | mCLASS DIBELS 8th Edition Texas agendas | mCLASS Lectura Texas agendas | mCLASS DIBELS 8th Edition/Lectura Texas |
|---|---|---|---|---|
| Creating a data-driven classroom for teachers | 3 hours | K–8 | K–6 | K–8 |
| Building a data-driven culture for leaders | 3 hours | K–8 | K–6 | K–8 |
| Assessing with fidelity for teachers | 1 hour | K–8 | K–6 | |
| Reporting and instruction basics for teachers | 1 hour | K–8 | K–6 | |
| Progress monitoring for teachers | 1 hour | K–8 | K–6 | |
| Goal setting and growth outcomes for teachers | 1 hour | K–8 | K–6 | K–8 |
| Reporting basics for leaders | 1 hour | K–8 | K–6 |
Online courses
mCLASS Math Texas sessions
Launch sessions
Launch sessions introduce Amplify programs and support strong implementation.
Strengthen sessions
Strengthen sessions deepen understanding of Amplify programs through targeted support.
| Session topic | Duration | mCLASS Math 2nd Edition agenda |
|---|---|---|
| Student thinking and instructional next steps for teachers | 3 hours | K–5 |
Online courses
| Course topic | mCLASS Math 2nd Edition online agenda |
|---|---|
| Administration and instruction essentials for teachers | Coming soon! |
Welcome, K–8 Program 1 reviewers!
We’re honored to introduce you to Amplify California Language Arts. We’re confident you’ll find this comprehensive program to be a powerful tool for bringing the vision of the California ELA Framework to life in classrooms across the state.
Please start with the video on the right to learn how to navigate the program and access key features referenced within our submission. Below you’ll find additional resources to support your review.
Your review samples
We’re excited for you to begin your review of Amplify Core Knowledge Language Arts (CKLA) California and Amplify ELA California. Physical and digital review materials will vary by grade level.
Reviewer Binders (K–8)
Your physical samples should have arrived in grade-specific boxes with three Reviewer Binders.
- The first binder will contain logistical program review information and the printed Evaluation Criteria Map.
- The second binder will contain the printed Standards Maps for grades K–4.
- The third binder will contain the printed Standards Maps for grades 5–8.
Physical samples (K–5)
You can expect to receive 15 boxes of physical materials for your review. As you begin the process of organizing your materials, please refer to the inventory checklist found inside each box as well as within your Reviewer Binder. Please note you will not receive any physical samples for grades 6–8. Your review of the program for grades 6–8 will be entirely digital.
Digital samples (K–8)
In order to access your digital samples, you’ll need to log in to our platform using your unique login credentials found on a Digital Review Credential flyer inside of your Reviewer Binder. Once you have located the flyer:
- Click the orange button below to access the platform.
- Click “Log in with Amplify.”
- Enter the username and password provided on your Digital Review Credential flyer.
Navigation tips
Before you get started, please review these important functionality notes:
Criteria Map and Standards Maps must be opened on Microsoft Word on your desktop to function as intended. If you open the documents without Microsoft Word on your desktop, citations will be cut off at the bottom of most tables within the document.
Many of our citations are deep-links to PDFs, meaning they will take you to the right page or the first page in the sequence for the citation in question. To ensure this functionality works, please disable any PDF-viewing extensions or plug-ins such as Adobe Acrobat Pro Browser Extension.
[Reviewer program navigation video] Grades K–5
[Reviewer program navigation video] Grades 6–8
Click here for additional information on navigating the digital materials for grades 6–8.
Category 1: English Language Arts (ELA) and English Language Development (ELD) Content/Alignment to Standards
Evaluation Criteria Map
Linked below is the Evaluation Criteria Map for grades K–8. Please note that you will need to be logged into the digital platform to access the links in the Evaluation Criteria Map.
ELA Standards Maps
The links below provide the Standards Maps for Amplify California Core Language Arts for each grade level. Please note that you will need to be logged into the digital platform to access the links in the Standards Maps.
Category 2: Program Organization
The Amplify California Language Arts Program 1 submission includes Amplify CKLA California for Grades K–5 and Amplify ELA California for Grades 6–8. This comprehensive curriculum provides a full year of evidence-based instruction for each grade level, transitioning from foundational literacy to advanced text analysis.
Program structure
Amplify’s California Language Arts programs are built on what the research shows: Strong readers need both word recognition and language comprehension. Our comprehensive curriculum suite follows the Simple View of Reading and The Reading Rope–bringing together foundational skills and knowledge building to deliver instruction grounded in evidence-based literacy practices.
Each lesson follows a predictable structure with clearly marked components, beginning with warm-up routines, progressing through explicit instruction with guided practice, and concluding with independent application activities. The program provides detailed teacher language, including question stems and discussion prompts, ensuring clear and consistent delivery of instruction.
[Reviewer highlight video] Program organization for Category 2
[Reviewer highlight video] Program structure for grades K–2
[Reviewer highlight video] Program structure for grades 3–5
[Reviewer highlight video] Program structure for grades 6–8
Amplify CKLA California empowers teachers to deliver effective instruction and keeps students engaged with the following resources:
- Teacher Guides
- Assessment Guides
- Authentic texts and trade books
- Knowledge Image Cards
- Knowledge Flip Books
- Remediation and intervention resources
- Decodable readers
- Student Readers and novels
- Student Activity Books
- Poet’s Journals
- eReaders
- Sound Library featuring articulation videos and songs
- Instructional routine modeling videos
- Assignable Practice Games
- On-demand professional development
Amplify ELA California students stay engaged with the following resources:
- Teacher Guides that include:
- Detailed lesson plans
- Standards alignment and exit tickets
- Real-time differentiation strategies
- Robust reporting
- Student Editions that include:
- High-quality narrative and informational texts
- Videos, audio supports, and digital experiences that capture their attention
- Personal Writing Journal to keep all student writing in one place
- Trade Books
Core literacy philosophy
Support every learner. Meet all learning needs with a Multi-Tiered System of Supports (MTSS) that brings together universal screening, scaffolded core instruction, support for English learners, and data-driven intervention to ensure every student gets what they need to succeed.
Deliver consistent foundational skills instruction. Daily explicit, systematic skills instruction in grades K–2, with targeted yet flexible support for students still building decoding confidence in grades 3–8, ensures mastery of essential reading foundations.
Build lasting knowledge across all grades. Through coherently sequenced, content-rich instruction that revisits key vocabulary and concepts with increasing complexity, students build meaningful connections that deepen their vocabulary and reading comprehension.
Strengthen reading through writing at every level. Regular writing instruction grounded in the Science of Writing supports reading comprehension, improves sentence-level writing, and provides the foundation for high-quality composition. As students progress through the upper grades, they engage in increasingly complex analytical tasks—synthesizing ideas, drawing generalizations, and interpreting multiple textual layers through both focused quick-writes and comprehensive essays.
Foster oral language development. Structured opportunities for academic conversation and evidence-based dialogue build students’ ability to express complex ideas with precision and allow them to participate confidently in classroom discussions.
Measure growth with comprehensive assessments. Assessments range from in-the-moment checks for understanding to summative assessments that measure progress toward skills mastery and standards proficiency, providing the data needed to drive targeted instruction.
Scope and sequence
Below you can view the scope and sequence for each grade level.
Routines
Amplify CKLA California and Amplify ELA California include several structured instructional routines that provide predictable patterns for both teachers and students:
Discussion and collaboration routines:
- Turn and Talk: Partners discuss text-specific content using sentence starters and frames
- Think-Pair-Share: Students engage in individual thinking, partner discussion, and whole-class sharing
- Partner reading: Students sit shoulder-to-shoulder, taking turns reading and listening
Foundational Skills routines:
- Sound-spelling review: Warm-up activities that reinforce phonics patterns
- Oral blending warm-ups: Teacher-guided practice progressing to independent application
- Finger tapping: Techniques for blending sounds
- Chaining activities: Students manipulate letters to transform one word into another
- Word Work: Daily short activities focused on domain-specific and academic vocabulary
Knowledge-building routines:
- Vocabulary preview: Introduction of new words before reading
- Read-aloud procedures: Established routines for introducing and discussing complex texts
- Text discussions: Structured comprehension conversations with scaffolded questioning
Fluency routines:
- Teacher modeling: Demonstration of proper intonation, expression, and pacing
- Choral reading: Whole-class reading practice
- Partner reading: Paired fluency practice
Close reading routines
The program includes carefully structured close reading activities that guide students through multiple encounters with complex texts. These routines help students develop deeper comprehension through systematic analysis and discussion.
Each routine includes comprehensive instructional guides with clear-cut directions for implementation, straightforward explanations of concepts, and suggestions for discussion.
Category 3: Assessments
Systematic MTSS alignment
In alignment with the additional 2025 Guidance 3.1.a, the assessment systems align with MTSS tiers, including universal screening, diagnostic assessments for students demonstrating a need for additional support, and progress monitoring tools that complement California’s required universal screening schedule per SB 114.
| Tier 1: Universal/ differentiated support | Tier 2: Supplemental/ targeted support | Tier 3: Intensified/ intensive support | |
| Core instruction assessments Frequency of administration | Amplify CKLA California, Amplify ELA California assessments Daily, Weekly, Monthly | Amplify CKLA California, Amplify ELA California assessments Daily, Weekly, Monthly | Amplify CKLA California, Amplify ELA California assessments Daily, Weekly, Monthly |
| Universal screening assessments Frequency of administration | mCLASS DIBELS and mCLASS Lectura 3 times per year – BOY, MOY, EOY | mCLASS DIBELS and mCLASS Lectura 3 times per year – BOY, MOY, EOY | mCLASS DIBELS and mCLASS Lectura 3 times per year – BOY, MOY, EOY |
| Formal progress monitoring assessments Frequency of administration | mCLASS DIBELS and mCLASS Lectura 3 times per year – BOY, MOY, EOY | mCLASS DIBELS and mCLASS Lectura Monthly | mCLASS DIBELS and mCLASS Lectura Bi-weekly |
| Informal progress monitoring assessments Frequency of administration | Amplify CKLA California, Amplify ELA California core assessments Daily | Intervention Toolkit progress monitoring assessments When linked to a lesson in the toolkit | Intervention Toolkit progress monitoring assessments When linked to a lesson in the toolkit |
| Diagnostic assessment Frequency of administration | Amplify skill diagnostic assessment Optional after universal screening assessment is administered | Amplify skill diagnostic assessment After universal screening assessment is administered |
Universal assessment system
Amplify’s mCLASS® DIBELS® 8th Edition (K–8) and mCLASS Lectura (K–6) are universal and dyslexia screening assessments that should be administered three times per year (BOY, MOY and EOY) to all students. The assessments evaluate student literacy risk, determine progress toward grade-level goals, and indicate the level of instructional support a student may need. Beginning-of-year screenings require adequate instructional time before administration, particularly in grades K–1, while mid-year and end-of-year assessments evaluate instructional effectiveness and guide tier placement adjustments. These screenings also identify students at risk for dyslexia. Universal screening provides essential data for targeting instruction and measuring instructional system effectiveness.
Core instruction assessments
Amplify CKLA California and Amplify ELA California provide a comprehensive suite of assessments for Grades K–8 that range from low-stakes, informal formative assessments to more formal summative assessments. These assessments incorporate a variety of methods and question types, including multiple-choice questions, open-ended questions, and oral and written responses.
Formative assessments:
- Checks for Understanding: Incorporated into each lesson segment throughout daily instruction. Quick pulse-checks that provide immediate feedback during lesson delivery (grades K–5).
- Daily formative assessments: Highlighted moments within each lesson for teachers to plan to track mastery of Primary Focus objectives and standards of each lesson to get a clear snapshot of individual and whole-class progress (grades K–5).
- Activity pages: Completed as part of lessons and can be used to assess lesson content understanding through various formats (grades K–5).
- Exit Tickets: Located at the end of lessons, these provide a quick gauge of students’ ability to meet the lesson’s focus standards (grades 6–8).
- Writing Prompts: Prompts integrated throughout lessons during writing activities that provide skill snapshots within lessons and tracks patterns of skill development over time (grades 6–8).
- Independent reading activities (Solos): At the end of every lesson, students complete an independent reading activity (“Solo”) with reading questions that are scored to measure comprehension (grades 6–8).
Summative assessments:
- Skills end-of-unit assessments (grades K–2)
- Knowledge end-of-domain assessments (grades K–2)
- End-of-unit assessments (grades 3–5)
- Unit essays: A culminating end-of-unit set of lessons that guide students through crafting an essay with a rubric to score mastery of writing skills (grades 6–8)
- Unit Reading Assessments: Auto-scored responses and two constructed response items evaluate comprehension, content understanding, and reading skills using the passages students read during the unit (grades 6–8)
Performance Assessments
Student Performance Assessments are multi-day assessments administered in Grades K–5 at the beginning, middle, and end of year to help teachers gauge student mastery of grade-level Core content. These assessments provide critical data to help teachers set targeted instructional goals and monitor individual and class-wide progress towards core objectives.
Progress monitoring
Amplify’s mCLASS® DIBELS® 8th Edition and mCLASS Lectura provide formal progress monitoring in the discrete skills that are indicative of reading growth and predictive of overall success to provide the most instructionally meaningful information to teachers.
Informal progress monitoring tools can be found within the Intervention Toolkit, including materials for teachers to record, track, and evaluate student progress.
Diagnostic assessment
Interventions within Amplify’s literacy programs are informed by a skill diagnostic assessment that provides detailed data on foundational literacy skill deficits. The Amplify Skill Diagnostic Assessment and Amplify Spanish Skill Diagnostic assessment serve as critical tools in this process, administered specifically to students identified as at risk for reading difficulty through universal screening assessments—particularly those demonstrating mCLASS DIBELS 8th Edition or mCLASS Lectura composite scores in the Well Below or Below Benchmark ranges. These diagnostic assessments provide teachers with the precise skills to begin intervention and remediation.
Category 4: Universal Access
Amplify CKLA California and Amplify ELA California were built on the principles of Universal Design for Learning (UDL) and reviewed by CAST, a nonprofit education research and development organization. The program is developed using the Universal Design for Learning framework to proactively ensure that all learners can access and participate in meaningful, challenging learning opportunities.
Universal Design for Learning
The programs incorporate opportunities for engagement, representation, action, and expression based on the guidelines of Universal Design for Learning.
- Multiple Means of Engagement: The programs incorporate interesting and motivating ways for students to interact with information and content. In Amplify CKLA California, the Universal Access section in the introduction of each lesson provides specific lesson-level options based on the needs of individual classrooms and students. Scaffolding for students with various levels of need is incorporated into the design of each lesson.
- Multiple Means of Representation: The programs provide multiple means of presenting content to maximize student understanding. This includes digital component files that allow for a range of presentations of images and text to support learning. Amplify provides access to universal supports such as point-of-use audio for all core texts, embedded definitions for critical vocabulary, and glossaries in multiple languages. Amplify CKLA California includes clarification on language found throughout the program, with sidebars that include support on transition words and syntax, and illustrations to help students understand the concepts they are learning.
- Multiple Means of Action and Expression: The programs include a range of methods for all students, including English learners, to navigate and demonstrate learning. This includes physical actions, a range of methods for response, appropriate tools for composition, and varied scaffolding. In Amplify ELA California, lessons provide multiple ways for students to interact with text, allowing their brains to process the language through distinct pathways. Activities harness multiple learning modes, using media tools, digital apps, and a variety of visual and physical experiences to strategically support and enhance student learning.
- Accessibility: Universal access features include visual aids, enlarged materials, physical objects, and multiple learning modalities through activities like Push & Say and Wiggle Cards. The Universal Access section in the introduction of each lesson provides specific lesson-level options based on the needs of individual classrooms and students.
Embedded differentiation
Amplify CKLA California and Amplify ELA California provide built-in differentiation strategies in every lesson for all students.
- Pre-teaching supports include mini-lessons on:
- Core vocabulary building
- Core connections
- Essential background information building
- What Have We Already Learned?/What Do We Already Know?
- Differentiated Support for Core Instruction tables, located in the overview of each K–2 Skills Teacher Guide, provide a list of specific opportunities for reteaching and additional support in each lesson based on skill.
- Support and Challenge Sidebars in lesson margins offer educators immediate guidance in implementing point-of-use differentiation techniques.
- Flexible Grouping within lessons provides opportunities for teachers to facilitate small groups, partners, or individualized support based on students’ needs. In the Skills Strand, teachers receive specific guidance for differentiated small-group instruction, with targeted support and activities outlined for both Group 1 (students needing additional support) and Group 2 (on-level students) based on data.
- Amplify ELA California provides point-of-use supports embedded within key core lesson activities with six levels of differentiation. The goal of these supports is to fully enable access to grade-level content for all students, including students with disabilities, English learners, and students ready for an additional level of challenge.
- The Universal Access section of Advance Preparation in each lesson includes varied strategies to ensure all students can access and engage in each lesson.
- Frequent use of graphic organizers and visual supports in lessons provide opportunities for differentiation based on need. The program also includes a variety of technological supports, such as eReaders with audio.
- Extension opportunities are suggested throughout lessons, often embedded in writing tasks, which include prompts to use more complex and descriptive vocabulary, figurative language, multi-clause and complex sentences, and informational text characteristics.
Assessment-driven MTSS resources
- The K–8 Intervention Toolkit is available online and provides easy-to-use resources that assist teachers in filling gaps in students’ reading skills, with activities to support print concepts, phonological awareness, phonics, fluency, and other key skills
- Fluency Packets (Grades 2–5)
- Foundational Skills Intervention Program for Grades 3–8 support students who would benefit from direct and explicit intervention instruction in the full continuum of foundational skills in the upper grades
- Flexible Instructional Time including:
- Pausing Points built into the curriculum that provide teachers with dedicated time to address specific student needs through targeted reteaching, remediation, practice, and extension activities
- Pausing Point activities designed to support English learners’ competence and confidence through differentiated whole-group, small-group, or individual instruction
- Boost Reading is a K–5 student-led digital intervention program. Boost Reading follows Amplify CKLA California’s scope and sequence to reinforce the same foundational skills taught in core instruction. It integrates easily into daily routines, while the robust data provided by mCLASS® DIBELS® 8th Edition offers a detailed view of how students progress across all instructional tiers.
Category 5: Instructional Planning and Teacher Support
Amplify CKLA California and Amplify ELA California teachers are empowered to deliver effective instruction with various print and digital resources. The program provides comprehensive planning and support materials designed to help teachers prepare for and execute lessons effectively and fulfill the requirements of Category 5.
Implementation supports across K–8
Planning and preparation resources
- Unit Overviews that provide important background and context for the texts students will read, including highlighted elements within the text and guidance for how students will work with those elements
- Sub-unit Overviews (Grades 6–8) that provide an overview of Lesson Objectives and reading and writing assignments, as well as a list of any projections, multimedia, or digital apps that can be projected from the teacher’s included digital license
- Lesson-by-lesson preparation checklists (Grades 6–8) accompanying each Sub-unit Overview
- Lesson Briefs for each individual lesson providing important background and context
- Content knowledge materials regarding topics that students will examine
Point-of-use instructional guidance
- Teacher Editions that feature insets of the same text and activity instructions as the corresponding Student Edition, wrapping teacher instruction around these materials
- Activity guidance at point of use
- Lesson standards clearly called out
- Discussion suggestions embedded in lessons
- Differentiation tips at point of use
- Detailed Instructional Guides in each activity that include sequencing and grouping suggestions, tips for facilitating discussion, possible student responses and exemplars
- Student Supports in all core lessons provide teachers with targeted supports in daily core instruction, addressing which might serve the student best in the moment—support, strengthen, stretch—with additional call-outs for newcomers
Multimedia and digital support
- Teacher tip videos provide modeling and guidance for implementing key foundational skills routines within the program
- Digital platform access where teachers can access printable PDFs of differentiated support materials for English learners and readers struggling with text, including translated Unit Background and Context Documents and Text Previews
- Teacher Dashboard and reporting tools (Grade 6–8) that provide real-time visibility into student progress and work for immediate instructional response
Caregiver supports
Communication and overview resources
- Caregiver Hub available in English and Spanish that provides an overview of the curriculum
- Caregiver Letters for each K–2 Knowledge Domain and unit in Grades 3–5 that provide an overview of the content, the skills students learn, as well as practical methods that continue the learning and knowledge building at home
- Unit-specific Caregiver Letters (Grades 6–8) that provide detailed information regarding what students will read and learn in each unit, including conversation starters that allow caregivers to ask questions and discuss specific aspects of a unit with their student
- Welcome letters that explain the assessment and placement process while inviting parent involvement and offering support
- Editable Home-School Communication letters available in English and Spanish
- Editable Progress Reports for teachers to update parents and guardians on what their child is learning
Content and learning support materials
- Unit Background and Context documents that provide an introduction and overview to the unit’s topic and themes, available in English and Spanish
- Text Previews that provide a brief introduction to formative, independent reading assignments (called Solos in Grades 6–8), available in English and Spanish
- Unit Overview and Support documents (Grades 6–8) designed for caregivers that provide information about important questions, assignments, and key aspects of the unit texts, available in English and Spanish
- Conversation starters included in Knowledge Strand Caregiver Letters to discuss domain topics at home
Home practice and extension activities
- Take-Home pages in the Skills Strand that include copies of decodable passages, enabling students to share their reading progress with families and continue practicing their skills outside of school
- Take-Home Letters in the Skills Strand that provide specific guidance for parents to support skills practice at home, such as sound-sorting activities, with detailed instructions and materials for home practice activities
- Take-Home pages in the Knowledge Strand that provide suggested activities families can do together to reinforce and extend learning beyond the classroom
- Games and activities on Take-Home Pages that extend classroom instruction, including all the materials and instruction necessary to help families assist students in a fun and engaging way
- Digital access to decodable texts through the Amplify Caregiver Hub, allowing students to practice their reading skills both in class and at home
- Weekly spelling lists and directions to decoding activities that can be practiced at home
Amplify Desmos Math updates are coming!
As we look ahead to the upcoming school year, we’re continuing to enhance Amplify Demos Math. From time-saving platform enhancements to new features, these updates are designed to help you deliver engaging math instruction while making planning, assigning, and differentiation easier than ever.
Whether you’re using Amplify Desmos Math on its own or alongside Personalized Learning, Boost Math®, or mCLASS® Math, this page highlights what’s already available and what’s coming next.
Updates coming for the 2026–27 school year
To help you plan for the year ahead with confidence, we’re previewing some of the exciting enhancements coming your way.
Platform updates
We’re improving the overall classroom experience with platform enhancements that make lessons easier to navigate and instruction easier to manage.
- Activity pages are being redesigned to feature a left sidebar, informational tabs, and lesson screens at the top of the page. This optional reconfiguration will allow you to immediately see each lesson and more easily access relevant resources and tools. You will be able to turn on the new design – or turn it off to return to the original design – with a toggle located on the page.
- We’re making updates to our Recently Visited section on Educator Home. You’ll see both activity and units reflected there, and have the ability to star a unit or lesson to pin it to the front of your list
- Presentation tools are also expanding, making it easier to facilitate lessons, annotate in real time, and manage instruction from anywhere in the room.
- You will be able to assign Teacher Presentation Screens to individual students who need access on their own devices for reference or accessibility purposes.
Administrator Report improvements
- The existing Administrator Reports for Unit Performance will be replaced with a new and improved Student Performance report that will provide school and district administrators with aggregated views of student performance on end-of-unit assessments as well as standards. The report will support grouping this data by school and class without having to access reporting for individual classrooms.
AI-powered teacher tools
We’ve developed new tools to enhance your ability to connect and collaborate with families! These will be available when you opt in through Amplify Labs.
- Discussion Moments, launching for grades 6–8 in 2026–27, will support rich classroom conversations by highlighting student ideas directly within lessons, making it easier to pause, reflect, and discuss mathematical thinking.
- Newsletter Generator, for grades K–5, allows you to create your own customizable communication to share out with families.
Using mCLASS Math? Explore upcoming updates and noteworthy features for assessment, progress monitoring, and reporting on the mCLASS Math Program Highlights page.
New offerings
Amplify Desmos Math continues to grow to support more learners across grade levels and instructional pathways.
- Expanded Spanish student and teacher materials will better serve multilingual classrooms by providing access to high-quality math instruction in both print and digital formats.
- New PreK and Transitional Kindergarten offerings emphasize hands-on, developmentally appropriate learning.
- For middle school, Accelerated 6 and Accelerated 7 will be available for full release soon, offering a two-year pathway that condenses grades 6–8.
- At the high school level, Amplify Desmos Math will soon be commercially available as complete high school course sequences, including Algebra 1, Geometry, Algebra 2, and Integrated Math pathways.
Note: Some offerings and enhancements may require an additional purchase.
Noteworthy features
These features are already available or rolling out soon to help you plan, teach, and support students more efficiently.
- Use Stream filtering tools to search by student name and quickly view everything assigned to a particular learner.
- Assign work to individual students, create and reuse named groups, or assign multiple Personalized Learning activities at once using batch assign, making it easier to differentiate instruction and support small groups without extra setup time.
- Preview student work directly from the Stream to check progress and decide on next steps more efficiently.
- Individual Student Reports provide a unified view of student progress across math products, offering a clear, shareable snapshot to support caregiver communication and student conferencing.
- Download and print screens of any lesson or activity by selecting the three-dot menu to the right of the activity (or lesson) title and selecting View PDF.
Personalized Learning activities are now clearer and easier for students to manage.
Personalized Learning activities now include a clear Done button, helping students understand when their work is complete.
- Once an activity is finished, it moves out of the To Do list and into Past Work, reducing confusion and supporting student organization.
- You also have improved visibility and guidance for addressing unfinished work, redoing activities, and when Personalized Learning data appears in reporting.
Easier planning and navigation across resources
Planning instruction is simpler with an improved Browse Instructional Resources experience designed to reduce clicks and help you quickly find the materials you need.
- Locate resources more easily for small-group instruction, practice, or extension.
- Get more control over the student experience, including the option to remove Math Adventures from Student Home when those activities aren’t part of their instructional plan.
Using Boost Math as part of your math solution? Learn more about recent enhancements to Boost Math, including updates to instructional pathways and more options to further the impact of your Multi-Tiered System of Supports (MTSS).
S5-05. Math technology & hacks for math anxiety: research-based tips for caregivers
We’ve been very lucky to have so many prolific and brilliant researchers on this season of Math Teacher Lounge, and our next guest is no exception.
Listen as we sit down with Dr. Marjorie Schaeffer to discuss what causes math anxiety, math hacks, and how the right math technology can make an incredible impact in children and caregivers coping with math anxiety.
Listen today and don’t forget to grab your MTL study guide to track your learning and make the most of this episode!
Marjorie Schaeffer (00:00):
I think the most important thing we know from literature right now is that high math-anxious parents, when they interact with their children, their children learn less math over the course of the school year.
Bethany Lockhart Johnson (00:12):
Welcome back to Math Teacher Lounge. I’m Bethany Lockhart Johnson.
Dan Meyer (00:15):
And I’m Dan Meyer.
Bethany Lockhart Johnson (00:16):
We’re onto Episode 5, Dan, of our series on math anxiety. And I wanna say it feels so lovely to imagine all of these people out there doing work to help combat math anxiety. I dunno, it just makes me feel excited about the possibilities. This work is out there; it’s happening! Kids and teachers and caregivers are being impacted by these conversations. Not just — I mean, I don’t just mean the conversations we’re having on Math Teacher Lounge, but I mean, that these researchers are doing. Like, yes, we can change this!
Dan Meyer (00:53):
This is great. Yeah. We have people who are extremely smart, who have dedicated their professional lives to studying math anxiety and resolving it. And each of them that we’ve chatted with — they share lots of ideas in common, but I’ve loved how they each have their own different flavor or take or area of emphasis on a problem that hits everybody everywhere. It’s in your home, with kids and caregivers. It’s in schools. It’s in our places of teacher preparation and professional learning. Every place is a place where we can focus on resolving issues of math anxiety. It’s exciting.
Bethany Lockhart Johnson (01:26):
Yeah, I feel like … if there could be a course in — we all know that our teacher prep programs, in MOST teacher prep programs, there’s not nearly enough math methods or time to cover <laugh> — it’s like ready, set, go! And depending on who your mentor teacher is or what your math methods course … I mean, it can totally shape the way that you are prepared or really not prepared for going out there to teach math! And so I love that we’re having these conversations.
Dan Meyer (01:55):
What I love about today’s conversation is, one, it’s got a little bit of a technology flavor, so there’s that. But I also love, it’s got one of my favorite features about change, which is that it focuses on change to action, change to routine, rather than change to belief. Rather than saying like, “OK, everybody! Everybody stop thinking bad beliefs about math and transmitting them to your kids!” Instead, it says, “What we’ll do is just, hey, we’ll set that aside for a second and we’re gonna do a certain thing every day and watch as those actions make your beliefs change.” That to me is extremely cool. And I think it has a higher likelihood of success than just, like, me telling parents, “Hey, stop thinking these thoughts!”
Bethany Lockhart Johnson (02:37):
“Ready, set, stop being anxious!”
Dan Meyer (02:39):
Exactly. Exactly. So it’s an exciting conversation we’re gonna have here.
Bethany Lockhart Johnson (02:43):
Right. So it’s not a, you know, “wave the wand and all of a sudden, you’re not anxious about math anymore.” But these incremental changes, these incremental conversations, this validation, can really, really impact change. I’m with you on it, Dan. I hear what you’re saying.
Dan Meyer (03:01):
To help us talk through all of these ideas and more, we’re joined by Dr. Marjorie Schaeffer, Assistant Professor of Psychology at St. Mary’s College in Indiana.
Bethany Lockhart Johnson (03:10):
Enjoy. <Jaunty music> So, yes, Dan, we are so excited to welcome Marjorie Schaeffer. She’s Assistant Professor of Psychology at St. Mary’s College. Dr. Schaeffer, we’re so excited you’re here. Hello!
Marjorie Schaeffer (03:28):
Thank you so much for inviting me.
Dan Meyer (03:29):
Yeah. We are super-lucky to have had so many prolific and brilliant researchers about math anxiety on our show. You’ll be no exception. And every time, we love to find out about how you came to study math anxiety, which winds up being a really interesting glimpse into your backstory bio. So tell us, what is the route by which you came toward studying math anxiety?
Marjorie Schaeffer (03:51):
Oh, I love that question. I’m really interested in how the attitudes and beliefs of parents and teachers influence children, especially around math. And I actually became interested in this idea in college, when no Child Left Behind was actually first starting to be implemented in schools with high-stakes standardized testing. So much so that I actually did my thesis on this thinking about, “Do children understand the importance of high-stakes testing? Do they have anxiety around that idea?” And so that was really my first foray into the anxiety literature. And that was kind of the entry point into math anxiety for me.
Dan Meyer (04:28):
So you started by studying a very high-stakes assessment, like our students connecting with this. And the assessment is once per year. And classroom instruction is every day. So how did you move from the assessments to the everyday instruction?
Marjorie Schaeffer (04:44):
That’s a great question. So, after college, I actually taught kindergarten. And so from that, I saw the day-to-day impact of instruction and the day-to-day impact of children’s individual attitudes and beliefs. And so I really became interested in thinking about, “How do we understand why some children are really successful from the instruction happening in classrooms and why other children need a little bit more support?” And so math anxiety was one way for me to really think about the individual differences I saw in my kindergarten classroom.
Dan Meyer (05:18):
It feels like you headed … you went farther upstream, is what it feels like. Where assessment … there’s like some kind of anxiety around assessment, let’s say. And then you ventured farther up the stream to classroom instruction and then still farther into kids’ homes. It seems like your research invokes a lot of curiosity about the sources of a kind of amorphous, flowing phenomenon called math anxiety. And I’d love to hear a bit about what you know about how caregivers transfer, transmit — whatever the word is — math anxiety to their kids.
Marjorie Schaeffer (05:55):
For parents … we think that the attitudes and beliefs of parents matter. And we see that for lots of areas, not just math anxiety. But I think math anxiety, we see that really clearly. And so, we can think about it both in terms of what kind of input parents provide. So, how do families talk about math with their children? What kind of support do they provide around homework? And those are ones that I think are a little obvious. But we can also think about the offhanded comments that parents say to children when they’re talking about math generally. Right? So, we see lots of memes going around, talking about how hard math homework is. And so, I think when parents say offhanded comments like, “I’m not a math person,” or “We’re just bad at math,” that communicates values to children. I think the most important thing we know from literature right now is that high math-anxious parents, when they interact with their children, their children learn less math over the course of the school year. And this specific mechanism by which that happens is still an area for a lot of research. And so some people think it’s about input. So maybe if I’m math anxious, I’m avoiding math. And so, when I have an option to read a picture book that has math content, I focus on the colors instead. And so, my child is actually getting less math than other children. We can also think it’s about these messages that are provided. So, when I talk about math, I send the message to my child, it’s not for them, and therefore the child wants to engage in it less. And some of my work looks at things like expectations and values. So, thinking about, “Do math-anxious families actually value math less than other families unintentionally?” And so, we have some support for this idea that they expect less of their children. And so maybe when they struggle, they respond in different ways than a family who’s lower in math anxiety.
Bethany Lockhart Johnson (07:53):
This is so fascinating to me. I also was a kindergarten teacher. And I remember a mom who just … she had such like palpable math anxiety. And during one of our conversations, she was talking about these homework sessions with her daughter. And I may have mentioned this on the podcast before. But she was talking about how every night they would sit together and they would do all this math. They’d do, like, extra math together. And it always ended in tears. And despite her math anxiety, she didn’t want her daughter to experience the math anxiety that she did. So she was trying to pile it on, so her daughter was more proficient and comfortable. And instead, it was perpetuating this anxiety about it. And so, it’s a phenomenon then, right? Even if a parent is saying, like you said, maybe completely unwilling, this mother was actually trying to do the opposite. She was trying to help, you know, imbue the love and comfort with math. Right?
Marjorie Schaeffer (09:01):
Absolutely. This is why I think in my research, it’s really important that we find low-stakes, low-stress ways for high math-anxious families to do math. They absolutely can support their children in doing math. But they need a little support. We want it to be a fun, low-stakes environment, right? So maybe that’s the connection back to high-stakes testing, that I want children to have fun math experiences.
Dan Meyer (09:28):
Yeah. This is challenging, because it feels like the more caregivers know about math anxiety, and its pernicious effects on students, and how easily transmitted it is, one could become quite anxious about math anxiety. And, you know, no one makes great decisions when they’re anxious. So if I’m recalling our various episodes we’ve done, we’ve heard from people say, “Well, you need to validate students’ math anxiety. This is not something to just ignore or brush past. But also, not validate it in a way that says, you know, ‘This is OK and generational and inevitable.’” Which presents parents with a very thin path to follow, it seems like. So I love what you’re saying about how we gotta just de-stress the whole process.
Bethany Lockhart Johnson (10:11):
You’re avoiding the whole, “I wasn’t a math person either” kind of thing. <laugh>
Dan Meyer (10:15):
Right, right, right. Yeah. So I’d love to know more. We’re excited about the technology that you have studied and helped develop, presumably, called Bedtime Math, anapp for caregivers. And I’d love to know more about what that is and what it offers parents who know enough about math to know that they don’t want to transmit math anxiety to their children, but also want to support. So what does that offer them?
Marjorie Schaeffer (10:39):
So Bedtime Math is an app. It’s freely available on iTunes or the Apple Store or Google Play. And what it’s designed to do is to provide a nightly topical passage. So one of my favorites is the one about Groundhogs Day. And so it talks a little bit about the history of Groundhogs Day, and then it asks math-related follow-up questions. So starting at a preschool level, going through late fifth grade. And it’s really meant for parents to pick the one that meets their children where they are. And so the preschool-level question asks children to pretend to be a groundhog and walk to the left and walk to the right. So a skill that families might not think about as being math, but we actually think that IS part of understanding math. Understanding left and right directionality. And then the next question can ask questions like, “If it took the groundhog three seconds to climb out of the hole, and then two more seconds to see its shadow, how much time did it take all together?” So a simple addition problem, but it’s phrased in a fun way. And so the hope is that for high math-anxious families, these interactions are fun and playful. They don’t look like fights over homework. They’re just conversations that families can have around topics that are naturally interesting to children. And our hope is that when families have lots of these positive low-stakes interactions, they actually can see that we can talk about math in unstressful ways. In lots of ways, right? We can also do this at the grocery store. We can also do this while we’re cooking in the kitchen. It doesn’t just have to be fights over homework.
Bethany Lockhart Johnson (12:14):
And I actually have the Bedtime Math — one of the Bedtime Math books. And I was so excited to find out that there’s an app. And I think one of the things that I loved about the book is that these are invitations, right? They’re exactly that. Low pressure <laugh>, and they’re invitations to have a conversation. And if we were just to tell parents, “Oh, just count!” or, “Hey, just count wherever you go!” You know? No. It’s, in a way, I think, like you said, it’s retraining the parents on what math could look like. Like, “Oh, I didn’t even think we could just kind of have this conversation and we’re actually doing math together.”
Marjorie Schaeffer (12:55):
Yes, absolutely. I absolutely agree. We want it to be fun and playful and not stressful. And we want it to also be things that are meaningful to children’s lives. So these are topics children are interested in. It’s not that we are using flashcards or making children practice math facts over and over again. These are things children should wanna do that can naturally fit into a child’s routine. So almost all families read books before bed, and what we hope is that math can also be a part of the nighttime routine.
Dan Meyer (13:27):
There’s something really subtle here going on that I just wanna name and ask a question about. First of all, it’s cool that you started with studying high-stakes stuff and now you are developing low-stakes stuff. And I’m really curious what makes a thing low-stakes? Like, a few things I’m hearing from you is that there’s, like … I have a small child that I read literature to on a nightly basis. And I feel very anxiety-free doing that. And it’s almost as though, because each of the — tasks is the wrong word for this, but experiences — involve some reading, it puts me, the parent, in a mode that is comfortable and familiar to me. I’m curious: Are there other, as you design, what, one per day for a year? All these different experiences. What are some of the principles that you lean on that help make a thing low-stakes for kids and for parents?
Marjorie Schaeffer (14:17):
Yeah, that’s a great question. So one thing we wanted to be really intentional about is that our app doesn’t look like a lot of traditional apps. There isn’t noises that go off. You don’t enter an answer. And so one of the things that we thought made it low-stakes is that while there is a right or wrong answer — there is a correct answer — we aren’t giving children upsetting feedback. Instead, what we wanna encourage families to do is, if you struggle to remember how many seconds it took the groundhog to come out of the hole, you can work through that with a parent. So it doesn’t feel like you’re getting negative feedback; you’re being told you’re bad at math; you did it wrong. Instead, you’re just getting natural support moving forward. And so that’s one thing we wanted to be really intentional about, was that it wasn’t going to be a negative experience for children. And we are trying to build on all of the positive interactions families are having around nightly book reading. So many ways this can look very similar. You get to read another story that’s topical and hopefully interesting. And then do these little questions together. And so for a lot of families, their children don’t actually really look at the question. It almost feels like the parent is just asking them on their own. Like, they just came up with it. They just wanted to know what would happen to the groundhog. If there were three more groundhogs? How many groundhogs would we have all together? Not like it’s gonna be like homework or other parts.
Dan Meyer (15:38):
So my understanding is that there isn’t a blank into which people type a number in, press “submit” for evaluation, receive the red X, the green check. That’s a key part of the design here.
Marjorie Schaeffer (15:50):
Yes, absolutely. And for research purposes, we would’ve loved to know what families were saying. But we think it’s really important that it’s fun, interactive, that families are working together to get to the right answer, that it’s not a test for children.
Bethany Lockhart Johnson (16:03):
In your research, when you were — maybe you could walk us through the study a little bit. But I’m also curious if you heard from parents that it was carrying over beyond the bedtime routine. Because I would imagine, if I am building these skills and reading these questions and learning that I could talk to my kid like this about math in a fun way, that’s gonna happen then, like you said, when I’m in the grocery store. Or when I’m waiting in line for at the bank. Or whatever, you know? People go into banks now still, right?
Marjorie Schaeffer (16:35):
Yeah, absolutely. So in our study, we recruited almost 600 families and we randomly assigned them. So they had an equal chance of getting both our math app and what we call our control app. And that’s really just a math app without the math. We think of it as a reading control app. And that’s because we wanna make sure that families are having a similar experience, that it’s not just that having high-quality, fun interactions with your child is actually impacting children’s math achievement. And so what we then did is followed those children over the course of early elementary school. And so we worked with them in schools in the fall and spring of first, second, and third grade, really to look at their math learning. And so what we find is that children of high math-anxious adults, when they have the reading app, so what we think of as what’s happening in the real world, we see that really classic gap between children of high math-anxious adults and children of low math-anxious adults. So if you have a high math-anxious parent, you’re learning about three months less math over the course of first grade. But for children who receive this math app, we see this gap as closed. Those children look no different than a low math-anxious parent. And so that’s leading us to think that we’ve helped families talk about math in fundamentally different ways. We did a little bit of just talking to families to see a little bit about what might be going on. And a lot of families do report exactly what you’re describing, where they say this did help them talk about math in different ways they were doing it other times.
Dan Meyer (18:10):
That’s a really extraordinary study design. I don’t know … I love that you folks gave the control group not nothing. Like it’s possible that just parents and kids bonding over a thing regularly would be enough to provoke some kind of academic gain. But you gave the control group a thing that had them interacting socially, bonding, and still this large common gap between high-anxious and low-anxious parents, their kids shrunk together. Is that what I’m gathering here?
Marjorie Schaeffer (18:41):
Yeah, absolutely. So we’re basically seeing we can no longer, when we look at children’s data, say that parents’ math anxiety explains individual differences. So these children look really similar. They’re learning more than children who has a high math-anxious parent and just got our reading control app.
Dan Meyer (19:01):
just diving into the study a little bit more here, what is the time commitment? Or, did you guide parents to say, “All right, we’re gonna do this do this delightful story about a badger for an hour”? Or did people do it for five minutes? And what was the time commitment, roughly, for people?
Marjorie Schaeffer (19:17):
So we tell families to do it however they see fit. Because it is an app, we are able to get some sense of how long, and we are talking about three to six minutes for many families. For a lot of families, they’re reading a paragraph, the paragraph and a half, and then answering one or two questions. They’re not going through every possible question. They’re just doing a little bit, really meeting their kids where they are.
Dan Meyer (19:39):
Roughly how many times per week was that?
Marjorie Schaeffer (19:41):
So we asked families to do it as much as it fit. But we’re seeing about two and a half on average in the first year. And so families are fitting it in a couple of nights a week. It’s not every night.
Bethany Lockhart Johnson (19:52):
So what it sounds like you’re saying is what really was powerful about this app is that it was the space and time and prompts between the caregiver and the child, that chance to really sit down and have some of these meaningful and positive math interactions. How did it shift those relationships?
Marjorie Schaeffer (20:12):
So one of the things I think that makes the app effective is the changing of expectations. After a year, families are really using the app a lot less. And I think that’s OK, that they have found other ways to incorporate math into their lives. And we find that we don’t see an impact on their math anxiety, that they aren’t becoming less math anxious from this experience. Which I think makes sense, because they have had a lifetime of math anxiety. But we do see a change in parents’ expectations and value of math. So they expect their children will be better at math, and they also report that math is more important in their children’s lives. And so I think that’s an important part of it, which is, we can change these values for families, even if we aren’t able to change the math anxiety of the adults in children’s lives.
Bethany Lockhart Johnson (21:01):
I want to for a second before — because I’m loving this idea of the app, and I’m excited to find out more ways to cultivate these conversations in my home and also share this with other folks. Because even folks who don’t even maybe realize they have math anxiety … like you said, so often it’s unconscious. So often we’re putting these little snippets into our everyday conversation, like, “Oh yeah, I’m not a math person.” And we don’t even realize how much is impacting our kiddos and ourselves, right? So I am really curious: What do you think … in your research, what were some other takeaways that you feel like are really strategies that we can think about for combating math anxiety in general?
Marjorie Schaeffer (21:47):
So I’m particularly interested in thinking about how math-anxious adults can help tone down their anxiety so that they can have high-quality interactions with their children, that they interact with. And so one of the big takeaways for my research, I think, is that math-anxious families can help their children with math. They just need support. And so I think there are lots of ways for that support to look like. One, I think it can be an app, but I also think reading a little bit about math can be really helpful. So it’s not new. So the first time you aren’t thinking about some of these ideas is as your child has their homework open in front of you. And so you can process your own feelings separately before you have to do it with a child. I also think reminding parents that math is everywhere and that math is actually lots of things that we all love to do. Math isn’t just calculus. Not that calculus isn’t wonderful. But that math is measuring, math is counting ducks at the park. Math is talking about how many times did I go down this slide. And talking about math in this way, I think reminds families that they are great at that. That even if maybe they’ve had bad math experiences before, they can do math. Especially the way their preschool or early childhood, early elementary school student needs them to. And I think that can then set the foundation for being really successful later.
Dan Meyer (23:13):
So is your research then, your subsequent studies, your line of inquiry, is moving more towards how to support parents, then? Is that what I’m hearing?
Marjorie Schaeffer (23:22):
Yeah. So I’m really interested in both understanding how the math anxiety of parents and teachers influences children. And so math anxiety is really common and we know that it’s particularly common in early elementary school teachers. And so it’s very likely that children are interacting with a highly math-anxious adult. And so I’m really interested in thinking about how we can support those individuals in doing it. And so both, I think, things like Bedtime Math, which provide fun, unscripted ways to do that, but I’m also interested in the teacher equivalent. So, thinking about whether having things like a math coach can help teachers have more positive experiences with math. So if you see someone else play math games with your students, can that help you do it as well?
Dan Meyer (24:09):
It makes me wonder a lot about an app for teachers or an app for parents, one that’s not designed to be co-consumed with kids and their parents. But what that would look like … yeah, that’s really interesting.
Bethany Lockhart Johnson (24:21):
If we have a parent who, let’s say they have a third grader, fourth grader, fifth grader, or a middle schooler, right? Outside of early education. And they say, “OK, but what do I do? I’m with my kiddo; I don’t remember this math.” And they’re realizing that their anxiety may be influencing their kiddos’ disposition of mathematics, Or maybe they’re just in the midst of the battle <laugh>. What would you say to those folks, especially if it’s math that maybe they’re not comfortable with?
Marjorie Schaeffer (24:56):
One, I think we should like tone down the stress, right? Remind ourselves that it’s homework and homework feels really high-stakes, but these other outcomes are really high-stakes too, right? And so I’m really interested in the idea that can we help parents feel more comfortable about math by watching their own children teach it to them. So what’s a concept that the fourth grader actually feels really good about? And can they remind their parent how to do it? Can, together, they problem-solve the math homework? And so it’s not just on the parent to give the child the right answer. We know that’s a recipe for communicating some negative things about math. But instead, help the parent-child pair figure it out together. So what are some resources we can do? Can we look it up on the internet together? Can we write an email to the teacher together? Can we think about what are other problems that maybe we know how to do, and therefore we can use that same model here? So I want parents to feel like they are not solely responsible for it. That they can help figure it out with their child together. And so it’s a fun interaction.
Bethany Lockhart Johnson (26:02):
I love that. I love that.
Dan Meyer (26:03):
Yeah. Yeah. That’s wonderful. Yeah. A conviction that I have, and I think it’s true, is that any math that we’re learning at middle school, the attraction can be dialed down to a degree that a very small child, or a parent who has a very small child’s understanding of math, can appreciate. So instead of calculation, estimation. Instead of proof, just make a claim about something. And it makes me wonder about a companion to the work that’s happening in schools that parents feel inadequate to support, that students might not want to teach their parents. But which they could both, on a daily basis, say, “Here’s a way we can engage in this at a level that is comfortable to both of us.” Just dreaming out loud here. No question asked. No response needed. I just love your work. And made me wonder about that. Can you let me know your thoughts about technology? It is very rare that we have someone on the call who is an academic and very well-versed in research, but who also is published not just in in papers and textbooks, but also in digital media. It’s consumed by lots of people. So I am trusting that you have opinions about how math looks in technology. And I wonder if you’d offer some thoughts about how it goes, right? How it goes wrong from your own eyes.
Marjorie Schaeffer (27:14):
OK. That’s a great question. I think that we need more research. I first wanna say that I think that technology has really exploded in the last few years. How children have access to technology and screen times has really changed. And what we need is high-quality research happening. That said, I think that all of the things we know from child-development research still apply to technology. And so we know that children learn best when they are engaging in interactions with their parents. And so when families can use technology together, or at least can talk about what’s happening, it can be really effective. I also think technology, especially math apps, are best at teaching concrete skills with very clear answers. So I think practicing math facts is a great use of technology. So I love that Sushi math app where you solve multiplication problems and then get to quickly pull the sushi off the cart, right? But for higher-level questions, where we’re thinking about word problems or where what we’re helping to teach students is complex thinking, apps have a harder time doing that. Because students can often figure out the answer without engaging in the thinking that we are hoping that they’ll learn. And so I think technology absolutely has a piece. I think technology is helpful for parents. I think the logistics of helping parents live their lives is a good reason to use technology. But I think we need to be conscious of what it’s replacing. And so I think a world in which we think fourth graders can learn math only from apps is not realistic. But absolutely apps can be a great supplement to what’s already happening in the classroom.
Dan Meyer (28:56):
Yeah, that’s super-helpful. We have done a lot of work in digital curriculum here at Amplify, and often face the question on a daily basis, “Should this math be digital or on paper? Should we have the students stand up and talk or type something?” And those decisions are way too crucial and way more sensitive than a lot of the app-based education gives credit to. So appreciate your perspective there.
Marjorie Schaeffer (29:22):
OK. And I don’t think there’s one answer, or one answer for all classrooms. I think it’s like always a balancing act. I do think that one of the reasons our work is successful is because the parent-child interaction. And we want parents to learn from these experiences. And I think the same thing is true for for teachers.
Bethany Lockhart Johnson (29:41):
Dr. Schaeffer, thank you so much for being with us today and for sharing about your research, and again, for inviting us to reconsider ways that we can develop a more positive relationship with math. And that parent or caregiver or teacher relationship with a child, we’re seeing just how incredibly impactful that is. And I really appreciate your work and your voice on this. Thank you so much for your time.
Dan Meyer (30:07):
Thank you.
Marjorie Schaeffer (30:08):
Thank you for having me.
Bethany Lockhart Johnson (30:12):
Thank you again, Dr. Schaeffer, and thank you all for listening to our conversation. You can check out the show notes for more on Dr. Schaeffer’s work and to see a link to the app that we shared about Bedtime Math.
Dan Meyer (30:25):
Please keep in touch with us on Facebook at Math Teacher Lounge Community, and on Twitter at MTLShow.
Bethany Lockhart Johnson (30:32):
We would love to hear … you’ve been listening to this series; we’re dipping our toe into all these aspects of math anxiety. Is there something that you’re still wondering about? Something you wanna share about your own story with math anxiety?
Dan Meyer (30:43):
And if you haven’t already, if this is your first exposure to the Math Teacher Lounge podcast, please subscribe to Math Teacher Lounge, wherever you get your fine podcast products. And if you like what you’re hearing, please rate us! Leave us a review. You’ll help more listeners find the show.
Bethany Lockhart Johnson (31:01):
And let a friend know. But you know, it’s, it’s nice and cozy here in the Lounge, right? There’s no pressure. We’re hanging out. It’s all about learning. We’re learning together. We’re glad you’re here and we want others in your community to join us in the Lounge as well. You can find more information on all of Amplify’s shows at our podcast hub. Go to amplifycom.wpengine.com/hub. Next time on Math Teacher Lounge, we’re gonna be chatting about where we are today that we weren’t a few months ago in this topic.
Dan Meyer (31:31):
We’ll be chatting about this last series about math anxiety, and trading our favorite insights and observations from the run of the season.
Bethany Lockhart Johnson (31:41):
I just love this series, Dan. And thanks, all, for listening. We really appreciate having you in the Lounge.
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Meet the guest
Marjorie Schaeffer is an assistant professor of psychological sciences at Saint Mary’s College. She received her Ph.D in developmental psychology from the University of Chicago. Marjorie is interested in the role parents and teachers play in the development of children’s math attitudes and performance. She is specifically interested in the impact of expectations and anxiety and on children’s academic performance. Her work has been published in outlets including Science, Journal of Experimental Psychology: General, and Developmental Science.
About Math Teacher Lounge
Math Teacher Lounge is a biweekly podcast created specifically for K–12 math educators. In each episode co-hosts Bethany Lockhart Johnson (@lockhartedu) and Dan Meyer (@ddmeyer) chat with guests, taking a deep dive into the math and educational topics you care about.
Join the Math Teacher Lounge Facebook group to continue the conversation, view exclusive content, interact with fellow educators, participate in giveaways, and more!
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Inspiring the next generation of Massachusetts scientists, engineers, and curious citizens
Amplify Science is an engaging new core curriculum designed for three-dimensional, phenomena-based learning.
A powerful partnership
Amplify Science was developed by the science education experts at UC Berkeley’s Lawrence Hall of Science and the digital learning team at Amplify. This partnership extends to 2032, allowing us to continuously improve our program and provide our customers with the most up-to-date enhancements, free of charge. Get a glimpse at our latest back-to-school updates here.
Instructional model
The Amplify Science program is rooted in the proven, research-based pedagogy of Do, Talk, Read, Write, Visualize. Here’s how each element works:
Phenomena-based approach
In each Amplify Science unit, students take on the roles of scientists or engineers in order to investigate a real-world problem. Students work to define the problem and collect and make sense of evidence. Once the context is clear, students collect evidence from multiple sources and through a variety of modalities. At the end of the unit, students are presented with a brand new problem, giving them an opportunity to apply what they’ve learned over the course of the unit to a new context. This represents a shift from asking students to learn about science to supporting students in figuring out the science.
Resources to support your review
- Massachusetts Amplify Science. K-5 Correlation
- K-5 Massachusetts Science Rubric
- What’s so phenomenal about phenomena?—ebook
- Phenomena in grades K–5
- Student Books in grades K–5
- Literacy-rich science instruction in grades K–5
- Engineering in Amplify Science
- Amplify Science in Action classroom videos
Scope and Sequence
GRADE
Kindergarten
UNITS
- Needs of Plants and Animals
- Pushes and Pulls
- Sunlight and Water
Grade 1
- Needs of Plants and Animals
- Pushes and Pulls
- Sunlight and Water
Grade 2
- Plant and Animal Relationships
- Properties of Materials
- Changing Landforms
Grade 3
- Balancing Forces
- Inheritance and Traits
- Environments and Survival
- Weather and Climate
Grade 4
- Energy Conversions
- Vision and Light
- Earth’s Features
- Waves, Energy, and Information
Grade 5
- Patterns of Earth and Sky
- Modeling Matter
- The Earth System
- Ecosystem Restoration
Flexible implementation
One of the key features of Amplify Science is the flexibility that it offers. We give students authentic opportunities to experience the full breadth of what it means to be a scientist or engineer. Just as scientists gather evidence from many types of sources, so do students in our program. Like scientists, students gather evidence not just from physical models, but also from digital models, texts, videos, photographs, maps, data sets, and even their peers!
Simply put, real scientists don’t just get messy—they read, write, analyze, hypothesize, model, test, and communicate with purpose, too.
Student Books
Beginning and young readers have unique developmental needs, and science instruction should support these students in reading more independently as they progress through sections of content, the school year, and each grade. One way Amplify Science meets these needs is by strategically deploying different modes of reading throughout each unit: Read-Aloud, Shared Reading, and Partner Reading.
Student Investigation Notebooks
Available for every unit, the Student Investigation Notebooks provide space for students to:
- record data.
- reflect on ideas from texts and investigations.
- construct explanations and arguments.
Digital student experience
Students access the digital simulations and Modeling Tools, as well as lesson activities and assessments, through the digital student experience. Students can interact with the digital student experience as they:
- conduct hands-on investigations.
- engage in Active Reading and writing activities.
- participate in discussions.
- record observations.
- craft end-of-unit scientific arguments.
Dive into a quick example of our powerful simulations
Hands-on materials kits
Hands-on learning is at the heart of Amplify Science and is integrated
into every unit. Students actively take on the roles of scientists and engineers as they gather evidence, think critically, solve problems, and develop and defend claims about the world around them.
Check out this 2-minute video to see an Amplify Science hands-on investigation in action.
Each unit kit contains:
- consumable and non-consumable hands-on materials.
- print classroom display materials.
- premium print materials for student use (sorting cards, maps, etc.).
Teaching support
Available digitally and in print, the Teacher’s Guides contain all of the information teachers need to facilitate classroom instruction, including:
- detailed lesson plans.
- unit and chapter overview documentation.
- differentiation strategies.
- standards alignments.
- in-context professional development.
Massachusetts Academic Standards in Science coverage
Amplify Science was designed from the ground up to meet the NGSS, a set of standards that closely align with the Massachusetts Learning Standards for Science coverage. Most grade levels’ respective set of Amplify Science units therefore address the necessary MASS (see correlation).
For grades K, 1, 2, 3, and 5, teachers should plan to also use the resources provided in the sections below to achieve full coverage of the appropriate standards before their students move on to the next grade band. Organized by grade level, each section outlines:
- companion lesson materials that were written to support 100% alignment to the Massachusetts Learning Standards for Science coverage when used with the core Amplify Science units for the grade level
- the standard being addressed with each companion lesson; and
- the recommended placement of each companion lesson within a specific Amplify Science unit
Standard: K-PS1-1(MA). Investigate and communicate the idea that different kinds of materials can be solid or liquid depending on temperature.
Recommended placement: Following Lesson 5.6 of Sunlight and Weather
Resources: After students finish reflecting on their unit-long exploration of energy and temperature, play and discuss this read-aloud video of the student book Can you Change it Back?, which is featured in the grade 2 unit Properties of Materials. You might also consider borrowing the physical books from a grade 2 colleague’s Properties of Materials kit and reading it as a class instead of or in addition to playing the video.
Using the book, you will introduce students to the idea that heating and cooling can cause changes to materials. In the book, students are presented with a variety of materials and asked to predict whether a certain change caused by heating or cooling is reversible or irreversible.
Companion lesson: “Seasonal Changes”
Standard: 1-ESS1-2– Analyze provided data to identify relationships among seasonal patterns of change, including relative sunrise and sunset time changes, seasonal temperature and rainfall or snowfall patterns, and seasonal changes to the environment.
Recommended placement: Following Lesson 5.1 of Spinning Earth
Resources: Season Changes Classroom Slides and Student Sheet
Companion lesson: “Properties and Weight”
Standard: 2-PS1-3– Analyze a variety of evidence to conclude that when a chunk of material is cut or broken into pieces, each piece is still the same material and, however small each piece is, has weight. Show that the material properties of a small set of pieces do not change when the pieces are used to build larger objects.
Recommended placement: Following Lesson 4.4 of Properties of Materials.
Resources: Weight and Properties Classroom Slides, Resources, and Student Sheet
Companion lesson 1: Extinct Insects
Standard: 3-LS4-1: Use fossils to describe types of organisms and their environments that existed long ago and compare those to living organisms and their environments. Recognize that most kinds of plants and animals that once lived on Earth are no longer found anywhere.
Recommended placement: Following Lesson 2.3 of Environments and Survival
Resources: Extinct Insects Classroom Slides and Student Sheet
Companion lesson 2: Friction
Standard: 3-PS2-1: Provide evidence to explain the effect of multiple forces, including friction, on an object. Include balanced forces that do not change the motion of the object and unbalanced forces that do change the motion of the object.
Recommended placement: Following Lesson 1.1 of Balancing Forces
Resources: Friction Classroom Slides, Resources, and Student Sheet
Companion lesson 1: Composters
Standard: 5-LS2-2(MA)– Compare at least two designs for a composter to determine which is most likely to encourage decomposition of materials.
Recommended placement: Following Lesson 3.7 of Ecosystem Restoration
Resources: Composters Classroom Slides and Student Sheet
Companion lesson 2: Properties of Materials
Standard: 5-PS1-3 (MA) – Make observations and measurements of substances to describe characteristic properties of each, including color, hardness, reflectivity, electrical conductivity, thermal conductivity, response to magnetic forces, and solubility.
Recommended placement: Following Lesson 1.3 of Modeling Matter
Resources: Properties of Materials Classroom Slides, Resources, Articles, Copymaster, and Student Sheet
Companion lesson 3: Water Filters
Standard: 5-ESS3-2(MA)– Test a simple system designed to filter particulates out of water and propose one change to the design to improve it.
Recommended placement: Following Lesson 5.6 of The Earth System
Resources: Water Filters Classroom Slides and Student Sheet
Benchmark Assessments
Amplify’s Benchmark Assessments are designed to help teachers measure student progress toward the three dimensions—Disciplinary Core Ideas (DCIs), Science and Engineering Practices (SEPs), and Crosscutting Concepts(CCCs)—and performance expectations (PEs) of the NGSS. The assessments provide important insight into how students are progressing toward mastery of different standards ahead of high-stakes, end-of-year assessments.
The Benchmark Assessments are built to be delivered after specific units in the recommended Amplify Science scope and sequence.* They are given three or four times per year, depending on the grade level. The benchmarks are intended to show progress at various points in time across a school year, and are therefore not summative in nature. Digital items and item clusters are also tagged to specific NGSS standards, allowing customization to align with other course sequences. The assessments are available via the following platforms:
Print
PDF files: For administering Benchmark Assessments on paper
Digital platforms
- Illuminate
- SchoolCity
- Otus
- QTI (“Question and Test Interoperability”) files
Not sure whether QTI files are compatible with your assessment platform? Contact your school IT or assessment platform representative for more information.
Please note that Amplify is able to provide access to the QTI files themselves, but is not able to support the integration process. Your assessment platform provider should be able to assist with QTI file integration.
Remote and hybrid learning support
See an example of our remote and hybrid learning support below:
Intended to make extended remote and hybrid learning easier, Amplify Science @Home includes two useful options for continuing instruction: @Home Videos and @Home Units.
Amplify Science @Home Videos are recordings of real Amplify Science teachers teaching the lessons. For those teachers who are unable to meet synchronously with their students, the recorded lessons are a great way to keep their students on track and engaged with Amplify Science while at home.
Amplify Science @Home Units are modified versions of Amplify Science units, strategically designed to highlight key activities from the program. The @Home Units take significantly less instructional time than the complete Amplify Science program and allow students to engage with science at home. Each @Home unit includes:
- Teacher overviews explaining how to use the materials, including suggestions for enhancing the @Home Units if synchronous learning or in-class time with students is available
- Overviews to send home to families
Student materials will be available in two formats:
- @Home Slides (PDF/PPT) + Student Sheets (PDF) for students with access to technology at home
- Downloadable @Home Packets (PDF) for students without access to technology at home
Download the remote and hybrid learning guide
Explore the digital Teacher’s Guide
To familiarize yourself with navigation of the digital Teacher’s Guide, watch our navigational guide videos:
Grades K–5:
Looking for help?
Powerful (and free!) pedagogical support
Amplify provides a unique kind of support you won’t find from other publishers. We’ve developed an educational support team of former teachers and administrators who provide pedagogical support for every Amplify curriculum, assessment, and intervention program. This service is completely free for all educators who are using our programs and includes:
- Guidance for developing lesson plans and intervention plans.
- Information on where to locate standards and other planning materials.
- Recommendations and tips for day-to-day teaching with Amplify programs.
- Support with administering and interpreting assessment data and more.
Timely technical and program support
Our technical and program support is included and available Monday through Friday, from 7 a.m. to 7 p.m. ET, through a variety of channels, including a live chat program that enables teachers to get immediate help in the middle of the school day.
Ready to dive in?
Contact your Massachusetts representative:
Tracy Yefimenko
518-466-3497
tyefimenko@amplify.com
Inspiring the next generation of Massachusetts scientists, engineers, and curious citizens
FL review CKLA (state)
High Impact Tutoring: OH ESC Training of Trainers
Welcome!
Amplify Science: California Edition is an immersive and engaging core curriculum authored by UC Berkeley’s Lawrence Hall of Science and built specifically for the NGSS.
K–8 Integrated Course Model
Needs of Plants and Animals
- Needs of Plants and Animals: Milkweed and Monarchs Investigation Notebook
- Science Walk
- Handbook of Plants
- Investigating Monarchs
- A Plant in the Desert
- Above and Below
- What Does a Scientist Look Like?
Pushes and Pulls
- Pushes and Pulls: Designing a Pinball Machine Investigation Notebook
- Talking About Forces
- A Busy Day in Pushville
- Room 4 Solves a Problem
- Forces in Ball Games
- Building with Forces
Sunlight and Weather
Animal and Plant Defenses
- Animal and Plant Defenses: Spikes, Shells, and Camouflage Investigation Notebook
- Whose Lunch Is This?
- Tortoise Parts
- Parents and Offspring
- Frog Models
- Spikes, Spines, and Shells: A Handbook of Defenses
Light and Sound
- Light and Sound: Puppet-Theater Engineers Investigation Notebook
- Let’s Test!
- Engineering with Light and Sound
- Can You See in the Dark?
- What Vibrates?
- What Made This Shadow?
Spinning Earth
Plant and Animal Relationships
- Plant and Animal Relationships: Investigating Systems in a Bengali Forest Investigation Notebook
- My Nature Notebook
- A Plant Is a System
- Habitat Scientist
- Investigating Seeds
- Handbook of Habitats
Properties of Materials
- Properties of Materials: Designing Glue Investigation Notebook
- Jelly Bean Engineer
- What If Rain Boots Were Made of Paper?
- Handbook of Interesting Ingredients
- Jess Makes Hair Gel
- Can You Change It Back?
- Ideas and Inventors
Changing Landforms
Balancing Forces
- Balancing Forces: Investigating Floating Trains Investigation Notebook
- Forces All Around
- What My Sister Taught Me About Magnets
- Hoverboard
- Explaining a Bridge
- Handbook of Forces
Environments and Survival
- Environments and Survival: Snails, Robots, and Biomimicry Investigation Notebook
- Scorpion Scientist
- How the Sparrow Learned Its Song
- Handbook of Traits
- Blue Whales and Buttercups
- The Code
- Who Thinks About Structure?
Inheritance and Traits
- Inheritance and Traits: Variation in Wolves Investigation Notebook
- Earthworms Underground
- Mystery Mouths
- Environment News
- Cockroach Robots
- Biomimicry Handbook
Weather and Climate
Energy Conversions
- Energy Conversions: Blackout in Ergstown Investigation Notebook
- Energy Past and Present
- Sunlight and Showers
- Blackout!
- It’s All Energy
- Who Thinks About Systems
- Systems
Earth’s Features
- Earth’s Features: Mystery in Desert Rocks Canyon Investigation Notebook
- Clues from the Past
- Through the Eyes of a Geologist
- Arguing to Solve a Mystery
- Rocky Wonders
- Fossil Hunter’s Handbook
- Through the Eyes of a Geologist
Vision and Light
- Vision and Light: Investigating Animal Eyes Investigation Notebook
- Investigating Animal Senses
- I See What You Mean
- Crow Scientist
- Seeing Like a Shrimp and Smelling Like a Snake
- Handbook of Animal Eyes
Waves, Energy, and Information
Patterns of Earth and Sky
- Patterns of Earth and Sky: Analyzing Stars on Ancient Artifacts Investigation Notebook
- How Big Is Big? How Far Is Far?
- Which Way Is Up?
- Dog Days of Summer
- Star Scientist
- Handbook of Stars and Constellations
Ecosystem Restoration
- Ecosystem Restoration: Matter and Energy in a Rain Forest Investigation Notebook
- Matter Makes It All Up
- Walk in the Woods
- Energy Makes It All Go
- Restoration Case Studies
- Why Do Scientists Argue?
The Earth System
- The Earth System: Investigating Water Shortages Investigation Notebook
- Chemical Reactions Everywhere
- Water Shortages, Water Solutions
- Drinking Cleopatra’s Tears
- Engineering Clean Water
- How the Earth System Explains Dinosaur Extinction
- Water Encyclopedia
Modeling Matter
Grades 6–8 Integrated Model
- Microbiome Investigation Notebook with Article Compilation
- Metabolism: Making the Diagnosis Investigation Notebook with Article Compilation
- Metabolism Engineering Internship: Health Bars for Disaster Relief Engineering Notebook with Article Compilation
- Traits and Reproduction: The Genetics of Spider Silk Investigation Notebook with Article Compilation
- Thermal Energy: Using Water to Heat a School Investigation Notebook with Article Compilation
- Ocean, Atmosphere, and Climate: Cold Years in New Zealand Investigation Notebook with Article Compilation
- Weather Patterns: Severe Storms in Galetown Investigation Notebook with Article Compilation
- Earth’s Changing Climate: Vanishing Ice Investigation Notebook with Article Compilation
- Earth’s Changing Climate Engineering Internship: Rooftops for Sustainable Cities Engineering Notebook with Article Compilation
- Geology on Mars Investigation Notebook with Article Compilation
- Plate Motion: Mystery of the Mesosaurus Fossils Investigation Notebook with Article Compilation
- Plate Motion Engineering Internship: Tsunami Warning Systems Engineering Notebook with Article Compilation
- Rock Transformations: Geologic Puzzle of the Rockies and Great Plains Investigation Notebook with Article Compilation
- Phase Change: Titan’s Disappearing Lakes Investigation Notebook with Article Compilation
- Phase Change Engineering Internship: Portable Baby Incubators Engineering Notebook with Article Compilation
- Chemical Reactions: Mysterious Substance in Westfield’s Water Investigation Notebook with Article Compilation
- Populations and Resources: Too Many Moon Jellies Investigation Notebook with Article Compilation
- Matter and Energy in Ecosystems: Biodome Collapse Investigation Notebook with Article Compilation
- Harnessing Human Energy Investigation Notebook with Article Compilation
- Force and Motion: Docking Failure in Space Investigation Notebook with Article Compilation
- Force and Motion Engineering Internship: Pods for Emergency Supplies Engineering Notebook with Article Compilation
- Magnetic Fields: Launching a Spacecraft Investigation Notebook with Article Compilation
- Light Waves: Skin Cancer in Australia Investigation Notebook with Article Compilation
- Earth, Moon, and Sun: An Astrophotographer’s Challenge Investigation Notebook with Article Compilation
- Natural Selection: Poisonous Newts Investigation Notebook with Article Compilation
- Natural Selection Engineering Internship: Fighting Drug-Resistant Malaria Engineering Notebook with Article Compilation
- Evolutionary History: Advising a Paleontology Museum Investigation Notebook with Article Compilation
Grades 6–8 Discipline Specific Model
- Geology on Mars Investigation Notebook with Article Compilation
- Plate Motion: Mystery of the Mesosaurus Fossils Investigation Notebook with Article Compilation
- Plate Motion Engineering Internship: Tsunami Warning Systems Engineering Notebook with Article Compilation
- Rock Transformations: Geologic Puzzle of the Rockies and Great Plains Investigation Notebook with Article Compilation
- Earth, Moon, and Sun: An Astrophotographer’s Challenge Investigation Notebook with Article Compilation
- Ocean, Atmosphere, and Climate: Cold Years in New Zealand Investigation Notebook with Article Compilation
- Weather Patterns: Severe Storms in Galetown Investigation Notebook with Article Compilation
- Earth’s Changing Climate: Vanishing Ice Investigation Notebook with Article Compilation
- Earth’s Changing Climate Engineering Internship: Rooftops for Sustainable Cities Engineering Notebook with Article Compilation
- Microbiome Investigation Notebook with Article Compilation
- Metabolism: Making the Diagnosis Investigation Notebook with Article Compilation
- Metabolism Engineering Internship: Health Bars for Disaster Relief Engineering Notebook with Article Compilation
- Traits and Reproduction: The Genetics of Spider Silk Investigation Notebook with Article Compilation
- Populations and Resources: Too Many Moon Jellies Investigation Notebook with Article Compilation
- Matter and Energy in Ecosystems: Biodome Investigation Notebook with Article Compilation
- Natural Selection: Poisonous Newts Investigation Notebook with Article Compilation
- Natural Selection Engineering Internship: Fighting Drug-Resistant Malaria Engineering Notebook with Article Compilation
- Evolutionary History: Advising a Paleontology Museum Investigation Notebook with Article Compilation
- Harnessing Human Energy Investigation Notebook with Article Compilation
- Force and Motion: Docking Failure in Space Investigation Notebook with Article Compilation
- Force and Motion Engineering Internship: Pods for Emergency Supplies Engineering Notebook with Article Compilation
- Magnetic Fields: Launching a Spacecraft Investigation Notebook with Article Compilation
- Thermal Energy: Using Water to Heat a School Investigation Notebook with Article Compilation
- Phase Change: Titan’s Disappearing Lakes Investigation Notebook with Article Compilation
- Phase Change Engineering Internship: Portable Baby Incubators Engineering Notebook with Article Compilation
- Chemical Reactions: Mysterious Substance in Westfield’s Water Investigation Notebook with Article Compilation
- Light Waves: Skin Cancer in Australia Investigation Notebook with Article Compilation
Amplify Science
A new core curriculum designed from the ground up for the NGSS.
Preview the Student Books and Student Investigation Notebooks
Needs of Plants and Animals
- Needs of Plants and Animals: Milkweed and Monarchs Investigation Notebook
- Science Walk
- Handbook of Plants
- Investigating Monarchs
- A Plant in the Desert
- Above and Below
Pushes and Pulls
- Pushes and Pulls: Designing a Pinball Machine Investigation Notebook
- Talking About Forces
- A Busy Day in Pushville
- Room 4 Solves a Problem
- Forces in Ball Games
- Building With Forces
Sunlight and Weather
Animal and Plant Defenses
- Animal and Plant Defenses: Spikes, Shells, and Camouflage Investigation Notebook
- Whose Lunch Is This?
- Tortoise Parts
- Parents and Offspring
- Frog Models
- Spikes, Spines, and Shells
Light and Sound
- Light and Sound: Puppet-Theater Engineers Investigation Notebook
- Let’s Test!
- Engineering with Light and Sound
- Can You See in the Dark?
- What Vibrates?
- What Made This Shadow?
Spinning Earth
Plant and Animal Relationships
- Plant and Animal Relationships: Investigating Systems in a Bengali Forest Investigation Notebook
- My Nature Notebook
- A Plant is a System
- Habitat Scientist
- Investigating Seeds
- Handbook of Habitats
Properties of Materials
- Properties of Materials: Designing Glue Investigation Notebook
- Jelly Bean Engineer
- What If Rain Boots Were Made of Paper?
- Handbook of Interesting Ingredients
- Jess Makes Hair Gel
- Can You Change It Back?
Changing Landforms
Balancing Forces
- Balancing Forces: Investigating Floating Trains Investigation Notebook
- Forces All Around
- What My Sister Taught Me About Magnets
- Hoverboard
- Explaining a Bridge
- Handbook of Forces
Environments and Survival
- Environments and Survival: Snails, Robots, and Biomimicry Investigation Notebook
- Earthworms Underground
- Mystery Mouths
- Environment News
- Cockroach Robots
- Biomimicry Handbook
Inheritance and Traits
- Inheritance and Traits: Variation in Wolves Investigation Notebook
- Scorpion Scientist
- How the Sparrow Learned Its Song
- Handbook of Traits
- Blue Whales and Buttercups
- The Code
Weather and Climate
Energy Conversions
- Energy Conversions: Blackout in Ergstown Investigation Notebook
- Energy Past and Present
- Sunlight and Showers
- Blackout
- It’s All Energy
- Systems
Earth’s Features
- Earth’s Features: An Astrophotographer’s Challenge Investigation Notebook
- Clues From The Past
- Through the Eyes of a Geologist
- Arguing to Solve a Mystery
- Rocky Wonders
- Fossil Hunter’s Handbook
Vision and Light
- Vision and Light: Investigating Animal Eyes Investigation Notebook
- Investigating Animal Senses
- I See What You Mean
- Crow Scientist
- Seeing Like a Shrimp and Smelling Like a Snake
- Handbook of Animal Eyes
Waves, Energy, and Information
Patterns of Earth and Sky
- Patterns of Earth and Sky: Analyzing Stars on Ancient Artifacts Investigation Notebook
- How Big Is Big? How Far Is Far?
- Which Way Is Up?
- Dog Days of Summer
- Star Scientist
- Handbook of Stars and Constellations
Ecosystem Restoration
- Ecosystem Restoration: Matter and Energy in a Rain Forest Investigation Notebook
- Matter Makes It All Up
- Walk in the Woods
- Energy Makes It All Go
- Restoration Case Studies
- Why Do Scientists Argue?
The Earth System
- The Earth System: Investigating Water Shortages Investigation Notebook
- Chemical Reactions Everywhere
- Water Shortages, Water Solutions
- Drinking Cleopatra’s Tears
- Engineering Clean Water
- How the Earth System Explains Dinosaur Extinction
- Water Encyclopedia
Modeling Matter
Grades 6–8 Integrated Model
- Microbiome Investigation Notebook with Article Compilation
- Metabolism: Making the Diagnosis Investigation Notebook with Article Compilation
- Metabolism Engineering Internship: Health Bars for Disaster Relief Engineering Notebook with Article Compilation
- Traits and Reproduction: The Genetics of Spider Silk Investigation Notebook with Article Compilation
- Thermal Energy: Using Water to Heat a School Investigation Notebook with Article Compilation
- Ocean, Atmosphere, and Climate: Cold Years in New Zealand Investigation Notebook with Article Compilation
- Weather Patterns: Severe Storms in Galetown Investigation Notebook with Article Compilation
- Earth’s Changing Climate: Vanishing Ice Investigation Notebook with Article Compilation
- Earth’s Changing Climate Engineering Internship: Rooftops for Sustainable Cities Engineering Notebook with Article Compilation
- Geology on Mars Investigation Notebook with Article Compilation
- Plate Motion: Mystery of the Mesosaurus Fossils Investigation Notebook with Article Compilation
- Plate Motion Engineering Internship: Tsunami Warning Systems Engineering Notebook with Article Compilation
- Rock Transformations: Geologic Puzzle of the Rockies and Great Plains Investigation Notebook with Article Compilation
- Phase Change: Titan’s Disappearing Lakes Investigation Notebook with Article Compilation
- Phase Change Engineering Internship: Portable Baby Incubators Engineering Notebook with Article Compilation
- Chemical Reactions: Mysterious Substance in Westfield’s Water Investigation Notebook with Article Compilation
- Populations and Resources: Too Many Moon Jellies Investigation Notebook with Article Compilation
- Matter and Energy in Ecosystems: Biodome Collapse Investigation Notebook with Article Compilation
- Harnessing Human Energy Investigation Notebook with Article Compilation
- Force and Motion: Docking Failure in Space Investigation Notebook with Article Compilation
- Force and Motion Engineering Internship: Pods for Emergency Supplies Engineering Notebook with Article Compilation
- Magnetic Fields: Launching a Spacecraft Investigation Notebook with Article Compilation
- Light Waves: Skin Cancer in Australia Investigation Notebook with Article Compilation
- Earth, Moon, and Sun: An Astrophotographer’s Challenge Investigation Notebook with Article Compilation
- Natural Selection: Poisonous Newts Investigation Notebook with Article Compilation
- Natural Selection Engineering Internship: Fighting Drug-Resistant Malaria Engineering Notebook with Article Compilation
- Evolutionary History: Advising a Paleontology Museum Investigation Notebook with Article Compilation
Spanish Student Books and Student Investigation Notebooks
Kindergarten
- Science Walk
- Talking About Forces
- What Is the Weather Like Today?
- Pushes and Pulls Investigation Notebook
Grade 1
Grade 2
- Landform Postcards
- My Nature Notebook
- What If Rain Boots Were Made of Paper?
- Changing Landforms Investigation Notebook
Grade 3
- Sky Notebook
- Hoverboard
- Cockroach Robots
- Blue Whales and Buttercups
- Balancing Forces Investigation Notebook
Grade 4
- Arguing to Solve a Mystery
- Blackout!
- Investigating Animal Senses
- Warning: Tsunami!
- Energy Conversions Investigation Notebook
Grade 5
- Engineering Clean Water
- Matter Makes It All Up
- Made of Matter
- How Big is Big?
- Ecosystem Restoration Investigation Notebook
Grade 6
Grade 7
Grade 8
Amplify Science
A new core curriculum designed from the ground up for the NGSS.
Preview the Student Books and Student Investigation Notebooks
Needs of Plants and Animals
- Needs of Plants and Animals: Milkweed and Monarchs Investigation Notebook
- Science Walk
- Handbook of Plants
- Investigating Monarchs
- A Plant in the Desert
- Above and Below
Pushes and Pulls
- Pushes and Pulls: Designing a Pinball Machine Investigation Notebook
- Talking About Forces
- A Busy Day in Pushville
- Room 4 Solves a Problem
- Forces in Ball Games
- Building With Forces
Sunlight and Weather
Animal and Plant Defenses
- Animal and Plant Defenses: Spikes, Shells, and Camouflage Investigation Notebook
- Whose Lunch Is This?
- Tortoise Parts
- Parents and Offspring
- Frog Models
- Spikes, Spines, and Shells
Light and Sound
- Light and Sound: Puppet-Theater Engineers Investigation Notebook
- Let’s Test!
- Engineering with Light and Sound
- Can You See in the Dark?
- What Vibrates?
- What Made This Shadow?
Spinning Earth
Plant and Animal Relationships
- Plant and Animal Relationships: Investigating Systems in a Bengali Forest Investigation Notebook
- My Nature Notebook
- A Plant is a System
- Habitat Scientist
- Investigating Seeds
- Handbook of Habitats
Properties of Materials
- Properties of Materials: Designing Glue Investigation Notebook
- Jelly Bean Engineer
- What If Rain Boots Were Made of Paper?
- Handbook of Interesting Ingredients
- Jess Makes Hair Gel
- Can You Change It Back?
Changing Landforms
Balancing Forces
- Balancing Forces: Investigating Floating Trains Investigation Notebook
- Forces All Around
- What My Sister Taught Me About Magnets
- Hoverboard
- Explaining a Bridge
- Handbook of Forces
Environments and Survival
- Environments and Survival: Snails, Robots, and Biomimicry Investigation Notebook
- Earthworms Underground
- Mystery Mouths
- Environment News
- Cockroach Robots
- Biomimicry Handbook
Inheritance and Traits
- Inheritance and Traits: Variation in Wolves Investigation Notebook
- Scorpion Scientist
- How the Sparrow Learned Its Song
- Handbook of Traits
- Blue Whales and Buttercups
- The Code
Weather and Climate
Energy Conversions
- Energy Conversions: Blackout in Ergstown Investigation Notebook
- Energy Past and Present
- Sunlight and Showers
- Blackout
- It’s All Energy
- Systems
Earth’s Features
- Earth’s Features: An Astrophotographer’s Challenge Investigation Notebook
- Clues From The Past
- Through the Eyes of a Geologist
- Arguing to Solve a Mystery
- Rocky Wonders
- Fossil Hunter’s Handbook
Vision and Light
- Vision and Light: Investigating Animal Eyes Investigation Notebook
- Investigating Animal Senses
- I See What You Mean
- Crow Scientist
- Seeing Like a Shrimp and Smelling Like a Snake
- Handbook of Animal Eyes
Waves, Energy, and Information
Patterns of Earth and Sky
- Patterns of Earth and Sky: Analyzing Stars on Ancient Artifacts Investigation Notebook
- How Big Is Big? How Far Is Far?
- Which Way Is Up?
- Dog Days of Summer
- Star Scientist
- Handbook of Stars and Constellations
Ecosystem Restoration
- Ecosystem Restoration: Matter and Energy in a Rain Forest Investigation Notebook
- Matter Makes It All Up
- Walk in the Woods
- Energy Makes It All Go
- Restoration Case Studies
- Why Do Scientists Argue?
The Earth System
- The Earth System: Investigating Water Shortages Investigation Notebook
- Chemical Reactions Everywhere
- Water Shortages, Water Solutions
- Drinking Cleopatra’s Tears
- Engineering Clean Water
- How the Earth System Explains Dinosaur Extinction
- Water Encyclopedia
Modeling Matter
Spanish Student Books and Student Investigation Notebooks
Kindergarten
- Science Walk
- Talking About Forces
- What Is the Weather Like Today?
- Pushes and Pulls Investigation Notebook
Grade 1
Grade 2
- Landform Postcards
- My Nature Notebook
- What If Rain Boots Were Made of Paper?
- Changing Landforms Investigation Notebook
Grade 3
- Sky Notebook
- Hoverboard
- Cockroach Robots
- Blue Whales and Buttercups
- Balancing Forces Investigation Notebook
Grade 4
- Arguing to Solve a Mystery
- Blackout!
- Investigating Animal Senses
- Warning: Tsunami!
- Energy Conversions Investigation Notebook
Grade 5
Amplify Science
A new core curriculum designed from the ground up for the NGSS.
Preview the Student Books and Student Investigation Notebooks
Needs of Plants and Animals
- Needs of Plants and Animals: Milkweed and Monarchs Investigation Notebook
- Science Walk
- Handbook of Plants
- Investigating Monarchs
- A Plant in the Desert
- Above and Below
Pushes and Pulls
- Pushes and Pulls: Designing a Pinball Machine Investigation Notebook
- Talking About Forces
- A Busy Day in Pushville
- Room 4 Solves a Problem
- Forces in Ball Games
- Building With Forces
Sunlight and Weather
Animal and Plant Defenses
- Animal and Plant Defenses: Spikes, Shells, and Camouflage Investigation Notebook
- Whose Lunch Is This?
- Tortoise Parts
- Parents and Offspring
- Frog Models
- Spikes, Spines, and Shells
Light and Sound
- Light and Sound: Puppet-Theater Engineers Investigation Notebook
- Let’s Test!
- Engineering with Light and Sound
- Can You See in the Dark?
- What Vibrates?
- What Made This Shadow?
Spinning Earth
Plant and Animal Relationships
- Plant and Animal Relationships: Investigating Systems in a Bengali Forest Investigation Notebook
- My Nature Notebook
- A Plant is a System
- Habitat Scientist
- Investigating Seeds
- Handbook of Habitats
Properties of Materials
- Properties of Materials: Designing Glue Investigation Notebook
- Jelly Bean Engineer
- What If Rain Boots Were Made of Paper?
- Handbook of Interesting Ingredients
- Jess Makes Hair Gel
- Can You Change It Back?
Changing Landforms
Balancing Forces
- Balancing Forces: Investigating Floating Trains Investigation Notebook
- Forces All Around
- What My Sister Taught Me About Magnets
- Hoverboard
- Explaining a Bridge
- Handbook of Forces
Environments and Survival
- Environments and Survival: Snails, Robots, and Biomimicry Investigation Notebook
- Earthworms Underground
- Mystery Mouths
- Environment News
- Cockroach Robots
- Biomimicry Handbook
Inheritance and Traits
- Inheritance and Traits: Variation in Wolves Investigation Notebook
- Scorpion Scientist
- How the Sparrow Learned Its Song
- Handbook of Traits
- Blue Whales and Buttercups
- The Code
Weather and Climate
Energy Conversions
- Energy Conversions: Blackout in Ergstown Investigation Notebook
- Energy Past and Present
- Sunlight and Showers
- Blackout
- It’s All Energy
- Systems
Earth’s Features
- Earth’s Features: An Astrophotographer’s Challenge Investigation Notebook
- Clues From The Past
- Through the Eyes of a Geologist
- Arguing to Solve a Mystery
- Rocky Wonders
- Fossil Hunter’s Handbook
Vision and Light
- Vision and Light: Investigating Animal Eyes Investigation Notebook
- Investigating Animal Senses
- I See What You Mean
- Crow Scientist
- Seeing Like a Shrimp and Smelling Like a Snake
- Handbook of Animal Eyes
Waves, Energy, and Information
Patterns of Earth and Sky
- Patterns of Earth and Sky: Analyzing Stars on Ancient Artifacts Investigation Notebook
- How Big Is Big? How Far Is Far?
- Which Way Is Up?
- Dog Days of Summer
- Star Scientist
- Handbook of Stars and Constellations
Ecosystem Restoration
- Ecosystem Restoration: Matter and Energy in a Rain Forest Investigation Notebook
- Matter Makes It All Up
- Walk in the Woods
- Energy Makes It All Go
- Restoration Case Studies
- Why Do Scientists Argue?
The Earth System
- The Earth System: Investigating Water Shortages Investigation Notebook
- Chemical Reactions Everywhere
- Water Shortages, Water Solutions
- Drinking Cleopatra’s Tears
- Engineering Clean Water
- How the Earth System Explains Dinosaur Extinction
- Water Encyclopedia
Modeling Matter
Grades 6–8 Integrated Model
- Microbiome Investigation Notebook with Article Compilation
- Metabolism: Making the Diagnosis Investigation Notebook with Article Compilation
- Metabolism Engineering Internship: Health Bars for Disaster Relief Engineering Notebook with Article Compilation
- Traits and Reproduction: The Genetics of Spider Silk Investigation Notebook with Article Compilation
- Thermal Energy: Using Water to Heat a School Investigation Notebook with Article Compilation
- Ocean, Atmosphere, and Climate: Cold Years in New Zealand Investigation Notebook with Article Compilation
- Weather Patterns: Severe Storms in Galetown Investigation Notebook with Article Compilation
- Earth’s Changing Climate: Vanishing Ice Investigation Notebook with Article Compilation
- Earth’s Changing Climate Engineering Internship: Rooftops for Sustainable Cities Engineering Notebook with Article Compilation
- Geology on Mars Investigation Notebook with Article Compilation
- Plate Motion: Mystery of the Mesosaurus Fossils Investigation Notebook with Article Compilation
- Plate Motion Engineering Internship: Tsunami Warning Systems Engineering Notebook with Article Compilation
- Rock Transformations: Geologic Puzzle of the Rockies and Great Plains Investigation Notebook with Article Compilation
- Phase Change: Titan’s Disappearing Lakes Investigation Notebook with Article Compilation
- Phase Change Engineering Internship: Portable Baby Incubators Engineering Notebook with Article Compilation
- Chemical Reactions: Mysterious Substance in Westfield’s Water Investigation Notebook with Article Compilation
- Populations and Resources: Too Many Moon Jellies Investigation Notebook with Article Compilation
- Matter and Energy in Ecosystems: Biodome Collapse Investigation Notebook with Article Compilation
- Harnessing Human Energy Investigation Notebook with Article Compilation
- Force and Motion: Docking Failure in Space Investigation Notebook with Article Compilation
- Force and Motion Engineering Internship: Pods for Emergency Supplies Engineering Notebook with Article Compilation
- Magnetic Fields: Launching a Spacecraft Investigation Notebook with Article Compilation
- Light Waves: Skin Cancer in Australia Investigation Notebook with Article Compilation
- Earth, Moon, and Sun: An Astrophotographer’s Challenge Investigation Notebook with Article Compilation
- Natural Selection: Poisonous Newts Investigation Notebook with Article Compilation
- Natural Selection Engineering Internship: Fighting Drug-Resistant Malaria Engineering Notebook with Article Compilation
- Evolutionary History: Advising a Paleontology Museum Investigation Notebook with Article Compilation
NGSS Benchmark Assessments
- Grade 3 Benchmark Test Form A
- Grade 4 Benchmark Test Form D
- Grade 5 Benchmark Test Form C
- Earth and Space Science Benchmark Test Form A
- Life Science Benchmark Test Form C
- Physical Science Benchmark Test Form B
The Amplify NGSS Benchmark Assessments were authored by Amplify and were not developed as part of the Amplify Science program or created by the Lawrence Hall of Science.
Introduction
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The appropriate IT administrator for your school or district can update your allowlist. If you have any questions, please contact Customer Services at (800) 823-1969.
Amplify Curriculum
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Amplify Email
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Review the digital teacher’s guide
- Sign in with this username and password:
- Click on the orange button below.
- Select “Log in with Amplify”.
Username: t.LouisianaReview@tryamplify.net
Password: AmplifyNumber1
Navigational Guides
Watch the video
Get an overview of the program as a whole.
Take the guided tour
Click through to learn how to navigate around our program.
Preview the Student Books and Investigation Notebooks
Kindergarten
Needs of Plants and Animals
- Needs of Plants and Animals: Milkweed and Monarchs Investigation Notebook
- Science Walk
- Handbook of Plants
- Investigating Monarchs
- A Plant in the Desert
- Above and Below
Pushes and Pulls
- Pushes and Pulls: Designing a Pinball Machine Investigation Notebook
- Talking About Forces
- A Busy Day in Pushville
- Room 4 Solves a Problem
- Forces in Ball Games
- Building With Forces
Sunlight and Weather
- Sunlight and Weather: Solving Playground Problems Investigation Notebook
- Handbook of Models
- Cool People in Hot Places
- Tornado! Predicting Severe Weather
- What Is the Weather Like Today?
- Getting Warm in the Sunlight
Grade 1
Animal and Plant Defenses
- Animal and Plant Defenses: Spikes, Shells, and Camouflage Investigation Notebook
- Whose Lunch Is This?
- Tortoise Parts
- Parents and Offspring
- Frog Models
- Spikes, Spines, and Shells
Light and Sound
- Light and Sound: Puppet-Theater Engineers Investigation Notebook
- Let’s Test!
- Engineering with Light and Sound
- Can You See in the Dark?
- What Vibrates?
- What Made This Shadow?
Spinning Earth
- Spinning Earth: Investigating Patterns in the Sky Investigation Notebook
- A Walk Through the Seasons
- After Sunset
- Nighttime Investigation
- What Spins?
- Patterns of Earth and Space
Grade 2
Plant and Animal Relationships
- Plant and Animal Relationships: Investigating Systems in a Bengali Forest Investigation Notebook
- My Nature Notebook
- A Plant is a System
- Habitat Scientist
- Investigating Seeds
- Handbook of Habitats
Properties of Materials
- Properties of Materials: Designing Glue Investigation Notebook
- Jelly Bean Engineer
- What If Rain Boots Were Made of Paper?
- Handbook of Interesting Ingredients
- Jess Makes Hair Gel
- Can You Change It Back?
Changing Landforms
- Changing Landforms: The Disappearing Cliff Investigation Notebook
- Landform Postcards
- Handbook of Land and Water
- Gary’s Sand Journal
- What’s Stronger?
- Making Models of Streams
Grade 3
Balancing Forces
- Balancing Forces: Investigating Floating Trains Investigation Notebook
- Forces All Around
- What My Sister Taught Me About Magnets
- Hoverboard
- Explaining a Bridge
- Handbook of Forces
Environments and Survival
- Environments and Survival: Snails, Robots, and Biomimicry Investigation Notebook
- Earthworms Underground
- Mystery Mouths
- Environment News
- Cockroach Robots
- Biomimicry Handbook
Inheritance and Traits
- Inheritance and Traits: Variation in Wolves Investigation Notebook
- Scorpion Scientist
- How the Sparrow Learned Its Song
- Handbook of Traits
- Blue Whales and Buttercups
- The Code
Weather and Climate
- Weather and Climate: Establishing An Orangutan Reserve Investigation Notebook
- Seeing the World Through Numbers
- Sky Notebook
- What’s Going On with the Weather?
- Dangerous Weather Ahead
- World Weather Handbook
Grade 4
Energy Conversions
- Energy Conversions: Blackout in Ergstown Investigation Notebook
- Energy Past and Present
- Sunlight and Showers
- Blackout
- It’s All Energy
- Systems
Earth’s Features
- Earth’s Features: An Astrophotographer’s Challenge Investigation Notebook
- Clues From The Past
- Through the Eyes of a Geologist
- Arguing to Solve a Mystery
- Rocky Wonders
- Fossil Hunter’s Handbook
Vision and Light
- Vision and Light: Investigating Animal Eyes Investigation Notebook
- Investigating Animal Senses
- I See What You Mean
- Crow Scientist
- Seeing Like a Shrimp and Smelling Like a Snake
- Handbook of Animal Eyes
Waves, Energy, and Information
- Waves, Energy and Information: Investigating How Dolphins Communicate Investigation Notebook
- Sound on the Move
- The Scientist Who Cracked the Dolphin Code
- Seeing Sound
- Warning: Tsunami!
- Patterns in Communication
Grade 5
Patterns of Earth and Sky
- Patterns of Earth and Sky: Analyzing Stars on Ancient Artifacts Investigation Notebook
- How Big Is Big? How Far Is Far?
- Which Way Is Up?
- Dog Days of Summer
- Star Scientist
- Handbook of Stars and Constellations
Ecosystem Restoration
- Ecosystem Restoration: Matter and Energy in a Rain Forest Investigation Notebook
- Matter Makes It All Up
- Walk in the Woods
- Energy Makes It All Go
- Restoration Case Studies
- Why Do Scientists Argue?
The Earth System
- The Earth System: Investigating Water Shortages Investigation Notebook
- Chemical Reactions Everywhere
- Water Shortages, Water Solutions
- Drinking Cleopatra’s Tears
- Engineering Clean Water
- How the Earth System Explains Dinosaur Extinction
- Water Encyclopedia
Modeling Matter
Preview the Student Books and Investigation Notebooks
Kindergarten
Needs of Plants and Animals
- Needs of Plants and Animals: Milkweed and Monarchs Investigation Notebook
- Science Walk
- Handbook of Plants
- Investigating Monarchs
- A Plant in the Desert
- Above and Below
Pushes and Pulls
- Pushes and Pulls: Designing a Pinball Machine Investigation Notebook
- Talking About Forces
- A Busy Day in Pushville
- Room 4 Solves a Problem
- Forces in Ball Games
- Building With Forces
Sunlight and Weather
- Sunlight and Weather: Solving Playground Problems Investigation Notebook
- Handbook of Models
- Cool People in Hot Places
- Tornado! Predicting Severe Weather
- What Is the Weather Like Today?
- Getting Warm in the Sunlight
Grade 1
Animal and Plant Defenses
- Animal and Plant Defenses: Spikes, Shells, and Camouflage Investigation Notebook
- Whose Lunch Is This?
- Tortoise Parts
- Parents and Offspring
- Frog Models
- Spikes, Spines, and Shells
Light and Sound
- Light and Sound: Puppet-Theater Engineers Investigation Notebook
- Let’s Test!
- Engineering with Light and Sound
- Can You See in the Dark?
- What Vibrates?
- What Made This Shadow?
Spinning Earth
- Spinning Earth: Investigating Patterns in the Sky Investigation Notebook
- A Walk Through the Seasons
- After Sunset
- Nighttime Investigation
- What Spins?
- Patterns of Earth and Space
Grade 2
Plant and Animal Relationships
- Plant and Animal Relationships: Investigating Systems in a Bengali Forest Investigation Notebook
- My Nature Notebook
- A Plant is a System
- Habitat Scientist
- Investigating Seeds
- Handbook of Habitats
Properties of Materials
- Properties of Materials: Designing Glue Investigation Notebook
- Jelly Bean Engineer
- What If Rain Boots Were Made of Paper?
- Handbook of Interesting Ingredients
- Jess Makes Hair Gel
- Can You Change It Back?
Changing Landforms
- Changing Landforms: The Disappearing Cliff Investigation Notebook
- Landform Postcards
- Handbook of Land and Water
- Gary’s Sand Journal
- What’s Stronger?
- Making Models of Streams
Grade 3
Balancing Forces
- Balancing Forces: Investigating Floating Trains Investigation Notebook
- Forces All Around
- What My Sister Taught Me About Magnets
- Hoverboard
- Explaining a Bridge
- Handbook of Forces
Environments and Survival
- Environments and Survival: Snails, Robots, and Biomimicry Investigation Notebook
- Earthworms Underground
- Mystery Mouths
- Environment News
- Cockroach Robots
- Biomimicry Handbook
Inheritance and Traits
- Inheritance and Traits: Variation in Wolves Investigation Notebook
- Scorpion Scientist
- How the Sparrow Learned Its Song
- Handbook of Traits
- Blue Whales and Buttercups
- The Code
Weather and Climate
- Weather and Climate: Establishing An Orangutan Reserve Investigation Notebook
- Seeing the World Through Numbers
- Sky Notebook
- What’s Going On with the Weather?
- Dangerous Weather Ahead
- World Weather Handbook
Grade 4
Energy Conversions
- Energy Conversions: Blackout in Ergstown Investigation Notebook
- Energy Past and Present
- Sunlight and Showers
- Blackout
- It’s All Energy
- Systems
Earth’s Features
- Earth’s Features: An Astrophotographer’s Challenge Investigation Notebook
- Clues From The Past
- Through the Eyes of a Geologist
- Arguing to Solve a Mystery
- Rocky Wonders
- Fossil Hunter’s Handbook
Vision and Light
- Vision and Light: Investigating Animal Eyes Investigation Notebook
- Investigating Animal Senses
- I See What You Mean
- Crow Scientist
- Seeing Like a Shrimp and Smelling Like a Snake
- Handbook of Animal Eyes
Waves, Energy, and Information
- Waves, Energy and Information: Investigating How Dolphins Communicate Investigation Notebook
- Sound on the Move
- The Scientist Who Cracked the Dolphin Code
- Seeing Sound
- Warning: Tsunami!
- Patterns in Communication
Grade 5
Patterns of Earth and Sky
- Patterns of Earth and Sky: Analyzing Stars on Ancient Artifacts Investigation Notebook
- How Big Is Big? How Far Is Far?
- Which Way Is Up?
- Dog Days of Summer
- Star Scientist
- Handbook of Stars and Constellations
Ecosystem Restoration
- Ecosystem Restoration: Matter and Energy in a Rain Forest Investigation Notebook
- Matter Makes It All Up
- Walk in the Woods
- Energy Makes It All Go
- Restoration Case Studies
- Why Do Scientists Argue?
The Earth System
- The Earth System: Investigating Water Shortages Investigation Notebook
- Chemical Reactions Everywhere
- Water Shortages, Water Solutions
- Drinking Cleopatra’s Tears
- Engineering Clean Water
- How the Earth System Explains Dinosaur Extinction
- Water Encyclopedia
Modeling Matter
Amplify Science units provide strategy-based literacy instruction that aims to develop students’ facility with reading, writing, and talking about science. Each unit provides many authentic opportunities for students to learn about and practice the ways of communicating and learning that characterize science as a discipline. The following are the Amplify Science Guiding Principles for Literacy:
- Students acquire literacy expertise through the pursuit of science knowledge and by engaging in scientific and engineering practices.
- Attention to discipline literacy instruction should begin as soon as students enter school and should continue throughout the grades.
- Participation in a disciplinary community is key to acquiring disciplinary expertise and literacy.
- Since the purpose of science is to better explain the natural world, argumentation and explanation are the central enterprises of science. Therefore, these practices are central foci of reading, writing, and talk in science.
Literacy instruction in the Amplify Science program utilizes a Gradual Release of Responsibility approach (Pearson and Gallagher 1983). In this approach, instruction begins with the teacher assuming primary responsibility for modeling strategy or skill and explicitly instruction how to use each strategy or skill. As instruction proceeds, the teacher offers as much support as needed so students can practice using the target strategy more independently. Over time, students take on more responsibility for using the strategy more independently. Depending on the goal, the path from teacher modeling to student independence will vary. Over the course of a unit, students may not achieve independence for every literacy goal, but they will move along the continuum toward flexible use of a wide range of reading, writing, and learning strategies that have been incorporated throughout the program.
Each Amplify Science Elementary Unit includes five books that students use to build an understanding of science ideas, practices, and crosscutting concepts. While the program does not take on responsibility for providing all literacy instruction required for students’ reading development (e.g., skill-based or fluency-oriented literacy instruction), it is designed to support vocabulary, language, and reading comprehension development.
Amplify Science provides students with a series of content-rich nonfiction and informational texts that are read for a variety of purposes throughout the unit. The five books in each unit include one book for approximately every five days of instruction and one reference book that students draw upon throughout the 22-lesson units (20 instructional lessons & 2 assessment days for pre/post). Students are encouraged to read books as independently as possible so they can apply the comprehension strategies they are learning in order to understand what they read. In each Amplify Science reading session, comprehension is supported at three stages: before, during, and after reading. At each stage, students engage in planned tasks that build an understanding of the key concepts and themes in a book. The teacher’s role is to scaffold comprehension and provide opportunities for practicing the strategies and skills that are being taught. At each stage, these include:
- Before-reading activities designed to help students activate their background knowledge, prepare to use particular comprehension strategies, and set a purpose for reading.
- During-reading activities intended to help students monitor their comprehension, make connections, and read and understand important science vocabulary in context.
- After reading activities intended to help students reflect on their learning and connect their reading to their firsthand science investigations.
Nonfiction and informational text. The Amplify Science program is designed to help students gain familiarity with the structures and functions of nonfiction and informational texts by extending students’ exposure to these texts in a rich learning environment. The program uses nonfiction and informational texts because it is an important component of content learning in school; it helps build knowledge of the natural and social world, and it provides students with a purposeful context for learning key concepts and vocabulary. Nonfiction and informational text are also engaging and motivating as it answers genuine questions and capitalizes on student interests and background knowledge. Reading a wide variety of texts have been shown to affect students’ interest in reading overall (Duke 2004). Nonfiction and informational genres are also the genres students are most likely to encounter when reading and writing inside and outside of school. For adults, nonfiction and informational texts are read more often than other genres (Duel 2004; Smith 2000). In order for students to become successful information gatherers as adults, we need to provide opportunities for them to engage with nonfiction and informational texts in school.
Reading comprehension. Reading instruction in Amplify Science is designed to promote students’ capacity to read for meaning. Guided instruction and a supportive classroom context help students learn to employ powerful comprehension strategies that are critical for gaining a better understanding of text and becoming skilled readers (Duke and Pearson 2002). Comprehension strategies included in the Amplify Science program include posing questions, making inferences, setting goals for reading, summarizing, synthesizing, and using text features. Across units, students are guided to use these strategies flexibly as they read and make sense of a wide range of nonfiction and informational texts. Students also gain critical experience with understanding texts and experiences in relation to one another as they make connections between the books they read and the science they do. These connections then extend their growing conceptual understanding. Reading instruction in Amplify Science also encourages students to reflect on the utility of comprehension strategies, including when, why, and how these strategies helped them. One important way students make connections is through sustained classroom discussion of text with their peers (Nystrand 1997). Students regularly discuss both content and comprehension use before, during, and after reading, learning more about both as they engage in discussions with their peers. The Amplify Science approach also draws on research that demonstrates the benefits of instructional coherence (connected reading, writing, listening, and talk), particularly in the content area of science (Romance and Vitale 2001; Cervetti et. al. 2007; The Directed Reading Model supports reading comprehension before, during, and after reading. Cervetti et. al. 2006). Reading comprehension is enhanced as students connect what they read to what they are investigating and learning in science. The Amplify Science student books provide many opportunities for students to practice their developing reading skills in context, engage in authentic discourse around text, make connections, and support their understandings with textual evidence.
High Impact Tutoring: ESC Training of Trainers
Kindergarten
Needs of Plants and Animals
- Needs of Plants and Animals: Milkweed and Monarchs Investigation Notebook
- Science Walk
- Handbook of Plants
- Investigating Monarchs
- A Plant in the Desert
- Above and Below
Pushes and Pulls
- Pushes and Pulls: Designing a Pinball Machine Investigation Notebook
- Talking About Forces
- A Busy Day in Pushville
- Room 4 Solves a Problem
- Forces in Ball Games
- Building With Forces
Sunlight and Weather
- Sunlight and Weather: Solving Playground Problems Investigation Notebook
- Handbook of Models
- Cool People in Hot Places
- Tornado! Predicting Severe Weather
- What Is the Weather Like Today?
- Getting Warm in the Sunlight
Grade 1
Animal and Plant Defenses
- Animal and Plant Defenses: Spikes, Shells, and Camouflage Investigation Notebook
- Whose Lunch Is This?
- Tortoise Parts
- Parents and Offspring
- Frog Models
- Spikes, Spines, and Shells
Light and Sound
- Light and Sound: Puppet-Theater Engineers Investigation Notebook
- Let’s Test!
- Engineering with Light and Sound
- Can You See in the Dark?
- What Vibrates?
- What Made This Shadow?
Spinning Earth
- Spinning Earth: Investigating Patterns in the Sky Investigation Notebook
- A Walk Through the Seasons
- After Sunset
- Nighttime Investigation
- What Spins?
- Patterns of Earth and Space
Grade 2
Plant and Animal Relationships
- Plant and Animal Relationships: Investigating Systems in a Bengali Forest Investigation Notebook
- My Nature Notebook
- A Plant is a System
- Habitat Scientist
- Investigating Seeds
- Handbook of Habitats
Properties of Materials
- Properties of Materials: Designing Glue Investigation Notebook
- Jelly Bean Engineer
- What If Rain Boots Were Made of Paper?
- Handbook of Interesting Ingredients
- Jess Makes Hair Gel
- Can You Change It Back?
Changing Landforms
- Changing Landforms: The Disappearing Cliff Investigation Notebook
- Landform Postcards
- Handbook of Land and Water
- Gary’s Sand Journal
- What’s Stronger?
- Making Models of Streams
Grade 3
Balancing Forces
- Balancing Forces: Investigating Floating Trains Investigation Notebook
- Forces All Around
- What My Sister Taught Me About Magnets
- Hoverboard
- Explaining a Bridge
- Handbook of Forces
Environments and Survival
- Environments and Survival: Snails, Robots, and Biomimicry Investigation Notebook
- Earthworms Underground
- Mystery Mouths
- Environment News
- Cockroach Robots
- Biomimicry Handbook
Inheritance and Traits
- Inheritance and Traits: Variation in Wolves Investigation Notebook
- Scorpion Scientist
- How the Sparrow Learned Its Song
- Handbook of Traits
- Blue Whales and Buttercups
- The Code
Weather and Climate
- Weather and Climate: Establishing An Orangutan Reserve Investigation Notebook
- Seeing the World Through Numbers
- Sky Notebook
- What’s Going On with the Weather?
- Dangerous Weather Ahead
- World Weather Handbook
Grade 4
Energy Conversions
- Energy Conversions: Blackout in Ergstown Investigation Notebook
- Energy Past and Present
- Sunlight and Showers
- Blackout
- It’s All Energy
- Systems
Earth’s Features
- Earth’s Features: An Astrophotographer’s Challenge Investigation Notebook
- Clues From The Past
- Through the Eyes of a Geologist
- Arguing to Solve a Mystery
- Rocky Wonders
- Fossil Hunter’s Handbook
Vision and Light
- Vision and Light: Investigating Animal Eyes Investigation Notebook
- Investigating Animal Senses
- I See What You Mean
- Crow Scientist
- Seeing Like a Shrimp and Smelling Like a Snake
- Handbook of Animal Eyes
Waves, Energy, and Information
- Waves, Energy and Information: Investigating How Dolphins Communicate Investigation Notebook
- Sound on the Move
- The Scientist Who Cracked the Dolphin Code
- Seeing Sound
- Warning: Tsunami!
- Patterns in Communication
Grade 5
Patterns of Earth and Sky
- Patterns of Earth and Sky: Analyzing Stars on Ancient Artifacts Investigation Notebook
- How Big Is Big? How Far Is Far?
- Which Way Is Up?
- Dog Days of Summer
- Star Scientist
- Handbook of Stars and Constellations
Ecosystem Restoration
- Ecosystem Restoration: Matter and Energy in a Rain Forest Investigation Notebook
- Matter Makes It All Up
- Walk in the Woods
- Energy Makes It All Go
- Restoration Case Studies
- Why Do Scientists Argue?
The Earth System
- The Earth System: Investigating Water Shortages Investigation Notebook
- Chemical Reactions Everywhere
- Water Shortages, Water Solutions
- Drinking Cleopatra’s Tears
- Engineering Clean Water
- How the Earth System Explains Dinosaur Extinction
- Water Encyclopedia
Modeling Matter
- Modeling Matter: The Chemistry of Food Investigation Notebook
- Made of Matter
- Break It Down
- Science You Can’t See
- Solving Dissolving
- Food Scientist’s Handbook
Grade 6
- Microbiome Investigation Notebook with Article Compilation
- Metabolism: Making the Diagnosis Investigation Notebook with Article Compilation
- Metabolism Engineering Internship: Health Bars for Disaster Relief Engineering Notebook with Article Compilation
- Traits and Reproduction: The Genetics of Spider Silk Investigation Notebook with Article Compilation
- Thermal Energy: Using Water to Heat a School Investigation Notebook with Article Compilation
- Ocean, Atmosphere, and Climate: Cold Years in New Zealand Investigation Notebook with Article Compilation
- Weather Patterns: Severe Storms in Galetown Investigation Notebook with Article Compilation
- Earth’s Changing Climate: Vanishing Ice Investigation Notebook with Article Compilation
- Earth’s Changing Climate Engineering Internship: Rooftops for Sustainable Cities Engineering Notebook with Article Compilation
Grade 7
- Geology on Mars Investigation Notebook with Article Compilation
- Plate Motion: Mystery of the Mesosaurus Fossils Investigation Notebook with Article Compilation
- Plate Motion Engineering Internship: Tsunami Warning Systems Engineering Notebook with Article Compilation
- Rock Transformations: Geologic Puzzle of the Rockies and Great Plains Investigation Notebook with Article Compilation
- Phase Change: Titan’s Disappearing Lakes Investigation Notebook with Article Compilation
- Phase Change Engineering Internship: Portable Baby Incubators Engineering Notebook with Article Compilation
- Chemical Reactions: Mysterious Substance in Westfield’s Water Investigation Notebook with Article Compilation
- Populations and Resources: Too Many Moon Jellies Investigation Notebook with Article Compilation
- Matter and Energy in Ecosystems: Biodome Collapse Investigation Notebook with Article Compilation
Grade 8
- Harnessing Human Energy Investigation Notebook with Article Compilation
- Force and Motion: Docking Failure in Space Investigation Notebook with Article Compilation
- Force and Motion Engineering Internship: Pods for Emergency Supplies Engineering Notebook with Article Compilation
- Magnetic Fields: Launching a Spacecraft Investigation Notebook with Article Compilation
- Light Waves: Skin Cancer in Australia Investigation Notebook with Article Compilation
- Earth, Moon, and Sun: An Astrophotographer’s Challenge Investigation Notebook with Article Compilation
- Natural Selection: Poisonous Newts Investigation Notebook with Article Compilation
- Natural Selection Engineering Internship: Fighting Drug-Resistant Malaria Engineering Notebook with Article Compilation
- Evolutionary History: Advising a Paleontology Museum Investigation Notebook with Article Compilation
Found in translation–the power of cross-linguistic transfer
¿Verdadero o falso? You must be bilingual to support emergent bilingual students in their literacy development.
¡Falso!
An essential component of supporting emergent bilinguals in developing literacy is understanding cross-linguistic transfer (CLT): when emergent bilinguals use knowledge of one language to support learning another.
Educators do not need to be fluent in both languages to identify—and teach—which elements of one transfer to the other.
“Teachers should not feel discouraged in supporting their students who are Spanish-speaking, because there are ways that they can still support cross-linguistic transfer without actually speaking the language,” says Amplify senior PD strategist in biliteracy Lauren Birner.
But CLT doesn’t just happen—it requires explicit instruction. So we do need to ensure that this takes place if we want to support equity in education, especially in early childhood education.
How can educators bring the power of CLT into instruction? And support equity and excellence in education?
Making connections: The impact of CLT
Our recent webinar Making Connections: The Importance of Cross-Linguistic Transfer in Biliteracy Instruction—led by Lauren Birner and Amplify’s Kajal Patel Below—explored answers to these questions.
In the webinar, Birner and Patel Below describe similarities and differences between English and Spanish, discuss how those similarities and differences can impact instruction, and explain why CLT helps English learners leverage skills from both languages to build their biliteracy.
They also underscore why it matters—namely, that it’s about supporting equity in early childhood education and beyond.
More than 15% of our K–3 students in this country are emergent bilinguals, and we have a responsibility to help them cultivate and expand that superpower.
—Kajal Patel
The Simple View of Reading and biliteracy
The idea behind the Simple View of Reading is that the combination of language comprehension and word recognition is what leads students to gain meaning from text. If either language comprehension skills or word recognition skills are lacking, students cannot become skilled readers, and this is true in both English and Spanish.
“Research shows that when teachers explicitly teach students what transfers from one language to the other,” says Patel Below, “students are able to devote more cognitive processing time toward the more complex orthography and morphology systems of English that require more time than the more transparent systems of Spanish.”
Birner had this to add: “While components of these domains might overlap, it can be helpful to think of them individually, and how they’ll impact language and literacy development.”
So let’s take a look at the areas of language where we can leverage cross-linguistic transfer.
- Phonetics and phonology: 92% of all of the sounds in English and Spanish have a direct correlation. That means that teachers can focus explicit instruction only on the remaining 8% of sounds—such as the rolled r in Spanish. Meanwhile, we can also encourage them to be language detectives and recognize where the languages do connect and how they can use their skills in one to understand the other. That approach, says Birner, “will not only save valuable time and energy, but it’ll also help [educators] recognize bilingualism as an asset for all of our students.”
- Morphology: Students can explore cognates like hospital/hospital and celebration/celebración, while also exploring similarities and differences in pronunciation. “Whether or not they are Spanish-speaking, teachers can look to cross-linguistic transfer guidance and start to recognize things, the prefixes and suffixes that are similar across the two languages,” says Birner.
- Syntax and grammar: Spanish and English do have rules and structures that differ from each other, in the areas of word order, gender, conjugation, and possession. As students progress in learning these distinctions, teachers can seize opportunities for explicit instruction. For example, let’s say a student constructs the sentence: “The flower of Ana is pretty.” This is not an error, but an approximation “to be celebrated.” Birner says. “It’s a comprehensible sentence in English that just needs a minor adjustment. We can use this type of sentence as an opportunity to provide explicit instruction on possessives.”
- Semantics: Semantics is the study of word meaning and is critical for language learners. Exploring idioms, homonyms and homophones, and other nuances of usage across language can give students the chance to build from similarities and identify differences. “You might do something like hang a chart of idiomatic phrases in each language,” says Birner. “Looking at both languages side by side is a really great way to support your students in learning a second language.”
- Pragmatics: Pragmatics encompass the ways people communicate that are nuanced or unsaid. They’re often rooted in cultural norms, which include both physical norms (looking someone in the eye when speaking) and social norms (using euphemisms). “Providing students with explicit instruction on how communicating may differ from culture to culture and situation to situation can help avoid misunderstandings,” says Birner. “It’s also a great way to allow students to see the world in perspective.”
More to explore
Amplify’s biliteracy programs, rooted in the Science of Reading, can help all educators engage with multilingual learners and make the most of cross-linguistic transfer and dual language education. Here are some additional resources for you:
Biliteracy principles, as shared by biliteracy experts (students!)
”The Importance of Dual Language Assessment in Early Literacy” (white paper)
The Importance of Dual Language Assessment in Early Literacy (infographic)
Integrating literacy in the science classroom
What do science classrooms and ELA classrooms have in common?
Literacy.
As science students build their scientific literacy, they also build their literacy literacy—as in,their capacity to read, write, and think across all disciplines. In a sense, all teachers are teachers of literacy, as students read to learn in essentially every subject.
An ELA teacher can help students learn to read and interpret certain types of non-fiction and science-related texts, while a science teacher is uniquely positioned to integrate a science curriculum with a focus on literacy goals. ELA teachers are the experts on what the average person considers literacy; however, science teachers are the true experts on science literacy.
In this post, we’ll take a look at what it means for science teachers to support literacy growth in their students.
Scientific literacy vs. literacy in science
First, let’s define our terms.
Scientific literacy refers to a student’s understanding of scientific concepts, inside and outside the classroom.
Literacy in science refers to the literacy skills that students use to acquire and share scientific knowledge. These skills include reading, writing, speaking, and listening.
Developing students’ literacy in science helps them develop scientific literacy. Science literacy allows students to become critical thinkers, problem solvers, and strategic questioners.
Insights on integrating science and literacy
Integrating literacy into science is more than making sure students read articles and write lab reports—but the two are still a natural fit.
The standards that guide instruction in grades 6–8 make this integration concrete. Certain Common Core ELA standards intersect with the Next Generation Science Standards (NGSS).
To cite just a few examples, the Common Core requires students to be able to:
- Cite specific textual evidence to support analysis of science and technical texts. RST.6-8.1
- Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions. RST.6-8.2
- Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. RST.6-8.3
- Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). RST.6-8.7
- Distinguish among facts, reasoned judgment based on research findings, and speculation in a text. RST.6-8.8
What’s required of students is what’s often called disciplinary literacy. That means literacy through the lens of inquiry in a given field. Science has its own set of vocabulary and reading/writing styles students need to learn to understand, decode, and write in.
And when they do, the academic benefits go both ways.
Integrating literacy into science encourages both science and ELA growth
The scientific method requires students to ask questions, listen to explanations, and present conclusions. And when science teachers use targeted literacy teaching strategies, they can help students understand challenging scientific vocabulary. For example, they can learn the difference between the two meanings of the word “culture.” Those are the same approaches students will use when analyzing with and communicating about texts in ELA.
Also, reading in science can be more than just reading a science textbook or science-related article—teachers can help students learn to read through a scientific lens by encouraging even the youngest students to articulate their questions about a text and understand where they might find answers.
And then there’s writing: “Science and writing standards are really in service of each other,” writes educator Gina Flynn in Literacy Today. “When we present authentic writing opportunities in science, we are not only developing students’ understanding of science concepts but also providing an authentic context for developing writing skills.”
Integrating science into ELA also encourages both science and ELA growth. When students grapple with science-related texts in ELA, they can develop ways of thinking and communicating that support the scientific approach, refine sense-making skills that are key to both disciplines, and get inspired to keep up with the latest scientific discoveries—yet another great reason to read.
More to explore
Science and literacy: You don’t have to choose
Math strategies that build community in your classroom
It’s tough to do math without sets, sums, and multipliers, so it stands to reason that it’d be tough to learn math solo, outside of a group.
Indeed, research shows that math is best learned in a community. In this post, we’ll explain why that is, what it looks like in a classroom, and how you can create a community for your math students.
What math community means: Creative classroom ideas
There are many types of math communities: online interest groups, professional organizations, the Mathletes.
In the context of a math classroom, a math community refers to the collaborative environment a teacher can create using both math strategies and social strategies (and by involving students’ parents and guardians). In a robust math community, all students feel comfortable sharing ideas, asking questions, and engaging in mathematical conversations.
In other words, math communities are student-centered. Rather than delivering information, teachers guide students. They encourage students to explore math concepts, make connections to the real world, and ask questions—of each other, and the teacher.
And in a math community, wrong answers aren’t dismissed—in fact, they’re an essential part of the learning process. In our webinar What Amazing K–12 Math Looks Like, educator and director of research at Desmos, Dan Meyer underlines the importance of students understanding “the value in their thinking—which means the value in their wrong answers.”
Benefits of math community: Equity in schools and more
A community-oriented math classroom can help each student learn, and all students learn. Here’s how.
- Increased engagement. When students feel a sense of belonging and connection in their math class, they’re more likely to be engaged and motivated. By promoting open discussions, group activities, and cooperative problem-solving, teachers can help students—even those who don’t think they’re “math people”—develop a genuine interest in math.
- Reduced math anxiety. Math anxiety affects at least 20% of students. It can hinder their growth in math and beyond. But in a supportive math community—where different styles and wrong answers are considered part of the process—those students can thrive. Embracing and working from incorrect answers encourages students to focus on the “how” of math, and to participate without fear of getting it wrong. They feel more comfortable asking questions, taking risks, and making mistakes as well as learning from them.
- Improved communication skills. In a math community, all students get the chance to communicate their mathematical thinking and reasoning. Explaining their ideas to others and listening to their classmates enhances their speaking and writing skills—in math, and across other subjects, too.
- Learning from diverse perspectives. A supportive math classroom community allows students from different backgrounds and with varying abilities to contribute to class and feel valued. Encouraging—and observing—the sharing of diverse perspectives fosters critical thinking, creativity, and problem-solving skills.
- Positive reinforcement. A strong math community creates an environment where students feel valued, respected, included, and supported. It’s fertile ground for a growth mindset, one in which students believe they actually can do math regardless of challenges or errors. A math community encourages risk-taking, resilience, and perseverance—in math, and beyond.
How to engage students in math lessons that build community
Want to know how to make math fun and build community? Here are some ways to get started.
- Encourage collaboration. Promote a culture of cooperation and teamwork by incorporating group activities, peer support, and class discussions into your lessons.
- Celebrate brilliance. Recognize a variety of efforts, insights, and accomplishments among students—including taking risks, and making mistakes. This will motivate all students to appreciate different ways of learning and the value of both process and product.
- Personalize support. Offering individualized help to students who need it shows commitment to their success and builds a supportive environment for everyone.
- Develop a growth mindset. Create a culture where mistakes are inevitable, even welcomed, as part of the learning process. Encourage perseverance and persistence.
- Choose meaningful tasks. Assign problems with real-world relevance. Working together to solve them helps students see the “why” of math—and connect with each other in the process.
- Play. Game-ifying problems and introducing friendly competition builds camaraderie and helps students find shared joy in math—a win-win!
More to explore
Integrating AI in the science classroom
How can you create new science lesson plans, adjust assessments, and design labs using only objects kids have at home?
Just ask—ChatGPT, that is.
In this recent Science Connections webinar, Science Connections podcast host Eric Cross tackles the topic of ChatGPT for teachers, along with other specific AI tools that (when used with your existing standards-aligned curriculum) can help make teaching more efficient, targeted, and interactive.
AI for science can save teachers time, deepen student engagement, and inspire collaboration and creativity all around, says Science Connections podcast host Eric Cross.
Eric describes some of the many ways science teachers can use AI in the classroom—as both shortcut and partner. “We can use it for personalized learning,” he begins. “We can generate questions and give instant feedback. We can differentiate. We can support our students with special learning needs. And that’s just a start. The more you use it to collaborate with other educators, the more fun it becomes.”
Generative artificial intelligence 101
There are a lot of AI tools out there, but the new one is generative AI. As Eric explains, the difference is that generative AI—unlike, say, AI that gives you driving directions—creates something that didn’t exist before: text, images, music, and, yes, new science experiences for the classroom.
As with any technology, the practically infinite uses and applications of AI raise important questions about accuracy, equity, biases, and more. In this webinar, though, we focus only on AI’s practical uses for science teachers.
Generative AI relies on and responds to prompts.
You’re telling it to do something and it communicates back to you in human language. The way you craft your prompts determines your output, so the better your prompt is, the better your output.
– Eric Cross
Host, Science Connections; Adjunct Professor of Learning and Technology, University of San Diego
Let’s see what AI has produced for Eric as a science educator, and the kind of prompts he’s used to get there.
How science teachers can use AI to prepare and engage
Teachers can use generative AI to create personalized learning materials, generate more practice questions, and explain topics at any level and depth.
In this webinar, Eric focuses on the AI tools that have given him the most mileage as an educator and that he thinks can provide the most value for others.
These include:
- Modifying assessments when students have used all the ones that a curriculum provides. A sample prompt: “You are a science teacher creating an assessment for middle school students. I will upload an assessment. Please recreate it in a similar tone and voice as the original with a similar level of rigor.” Response: Brand-new multiple-choice and written questions on the same topics, all adhering to the same NGSS. With a little more back and forth, Eric will have the exact number, style, and focus of questions that he needs—along with an answer key.
- Creating relevant, accessible lab ideas. Eric prompts AI for lab and hands-on project ideas to fit exact specs: topic, grade level, desired outcome, and objects found in a typical classroom or home. Result: Hands-on activity ideas students can do at home, like exploring lung capacity with a balloon and a ruler (delivered by AI complete with full supply lists, instructions, and more).
- Helping students connect. To support a student who’s stuck, you might prompt the AI by saying: “I’m a fifth grader and my teacher is talking about claim evidence reasoning and I don’t really understand it. Can you explain it to me in a way that would help me? And then: “Now can you help me explain it to my mom, but in Spanish?”
Eric also uses AI to interpret graphs, collate student data, build graphic organizers, create science games, and more.
Is everything AI provides him flawless and 100% accurate? No, says Eric. “You have to vet, and it helps to have a high-quality curriculum already in place. But it gets me 80 to 90% there—and that’s pretty good.”
More to explore
- Hear more about AI from Eric and fellow educators Donnie Piercey and Jennifer Roberts in Science Connections, Season 3, Episode 4: Using AI and ChatGPT in the science classroom
- Science Connections podcast
- Amplify Science webinars
Beyond prompts: How to teach writing for middle school student success
Writing is hard. Natalie Wexler, who co-wrote The Writing Revolution: A Guide to Advancing Thinking Through Writing in All Subjects and Grades, has described it as “the hardest thing we ask students to do.”
And writing is also hard to teach—perhaps especially to middle schoolers.
Writing education experts such as Steve Graham, Ph.D., say that, as important as writing is, it often gets less attention due to competing educational demands, like the need to teach subjects connected to high-stakes testing, the pressure to teach to a given test, and the siloing of writing as an independent skill untethered to content.
But writing is essential—not just as a means of expressing knowledge, but also as a means of building it. That’s why, when it comes to middle-school writing instruction, we need to go beyond just writing prompts. So how can teachers provide the strongest possible writing instruction for middle-school students? Keep reading.
Student writing: Why it matters
Learning to write makes you a better writer, but it also makes you a better reader—and a better learner.
In a meta-analysis of more than 100 studies, Steve Graham and Michael Hebert, Ph.D., found that writing about text improves comprehension and learning even more than reading alone, reading and rereading, or reading and discussing.
“Combining reading and writing is part of the Science of Reading,” writes literacy educator Tim Shanahan, Ph.D. “If you want better reading scores, the Science of Reading says do not neglect writing, nor dispatch it to someplace else in the curriculum. When you feel especially pressured to improve reading achievement, that is the time to embrace more tightly the combination of reading and writing.”
Shanahan also notes that readers who write and writers who read are best equipped to observe what authors do to convey meaning and what readers need in order to understand writing.
Current ELA standards recognize the interplay between reading and writing by articulating these goals: using writing to improve learning from text and using the reading of multiple texts to improve the writing of syntheses or reports.
Writing activities for middle school
Even with challenges and constraints, educators can find ways to engage students and transform their writing. When planning writing activities with your middle-school students, it’s important to keep them captivated, incorporate writing instruction throughout your lessons, and differentiate to meet the needs of all of your students. Here are some principles that will help:
- Detach writing from getting it “right.” Seymour Papert theorized that students become better thinkers when they’re not attached to one outcome—not afraid to be “wrong.” Of course, sometimes there is a correct answer, but it’s the process of seeking it that counts. Offer writing assignments that encourage—and reward—risk-taking and creativity.
- Integrate writing everywhere. Help students build both knowledge and writing skills by including writing exercises across subjects, including science.
- Scaffold with sentence frames and modified prompts. Middle-school students often know what they want to say, but not how to say it, especially if they are multilingual learners. Sentence frames and modified prompts—such as “Tom convinces his friends to whitewash the fence by saying…”—can help with that. They reduce linguistic barriers, enabling students to produce writing and speech more complex than what they could have done on their own—and giving you a sense of their level of understanding.
Writing can be a powerful tool to help students deepen their comprehension of written text, expand their knowledge, and develop as communicators. Learn more about the best strategies and activities to use in your classroom. These will put you on the best path for helping your students thrive as writers, readers, communicators, and lifelong learners.
More to explore
5 strategies to transform your math classroom
Want to shift your math teaching practices this year, but not sure where to start? That’s a good problem to have!
You can boost your instruction this fall with problem-based learning, technology in the math classroom, and more—all in ways that put students at the center.
“All students need the opportunity to feel like they can figure out mathematics,” says Jennifer Bay-Williams, Ph.D., an author and professor of mathematics education at University of Louisville. “That’s where they develop a math identity, [the idea] that they can do math. And they start feeling like, ‘I can figure this out.’”
Bay-Williams spoke at our 2024 Math Symposium, along with other thought leaders and expert educators. Keep reading to see how their key takeaways can help you shift your math instruction this school year!
Center student ideas in a collaborative math classroom
Amplify Math Suite Executive Director Kristin Gray had great tips for teachers looking to center student ideas in the classroom. Simply put, it’s all about helping them make several types of connections. These can include any of the following:
- Connecting students’ classroom math experiences to real life
- Connecting math ideas to one another
- Connecting their ideas to the ideas of their classmates
How do teachers foster these important connections? That’s where problem-based lessons come in. Rather than teaching a concept or formula in isolation, then having students practice it, try inviting students to collaborate on a real-life problem that will lead them to that math idea. (For example, you might ask them to work on designing a small traffic or subway system that requires developing ideas about distance, rate, and time.)
As a result, students build problem-solving skills collaboratively, feel their ideas are valued, develop their own ways to make math make sense, and learn from and with each other. Teachers also get to know and appreciate the different backgrounds and styles students bring to the classroom, opening up new opportunities for engagement—and connection.
Reimagine student engagement
No matter how engaging you are as a teacher, it’s typically students who drive engagement—and that’s actually good news. You don’t have to reinvent the wheel or do somersaults to get their attention. In fact, a lot of engagement comes from creating routine and familiar opportunities for connection. And it can also come from allowing students to make mistakes.
“We want all students to have an entry point into [math] tasks,” notes Amplify STEM Product Specialist James Oliver. “Those students that seem to always feel like they don’t fit or don’t have the identity in that math classroom, we want them to immediately have successes and have their curiosities tested.” Successes—and productive failures. “What we’ve learned is, you are not firing any synapses, nothing’s happening if you’re just getting it immediately correct.”
Nurture student curiosity
Which is better: letting students dive into a box of LEGO pieces to see what happens, or providing a step-by-step guide to building the airplane?
It’s actually a tie. In both structured and loose approaches, the key is to spark curiosity and communication. “If we want them to be mathematicians, we should let them talk about math,” says Amplify Director of 6–12 Core Math Curriculum Kurt Salisbury, Ph.D. Here’s his 3D approach:
DISCOVER
Discovering the relationships among mathematical ideas is a key part of mathematical thinking.
DESCRIBE
Students communicate their mathematical thinking by describing the processes, procedures, or relationships needed to work with a concept or pattern.
DEVELOP
When students develop a strategy they can apply to a variety of contexts, their math thinking gets validation and purpose.
So whether you lean into a more structured approach or prefer to let kids figure the LEGOS out themselves, small mindset changes like these can create more space for your students to discover, describe, and develop as mathematicians.
Make math fluency fun
As with someone fluent in a language, someone fluent in math is able to think and calculate mathematically without struggle or effort—that is, with fluidity.
In order to think and calculate fluently, students need to build a toolbox of strategies—and games are a great way to do that.
While you’re making the learning fun, students are absorbing tools they’ll use throughout their lives. “When we ensure that every student has access to a range of strategies, and has regular opportunities to choose among those strategies, that’s what games do for us.” says Bay-Williams.
Elevate student voices
When student thinking isn’t explicitly invited into the classroom, students may begin to narrow their focus, providing merely what they think their teacher wants to hear. But given genuine invitations to share, students are more likely to follow their thought process wherever it leads them, taking a more organic approach to problem-solving.
“Taking a step back as a teacher, and inviting students to take a step forward, [activates] students getting started with finding the answer,” says Stephanie Blair, vice president of Desmos Coaching. “And all of them might take a different step forward, which is okay.”
It’s time for math that does more for students
“All students need the opportunity to feel like they can figure out mathematics,” says Bay-Williams. We need to connect with our students, nurture their curiosity and comfort with math, and welcome their unique ways of thinking.
We hope the thought leaders and speakers from our Math Symposium have inspired you to do just that!
Engaging digital and print math lessons for K–12 educators
Remember memorizing? That is, being a student in a math classroom focused mainly on teacher lectures, repetitive problem sets, and rote memorization?
Fortunately for today’s students, educators are increasingly recognizing that when it comes to math curriculum, engagement must come first—and that when it does, better learning outcomes follow. This shift toward student-centered, engaging math instruction is paving the way for deeper understanding, greater retention, and even a lifelong love of math.
Engaged students develop a deeper understanding of math concepts, retain information better, think critically, and are more likely to solve problems creatively. They tend to have a more positive attitude toward math, which reduces potential math anxiety and helps them build confidence. What’s more, access to engaging math programs promotes collaborative learning and the development of communication skills, supporting students in all classrooms (and beyond).
That’s why it’s important to find math products, activities, and instructional materials that center student engagement. Students need tools designed to not just teach them how to calculate, but also actively involve them in their own learning journeys, making math both meaningful and fun.
Free math lessons and more: Meet Desmos Classroom
Built by a dedicated team of math educators, Desmos Classroom is a free teaching and learning platform packed with interactive lessons that place student engagement at the center of instruction.
What are Desmos Classroom activities like in practice? Well, for starters, students take control of their learning! Students learn by interacting with mathematical representations, illustrations of the world, and their classmates. They represent their developing ideas with sketches, text responses, card sorts, number responses, multiple-choice questions, and more.
With a free account, you can access both customizable and pre-made Desmos Classroom—with new content appearing frequently for you to add to your lesson plans. An easy-to-use dashboard and real-time visuals allow you to monitor and react to student work. Creative teacher facilitation tools also help you promote collaborative and intentional classroom conversations. For example, the optional Anonymize feature reduces self-consciousness and competition, encouraging all students to participate and interact freely. Check out more examples below!
K–5 Lesson: Awesome Aquariums
In the Awesome Aquariums activity, students experiment with bar graphs and tape diagrams to represent and compare the quantities of various aquatic inhabitants. Teachers guide students in a Notice and Wonder activity, with an optional Think-Pair-Share.
6–12 Lesson: DinoPops
In the DinoPops activity, students use proportions to understand what size boxes will fit (proportionally) varying sizes of Dino Pops. They’ll understand how graphs can represent proportional relationships, use graphs to make predictions, and use communications skills to describe and defend their work.
How you can get started
Create a free Desmos Classroom account at teacher.desmos.com, then check out the on-demand webinar Intro to Desmos Activities to learn how to assign a free pre-made lesson to students and use features such as anonymizing the class, pacing students during a lesson, and pausing classroom work to facilitate conversation. You can also register for another upcoming Desmos Classroom webinar to learn more about our full suite of math offerings, including our new, curiosity-driven K–12 program, Amplify Desmos Math.
HQIM for Indiana Reading League Presentation
Implementation of High Quality Instructional Materials (HQIM) is the work of the entire vertical spine of districts. From the superintendent to the classroom teacher, all stakeholders need a deep understanding of the implementation journey and the curriculum.
Presentation Overview
Janise Lane and Robin McClellan, prior district leaders in both a large urban district and a small rural district, implemented HQIM for the past five years. They will share transparently about their HQIM implementation journey. The audience will leave with a better understanding of:
- A shared vision for excellent literacy instruction.
- Change management: Expectations, Engagement, Investment, Integrity.
- Building the vertical spine of leadership.
- Building and sustaining momentum.
Additional Information
Attendees will hear about the journey of two district leaders as they lead the adoption of high quality instructional materials.
Janise and Robin will have a candid conversation about the successes experienced and challenges faced throughout the selection, adoption, and beginning stages of launching the use of HQIM.
Attendees will develop leader and participant insight into how to build buy-in and lead change, how to build the capacity of their teams, how to leverage teachers as leaders, how to navigate challenging situations, and how to celebrate successes in ways that continue to move the work forward. Attendees will leave with skills and knowledge that is highly practical, actionable, and applicable to their own work in schools.
Resources
Use the QR code to get more resources such as Amplify’s Rivet PLPG, The Elements, and Curriculum Matters materials.
Question Prompts
Coherence and alignment – principals, supervisors must read and understand at least samples of the curriculum so the teachers know they are invested and can give actionable feedback.
- 1. Tell us a little bit about your experience of bringing HQIM to your district.
- State of the union – scores.
- Tension in district between district leadership and school-based decision-making.
- 2. Could you give a high level overview of the process of what they did to adopt: Change management, trust, and investment
- Built a team
- Communication of urgency for change – materials not aligned with brain science
- Change management – why HQIM matters
- 3. How do you build buy-in and coherence?
- Brought together expert.
- Brought together internal team of many stakeholder.
- Invested deeply in learning.
- Edreports
- Duke
- 4. How do you leverage voice? Supporting leaders in strong implementation with systems of advocacy…
- Surveys – staff, community.
- Community visits.
- Transparent communication: heard this and did this.
- Celebrating growth in student work – pictures of what children before and after implementation along with quantitative – universal screening scores, etc.
- Teacher voice more publicly i.e. Twitter (Katie Scotti).
- Building capacity of teachers to become “lighthouses” – coaches also
- Knowledge Matters.
- 5. Advice – navigating problems of practice:
- Don’t underestimate the power of the people in the schools –
- Creating guardrail space – prioritize the most important 2 or 3 things that are major focus – come back.
- Spiraled professional learning – not just a name to fancy up a presentation or school improvement plan – it is the rubber meets the road.
- Coherence and alignment – principals, supervisors must read and understand at least samples of the curriculum so the teachers know they are invested and can give actionable feedback.
Hello, Alaska teachers and leaders!
The Alaska Department of Education and Early Development (DEED) has selected Amplify’s mCLASS® DIBELS® 8th Edition as the statewide literacy screener to help with the early identification of students with required additional reading support. mCLASS is a foundational literacy assessment based on the Science of Reading.
As the approved screening tool for the AK Reads Act, mCLASS DIBELS 8th Edition should be administered three times each school year. Together, Amplify and DEED will strategically and confidently support teachers and families to help students improve their reading skills with mCLASS DIBELS 8th Edition.
Log in to access your mCLASS program and hundreds of resources at learning.amplify.com.
Want advice and answers from the Amplify team?
Introduction to mCLASS DIBELS 8th Edition
mCLASS DIBELS 8th Edition is an English universal screener and progress monitoring reading assessment tool. It measures foundational literacy skills, creates instant groups, and includes targeted teacher-led instructional plans.
The power to know every student
Precise one-minute measures based on predictive data allow mCLASS to provide individualized instruction.
Deep insights
Intuitive reporting for teachers and administrators supports data-driven decisions to achieve student growth.
Immediate support for at-risk students
Universal and dyslexia screening in one validated assessment tool identifies your at-risk students at the earliest levels.
Rigorous, teacher-led intervention
Receive the analytical tools and resources needed to deliver targeted, staff-led intervention to students.
Don’t miss out!
What’s new:
- Download the 2025-26 EOY checklist, and be prepared to administer the end-of-year benchmark assessments.
- New mCLASS DIBELS 8th Edition professional development sessions are now available! Register below for available sessions.
- Click here to learn more about the Alaska mCLASS DIBELS 8th Edition Calibration Module. Anyone administering mCLASS assessments must complete the Alaska mCLASS DIBELS 8th Edition Calibration Module with a passing score.
- Each participating district will receive mCLASS DIBELS 8th Edition Assessment kits. One kit, per grade, K-3 will be shipped. Materials can also be downloaded for free. If you would like to purchase additional kits, please email Kristen Rockstrah or Alicia O’Neil.
Technical onboarding
Visit our Technical Onboarding hub for information and resources to help guide you through setting up digital access to your Amplify products.
Enrolling with multiple Amplify programs?
For additional support in enrolling when using multiple Amplify programs, contact support.
Professional learning
There are many exciting learning opportunities available for Alaska teachers and leaders. Access session recordings, training resources, and more.
For more information, please reach out to your Amplify PD representative:
Erin Replogle
Professional Development Strategist, Literacy
ereplogle@amplify.com
About mCLASS DIBELS 8th Edition initial training
Districts have been registering for district-specific initial training. If you’re unable to make your district’s scheduled session, you can register for another district’s training. Seats are limited in these sessions, so please sign up early if you are interested in attending.
In addition, anyone administering mCLASS assessments must complete the Alaska mCLASS DIBELS 8th Edition Calibration Module with a passing score.
Initial training
Initial mCLASS DIBELS 8th Edition training
New to mCLASS DIBELS 8th Edition? This session will prepare educators to administer the mCLASS DIBELS 8th Edition measures and help them use this data to enhance their classroom instruction.
April 1st & April 8th: 1 pm – 4 pm
April 6th: 8:30 am – 3:30 pm
April 11th: 8:30 am – 3:30 pm
April 15th: 8:30 am – 3:30 pm
Assessing with fidelity for teachers—1 hour
Already trained in mCLASS DIBELS 8th Edition but want to brush up on your administration practices? Join us for this 1-hour session to review assessment administration information and practice assessing students on PSF or NWF.
New sessions coming soon!
Strengthening
Creating a data-driven classroom for teachers—3 hours
This three-hour training session is geared toward teachers who have completed at least one mCLASS DIBELS 8th Edition benchmark administration and are ready to begin analyzing student data to make instructional decisions.
New sessions coming soon!
Progress monitoring to drive student outcomes for teachers—1 hour
This one-hour training session is geared toward teachers who have completed at least one mCLASS DIBELS 8th Edition benchmark administration and are ready to implement mCLASS progress monitoring and MTSS best practices to track student progress and accelerate growth.
New sessions coming soon!
Data conversations
Understanding and communicating mCLASS DIBELS 8th Edition results with stakeholders—1 hour
This session is designed to extend educators’ understanding of norm-referenced and criterion-referenced assessments, how they apply to their student’s mCLASS DIBELS 8th Edition results, and how to facilitate and support parent communication.
New sessions coming soon!
Instructional leaders
mCLASS DIBELS 8th Edition data walkthrough for leaders—1 hour
Cultivate a school-wide culture of data-driven practices. Use mCLASS reports to drill into key school-level data and leave with a systems-level action plan to drive stronger student and teacher outcomes.
New sessions coming soon!
mCLASS DIBELS 8 Reporting Basics for Leaders – 1 hour
Examine your school-level mCLASS benchmark assessment data to identify key levers for improving student outcomes
New sessions coming soon!
Professional development opportunities are added frequently.
*Please note that sessions require a minimum number of participants. Sessions that do not have sufficient registration may be canceled. Please encourage your colleagues and administrators to promote sessions you believe would be helpful to fellow educators.
Coming soon!
Explore the complete Professional Development Library and the Amplify Webinar Library.
View the mCLASS DIBELS 8th Edition Benchmark Scoring:
- Document: How To Use District-Level Student Online Assessment Management
- mCLASS DIBELS 8th Edition assessment materials (for print)
Learn about additional Assessment Measures (RAN, Spelling, Vocabulary, Oral Language).
Access help articles, videos, and tutorials to support your mCLASS onboarding and implementation.
Benchmark and reporting
Beginning-of-year (BOY): August 18, 2025—September 26, 2025
Middle-of-year (MOY): December 1, 2025–January 26, 2026
End-of-year (EOY): April 30, 2026–May 15, 2026
If you need to change your benchmark window, please contact support.
We at Amplify and the team at the University of Oregon are here to provide continued guidance and support around collecting and using mCLASS data.
mCLASS can be administered in many ways, including remotely. This site will give guidance on the options to best support your students in any learning environment.
mCLASS gives you detailed insight into your students’ reading development across foundational literacy skills, empowering educators with instructional recommendations specific to each student’s unique needs.
Access the mCLASS Reporting Guide to find a wealth of valuable reporting information that mCLASS provides for everyone, from classroom teachers and literacy specialists to principals and district leaders, as well as parents and guardians at home.
In addition to the Reporting Guide, please view the following help and tutorial resources.
- mCLASS Reading Reports help
- What’s New (keeps you posted on recent updates)
- Video: Navigating mCLASS Reading Reports
- Updated DYD (Download Your Data) data dictionary (benchmark)
- Updated DYD (Download Your Data) data dictionary (progress monitoring)
- Class and Student Reports help
A measure should be invalidated, or deleted, when an interruption or mistake occurs that undermines the validity of the score. Examples include the following:
- The wrong student was assessed.
- There were interruptions, such as from intercom announcements or fire drills.
- There were scoring errors that cannot easily be corrected.
Explore more programs.
We are the gold standard in early literacy. Our proven early literacy suite of assessment, instruction, and intervention is more powerful than ever. Unlock the power of our full literacy suite with programs designed to enable every student to build robust foundational skills and grow at all reading levels. Learn more about our related programs.
mCLASS Intervention
Follow a research-based, targeted skills progression and use mCLASS benchmark and progress monitoring data to create groups and daily lesson plans for 10-day cycles.
Amplify CKLA
Built on the Science of Reading, Amplify CKLA features an explicit, systematic approach that leverages multisensory instruction and provides instruction for students from all walks of life.
Boost Reading
Delivers adaptive instruction, practice, and intervention support through highly engaging games and activities, freeing educators up to work with small groups.
Need more help?
Log in at learning.amplify.com, and click the gray chat button in the bottom right corner to chat live with our support team.
Our Help Center contains searchable articles and resources to answer many of your questions.
Contact us at (877)-810-4919 for dedicated account support.
If you need additional support, please contact our support team.
Welcome, K–5 Atlanta Public Schools!
S3 – 05. Developing an asset orientation with Lani Horn
In this episode, math education professor Lani Horn shares with us what it means to have an asset orientation towards students, contrasting it with a deficit orientation, and helping Bethany and Dan understand the many ways students experience one or the other. Their conversation hit both high notes and low notes and included a challenge that Bethany and Dan both found extremely valuable for helping a teacher develop an asset orientation towards their students.
Explore more from Math Teacher Lounge by visiting our main page.
Dan Meyer (00:03)
Welcome back to Math Teacher Lounge, folks. My name is Dan Meyer.
Bethany Lockhart Johnson (00:07):
And I’m Bethany Lockhart Johnson.
Dan Meyer (00:09):
We’re so excited to be here with you folks and with our guest today, tackling big questions about mathematics. I wanna ask Bethany first though: Bethany, it’s been kind of a challenging couple of years for those of us in education, near education, just in life in general, of course. But I woke up this morning and the sun was out; the weather was perfect and crisp here in Oakland; and I found myself feeling optimistic, a sense of hopefulness. And I was wondering to myself, “What is Bethany feeling hopeful about in math education right now?” What’s got you juiced up a little bit?
Bethany Lockhart Johnson (00:40):
I gotta say, that optimism, Dan, look at that! I can actually feel the sunshine just pouring through the microphone! So I thank you for asking. What am I feeling optimistic about in math education? Hmm. OK, this is gonna sound a little bit cop-out-y, but I have been so completely jazzed about not only our podcast, but the conversations that I’ve been seeing circulating in other math podcasts that are out there around curriculum, around new books coming out. It just feels like despite overwhelm, despite exhaustion, that most teachers really do love learning. And so there’s like that kernel. And so I just feel like there’s books on my shelf I wanna read; there’s podcasts in the queue I wanna listen to; and summertime is the best, best time to do it.
Dan Meyer (01:39):
People still feel hungry out there for learning. They know the importance of the craft and its impact on students. And, yeah, people are tired, but also it is so cool to see people still jazzed about learning more about how to teach students more effectively. Me, I’m excited right now, I have a very specific excitement right now, which is that today we announced that Desmos, where I work, and Amplify, our sponsor, are no longer gonna be two separate things. That we are joining together. That I, and all these people who have done so much work over the last 10 years developing digital math technology, we’re gonna go and work inside of Amplify as a division called Desmos Classroom. And we’re so excited that…what we cracked, I think, at Desmos, is a way of thinking about how teachers and their tools—computers, for instance—interact with students in math. And I love what we did there. But we never really cracked the question of, “How do you support entire school systems in taking up these ideas and tools?” And Amplify has really done that. So I’m super-excited to partner up there. That’s what I’m optimistic about and happy about.
Bethany Lockhart Johnson (02:40):
Congratulations! That’s a huge transition, and I’m just so excited about the amazing work that both Amplify and Desmos do. But then, the idea of Desmos being in more classrooms? Those tools being available for more students? With the reach? I mean, I’m just excited! It’s a big day, Dan.
Dan Meyer (03:00):
Thank you. Yes, exciting day. And I’m excited about also about our guest we’re bringing on today. How’s that for a segue? I’ll be excited to hear what our guest is excited about in math education. I just wanna say that what our guest, Lani Horn, Professor Lani Horn, has exposed us to is this idea of an asset orientation and its importance. And I do think I’m not over-exaggerating or overstating to say that the idea of an asset orientation towards students and their thinking has been possibly the most transformative idea for me in the last five years of being an educator. And adopting it has led to my favorite lessons, my favorite teaching experiences, my favorite relationships with students. I say all that—you know, I don’t wanna gas things up too much; is that too high of a bar here to have expectations? But it really has been tremendous! And Lani Horn gave a talk several years ago called “An Asset Orientation Is Everything,” which really changed the game up for me. And Bethany watched it as well. So that’s why I’m so excited to have on the person who gave that talk. And who’s done so much research around what an asset orientation offers students and teachers. So we’re bringing on today Lani Horn, who is a professor of mathematics education at Vanderbilt University, Peabody College, who centers her research on ways to make authentic mathematics, ambitious math teaching, accessible to students and teachers, particularly those who have been historically marginalized by our educational system. I think Lani has just a beating heart for students, yes, but also really respects the work of teaching in ways I think are so needed and sometimes uncommon in the world of math-education research. So Lani, thank you so much for coming on and joining us in the Lounge.
Lani Horn (04:41):
Thanks for having me.
Dan Meyer (04:44):
We would love to know what you are excited about and optimistic about right now in the world of mathematics education. What’s got you a little bit gassed up?
Lani Horn (04:52):
Up, gassed up? Hmm. Let me reframe it, ’cause I don’t know if I’m gassed up, but I’m cautiously hopeful that maybe that in the wake of the interrupted learning that’s been sort of widespread during the pandemic that maybe we’ll get some traction around more strategies for teaching in heterogeneous classrooms. Which I think every classroom is, to varying extents: a heterogeneous classroom. And I was talking with a colleague the other day about this idea of hmm, maybe modeling would be a really cool thing to focus teachers on. Doing some more mathematical modeling across the grade levels. Because it just seems like there’s a lot of opportunities for kids to kind of catch up on ideas and understandings that they may not have fully grasped because of interrupted learning, interrupted schooling. But also with room to engage in a lot of ideas. So we were playing with that and I was like, “Gosh, that’d be pretty cool if people took that on more broadly.” ‘Cause I don’t think that there’s been enough conversations about meaningful differentiation in that kind of way, like at the level of curriculum. So I would love to see an upsurge in interest in that kind of stuff, ’cause that’s a big place where I have a lot of passion, so I’m ready! I’m ready for people to ask questions about that. And actually it’s really very, very, very closely related to the topic today of having an asset orientation towards students.
Bethany Lockhart Johnson (06:34):
First of all, I’m so excited to have you on Math Teacher Lounge, have you in the Lounge, and get to talk to you, because when Dan sent me this talk, my first thing was, “Oh, I think I know what asset orientation is and looks like.” You know, you kind of hypothesize about what you think it’s going to be. And then you started talking and I’m like, “Wait, wait, why am I just hearing this now?” So I thought I knew what it was, but really I felt like there was so much to unpack. And I would just love for you to share with our listeners, in case they are like, “Oh, asset orientation, I know what that is. I’ve got it. My students have got it.” What is it? And why does it matter so much to our teachers?
Lani Horn (07:19):
The most obvious point is that asset is the opposite of deficit, right? And we know that deficit thinking is very harmful to students. That there’s a real teacher-expectation bias that that kids pick up on, that we communicate indirectly to students and that impacts their learning and their ability to meet our academic expectations and, other expectations in classrooms. So an asset orientation is looking for students’ strengths and trying to work from those strengths as a basis for your teaching.
Dan Meyer (07:54):
So that’s a really fantastic starting spot there. And I think what’s initially surprising to me about the research you cited in your talk, that is built around an asset orientation, is how…I think if you come at learning from a—I guess in research, they call a cognitivist frame, where learning happens when teachers say the right things that make a transfer from the teacher’s brain to the student’s brain. A lot of what you’re describing is very counterintuitive, I think. The asset orientation describes a teacher’s kind of subtle disposition. It’s not what, like what they’re saying exactly. It’s what they communicate in the subtext and the body language, that all emanates from some perspective on students and the idea that that filters down somehow and students pick up on that—like a smell in the air—and that determines a lot of their learning, I think is one part of your talk and the research that I thought was really surprising. How close is that to like how this actually works? And can you add to that description or pivot it a little bit?
Lani Horn (08:54):
Expansion of the sort of cognitive framing of teacher and student interaction…part of what’s really hard about developing and maintaining an asset orientation is that schools are organized in ways that rank and sort children. And so when we are just using the everyday language of schooling, sometimes we’re injecting these preconceived deficit notions of students into our talk and into how we’re thinking about, interpreting, looking at students. So not only is this interruption a sort of a cognitive lens on teacher-student interaction, but it’s really looking at how the social environment is setting teacher-student interaction to take on certain kinds of framings.
Dan Meyer (09:44):
This is what I mean about Lani having such a generous frame towards teachers and the work of teaching. I wonder, though, if you could help us make concrete how an asset and deficit orientation might play out in a hypothetical classroom interaction.
Lani Horn (10:00):
Sure. A really commonplace example is a teacher has a group of students. It’s October or November. So there’s already been a few assessments. And that gives the teacher an idea who the strong students are and who the struggling students are. And they’re having a classroom conversation. And someone who hasn’t performed well, a kid who hasn’t performed well on those assessments—the teacher poses a question. A kid who hasn’t performed well on the assessments is called on. And they sort of hesitate in formulating their response. And the teacher with that lens of “this is a struggling student” then may have to make a decision: “Do I persist? Do I support this kid? Do I help them formulate an answer? Do I try to draw out their thinking anyway? Or do I move on to a kid who is academically performed better in my class?” And I would say that a lot of teachers in that situation would very understandably say, “OK, I get it. You’re not a strong math student. You’re not confident in my class. I’m gonna move on because I need to get through this lesson to somebody who I know is gonna provide me with a correct answer.” And they do it also out of, sometimes, a sense of care, of not wanting to put that student on the spot. However, part of what is another unintended result of making that choice is instead of trying out that student’s thinking, listen to their sort of, maybe, hesitant answer, and trying to find the kernel in it that maybe could be supported and amplified, that kid then loses an opportunity to have their idea be a part of the whole class’s mathematical conversation. Completely common, completely understandable kind of interaction that I see all the time.
Bethany Lockhart Johnson (11:52):
That feels so huge. And that I can actually picture that happening.
Lani Horn (11:56):
Of course. We’ve all seen it. We’ve all done it.
Bethany Lockhart Johnson (11:58):
We’ve all seen it and done it. And I think it’s so key that you mention often it’s from a place of care. Of “I want that student to—look, I called on you; you’re a part of the conversation; you’re a part of our community.” But with it, I brought all of that other information that I think I have about that kiddo. Right? And how I think they’re struggling or navigating the question. And “Here, I’ll help by…” You know? But what I immediately thought of is how much the other students also pick up on that, right?
Lani Horn (12:36):
Of course.
Bethany Lockhart Johnson (12:36):
I remember this time, this student in my class, a student who had struggled on some of the work we were doing, she came up and she shared her work. And then another student kind of like, it was almost like a strange little pat on the back, like, “Look at that! You did it!” And like really said it in a tone of…like, you’re 5, where did that come from?? How had I set up that student to be—I really had to step back and say, “What role have I played in making this student seem like she wasn’t capable of what she had just solved?” It was such a learning moment for me. Because I don’t think teachers do it maliciously, you know, or even consciously.
Lani Horn (13:33):
Absolutely.
Bethany Lockhart Johnson (13:34):
And it was so huge.
Lani Horn (13:36):
Thanks for sharing that, Bethany, wow.
Dan Meyer (13:38):
Even in your description, Lani, you mentioned how the need to keep the class moving to fit, again, a policy that teachers didn’t impose, that we have 45 minutes and way too many standards to cover in that many days…I wanna ask you about growth mindset. It feels like every last teacher on earth has finally got the memo about growth mindset. We all know it’s the good mindset and that the bad one is fixed mindset. And we have the posters. The posters have been distributed. <laugh> A nationwide mobilization.
Bethany Lockhart Johnson (14:07):
I automatically pictured the posters.
Lani Horn (14:09):
<laugh> Of course.
Dan Meyer (14:11):
We’ve got the posters up, people! So we’re good! And now here comes asset orientation, which has some of the similar kinds of happy feelings, good vibes, about teaching and students and learning. So I was just wondering if you could help us kind of differentiate those two kinds of concepts.
Lani Horn (14:28):
I think that an asset orientation is something you’re never done cultivating. I think it’s an ongoing stance that you have to constantly reset and reexamine. And it is recognizing the links to the social categories that students inhabit, the identities that they bring with them, the bodies that they live in, the different abilities and disabilities. And it’s actually a place where, when you really engage this work in a meaningful way, I think it has the potential to make you kind of a better human being. Because you have to constantly say, “Gosh, why did I do that? What is it that my expectation was? Why am I having such a hard time with this particular student, finding something that they’re smart at, something that they’re really good at?” ‘Cause that’s the question. That’s the asset orientation question. You look at your students and you say, “What is it that they are smart about? How are they smart? I understand that school values this; I understand that my assessments value this; but what are they smart at? And how could I bring that into the meaningful work of my classroom?” Which is a very hard question sometimes.
Dan Meyer (16:03):
Yeah. Oh, so many thoughts here. Like one, I just feel like it’s such a value for teachers, for anyone, to have a big, clear, unanswerable-in-your-lifetime question to motivate your work in teaching. If you don’t have that, then the job is too small, basically. So I love that it’s a question that offers ways to dig in every single day. Every interaction is an opportunity, and it will never be answered. That’s wonderful. I love how I just feel like there’s…sometimes we have conversations with Lounge guests, Bethany, where it really gets out of the realm of the school. And it starts to creep on in to the personal life. It starts to creep on in to the spiritual life. And I find, with this sort of idea—the value of a human being—I feel when I have an asset orientation towards my key relationship in my life—my best friends, my spouse, all these things—that that’s an indication to me of a really big and valuable idea. And the question of the difference between growth mindset and asset orientation, I wonder if it’s relevant here that a growth mindset is a concept that was studied and originated by an education psychologist, Carol Dweck, and you are someone who operates with a social-cultural frame that considers more than the student’s mind in the unit of a student, but like what is going on and what are Bethany’s students perceiving in that moment you described, Bethany, that was you and a student, but everyone kind of feels what’s going on. I wonder if that’s a useful differentiator here. Do you have any thoughts about that?
Lani Horn (17:30):
Yes. I do think that the anthropological perspective that I take—where I really look at the cultural sources of these perspectives and these expectations and narratives, I would say, about who can learn math—are really, really important. And they’re part of what sometimes becomes invisible in the classroom. Though those are a really, really important part of the ongoing work of developing an asset orientation. And of course, I come to it from my own personal experience. I was an undergraduate math major. And sometimes by the time I got to my senior seminars, I was the only woman in the room. And you know, I felt that. I felt the stigma of low expectations. I felt the missed opportunities to dig deeper because people were trying to protect me from being wrong and embarrassing myself. And so on. So it’s personal. And of course we see this applying to other social categories as well. We know that the bias is not just against women in math, but people of color, against people with different kinds of abilities, and so on. So I think that that’s why it’s sort of this ongoing personal work. And I think, too, that we will inevitably in the course of committing ourselves to this find students who challenge us, especially in our society right now, the way things are so fractured. You know, what if you have a student in your classroom who holds political views that you find really odious? How do you find a way to engage that student in a way that respects what they do have to offer to your class, while also making sure that the class is a safe place for everybody? I mean, those are really, really complex dynamics to manage. And, you know, I can talk a lot about that too.
Dan Meyer (19:30):
What a job; what a job. Yeah.
Bethany Lockhart Johnson (19:33):
I was really struck, too, because I feel, like Dan said, we’ve gotten the posters. And not to undermine the power of growth mindset—I think it has impacted many, many students and communities—but it sometimes stops there. The conversation stops there. Well, you know, we have a chant we do every day. We have the poster on the wall. My students have a growth mindset. And I think what I really appreciated in your talk, and as I’ve learned about your work, is the invitation to teachers to be vulnerable and to really look at… I do feel like even sharing that story, you put a certain amount of vulnerability of, like, have I failed in some way? But I care about my students. I’m committed to cultivating a safe space. So I guess something I’m really curious about is: what do you think needs to happen or needs to be possible for teachers to further cultivate an asset orientation? Because even the ability to pause and to be reflective, sometimes it doesn’t seem possible. So I think it’s beyond just the teacher, but in the school, the district…what are some things you feel?
Lani Horn (20:49):
Are you letting me be the queen of designing schools? ‘Cause that’s a job I’ve always wanted! <laugh> OK. So if I were the queen of designing schools, teachers would have fewer student contacts.
Bethany Lockhart Johnson (21:04):
Say more.
Lani Horn (21:05):
When I taught high school, I had sometimes…I think the most I got was 180 student contacts a day.
Bethany Lockhart Johnson (21:12):
Wow.
Lani Horn (21:13):
So when you’re looking at 180 kids a day, that is just sort of a capacity issue. How am I supposed to really look meaningfully at each of those individual people and find what’s valuable and strong and smart about each of them? I think that in the U.S., teachers have more instructional time than any other developed country. We need more planning time. Because that’s an opportunity to consult with colleagues. Sometimes when we encounter students where we do have that personal struggle of, “Oh, gosh, I am really having a hard time connecting with you and seeing your strengths,” wouldn’t it be great to be able to go to their last year’s teacher or their English teacher or some other teacher and say, “Can you tell me about your experiences with this student? Because I’m really wanting to connect and I’m having trouble.” And wouldn’t that be wonderful if we had resources to do that? The other thing I would do is I would get rid of a lot of the meaningless accountability, which I have found has only amplified sort of the sorting, and sort of put a technocratic veneer over kids’ deficit thinking about their own selves. Kids get a printout saying that they’re “below basic” and you say, “Hey, that was a really good idea!” And they don’t believe you ’cause they have this printout that puts them in a different category, so there’s no way they could be good at math. So I think we’ve really done a lot of harm in the annual testing of kids in that way. Especially with the individual reporting. And often the metrics we’re using to do that are not designed to be disaggregated to the individual level. So we have a lot of measurement problems. I’m kind of going back to your question before, Dan, about what’s the difference between growth mindset and an asset orientation. I think that sometimes—I don’t think this is the way Carol Dweck intended it, but I think sometimes—and I’ve seen her rebut the way it’s been used in schools—but I think sometimes the way that growth mindset has been used in schools kind of brings it back to an individual problem: “We don’t have unequal funding in our school system! We don’t have systemic racism! We don’t have childhood poverty and malnourishment! It’s just about having the right mindset!” And we know that all of those other things have a huge impact on who engages in school and who’s able to get access to schooling and the formal learning that goes on there. And so there’s a little bit of an erasure that happens in the way that growth mindset has been taken up, and putting the onus back on students and teachers as opposed to going, “Wow, we’re in this system where the cards are stacked a certain way, and I have to somehow navigate that as a teacher and figure out how to hold you up in a system that is trying to push you down.” Which is a really different kind of job than to put a poster on my wall and do a chant in the morning.
Bethany Lockhart Johnson (24:39):
And I’m wondering, if you were looking at how you would hope that asset orientation gets brought into the classroom…it’s not another poster, right? What do you think would really help make some meaningful change around the way we think about that and teachers and systems take that on?
Lani Horn (24:59):
So I think that the important thing is helping teachers develop a vocabulary for recognizing students’ mathematical strengths in particular. Recognizing a strength is not, “Wow, you did really neat work!” or “You have really nice handwriting!” Those are not authentically mathematical strengths, right? So I try to think about—ah, for color theorem, “How cool! What a great way to be systematic!” You know, that being systematic, developing a good representation, asking a good question, asking the next “what if,” all of these are profoundly mathematical ways of thinking. And there’s more—I’m just giving you a few examples—that are not always recognized in classrooms that are built around quick and accurate calculation. Right? When that is the most valued form of smartness, kids who can do all these other great things, like, “Wow, that that is such a clear way of explaining the connection between that graph and that equation! I love it. That helps me see what’s happening every time that variable increases.” You know? I love when kids do that! That’s not quick and accurate calculation, right? One of the most heartbreaking things I’ve seen sometimes is teachers doing a really good job of pumping kids up and helping them feel mathematical and seeing their mathematical strengths in the everyday lessons…but then they get a standard assessment and are told they’re a C student. How do you support the messaging you’re doing in your teaching and in your interactions so that it aligns with assessment? And this is where the sorting mechanism of school kind of inhibits some of the ways that we really should be valuing kids in a way that would support their ongoing learning and their own particular flourishing.
Dan Meyer (26:59):
I love how you describe this whole process as a career-long trajectory, how one does not ever finish creating an asset orientation in oneself. I’m wondering if there is some way for teachers who are listening to start to experience, to enter into that kind of feedback loop, that experience, of what an asset orientation offers them and their students. Do you have some way for us to start digging in here? A challenge, if you will?
Lani Horn (27:24):
Yeah, sure. This is a process I learned from teachers I’ve worked with, so I did not make this up. It’s called a roster check. It’s where you take a roster of one of your classes, and you go through student by student and see if you can specifically name a way that that student is mathematically smart. And it’s a private exercise if you want it to be. And just sort of go through. And then for the students who you really struggle to name how they’re smart, step back and see if there’s some kind of a pattern. And when I’ve done this in PD, as an exercise, I’ve had teachers have some real light-bulb moments where they go, “Oh my gosh, I really don’t know the quiet girls in my classroom,” or “I really don’t know the multilingual learners in my classroom.” So they can sort of start to see a bias in who they’re interacting with and who’s been able to engage in ways that uncover what their unconscious bias might be. And sometimes it’s not unconscious bias. Sometimes it’s not necessarily a category like that. It’s just the kids who are more outspoken, the kids who are high achieving. It doesn’t have to necessarily be linked to an obvious social category. However, I do think that then what you can do with that list of kids who you don’t have a name for their strengths, is you can kind of take a couple of them a week and make that your project to really observe them a little more intentionally and a little more closely. Try mixing things up. Have a chat with them. Say, “Hey, so what do you like to do? What are the things that you like to do in the world? What are your hobbies?” So maybe you can start to get some insight that way. You can talk to other teachers. Most kids have something that they’re passionate about, something that animates them and wakes them up in the morning, and knowing that and finding ways to meaningfully tie that to their mathematical learning can be extremely powerful.
Bethany Lockhart Johnson (29:35):
Lani. I love that idea, taking that time to reflect and allow yourself to be vulnerable as you take a look at your biases and how that’s impacting your classroom space. I have learned so much from our conversation. I know we’re just scratching the surface of the work that you do. So if folks want to learn more, want to continue engaging in these ideas, where can they find you, or where can they find more about your work?
Lani Horn (29:58):
I’m pretty active on Twitter. My handle is @ilana_horn. No “e” on that. And I’ve written a couple of books for teachers. One is called Motivated. Another is called Strength in Numbers. People can check those out.
Bethany Lockhart Johnson (30:17):
I love it. For our listeners, we are thrilled to share this conversation with you, and we wanna hear how you take up this challenge: What do you uncover? What do you notice? What are you learning about an asset orientation? And you can share that by finding us on Twitter at @MTLshow, or you can also continue the conversation with us in our Facebook group, Math Teacher Lounge. We’re so excited to keep learning with you. And thanks for listening.
Lani Horn (30:42):
Bye! Thanks for having me.
Dan Meyer (30:44):
Bye, folks. Thank you.
Stay connected!
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We’ll also share new and exciting free resources for your classroom every month.
Meet the guest
Lani Horn centers her research on ways to make authentic mathematics accessible to students, particularly those who have been historically marginalized by our educational system. Professor Horn focuses primarily on mathematics teaching in two ways. First, Professor Horn looks at classroom practices that engage the most students in high-quality mathematics. Second, Professor Horn views teaching as a contextually-embedded practice – how school environments, communities, colleagues, and policies shape what is instructionally possible. All of this is unified through a pursuit to understand teacher learning as a situative phenomenon. Follow Professor Horn on Twitter.
About Math Teacher Lounge: The podcast
Math Teacher Lounge is a biweekly podcast created specifically for K–12 math educators. In each episode co-hosts Bethany Lockhart Johnson (@lockhartedu) and Dan Meyer (@ddmeyer) chat with guests, taking a deep dive into the math and educational topics you care about.
Join the Math Teacher Lounge Facebook group to continue the conversation, view exclusive content, interact with fellow educators, participate in giveaways, and more!
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A closer look at grades 3–5
Amplify Science is based on the latest research on teaching and learning and helps teachers deliver age-appropriate, high-quality, literacy-rich instruction that enables students to take on the roles of scientists and engineers to solve real-world phenomena every day.
In the 3–5 classroom, this looks like students:
- Collecting evidence from a variety of sources.
- Making sense of evidence in a variety of ways.
- Formulating convincing scientific arguments.
Program structure
Our cyclical lesson design ensures students receive multiple exposures to concepts through a variety of modalities. As they progress through the lessons within a unit, students build and deepen their understanding, increasing their ability to develop and refine complex explanations of the unit’s phenomenon.
It’s this proven program structure and lesson design that enables Amplify Science California to teach less, but achieve more. Rather than asking teachers to wade through unnecessary content, we designed our 3–5 program to address 100% of the California NGSS in just 88 days.
Scope and sequence
Every year of our grades 3–5 sequence consists of 4 units and 88 lessons. Said another way, each unit contains 20 lessons plus two dedicated assessment days (a Pre-Unit Assessment and End-of-Unit Assessment).
Lessons for grades 3–5 are written to last a minimum of 60 minutes, though teachers can expand or contract the timing to meet their needs.
Unit types
Each unit delivers three-dimensional learning experiences and engages students in gathering evidence from a rich collection of sources, while also emphasizing a particular science and engineering practice.
In grades 3–5:
- One unit emphasizes the practice of investigation.
- One unit emphasizes the practice of modeling.
- One unit emphasizes the practice of engineering design.
- One unit emphasizes the practice of argumentation.
Investigation Units
Investigation units focus on the process of strategically developing investigations and gathering data to answer questions. Students are first asked to consider questions about what happens in the natural world and why, and are then involved in designing and conducting investigations that produce data to help answer those questions.
Modeling Units
Modeling units provide extra support to students engaging in the practice of modeling. Students use physical models, investigate with computer models, and create their own diagrams to help them visualize what might be happening on the nanoscale.
Engineering Design Units
Engineering design units provide opportunities for students to solve complex problems by applying science principles to the design of functional solutions, and iteratively testing those solutions to determine how well they meet preset criteria.
Argumentation units
Argumentation units provide students with regular opportunities to explore and discuss available evidence, time and support to consider how evidence may be leveraged in support of claims, and independence that increases as they mount written arguments in support of their claims.
Units at a glance
Balancing Forces
Domain: Physical Science
Unit type: Modeling
Student role: Engineers
Phenomenon: The town of Faraday is getting a new train that floats above its tracks.
Inheritance and Traits
Domain: Life Science
Unit type: Investigation
Student role: Wildlife biologists
Phenomenon: An adopted wolf in Graystone National Park (“Wolf 44”) has some traits that appear similar to one wolf pack in the park and other traits that appear to be similar to a different wolf pack.
Environments and Survival
Domains: Life Science, Engineering Design
Unit type: Engineering design
Student role: Biomimicry engineers
Phenomenon: Over the last 10 years, a population of grove snails has changed: The number of grove snails with yellow shells has decreased, while the number of snails with banded shells has increased.
Weather and Climate
Domains: Earth and Space Science, Engineering Design
Unit type: Argumentation
Student role: Meteorologists
Phenomenon: Three different islands, each a contender for becoming an Orangutan reserve, experience different weather patterns.
Energy Conversions
Domains: Physical Science, Earth and Space Science, Engineering Design
Unit type: Engineering design
Student role: System engineers
Phenomenon: The fictional town of Ergstown experiences frequent blackouts.
Vision and Light
Domain: Physical Science, Life Science, Engineering Design
Unit type: Investigation
Student role: Conservation biologists
Phenomenon: The population of Tokay geckos in a rain forest in the Philippines has decreased since the installation of new highway lights.
Earth’s Features
Domain: Earth and Space Science
Unit type: Argumentation
Student role: Geologists
Phenomenon: A mysterious fossil is discovered in a canyon within the fictional Desert Rocks National Park.
Waves, Energy, and Information
Domains: Physical Science, Life Science, Earth and Space Science, Engineering Design
Unit type: Modeling
Student role: Marine scientists
Phenomenon: Mother dolphins in the fictional Blue Bay National Park seem to be communicating with their calves when they are separated at a distance underwater.
Patterns of Earth and Sky
Domains: Physical Science, Earth and Space Science
Unit type: Investigation
Student role: Astronomers
Phenomenon: An ancient artifact depicts what we see in the sky at different times — the sun during the daytime and different stars during the nighttime — but it is missing a piece.
Modeling Matter
Domain: Physical Science
Unit type: Modeling
Student role: Food scientists
Phenomenon: Chromatography is a process for separating mixtures. Some solids dissolve in a salad dressing while others do not. Oil and vinegar appear to separate when mixed in a salad dressing.
The Earth System
Domains: Earth and Space Science, Physical Science, Engineering Design
Unit type: Engineering Design
Student role: Water resource engineers
Phenomenon: East Ferris, a city on one side of the fictional Ferris Island, is experiencing a water shortage, while West Ferris is not.
Ecosystem Restoration
Domains:Physical Science, Life Science, Earth and Space Science, Engineering Design
Unit type: Argumentation
Student role: Ecologists
Phenomenon: The jaguars, sloths, and cecropia trees in a reforested section of a Costa Rican rain forest are not growing and thriving.
Resources
Creating lasting change in K–5 math and literacy instruction
Transforming math and literacy education takes more than just tips and tricks—it requires vision, commitment, and the right support. Whether you’re rethinking early literacy skills instruction, refining math core curriculum, or fostering a culture of collaboration, you need strong leadership and proven strategies for real change to occur.
“Sustained, meaningful change doesn’t happen overnight,” said Kymyona Burk, Ed.D., a senior policy fellow at ExcelinEd and the keynote speaker at our recent Leading With Vision symposium. “It requires commitment, collaboration, and a clear vision for supporting both educators and students.”
At the symposium—which included keynotes, panels, and math and literacy tracks—education experts from across the country shared experiences navigating instructional shifts, leading curriculum implementation, and setting schools up for success. From building buy-in to making data-driven decisions, their actionable insights can empower you with the knowledge and tools to create lasting change in your district.
Read on for a recap of the core presentations. You can also watch or listen along—and, for extra credit, download the workbook to deepen your learning.
Opening keynote: Key Factors for Successful Transformation in Literacy and Math
Kymyona Burk, Ed.D.
Senior Policy Fellow, ExcelinEd
In her session, Kymona Burk made the case that real student learning progress in literacy and math doesn’t come from policy alone—it requires systemic, research-based change in classrooms. Too often, schools focus on interventions for struggling students instead of strengthening core instruction to prevent gaps in the first place. She pointed to Mississippi’s success in narrowing achievement gaps as proof that evidence-based teaching, teacher support, and family engagement drive meaningful, lasting improvement.
A key factor in that success, she argued, was a firm commitment to the Science of Reading. “We have decades of research on how children learn to read, and we can’t afford to ignore it,” she said.
Burk also stressed math’s similarities to literacy when it comes to effective teaching methods. Just as students need structured, research-backed reading instruction, they also need math teaching and instructional materials that build deep understanding rather than rely on rote memorization. Achieving this, she said, requires strong materials, better teacher training, and a commitment to using data to refine strategies. The path to better outcomes isn’t a mystery—what’s needed is leadership and persistence.
Key takeaways:
- Tier 1 instruction is the foundation. Schools must prioritize high-quality core instruction to prevent learning gaps.
- Literacy and math both need urgent attention. Math reform has lagged behind literacy efforts, but both require evidence-based teaching and structured support.
- Teachers need more than just training. Professional development must be paired with coaching, collaboration, and access to the right materials.
- Sustained effort leads to results. Mississippi’s success proves that achievement gaps can be closed with consistent investment in people, resources, and accountability.
Leadership Lessons Learned in Baltimore City Schools That Impact Change Everywhere
Janise Lane
VP of Customer Transformation, Amplify; former Executive Director of Teaching and Learning, Baltimore City Schools
Janise Lane’s talk centered on Baltimore City Schools’ multi-year effort to implement a more effective literacy curriculum, highlighting the importance of managing both the logistical and emotional aspects of change. While the district had strong, committed educators, student performance remained stagnant, prompting a curriculum audit and a shift toward evidence-based instruction.
Lane described how to build buy-in and sustainability by ensuring that change is not dictated solely by district leadership. “We had to shift from a system where decisions were made at the top, to one where teachers, families, and community members were true decision-makers,” Lane said.
She also emphasized the need to recognize and address resistance. “Everybody approaches change differently, and it’s our job as leaders to attend to all of those emotions,” Lane said. The key to success, she noted, is creating structured pathways for implementation while remaining adaptable and open to feedback and real classroom experiences.
Key takeaways:
- Balance structure with flexibility. A clear plan is necessary, but it must adapt based on feedback, data, and the realities of implementation.
- Small wins build momentum. Celebrating early progress helps shift mindsets from skepticism to belief in the change.
- Trust and transparency matter. Educators need to see that leadership is engaged, responsive, and committed to making change work for everyone.
Making Math People: Key Shifts in How We Think of Math Assessment
Patrick Callahan, Ph.D.
Educator; Founder, Math ANEX
During his talk, Patrick Callahan emphasized the ways that asset-based assessments measure not just what students don’t know, but the depths of their mathematical thinking. Instead of relying on traditional multiple-choice tests, his approach encourages open-ended responses, allowing teachers to analyze how students arrive at their answers.
Callahan noted that by looking beyond correctness to understand reasoning, teachers can better target instruction. “If all I see is that 37% of my students got an area problem right, I might think I need to reteach area,” Callahan explained. “But if I analyze responses, I see that some kids are correctly multiplying but misunderstanding overlapping rectangles, while others are actually calculating perimeter instead. That tells me exactly where to focus my instruction.”
His research also shows a correlation between students who demonstrated conceptual understanding (such as interpreting remainders in division problems) and higher performance on standardized tests—evidence that fostering deep thinking supports both engagement and achievement.
Key takeaways:
- Assessments should focus on thinking, not just accuracy. Open-ended questions provide deeper learning opportunities.
- Targeted teaching saves time. Knowing why students struggle prevents unnecessary reteaching.
- Classroom discussions boost comprehension. Encouraging students to explain their thinking deepens understanding.
Creating a Supportive Environment for Educators During Times of Instructional Change
Ricky Robertson
Educator; author; consultant
“The number one influence on team effectiveness is psychological safety,” Ricky Robertson said during his symposium session. “Not how talented the individuals are, but how they interact with one another.” His talk focused on how the knowledge that one can speak up without fear of punishment or humiliation affects school culture, educator well-being, and student success, citing research such as Google’s Project Aristotle that demonstrates how high-performing teams thrive not on individual expertise but the quality of interactions among team members.
He also noted that toxic workplace dynamics—such as fear-based leadership, cliques, and bullying—contribute to burnout, disengagement, and resistance to change. Stressing that “strategies don’t transform schools, systems do,” he shared case studies of schools that changed their culture by fostering open communication, restructuring leadership teams, and implementing clear decision-making processes. Creating a safe environment isn’t just about being nice, Robertson said. Robertson noted that creating a safe environment isn’t just about being nice, but about building systems that allow educators to collaborate, support one another, and better serve their students.
Key takeaways:
- Psychological safety boosts performance. Schools that report a high sense of psychological safety see increased collaboration, innovation, and teacher retention.
- Structured collaboration matters. Schools with clear communication protocols and leadership structures create more productive teams.
- Change starts with educators. Supporting teachers’ well-being and professional growth is the foundation for student success.
More to explore
Professional development for multi-program suites
Amplify professional development provides learning experiences that intentionally develop the knowledge and skills you need for effective and self-sustaining implementation.
Now you can learn and apply impactful instructional techniques and develop a deeper understanding of the suite of Amplify programs.
Amplify professional development has been vetted by Rivet Education’s team through a rigorous three-step process and is listed in the Professional Learning Partner Guide.
Amplify suites
Each of Amplify’s high-quality, research-based programs is designed to help you teach inspiring math lessons that celebrate and develop your students’ brilliance. When used together, our comprehensive math suite provides even greater support and coherence for every student across your curriculum.
Contact your account executive to discuss PD options or request a quote.
Math
Amplify Desmos Math with mCLASS Math assessments and Boost Personalized Learning combine the best of problem-based lessons, intervention, personalized practice, and assessment into a coherent and engaging experience for both students and teachers. With the full suite, teachers gain access to all the tools they need to inspire and motivate all learners in math class.
Empower educators with:
- High-quality professional development
Comprehensive PD sessions equip teachers with the skills and knowledge necessary for effective program implementation, enhancing instructional practices and boosting student outcomes. These sessions support educators in leveraging the full suite of Amplify’s K–5 math programs, ensuring seamless integration and maximizing classroom impact. - Core instruction for grades K–12
Amplify Desmos Math lessons provide a structured approach to problem-based learning, helping teachers create a collaborative math community with students at its center. Each lesson systematically builds on students’ curiosity to develop lasting grade-level understanding for all students. Available in English and Spanish. - Integrated personalized practice
Personalized Learning activities help students access grade-level math through engaging, independent digital practice. Responsive FeedbackTM adjusts to students’ work, providing item-level adaptivity to further support their learning. - Screening and progress monitoring
mCLASS Assessments, along with daily formative checks, measure what students know and how they think. The asset-based assessment system provides teachers with targeted, actionable insights, linked to core instruction and intervention resources. - Embedded intervention
Integrated resources like Mini-Lessons, Fluency Practice, and Math Adventures provide targeted intervention on a specific skill or concept connected to the daily lesson. Extensions are also available to stretch students’ understanding.
Each suite package will include:
Begin packages for grades K–5, 6–A1, or high school
Launch sessions
| On-site package (22 hr.) |
Hybrid 22, on-site package (22 hr.) |
Hybrid 17 package (17 hr.) |
Hybrid 22, virtual package (22hr.) |
Virtual package (14 hr.) |
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| One Launch session per package | On-site, 6 hr. |
On-site, 6 hr. |
On-site, 3 hr. |
Virtual, 6 hr. (2 half-days) |
Virtual, 3 hr. |
| Amplify Desmos Math: Initial training for K–5, 6–A1, or high school teachers |
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| Amplify Desmos Math: Program overview for K–5, 6–A1, or high school teachers |
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| Launch add-on | On-site or virtual, 3 hr. session | Amplify Desmos Math: Program overview for K–5, 6–A1, or high school leaders |
| Launch add-on | On-site or virtual, 3 hr. session | mCLASS Math 2nd Edition: Program overview for grades K–5 or 6–8 teachers |
Strengthen and Coach sessions
One Strengthen session and one additional Strengthen session (1 hr. Focus only) per package. Choose any of the following as a secondary Strengthen touchpoint.
| On-site package (22 hr.) |
Hybrid 22, on-site package (22 hr.) |
Hybrid 17 package (17 hr.) |
Hybrid 22, virtual package (22hr.) |
Virtual package (14 hr.) |
Virtual package |
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| Strengthen | On-site, 3 hr. | Virtual, 3 hr. | Virtual, 1 hr. |
Virtual, 3 hr. | Virtual, 1 hr. | Virtual, 2 hr. |
| Amplify Desmos Math: Enhancing planning for K–5, 6–A1, or high school teachers |
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| Amplify Desmos Math: Enhancing practice for K–5, 6–A1, or high school teachers |
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| Amplify Desmos Math: Supporting all learners: Differentiation in Amplify Desmos Math for K–5 or 6–A1 teachers | |
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| Amplify Desmos Math: Unit-level planning for K–5, 6–A1, or high school teachers |
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| mCLASS Math: Leveraging assessment data to strengthen mathematical explanations for K–5 or 6–8 teachers | |
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| Coach | On-site, 6 hr. |
On-site, 6 hr. |
On-site, 6 hr. |
On-site, 6 hr. |
Virtual, 3 hr. |
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| Strengthen add-on | On-site or virtual, 3 hr. session | mCLASS Math + Boost Math: Understanding and using data to plan intervention for grades K–5 or 6–8 teachers |
| Strengthen add-on | On-site or virtual, 3 hr. session | Amplify Desmos Math: Supporting and facilitating meaningful discussions for teachers |
Launch session options
Propel your school or district into the new school year. Program-aligned Launch sessions introduce teachers and leaders to their unique Amplify program(s) and support a strong implementation.
Begin: Amplify Desmos Math: Initial training for K–5, 6–A1, or high school teachers
On-site, 6 hours
Initial training sessions are designed for educators who are new to our program. In our initial training session, educators are oriented to the key components of their program(s), including learning how to navigate, teach, and monitor student progress, while exploring content and program resources. Participants will leave the session with foundational knowledge and skills necessary to begin teaching with the program.
Session options: Amplify Desmos Math (Grades K–5, 6–A1, or high school)
Audience: Teachers, instructional staff (maximum 30 participants)
Begin: Amplify Desmos Math: Program overview for K–5, 6–A1, or high school teachers
On-site or virtual, 3 hours
Program overview sessions provide a basic introduction for educators who are new users of the program. In a program overview session, educators learn how to get started with the key features and materials of the program.
Session options: Amplify Desmos Math (Grades K–5, 6–A1, or high school)
Audience: Teachers, instructional staff (maximum 30 participants)
Suggested enhancement: Launch add-on: Amplify Desmos Math: Program overview for K–5, 6–A1, or high school leaders
On-site or virtual, 3 hours
Ideal add-on to Launch sessions
The Program overview for leaders supports district and school-level instructional leaders in effectively coordinating the implementation of the program. Leaders will learn the foundational elements of the program, build an understanding of the key teacher and student practices to look for in classrooms, and develop an implementation plan.
Session options: Amplify Desmos Math
Audience: Leaders (maximum 30 participants)
New session
Suggested enhancement: Launch add-on: mCLASS Math 2nd Edition Program overview for K–5 or 6–8 teachers
On-site or virtual, 3 hours
Dive into the essentials of your mCLASS Assessments. Learn how these assessments both highlight students’ strengths and help identify what’s next through an asset-based approach. Leave ready to administer assessments and understand reporting.
Session options: mCLASS Math (grades K–5 or 6–8)
Audience: Leaders (maximum 30 participants)
Strengthen session options
Strengthen your Amplify implementation with program-specific sessions that support personalized learning and practice in your classroom.
Amplify will partner closely with you to select the appropriate session(s) that will deepen educators’ understanding of Amplify program(s) and equip them with the tools they need to improve student’s learning outcomes. Each package includes one Strengthen session. Additional sessions can be added as Enhancements.
Begin: Amplify Desmos Math: Enhancing planning for K–5, 6–A1, or high school teachers
On-site or virtual, 3 hours
Dive into planning for Amplify Desmos Math, both big picture and day-to-day. Practice using lesson- and unit-planning protocols that will help you build a deep understanding of the math content you’ll be teaching and the planning resources available to you in the curriculum. Walk away with practical strategies for planning, even when you may not have much time.
Session options: Amplify Desmos Math (Grades K–5, 6–A1, or high school)
Audience: Teachers, instructional staff (maximum 30 participants)
Begin: Amplify Desmos Math: Enhancing practice for K–5 or 6–A1, or high school teachers
On-site or virtual, 3 hours
Dig into Amplify Desmos Math’s Launch, Monitor, Connect framework to level up the student discourse in your math class. Explore in-the-moment differentiation support to help you orchestrate discussion and make the most out of key opportunities for conversation and collaboration.
Session options: Amplify Desmos Math (Grades K–5, 6–A1, or high school)
Audience: Teachers, instructional staff (maximum 30 participants)
Begin: Amplify Desmos Math: Enhancing observations for K–5 or 6–A1 leaders
Virtual, 1 hour
Elevate your program knowledge to support teachers with effective Amplify Desmos Math implementation. Leave prepared to identify key instructional elements in a problem-based math lesson, analyze data, and conduct effective classroom observations.
Session options: Amplify Desmos Math (Grades K–5 or 6–A1)
Audience: Teachers, instructional staff (maximum 30 participants)
Begin: Supporting all learners: Differentiation in Amplify Desmos Math for K–5 or 6–A1 teachers
On-site or virtual, 3 hours
Learn how to use the differentiation supports in Amplify Desmos Math to effectively support all learners, both in the moment during a lesson and beyond the lesson. Leave with a plan for implementing resources to support, strengthen, and stretch students’ thinking.
Session options: Amplify Desmos Math
Audience: Teachers, instructional staff (maximum 30 participants)
Begin: Strengthen Focus: Amplify Desmos Math: Teaching a lesson with digital student screens for K–5 teachers
Virtual, 1 hour
Get ready to facilitate digital lessons with your students. Explore what’s possible with the Teacher Dashboard and plan to make the most of these exciting instructional moments.
Session options: Amplify Desmos Math (K–5)
Audience: Teachers, instructional staff (maximum 30 participants)
Begin: Strengthen Focus: Amplify Desmos Math: Unit-level planning for K–5, 6–A1, or high school teachers
Virtual, 1 hour
Dive into unit-level planning to learn the story of your upcoming unit, and discover the big ideas you will explore alongside your students in Amplify Desmos Math.
Session options: Amplify Desmos Math (Grades K–5, 6–A1, or high school)
Audience: Teachers, instructional staff (maximum 30 participants)
Begin: Strengthen Focus: Amplify Desmos Math: Snapshots in the Teacher Dashboard for 6–A1 teachers
Virtual, 1 hour
Explore how to use the Snapshots tool in the Teacher Dashboard to create a collaborative classroom that invites and celebrates student thinking. Leave with planning tips and tricks that will get you ready to use Snapshots during your busy math classes.
Session options: Amplify Desmos Math (Grades 6–A1)
Audience: Teachers, instructional staff (maximum 30 participants)
Begin: Strengthen Focus: mCLASS Math: Leveraging assessment data to strengthen mathematical thinking for grades K–5 or 6–8 teachers
Available for grades 6–8 teachers Oct. 2026
Virtual, 1 hour
Dig into mCLASS Math to reveal what students understand about mathematical concepts, and give them the tools to become more clear and confident communicators in math class.
Session options: mCLASS Math (Grades K–5 or 6–8)
Audience: Teachers, instructional staff (maximum 30 participants)
New session
Suggested enhancement: Begin: mCLASS Math and Boost Math: Understanding and using data to plan intervention for grades K–5 or 6–8 teachers
Available for grades 6–8 teachers Oct. 2026
On-site or virtual, 3 hours
Ideal add-on Strengthen session
Explore how Boost Math uses mCLASS Math data to inform intervention recommendations and monitor student progress. Dig into your student data, explore relevant instructional resources, and leave with actionable next steps for intervention.
Session options: mCLASS Math (Grades K–5 or 6–8)
Audience: Teachers, instructional staff (maximum 30 participants)
New session
Suggested enhancement: Begin: Amplify Desmos Math: Supporting and facilitating meaningful discussions for K–5, 6–A1, or high school teachers
On-site or virtual, 3 hours
Explore how Boost Math uses mCLASS Math data to inform intervention recommendations and monitor student progress. Dig into your student data, explore relevant instructional resources, and leave with actionable next steps for intervention.
Session options: mCLASS Math (Grades K–5 or 6–8)
Audience: Teachers, instructional staff (maximum 30 participants)
Coach session options
Elevate instructional practice and help meet teachers’ and schools’ specific needs with customizable Coach sessions.
Coach session
On-site, 6 hours
Coaching sessions focus on building internal school and district capacity and leadership excellence. Coaching is customized to meet a school or district’s needs and can include model lessons, observations, walk-throughs, and/or co-planning.
Session options: Amplify Desmos Math (K–5 or 6–A1) and/or mCLASS Math (Grades K–5 or 6–8)
Audience: Individual teachers, grade-level teams, PLCs, and/or instructional leaders (maximum 30 participants)
Practice packages (grades K–5 or 6–8)
Launch sessions
| On-site package (16 hr.) |
Hybrid 16, on-site package (16 hr.) |
Virtual package (16 hr.) |
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| One Launch session per package | On-site, 3 hr. | Virtual, 3 hr. | Virtual, 3 hr. |
| mCLASS Math 2nd Edition Program overview for K–5 or 6–8 teachers |
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Strengthen and Coach sessions
| On-site package (16 hr.) |
Hybrid 16, on-site package (16 hr.) |
Virtual package (16 hr.) |
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| One Strengthen and two Coach sessions per package | Virtual, 1 hr. | Virtual, 1 hr. | Virtual, 1 hr. |
| Amplify Desmos Math: Teaching a lesson with digital student screens for K–5 teachers |
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| Amplify Desmos Math: Unit-level planning for K–5, 6–A1, or high school teachers |
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| Amplify Desmos Math: Increasing engagement with instructional routines for K–5, 6–A1, or high school teachers | |
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| mCLASS Math: Leveraging assessment data to strengthen mathematical thinking for grades K–5 or 6–8 teachers | |
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| Coaching | On-site, 6 hr. | On-site, 6 hr. | Virtual, 3 hr. |
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| Strengthen add-on | Virtual or on-site, 3 hr. | Amplify Desmos Math: Enhancing planning for K–5, 6–A1, or high school teachers |
| Strengthen add-on | Virtual or on-site, 3 hr. | Amplify Desmos Math: Enhancing practice for K–5, 6–A1, or high school teachers |
| Strengthen add-on | Virtual or on-site, 3 hr. | Amplify Desmos Math: Enhancing observation for K–5, 6–A1, or high school leaders |
| Strengthen add-on | Virtual or on-site, 3 hr. | Amplify Desmos Math: Supporting all learners for K–5 or 6–A1 teachers |
| Strengthen add-on | Virtual or on-site, 3 hr. | Amplify Desmos Math: Supporting and facilitating meaningful discussions for K–5, 6–A1, or high school teachers |
| Strengthen add-on | Virtual or on-site, 3 hr. | Amplify Desmos Math: Assessment in action: Analyzing data and reports and planning next steps for K–5 or 6–A1 teachers |
| Strengthen add-on | Virtual or on-site, 3 hr. | mCLASS Math and Boost Math: Understanding and using data to plan intervention for K–5 teachers |
Launch session options
Propel your school or district into the new school year. Program-aligned Launch sessions introduce teachers and leaders to their unique Amplify program(s) and support a strong implementation.
Practice: mCLASS Math 2nd Edition Program overview for grades K–5 or 6–8 teachers
On-site or virtual, 3 hours
Dive into the essentials of your mCLASS Math assessment program. Learn how these assessments both highlight students’ strengths and help identify what’s next through an asset-based approach. Leave ready to administer assessments and understand reporting.
Session options: mCLASS Math (Grades K–5 or 6–8)
Audience: Teachers, instructional staff (maximum 30 participants)
Strengthen session options
Strengthen your Amplify implementation with program-specific sessions that support personalized learning and practice in your classroom.
Amplify will partner closely with you to select the appropriate session(s) that will deepen educators’ understanding of your Amplify program(s) and equip them with the tools they need to improve students’ learning outcomes. Each package includes one Strengthen session. Additional sessions can be added as Enhancements.
New session
Practice: Amplify Desmos Math: Strengthen: Focus: Teaching a lesson with digital student screens for K–5 teachers
Virtual, 1 hour
Get ready to facilitate lessons with digital student screens. Explore what’s possible with the Teacher Dashboard and plan to make the most of these exciting instructional moments.
Session options: Amplify Desmos Math (K–5)
Audience: Teachers, instructional staff (maximum 30 participants)
Practice: Strengthen Focus: Amplify Desmos Math: Unit-level planning for K–5, 6–A1, or high school teachers
Virtual, 1 hour
Dive into unit-level planning to learn the story of your upcoming unit, and discover the big ideas you will explore alongside your students in Amplify Desmos Math.
Session option: Amplify Desmos Math (Grades K–5, 6–A1, or high school)
Audience: Teachers, instructional staff (maximum 30 participants)
New session
Practice: Strengthen Focus: Amplify Desmos Math: Increasing engagement with instructional routines for K–5, 6–A1, or high school teachers
Available Oct. 2026
Virtual, 1 hour
Explore how to use the instructional routines in Amplify Desmos Math to support and engage students as they make sense of new contexts, develop mathematical language, and solve problems.
Session option: Amplify Desmos Math (Grades K–5 or 6–A1)
Audience: Teachers, instructional staff (maximum 30 participants)
New session
Practice: Strengthen Focus: mCLASS Math: Leveraging assessment data to strengthen mathematical explanations for grades K–5 or 6–8 teachers
Available for grades 6–8 teachers Oct. 2026
Virtual, 1 hour
Dig into mCLASS Math to reveal what students understand about mathematical concepts, and give them the tools to become more clear and confident communicators in math class.
Session option: mCLASS Math (Grades K–5 or 6–8)
Audience: Teachers, instructional staff (maximum 30 participants)
New session
Suggested enhancement: Practice: Amplify Desmos Math: Enhancing planning K–5 or 6–A1 teachers
On-site or virtual, 3 hours
Dive into planning for Amplify Desmos Math, both big picture and day-to-day. Practice using lesson- and unit-planning protocols that will help you build a deep understanding of the math content you’ll be teaching and the planning resources available to you in the curriculum. Walk away with practical strategies for planning, even when you may not have much time.
Session option: Amplify Desmos Math (Grades K–5 or 6–A1)
Audience: Teachers, instructional staff (maximum 30 participants)
New session
Suggested enhancement: Practice: Amplify Desmos Math: Enhancing practice for K–5, 6–A1, or high school teachers
On-site or virtual, 3 hours
Dig into Amplify Desmos Math’s Launch, Monitor, Connect framework to level up the student discourse in your math class. Explore in-the-moment differentiation support to help you orchestrate discussion and make the most out of key opportunities for conversation and collaboration.
Session option: Amplify Desmos Math (Grades K–5, 6–A1, or high school)
Audience: Teachers, instructional staff (maximum 30 participants)
New session
Suggested enhancement: Practice: Amplify Desmos Math: Enhancing observations for K–5, 6–A1, or high school leaders
On-site or virtual, 3 hours
Elevate your program knowledge to support teachers with effective Amplify Desmos Math implementation. Leave prepared to identify key instructional elements in a problem-based math lesson, analyze data, and conduct effective classroom observations.
Session options: Amplify Desmos Math (Grades K–5, 6–A1, or high school)
Audience: Teachers, instructional staff (maximum 30 participants)
New session
Suggested enhancement: Practice: Supporting all learners: Differentiation in Amplify Desmos Math for K–5 or 6–A1 teachers
On-site or virtual, 3 hours
Learn how to use the differentiation supports in Amplify Desmos Math to effectively support all learners, both in the moment during a lesson and beyond the lesson. Leave with a plan for implementing resources to support, strengthen, and stretch students’ thinking.
Session option: Amplify Desmos Math (Grades K–5 or 6–A1)
Audience: Teachers, instructional staff (maximum 30 participants)
New session
Suggested enhancement: Practice: Amplify Desmos Math: Supporting and facilitating meaningful discussions for K–5, 6–A1, or high school teachers
Available Oct. 2026
On-site or virtual, 3 hours
Explore how to transform your mathematics classroom into a social and collaborative environment where students deepen their understanding by sharing their mathematical thinking. Learn more about how Amplify Desmos Math provides support for these meaningful mathematical conversations.
Session option: Amplify Desmos Math (Grades K–5, 6–A1, or high school)
Audience: Teachers, instructional staff (maximum 30 participants)
New session
Suggested enhancement: Practice: Amplify Desmos Math: Assessment in action: Analyzing data, reports, and planning next steps for K–5 or 6–A1 teachers
Available Oct. 2026
On-site or virtual, 3 hours
Deepen your understanding of the different types of assessments in Amplify Desmos Math and how they provide evidence of student learning. Analyze sample student work to calibrate on assessment scoring, interpret student thinking, and make a plan for instructional next steps.
Session option: Amplify Desmos Math (Grades K–5 or 6–A1)
Audience: Teachers, instructional staff (maximum 30 participants)
New session
Suggested enhancement: Practice: mCLASS Math and Boost Math: Understanding and using data to plan intervention for K–5 teachers
Available for grades 6–8 teachers Oct. 2026
On-site or virtual, 3 hours
Ideal add-on Strengthen session
Explore how Boost Math uses mCLASS Math data to inform intervention recommendations and monitor student progress. Dig into your student data, explore relevant instructional resources, and leave with actionable next steps for intervention.
Session option: mCLASS Math (Grades K–5 or 6–8)
Audience: Teachers, instructional staff (maximum 30 participants)
Coach session options
Elevate instructional practice and help meet teachers’ and schools’ specific needs with customizable Coach sessions.
Coach session
On-site, 6 hours
Coaching sessions focus on building internal school and district capacity and leadership excellence. Coaching is customized to meet a school or district’s needs and can include model lessons, observations, walk-throughs, and/or co-planning.
Session options: Amplify Desmos Math (Grades K–5 or 6–A1) and mCLASS Math (Grades K–5 or 6–8)
Audience: Individual teachers, grade-level teams, PLCs, and/or instructional leaders (maximum 30 participants)
Contact us
Ready to lock in your dates? Want to learn more about developing a professional development plan to meet your needs?
Amplify welcomes the opportunity to partner with you to design professional development plans to meet the needs of your staff. Whether you’re returning or new to Amplify program(s), we provide guidance in answering your questions and making package/session recommendations.
If you’d like to order professional development services, please contact your local Amplify sales representative or call (800) 823-1969.
Amplify Desmos Math California
Welcome, K–8 Reviewers!
We’re honored to introduce you to Amplify Desmos Math California. We’re confident you’ll find this comprehensive program to be a powerful tool for bringing the vision of the California Math Framework to life in classrooms across the state.
Please start with the video on the right to learn how to navigate the program and access key features referenced within our submission. Below you’ll find additional resources to support your review.
Your Review Samples
As a curriculum that incorporates both print and digital resources, it’s important that you explore both our physical materials (delivered to you in grade-specific tubs) and our digital materials (accessible through our platform). We invite you to explore both types of resources using the instructions and tips below.
Print Samples
Your print samples should have arrived in grade-specific tubs with a copy of two Reviewer binders. The K-5 Reviewer binder is contained within the Grade K shipping box and the Grade 6-8 Reviewer binder can be located in the Grade 6 shipping box. As you begin the process of organizing your materials, please refer to the inventory checklist found inside each tub as well as within your Reviewer Binder.
Digital Samples
In order to access your digital samples, you’ll need to log into our platform using your unique login credentials found on a Digital Access Flyer inside of your Reviewer Binder. Once you have located the flyer:
- Click the orange button below to access the platform.
- Click “Log in with Amplify.”
- Enter the username and password provided on your Digital Access Flyer.
Navigation Tips
Below you will find helpful tips for navigating Amplify Desmos Math California. We recommend reading these pages alongside the program’s print materials and digital experience to gain a deeper understanding of the program.
Click the links below to read about navigating program features including:
- Navigating the print program (Grades K–1)
- Navigating the print program (Grades 2–5)
- Navigating the print program (Grades 6–8)
- Navigating the digital program
Built for California
The Amplify Desmos Math California program is designed around the vision articulated in the California Mathematics Framework to enable all California students to become powerful users of mathematics. Our program incorporates the latest research in student learning, meaning that we:
- Focus on the Big Ideas: Amplify Desmos Math California’s courses, units, and lessons are centered around the Big Ideas. Big Ideas, like standards, are not considered in isolation. In addition to each unit and lesson’s focal Big Ideas, Amplify Desmos Math California also provides connections among the Big Ideas across units and lessons.
- Center on open and engaging tasks: Amplify Desmos Math California is grounded in engaging tasks meant to address students’ often-asked question: “Why am I learning this?” Students are invited into learning with low-floor, high-ceiling tasks that provide an entry point for all. Open tasks in Amplify Desmos Math California provide the space for students to try on multiple strategies and represent their thinking in different ways, and allow student explanation and discussion to serve as the center of the classroom. All lessons offer both print and digital representations of lessons.
- Provide enhanced digital experiences: Amplify Desmos Math California includes digitally-enhanced lesson activities, incorporating interactive digital tools alongside print materials. These purposefully-placed resources allow students to visualize mathematical concepts, receive actionable feedback while practicing, encounter personalized learning support from an onscreen tutor, and engage in discussions about their thinking and approaches.
- Treat core instruction and differentiation as integral partners: The Amplify Desmos Math California curriculum provides teachers with lessons, strategies, and resources to eliminate barriers and increase access to grade-level content without reducing the mathematical demand of tasks. Every activity has multiple entry points to ensure that all students are supported and challenged. Intervention and personalized learning activities are directly connected to lesson content and offer students the individualized support as they dive into the mathematics.
Category 1: Mathematics Content/Alignment with the Standards
Standards Maps
The links below provide the Standards Maps for Amplify Desmos Math California for each grade level.
Evaluation Criteria Map
Linked here is the Evaluation Criteria Map for grades K–8. Please note that you will need to be logged into the digital platform to access the links in the Evaluation Criteria Map.
Standards for Mathematical Practice
The links below provide the alignment of Amplify Desmos Math California to the Standards for Mathematical Practice at each grade level.
Drivers of Investigation and Content Connections
Amplify Desmos Math California incorporates the Drivers of Investigation (DIs) and Content Connection (CCs) throughout the program. Throughout the year, students engage with open and authentic tasks of varying durations — from lesson activities to unit-level Explore lessons and longer course-level Investigations. Every lesson and investigation opportunity is grounded around the why, how, and what of the learning experience, and helps teachers bring mathematical concepts to life.
California English Language Development Standards
The links below provide the alignment of Amplify Desmos Math California to the California English Language Development Standards at each grade level.
California Environmental Principles and Concepts
Select lessons, performance tasks, and investigations across grade levels in Amplify Desmos Math California are aligned to one or more of the California Environmental Principles and Concepts. Click the links below to view how the California Environmental Principles and Concepts are represented in each grade level.
Category 2: Program Organization
Amplify Desmos Math California thoughtfully combines conceptual understanding, procedural fluency, and application. Each lesson is designed to tell a story by posing problems that invite a variety of approaches before guiding students to synthesize their understanding of the learning goals.
Big Ideas
Amplify Desmos Math California’s courses, units, and lessons are centered around the Big Ideas. In addition to each unit and lesson’s focal Big Ideas, Amplify Desmos Math California also provides connections among the Big Ideas across units and lessons. Please refer to Keeping the Big Ideas at the Center (linked below) for specific lesson designs and alignment with the Big Ideas for each grade level.
Program Structure
Amplify Desmos Math California combines the best of problem-based lessons, intervention, personalized practice, and assessments into a coherent and engaging experience for both students and teachers.
Lessons and units in Amplify Desmos Math California are designed around a Proficiency Progression, a model that steps out problem-based learning by systematically building students’ curiosity into lasting grade-level understanding.
In the Proficiency Progression, lessons begin by activating students’ natural curiosity and offering opportunities to generate new ideas through collaboration. Teachers are then able to refine ideas through intentional facilitation and guide students to grade-level understanding, while students retain the ability to use different strategies and methods to show their comprehension of the content. Students are provided ample opportunities to develop lasting understanding.
Scope and Sequence
Below you can view the scope and sequence for each grade level.
Lesson Design and Structure
Amplify Desmos Math California is designed with a structured approach to problem-based learning that systematically builds on students’ curiosity and allows students to grapple with the Big Ideas of the California Framework. Every lesson activity is organized into a Launch, Monitor, Connect format.
- Launch: The launch is a short, whole-class conversation that creates a need or excitement, provides clarity, or helps students connect their prior knowledge or personal experience, which ensures that everyone has access to the upcoming work.
- Monitor: As students work individually, in pairs, or in groups, teachers explore student thinking, ask questions, and provide support to help move the conversations closer to the intended math learning goal.
- Connect: Teachers connect students’ ideas to the key learning goals of the lesson, facilitating class discussions that help synthesize and solidify the Big Ideas.
Each lesson within Amplify Desmos Math California follows the same structure.
- Warm-Up: Every Amplify Desmos Math California lesson begins with a whole class Warm-Up. Warm-Ups are an invitational Instructional Routine intended to provide a social moment at the start of the lesson in which every student has an opportunity to contribute. Warm-Ups may build fluency or highlight a strategy that may be helpful in the current lesson or act as an invitation into the math of the lesson.
- Lesson Activities: Each lesson includes one or two activities. These activities are the heart of each lesson. Students notice, wonder, explore, calculate, predict, measure, explain their thinking, use math to settle disputes, create challenges for their classmates, and more. Guidance is provided to help teachers launch, monitor, and connect student thinking over the course of the activity.
- Synthesis and Show What You Know: The Synthesis is an opportunity for the teacher and students to pull all the learning of the lesson together into a lesson takeaway. Students engage in a facilitated discussion to consolidate and refine their ideas about the learning goals, and the teacher synthesizes students’ learning. Show What You Know is a daily assessment opportunity for students to show what they know about the learning goals and what they are still learning.
- Centers (K–5): Centers are hands-on activities for students in grades K–5 to play collaboratively to strengthen their understanding of key skills and concepts. In grades K–1, students have Daily Center Time built into every lesson.
- Practice and Differentiation: Daily practice problems for the day’s lesson are included both online and in the print Student Edition, including fluency, test practice, and spiral review.
Kindergarten–Grade 1
Grades 2–5
Grades 6–8
Routines
Amplify Desmos Math California features a variety of lesson routines. Instructional routines and Math Language Routines (MLRs) are used within lessons to highlight student-developed language and ideas, cultivate conversation, support mathematical sense-making, and promote meta-cognition. Both are called out at point-of-use within the Teacher Edition and Teacher Presentation Screens. Below are the types of routines used throughout the Amplify Desmos Math California curriculum:
Math Language Routines
- MLR1: Stronger and Clearer Each Time
- MLR2: Collect and Display
- MLR3: Critique, Correct, Clarify
- MLR5: Co-Craft Questions
- MLR6: Three Reads
- MLR7: Compare and Connect
- MLR 8: Discussion Supports
Instructional Routines
- Decide and Defend
- Notice and Wonder
- Number Talk
- Tell a Story
- Think-Pair-Share
- Which One Doesn’t Belong?
Category 3: Assessments
A variety of performance data in Amplify Desmos Math California provides evidence of student learning, while helping students bolster their skills and understanding.
Unit-Level Assessment
Amplify Desmos Math California has embedded unit assessments that offer key insights into students’ conceptual understanding of math. These assessments provide regular, actionable information about how students are thinking about and processing math, with both auto-scoring and in-depth rubrics that help teachers anticipate and respond to students’ learning needs.
- Pre-Unit Check: Each unit in grades 2–8 begins with a formative assessment designed to identify the student skills that will be particularly relevant to the upcoming unit. This check is agnostic to the standards covered in the following unit and serves not as a deficit-based acknowledgment of what students do not know, but rather as an affirmation of the knowledge and skills with which students come in.
- End-of-Unit Assessment: Students engage with rigorous grade-level mathematics through a variety of formats and tasks in the summative End-of-Unit Assessment. A combination of auto-scored (when completed digitally) and rubric-scored items provides deep insights into student thinking. All Amplify Desmos Math California End-of-Unit Assessments include two forms.
- Sub-Unit Quizzes: Sub-Unit Quizzes are formative assessments embedded regularly in Grades Kindergarten through Algebra 1. In these checks, students are assessed on a subset of conceptual understandings from the unit, with rubrics that help illuminate students’ current understanding and provide guidance for responding to student thinking.
- Sub-Unit Checklists: These checklists enable teachers to observe key skills and concepts that cannot be assessed on a pencil-and-paper assessment in Kindergarten–Grade 1. The checklists outline the supports students need to achieve mathematical growth and success.
- Performance Tasks: At the end of each unit in grades 3–8, there is a summative assessment performance task provided to evaluate students’ proficiency with the concepts and skills addressed in the unit.
Lesson-Level Assessments
Amplify Desmos Math California lessons include daily moments of assessment to provide valuable evidence of learning for both the teacher and student. Beyond formative, summative, and benchmark assessments, students also have opportunities for self-reflection with Watch Your Knowledge Grow. Students take ownership of their learning by reflecting and tracking their progress before and after each unit.
- Show What You Know: Each lesson has a daily formative assessment focused on one of the key concepts in the lesson. Show What You Know moments are carefully designed to minimize completion time for students while maximizing daily teacher insights to attend to student needs during the following class.
- Responsive Feedback™: Teachers have the ability to see and provide in-the-moment feedback as students progress through a digital lesson. Responsive Feedback motivates students and engages them in the learning process.
Diagnostic Assessment
Every grade level features an asset-based diagnostic assessment designed to be administered at the beginning of the year. Delivered digitally and to the whole class, our diagnostic assessment is uniquely designed to reveal underlying math thinking and identify what students know about grade-level math. With data beyond just right and wrong, teachers have the type of deeper level of insights need to take the right next step.
CAASPP-Aligned Assessment Preparation
Amplify Desmos Math is designed to support students’ mathematical development through problem-based learning, differentiation, and embedded assessments. The program’s emphasis on conceptual understanding, procedural fluency, and application aligns with the mathematical practices and content standards assessed by the CAASPP.
Amplify Desmos Math California includes a CAASPP-aligned Item Bank. This standards-aligned bank of questions allows teachers to filter and search by grade and standard to find items. Once assigned on the digital platform, students will experience CAASPP-like practice with the online digital tools.
Data and Reporting
Amplify Desmos Math California provides teachers and administrators with unified reporting and insights so that educators have visibility into what students know about grade-level math—and can plan instruction accordingly for the whole class, small groups, and individual students. Reporting functionality integrates unit assessments, lesson assessments, diagnostic data, and progress monitoring for a comprehensive look at student learning. Program reports show proficiency and growth by domain, cluster, standard, and priority concept using performance data from unit assessments, then highlight areas of potential student need to allow teachers to modify their instruction and target differentiated support.
Administrator reporting provides a complete picture of student, class, and district performance, allowing administrators to implement instructional and intervention plans.
Category 4: Access and Equity
The Amplify Desmos Math California curriculum provides teachers with lessons, strategies, and resources to eliminate barriers and increase access to grade-level content without reducing the mathematical demand of tasks. Our lessons are developed using the Universal Design for Learning (UDL) framework to proactively ensure that all learners can access and participate in meaningful, challenging learning opportunities.
Every activity has multiple entry points to ensure that all students are supported and challenged. Intervention and personalized learning activities are directly connected to the day’s content and offer students the individualized supports they need to be successful.
Each lesson and unit contains guidance for teachers on how to identify students who may need support, students who need to keep strengthening their understanding, and students who may be ready to stretch their learning. In addition, teachers are provided with recommendations for resources to use with each group of students.
Universal Design for Learning
Each lesson in the program incorporates opportunities for engagement, representation, action, and expression based on the guidelines of Universal Design for Learning (UDL).
- Multiple Means of Engagement: Students engage in both print and digital learning, and are regularly participating in discussions and hands-on activities. Students are invited to build their own challenge for other students to solve, which provides opportunities for choice and
autonomy, as well as joy and play. - Multiple Means of Representation: Students are encouraged to demonstrate their learning using mathematical representations, both print and digital, and regularly engage with their peers in analyzing multiple possible solutions. Classes engage in open-ended discussions about what individual students notice and wonder about mathematical concepts.
- Multiple Means of Action and Expression: Learners differ in how they navigate learning environments and express what they know. Students can communicate their ideas in multiple ways, including in print, sketching, uploading photos, or recording an audio response.
Accessibility
Lesson facilitation supports
Every lesson includes at least one specific suggestion the teacher can use to increase access to the lesson without reducing the mathematical demand of the tasks. These suggestions address the following areas:
- Visual-spatial processing
- Conceptual processing
- Executive functioning
- Memory and attention
- Fine motor skills
Accessibility tools
Students have the ability to control accessibility tools so that each learning experience is customized to their individual needs. In many instances, these tools can be turned on or off at any point of instruction.
- Text to speech: Reads text instructions to students in multiple languages
- Enlarged font: Increases the size of all text on screen
- Braille mode: Includes narration of digital interactions
- Language selection: Toggles between languages
Differentiation: In-Lesson Teacher Moves
Within every lesson activity, teachers can use the suggestions in the Differentiation Teacher Moves table to provide in-the-moment instructional support while students are engaged in the work of the lesson. This table can help teachers anticipate the ways students may approach the activity, and provides prompts that they can use during the lesson to Support, Strengthen, and Stretch individual students in their thinking. Teachers are provided with clear student actions and understanding to look for, each matched with immediately usable suggestions for how to respond to the student thinking illustrated in each row of the table. In addition to using these suggestions in the moment as teachers monitor student work, teachers can review the Differentiation table in advance to help them anticipate how students are likely to approach the activity.
Differentiation: Beyond the Lesson
Teachers are provided with recommendations for resources to use with each group of students needing support, strengthening, and stretching after each lesson. Support, Strengthen, and Stretch resources include:
- Mini-Lessons: 15-minute, small-group direct instruction lessons targeted to a specific concept or skill
- Item Banks: Space for teachers to create practice and assessments by using filters and searching for standards, summative-style items, and more
- Fluency Practice: Adaptive, personalized practice built out for basic operations and more
- Centers (K–5): Lesson-embedded routines and practice for students that are vertically aligned across grade levels
- Extensions: Lesson-embedded Teacher Moves including possible stretch questions and activities for students
- Lesson Practice: Additional practice problems support every lesson
- Math Adventures: Strategy-based math games where students engage with math concepts and practice skills in a fun digital environment
- Lesson Summary Support: Support for students and caregivers that provides efficient explanation of the learning goal with clear examples
Math Identity and Community
The Math Identity and Community feature supports teachers in helping students build confidence in their own mathematical thinking, develop skills to work with and learn from others when doing math, and learn how math is an interwoven part of their broader community. The embedded prompts throughout the lessons are designed to highlight what it means to be good at math, the value of sharing ideas, and the power of flexible and creating thinking. Here are some examples of the Math Identity and Community supports embedded in each lesson:
- I can be all of me in math class. You will work with partners every day in math class. What do you want your partners to know about you?
- We are a math community. What does good listening look like and sound like in a math community?
- I am a doer of math. What math strengths did you use today?
Unit Stories
Every unit in grades K–5 contains a Unit Story. These Unit Stories are brief fiction stories read aloud by the teacher at the beginning of each unit that connect to the math of the unit and introduce characters that students will get to know as they engage in the unit. Teachers read the story aloud from their Teacher Edition while projecting illustrations for students from the story, found in the Teacher Presentation Screens for the story. Across the unit, the Unit Story context and characters are used at appropriate points to inspire and engage students in the math as well as in reflections about their math identity and community.
Math Language Development
Every lesson in Amplify Desmos Math California includes opportunities for all students to develop mathematical language as they experience the content. Amplify Desmos Math California purposefully progresses language development from lesson to lesson and across units by supporting students in making their arguments and explanations stronger, clearer, and more precise. This systematic approach to the development of math language can be broken down into the following four categories of support:
- Vocabulary: Units and lessons start by surfacing students’ language for new concepts, then building connections between their language and the new vocabulary for that unit. This honors the language assets that students bring into their learning.
- Language goals: Language goals attend to the mathematics students are learning, and are written through the lens of one or more of four language modalities: reading, writing, speaking, and listening.
- Math Language Routines: Math Language Routines are used within lessons to highlight student-developed language and ideas, cultivate conversation, support mathematical sense-making, and promote meta-cognition.
- Multilingual/English learner supports: Supports for multilingual/English learners (ML/ELs) are called out at intentional points within each lesson. These specific, targeted suggestions support ML/ELs with modifications that increase access to a task, or through development of contextual or mathematical language (both of which can be supportive of all learners).
Multilingual and English Learner Supports
Partnership with English Learner Success Forum
Amplify partnered with the English Learner Success Forum (ELSF), a national nonprofit organization that advocates for high-quality instructional materials that are inclusive of multilingual learners. ELSF reviewed Amplify Desmos Math California, and provided directional guidance and feedback to ensure that the program reflects their research-based instructional strategies for multilingual/English learners.
Math Language Development Resources
Our Math Language Development Resources book contains lesson-specific strategies and activities for all levels of English Learners (i.e., Emerging, Expanding, Bridging). With support for every lesson, teachers are empowered to help all students, regardless of their language skills, to participate fully, grasp the material, and excel in their mathematical journey.
Multilingual Glossary
Amplify Desmos Math California includes a digital glossary for languages other than Spanish. Translations will be provided for up to nine languages.
Spanish Version
Amplify Desmos Math California will include Spanish student-facing materials beginning in the 2026–27 school year.
Category 5: Instructional Planning and Support
Amplify Desmos Math California includes a variety of embedded instructional supports to empower teachers to lead effectively and gain actionable insights into student growth and progress. Teachers are equipped with a comprehensive set of resources designed to fulfill the requirements of Category 5.
Grade-level concepts
Within the Teacher Edition front matter:
- Scope and sequence
- Big Ideas, Drivers of Investigation, and Content Connections
- Grade level standards
- Standards for Mathematical Practice
- English Language Development Standards
- Environmental Principals and Concepts
Within each Unit and Sub-Unit Overview:
- Big Ideas, Drivers of Investigation, and Content Connections
- Math that Matters Most
- Grade level standards
- Standards for Mathematical Practice
- English Language Development Standards
- Environmental Principals and Concepts
Within each Lesson:
- Big Ideas, Drivers of Investigation, and Content Connections
- Grade level standards
- Standards for Mathematical Practice
- English Language Development Standards
- Environmental Principals and Concepts
How to implement the program
At the course level (within the Teacher Edition front matter):
- Navigating the Program (both print and digital)
- Facilitating Lesson Activities with Launch, Monitor and Connect
- Overview of the Digital Facilitation Tools
At the lesson level:
- Suggestions for timing
- What materials to prep
- How to organize and group students
- Key lesson takeaways with the Synthesis
- Recommendations for Differentiation
- Strategies for intervention and extensions (in the Intervention, Extensions, and Investigation Resources book)
At the activity level:
- Differentiation recommendations
- Accessibility tips
- ML / EL tips
- Teacher look-fors
- Recommended Teacher Moves
- Prompts for guiding student thinking
- Sample student responses
Development of Math Language
A variety of language development supports are provided within the Student and Teacher Editions and Math Language Development Resources book.
At the lesson level:
- Diagrams and visuals
- Sentence frames and word banks
- Graphic organizers, including Frayer models
- Vocabulary routines
- Embedded language supports aligned to the CA ELDs
- Lesson-specific strategies for Emerging, Expanding, and Bridging
At the unit level:
- Words With Multiple Meanings
- Contextual vocabulary
At the course level:
- English/Spanish cognates
- Multilingual Glossary
Other Curriculum Guidance
- Additional Practice Resources book
- Assessment Resources book
- Assess and Respond guidance paired with each assessment opportunity
- Show-What-You-Know activities
- Answer keys and rubrics
- Performance tasks
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Without prejudice to any rights either party may have under this Agreement, in law, equity, or otherwise, a party will have the right to terminate this Agreement if the other party (or in the case of Amplify, an Authorized School User) materially breaches any term, provision, warranty, or representation under this Agreement and fails to correct the breach within 30 days of its receipt of written notice thereof. Upon termination, Customer will: (a) cease using the Products, (b) return, purge, or destroy (as directed by Amplify) all copies of any Products and, if so requested, certify to Amplify in writing that such surrender or destruction has occurred, (c) pay any fees due and owing hereunder, and (d) not be entitled to a refund of any fees previously paid, unless otherwise specified in the Quote. Customer will be responsible for the cost of any continued use of the Products following termination. Upon termination, Amplify will return or destroy any Student Data provided to Amplify hereunder. Notwithstanding the foregoing, nothing will require Amplify to return or destroy any data that does not include Student Data, including de-identified information or data that is derived from access to Student Data but which does not contain Student Data. Sections 3–14 will survive the termination of this Agreement.
15. Miscellaneous
This Agreement may not be modified except in writing signed by both parties. All defined terms in this Agreement will apply to their singular and plural forms, as applicable. The word “including” means “including without limitation.” For United States-based Customers, this Agreement will be governed by and construed and enforced in accordance with the laws of the U.S., state, commonwealth, or territory in which Customer resides based on the address set forth in the Quote, without regard to that state’s, commonwealth’s, or territory’s choice of law rules. For Customers based outside of the United States, this Agreement will be governed by the laws of the U.S., state of New York, without giving effect to the choice of law rules thereof. This Agreement will be binding upon and inure to the benefit of the parties and their respective successors and assigns. The parties expressly understand and agree that their relationship is that of independent contractors. Nothing in this Agreement will constitute one party as an employee, agent, joint venture partner, or servant of another. Each party is solely responsible for all of its employees and agents and its labor costs and expenses arising in connection herewith. Neither this Agreement nor any of the rights, interests or obligations hereunder may be assigned or delegated by Customer or any Authorized School User without the prior written consent of Amplify. If one or more of the provisions contained in this Agreement will for any reason be held to be unenforceable at law, such provisions will be construed by the appropriate judicial body to limit or reduce such provision or provisions so as to be enforceable to the maximum extent compatible with applicable law. Amplify will have no liability to Customer or to third parties for any failure or delay in performing any obligation under this Agreement due to circumstances beyond its reasonable control, including acts of God or nature, fire, earthquake, flood, epidemic, pandemic, strikes, labor stoppages or slowdowns, civil disturbances or terrorism, national or regional emergencies, supply shortages or delays, action by any governmental authority, or interruptions in power, communications, satellites, the Internet, or any other network. Each party represents and warrants that it has all necessary right, power, and authority to enter into this Agreement and to comply with the obligations hereunder.
Last Modified: February 2, 2026
Website Privacy Policy
Last Modified: February 2026
Update: February 2, 2026: This Privacy Policy has been updated to address additional rights for individuals in the European Union/UK.
Below is the Website Privacy Policy for the amplify.com site (“Privacy Policy”). For purposes of clarity and as further outlined below, this Privacy Policy does not apply to student data. You can visit this page to read about the principles and policy governing student data collected and maintained on behalf of our school customers.
We advise you to read this Privacy Policy in its entirety, including the jurisdiction-specific provisions in the appendix. Our Notice at Collection for California Residents is available in the Notice for our California Customers.
Who We Are / What This Privacy Policy Covers
Amplify Education, Inc. (“Amplify”) recognizes the importance of protecting the privacy and security of your personal information. This Privacy Policy describes our practices in connection with information that we may collect through your use of this website (the “Site”).
This Privacy Policy does not apply to Amplify’s handling of:
- student data or other information collected from users of Amplify’s products that support classroom instruction and learning, which are governed by our Customer Privacy Policy.
- staff or applicant data that we process in accordance with our staff or applicant privacy notice, respectively.
If you have any question as to what legal agreement or privacy policy controls the collection and use of your information, please contact us using information below in the Contact Us section.
This Privacy Policy is incorporated into and is subject to our Website Terms of Use, which governs your use of the Site.
Our Role: We are the controller of all personal information (as defined below) that we receive through our Site and can be reached by email at privacy@amplify.com or by mail at Amplify Education, Inc., 55 Washington St.#800, Brooklyn, NY, 11201.
1. What personal information do we collect?
When you visit and / or interact with our Site, we may collect the following information about you that, alone or in combination, could be used to identify you or your device (“personal information”):
- Contact Information, such as name, district / school name, professional affiliation, title / role, email address, shipping address, address and phone number.
- Account Information, such as customer user login and password.
- Demographic Information, such as age and gender.
- Information You Submit, such as information voluntarily provided on message boards, feedback sections, and other public areas of the Site.
- Site Activity Information, which is collected when you access and interact with the Site, we and our Service Providers (as defined below) may collect certain information about those visits. For example, we or our Service Providers may receive and record information about your computer and browser, including your IP address, browser type, and other software or hardware information. If you access the Site from a mobile or other device, we may collect a unique device identifier assigned to that device, or other characteristics of the device hardware, operating system and configurations for that device. On certain pages of the Site, we may use third party tools to help us look at mouse movements, clicks, keystrokes, data or text entered, and the pages you visit.
- Location Information, such as state, country and / or zip code, which we use to help us customize your experience, as well as to help us facilitate your privacy rights.
- Audio, electronic, visual, or similar information: such as customer service interactions, call recordings, chat transcripts, files you attach, and email, text, or other correspondence.
If you make a purchase through our online store, you may provide payment and other information directly to our third party e-commerce platform to complete your purchase.
We ask that you not send us, and you not disclose, any government identifiers (such as social security numbers) or information related to racial or ethnic origin, health, or criminal background on or through the Site or otherwise.
2. Where/How do we collect personal information?
Amplify may collect personal information directly from you at various points, including the following:
- Product Information and Newsletters. When you submit a request to obtain information about our products, services or other informational material or subscribe to one of our newsletters, you may be asked to submit information such as name, professional affiliation, email address, company name, address and phone and details on your query or interests in our products and services. This information is collected to help us process your request.
- Customer Support. When you submit a form to contact our customer service, you may be asked to submit information such as name, e-mail, district, customer user login and password and details on your query. In addition, some features of our Site, such as our customer live chat functionality or other customer service systems may allow you to voluntarily provide personal information to us. This information is collected to help us process your request. Please only provide what is needed to facilitate the support request.
- Product Orders. If you use e-commerce areas of our Site to order our products, we request information from you on our order form. To purchase products through the Site, you must provide contact information (such as name and shipping address) and financial information (such as credit card number). This information is used for billing purposes and to fill your orders. We will also use this information to contact you to confirm your order or to inform you of any issues or delays.
- Registration. You may be asked to submit information to use certain parts of the Site (such as posting comments on certain areas of the Site), register for an event or webinar, or view restricted content that may be available on the Site. For instance, you may be asked to provide your name, email address and event or webinar-related preferences to help us process your registration or content request.
- Public Areas and Discussion Forums. Any information you share in public areas, such as message boards or feedback sections, becomes public. Please be careful about what you disclose and do not post any personal information that you expect to keep private.
- Contests and Sweepstakes. When we run a contest or sweepstakes relating to the Site or Amplify, it will be accompanied by a set of rules. The rules for each contest/sweepstakes will specify how the information gathered from you for your entry will be used and disclosed.
As you visit or use our Site, we may collect Site activity information through cookies and similar technologies.
- Cookies, Pixels, and Other Tracking Technologies. Cookies and other tracking technologies (such as pixels, beacons, and Adobe Flash technology) are small data files that are placed on your computer or mobile device when you visit a website. They allow the website or mobile app to remember your actions and preferences over a period of time. We use the following types of cookies:
- Strictly necessary cookies – These are cookies that are required for the operation of our Site. They include, for example, cookies that enable you to log into secure areas of our Site. These cookies are not generally stored beyond the browser session and are less likely to include personal information. This category of cookies cannot be disabled.
- Functionality Cookies – We use these cookies so that we recognize you on our Site and remember your previously selected preferences. These cookies are stored on your device between browsing sessions but expire after a pre-defined period. These cookies enable our Site to “recognize” you when you use our Site, including your preferences such as your preferred language , time, and location. A mix of first party (placed by us) and third-party cookies (placed by third parties) are used.
- Analytics Cookies – These cookies help us and our Service Providers compile statistics and analytics about users of the Site, including Site Activity Information. For example, we use Google Analytics to help us understand how users interact with the Platform. Google Analytics uses cookies to track your interactions with the Site, then collects that information and reports it to us. This information helps us improve the Site so that we can better serve you. To learn more about Google Analytics, visit https://support.google.com/analytics/answer/6004245?hl=en. If you wish, you can opt-out of Google Analytics by installing the Google Analytics Opt-out Browser Add-on, available on https://tools.google.com/dlpage/gaoptout.
- Advertising Cookies – We use these cookies to collect information about your visit to our Site, the content you viewed, the links you followed and information about your browser, device, and your IP address. We sometimes share some limited aspects of this data with third parties for advertising purposes. We may also share Site Activity Information collected through cookies with our advertising partners. This means that when you visit another website, you may be shown advertising based on your browsing patterns on our Site.
For information on how to opt-out of these technologies, please see What Choices Do You Have? below.
- Social Plugins. Certain areas of our Site permit you to utilize social media functionality, such as the Facebook “Like” or Google “+1” buttons (“Social Plugins”). To use a Social Plugin, you must authorize the third-party provider of that Social Plugin, e.g. Facebook or Google, to access, collect, and/or disclose your information related to your use of that Social Plugin, subject to that company’s privacy policies, which may differ from this Privacy Policy. In addition, such providers may be able to collect information about you, including your activity on the Site, and they may notify your connections on their social networking platform about your use of the Site. Such services may also employ unique identifiers that allow your activity to be monitored across multiple websites for purposes of delivering more targeted advertising to you.
Amplify also receives information from other sources.
- Information from Other Sources. We may supplement any information we collect via this Site with information from publicly or commercially available sources.
3. How do we use personal information?
We may use any personal information and other information we collect from and about you for the following purposes and as described elsewhere in this Privacy Policy:
- To provide and manage the Site. We use the personal information we collect from and about you to provide the Site and features to you, including to measure and improve its services and features, to personalize your experience by delivering relevant content, to deliver marketing messages, to allow you to comment on content, to provide you with customer support, and to respond to inquiries. We may also use and disclose aggregate or anonymous data about your use of and activity on the Site to assist us in this regard and for any other purpose.
- To contact you. Amplify may periodically send promotional materials (e.g., newsletters) or notifications related to the Site and to Amplify’s business to the contact information you provided to us at registration.
- To improve our products and services. We may use your personal information for our business purposes, such as data analysis, audits, developing new products and services, enhancing the Site, improving our services, identifying usage trends, and determining the effectiveness of our promotional campaigns.
- For marketing and advertising. We may use your personal information to help us market our products to you or your school district.
4. To whom do we disclose personal information?
We may disclose any personal information and other information we collect from and about you for the following purposes and as described elsewhere in this Privacy Policy:
- To share with our affiliated education companies. Amplify may share your personal information with Amplify’s affiliated education companies for the purposes described in this Privacy Policy.
- To allow service providers to assist us. We may engage third party service providers, agents and partners (“Service Providers”) to perform functions on our behalf, such as analytics, credit card processing, shipping or stocking orders and providing customer service. We may disclose your personal information to such Service Providers to enable them to assist us in these efforts.
- To allow our marketing and advertising partners to assist us. We may engage marketing and advertising partners to help us market and advertise our products and services, including via digital ads sent in connection with your visit to the Site. We may disclose Site Activity information, as well as contact information and other aggregate insights to such partners to enable them to assist us in these efforts.
- To protect the rights of Amplify and our users. There may be instances when Amplify may disclose your personal information, in situations where Amplify has a good faith belief that such disclosure is necessary or appropriate in order to: (i) protect, enforce, or defend the legal rights, privacy, safety, operations, or property of Amplify, our parents, subsidiaries or affiliates or our or their employees, agents and contractors (including enforcement of our agreements, including our terms of use); (ii) protect the rights, safety, privacy, security or property of users of the Site or others; (iii) protect against fraud or for risk management purposes; (iv) comply with the law or legal process, including laws outside your country of residence; (v) respond to requests from public and government authorities, including those outside your country of residence; or (vi) allow us to pursue available remedies or limit the damages that we may sustain.
- To complete a merger or sale of assets. If Amplify sells all or part of its business or makes a sale or transfer of its assets or is otherwise involved in a merger, transfer or other disposition of all or part of its business, assets or stock (including in connection with any bankruptcy or similar proceedings), Amplify may transfer your personal information to the party or parties involved in the transaction.
5. What rights and choices do you have?
Opt-out of Marketing Communications. If you want to stop receiving promotional materials from Amplify, you can follow the unsubscribe instructions at the bottom of each email. There are certain service notification emails that you may not opt-out of, such as notifications of changes to the Site or policies. If you have additional questions, please contact us using information below in the Contact Us section.
Opt-of Cookies and Similar Tracking Technologies. There are a few ways to opt out or delete cookies.
- On Your Browser. Most browsers are initially set to accept cookies, but your browser may permit you to change your settings to notify you of a cookie being set or updated, or to block cookies altogether. Please consult the “Help” section of your browser for more information. Please note that by blocking any or all cookies you may not have access to certain features, content or personalization that may be available through the Site. Please also note that you must opt out separately on each device (including each web browser on each device) that you use to access our Site if you wish to opt out, and if you clear your cookies or if you use a different browser or device, you will need to renew your opt-out preferences.
- Interest-Based Advertising. Some advertisers and marketing companies participate in the self-regulatory programs of the Digital Advertising Alliance (“DAA”) and European Interactive Digital Advertising Alliance (“eDAA”) in connection with online interest-based advertising. DAA and eDAA provide consumers with the ability to opt out of receiving interest-based advertising from their program participants at the following links:
What Rights Do You Have?
- Please see section 3 of our supplemental disclosures: “Additional U.S. State Privacy Law Rights” for information about your U.S. privacy rights
- Please see section 4 of our supplemental disclosures: “Notice for European Economic Area and United Kingdom Customers” for information about your EU/UK privacy rights.
6. Security
Amplify uses commercially reasonable administrative, technical, personnel and physical measures to safeguard personal information in its possession against loss, theft and unauthorized use, disclosure or modification.
7. Data retention / Deletion
We will retain your personal information for the period necessary to fulfill the purposes outlined in this Privacy Policy unless a longer retention period is required or allowed by law. Even after we have deleted your personal information from our systems, copies of some information from your account may remain viewable in some circumstances – where, for example, you have shared information with social media platforms and other unaffiliated services. We may also retain backup information related to your account on our servers for some time after cancellation for fraud detection or to comply with applicable law or our internal security policies. Because of the nature of caching technology, your account may not be instantly inaccessible to others, and there may be a delay in the removal of the content from elsewhere on the Internet and from search engines.
8. Data Storage and Transfers
We are a United States Company, and our servers are hosted, managed, and controlled by us in the United States. If you are outside of the United States, we use industry standards to protect your data when it leaves your country of residence and your data will always be protected in accordance with this Privacy Policy, Applicable Laws and our Agreement regardless of the storage location.
Additionally, where we transfer your personal information to service providers outside of the United Kingdom (UK), European Economic Area (EEA), or other region that offers similar protections, we use specific appropriate safeguards to contractually obligate such service providers to protect personal information in accordance with Amplify’s commitment to privacy and security and applicable data protection laws.
If you have questions or wish to obtain more information about the international transfer of your personal information or the implemented safeguards, please contact us using the contact information below.
9. External third-party services
The Site may be linked to sites operated by unaffiliated companies, and may carry advertisements or offer content, functionality, games, newsletters, contests or sweepstakes, or applications developed and maintained by unaffiliated companies. Amplify is not responsible for the privacy practices of unaffiliated companies, and once you leave the Site via a link or enable an unaffiliated service, you are subject to the applicable privacy policy of the unaffiliated service.
10. Updates to this policy
Amplify may modify this Privacy Policy. Please look at the Last Revised Date at the top of this Privacy Policy to see when this Privacy Policy was last revised. Any changes to this Privacy Policy will become effective when we post the revised Privacy Policy on the Site. If you do not wish to be bound by the terms of the revised Privacy Policy, you must discontinue your use of the Site.
11. Contact us
If you have questions about this Privacy Policy, please contact us at:
Email: privacy@amplify.com
Mail: Amplify Education, Inc.
55 Washington St.#800
Brooklyn, NY, 11201
Phone: (800) 823-1969
Attn: General Counsel
Appendix – Supplemental Disclosures
1. Notice for our California Customers
We retain your personal information for as long as you are an active user of our Site or continue to have an account with us, and in accordance with our legal obligations (which may require us to hold information to provide financial and other reporting and to defend against potential claims). If you are a California resident, please see below for information about your rights pursuant to California law.
Personal Information We Collect |
How We Use Personal Information |
| Contact Information |
|
| Account Information |
|
| Payment Information |
|
| Information You Submit |
|
| Site Activity Information |
|
| Location Information |
|
| Inferences |
|
Some of the information described above may be considered “sensitive” under the laws of certain jurisdictions (including payment information and account login credentials (“Sensitive Information”). Whether information is Sensitive Information will depend on the laws of your jurisdiction. We only use Sensitive Information, such as payment information and account credentials for necessary or reasonably expected purposes – specifically, to provide you with our Services (i.e., fulfill purchases and to allow account logins).
Shine the Light
California’s Shine the Light law (Civil Code § 1798.83) permits California residents to request certain information regarding our disclosure of certain categories of personal information to third parties for their own direct marketing purposes in the preceding calendar year. We do not share personal information, as defined by California’s Shine the Light law, with third parties for their own direct marketing purposes.
Notice of Financial Incentive
As part of our services, there may be opportunities for you to complete surveys and questionnaires. As an incentive for completing the survey or questionnaire, you can voluntarily provide your personal information, which in turn enters you into a raffle drawing or enables us to provide you with other benefits, discounts, offers, or deals that may constitute a financial incentive under California law (“Financial Incentive”). The categories of personal information required for us to provide the Financial Incentives include: contact information and any other information that you choose to provide when you complete the survey.
Participation is voluntary and you can opt out at any time before your survey is complete.
The value of the personal information we collect in connection with our Financial Incentives is equivalent to the value of the benefit offered.
2. Additional U.S. State Privacy Law Rights
Residents of certain U.S. states have the following rights, regarding your personal information (each of which are subject to various exceptions and limitations):
- Access. You have the right to request, up to two times every 12 months, that we disclose to you the categories of personal information collected about you, the categories of sources from which the personal information is collected, the categories of personal information sold or shared, the business or commercial purpose for collecting, selling, or sharing the personal information, the categories of third parties with whom personal information was shared, and the specific pieces of personal information collected about you.
- Correct. You have the right to request that we correct inaccurate personal information collected from you.
- Deletion. You can request that we delete your personal information that we maintain about you.
- Opt-out (Do Not Sell or Share My Personal Information). Under several U.S. state privacy laws, consumers have the right to opt-out of the “sale” of their personal information (defined very broadly to include situations where we provide personal information to partners who provide advertising services to us) and the “sharing” of personal information in connection with the display of targeted advertising across third party websites. While we do not sell your personal information, we do share it in connection with our advertising efforts. Please also note that we do not knowingly sell or share the Personal Information of minors under 16 years of age.
We also honor the Global Privacy Control, a browser-based opt-out signal. We do not respond to other browser-based signals that do not meet applicable state law requirements, which may include older Do Not Track signals.
- No Discrimination. You have the right not to be discriminated against for exercising these rights.
- Appeals. You have a right to appeal decisions concerning your ability to exercise your consumer rights.
- Submission of Requests. You may exercise the above rights by emailing us at privacy@amplify.com. Note that we may deny certain requests, or fulfill a request only in part, based on our legal rights and obligations. For example, we may retain personal information as permitted by law, such as for tax or other record keeping purposes, to maintain an active account, and to process transactions and facilitate customer requests.
- Authorized Agent. You may designate an authorized agent to make a request on your behalf. When submitting the request, please ensure the authorized agent identifies himself/herself/itself as an authorized agent and can show written permission from you to represent you. We may contact you directly to confirm that you have authorized the agent to act on your behalf or confirm your identity.
- Verification. Whether you submit a request directly on your own behalf, or through an authorized agent, we will take reasonable steps to verify your identity prior to responding to your requests. The verification steps will vary depending on the sensitivity of the personal information and whether you have an account with us.
3. Notice for European Economic Area and United Kingdom Customers
As detailed at the beginning of our Privacy Policy (under the section titled “Our Role”), Amplify acts as a controller with respect to personal information collected as you interact with our Site.
Lawful Basis for Processing
We rely on the following lawful bases for our processing activities:
- Consent;
- We obtain your consent to collect and process device and usage data via cookies on our Site to understand how individuals use our Site and to help us measure the effectiveness of our advertising and marketing campaigns.
- Pursuant to a contract with the user of our Site;
- We process all categories of personal information that we collect to provide and manage our Site, including payment processing, where this is required in order for us to perform our obligations under our contract with you.
- To comply with our legal obligations;
- We process all categories of personal information that we collect to ensure the safety and security of our Site where we are complying with security requirements under data protection and cyber and information security law.
- We process all categories of personal information that we collect to comply with our legal obligations which includes, for example, to access, retain or share certain personal information where we receive a valid request from a government body, law enforcement body, judicial body regulator or similar, to deal with legal claims and prospective legal claims, and to ensure we are complying with applicable laws.
- When we have a legitimate interest in doing so, which is not outweighed by the risks to the individual. We rely on our legitimate interest to process all categories of personal information:
- to provide, manage, and improve the Site where such activities are not strictly required under our contract, including personalizing your experience on the Site.
- to ensure the safety and security of our Site where this is important but not required under the data protection law or cyber and information security laws.
- to respond to queries or otherwise communicate with you in relation to our Site and the operation of our business where this is not strictly required under a contract with you.
- internal research and certain marketing purposes (e.g. to periodically send newsletters and other promotional materials), which will not be based on Student Data or directed to K–12 students.
Your Data Subject Rights
If you are located in the EEA/UK, you have the following rights, subject to certain exceptions:
- Right of access: You have the right to ask us for confirmation on whether we are processing your personal information and access to that personal information.
- Right to correction: You have the right to have your personal information corrected.
- Right to erasure: You have the right to ask us to delete your personal information.
- Right to withdraw consent: You have the right to withdraw consent that you have provided.
- Right to lodge a complaint with a supervisory authority: You have the right to lodge a complaint with a supervisory authority.
- Right to restriction of processing: You have the right to request the limiting of our processing under limited circumstances.
- Right to data portability: You have the right to receive the personal information that you have provided to us, in a structured, commonly used, and machine-readable format, and you have the right to transmit that information to another controller, including to have it transmitted directly, where technically feasible.
- Right to object: You have the right to object to our processing of your personal information
To exercise any of these rights, contact us as set forth in the section entitled “Contact Us” above and specify which European privacy right you intend to exercise. We may require additional information from you to allow us to confirm your identity. Please note that we store information as necessary to fulfill the purposes for which it was collected, and may continue to retain and use the information even after a data subject request for purposes of our legitimate interests, including to comply with our legal obligations, resolve disputes, prevent fraud, and enforce our agreements.
Complaints
If you have any issues with our compliance, you have the right to lodge a complaint with an EEA or UK supervisory authority. We would, however, appreciate the opportunity to address your concerns before you approach a data protection regulator, and would welcome you directing an inquiry first to us. To do so, please contact us by email at privacy@amplify.com or by mail at Amplify Education, Inc., 55 Washington St.#800, Brooklyn, NY, 11201.
Website Terms of Use
Description of Site Services; Acceptance of Terms of Use
Welcome to www.amplify.com (together with any successor sites and the Site Services and Company Content (each as defined below), in whole and in part, the “Site”). The Site is operated by Amplify Education, Inc. (“Company” or “we”). The services that Company makes available on or through the Site include education-related articles, information and instructional services, purchasing functionality, support chat functionality and any other features, content, services, functionality and applications offered from time to time by Company on or through the Site (collectively, “Site Services”).
BY ACCESSING OR USING THE SITE, YOU REPRESENT AND WARRANT THAT YOU ARE OF LEGAL AGE TO ENTER INTO THIS TERMS OF USE AGREEMENT (“AGREEMENT”) AND YOU AGREE TO BE BOUND BY THE TERMS AND CONDITIONS OF THIS AGREEMENT. BY PURCHASING GOODS AND SERVICES ON THE SITE, YOU ARE ACCEPTING THE PRACTICES DESCRIBED IN THIS AGREEMENT AS WELL AS ANY ADDITIONAL TERMS OF USE THAT MAY BE ASSOCIATED WITH THE PARTICULAR GOODS AND SERIVICES YOU ARE PURCHASING.
Please read this Agreement carefully. If you are an employee or other representative of a school or other organization who is accessing or using the Site on behalf of such organization, then you are agreeing to this Agreement on behalf of yourself and such organization. We may modify this Agreement at any time in our discretion, and we may provide such modifications to you by any reasonable means, including by posting the revised version of this Agreement on the Site. You can determine when this Agreement was last revised by referring to the “LAST UPDATED” legend at the top of this Agreement. Your access to or use of the Site following any changes to this Agreement will constitute your acceptance of those changes. Notwithstanding the foregoing, any changes to this Agreement shall not apply to any dispute between you and us arising prior to the date on which we posted the revised version of this Agreement incorporating such changes or otherwise notified you of such changes. If you do not agree to be bound by this Agreement, you must not access or use the Site. Your access to and use of certain parts of the Site may require you to accept additional terms and conditions, and may require you to download certain Software or Content (each as defined below).
Jurisdictional Issues
The Site is controlled and operated by Company from the United States, and is not intended to subject Company to the laws or jurisdiction of any state, country or territory other than that of the United States. Company does not represent or warrant that the Site is appropriate or available for use in any particular jurisdiction other than the United States. In choosing to access and use the Site, you do so on your own initiative and at your own risk, and you are responsible for complying with all local laws, rules and regulations. You are also subject to United States export controls and are responsible for any violations of such controls, including any United States embargoes and other federal rules and regulations restricting exports. We may limit the Site’s availability to any person, geographic area or jurisdiction we choose, at any time and in our discretion. Not all products or services described on the Site are available in all states or territories.
Company content
The Site contains information, text, files, images, video, sounds, musical works, computer code, works of authorship, applications, and other materials and content (collectively, “Content”) of Company or its licensors (“Company Content”). The Site (including the Company Content) is protected by copyright, trademark, trade secret and other laws, and as between you and Company, Company owns and retains all rights in the Site. Company hereby grants to you a limited, revocable, non-sublicensable license, during the term of the Agreement, to access, display and perform the Company Content (excluding any computer code) solely for your personal, non-commercial use and solely as necessary to access and use the Site. Except as expressly permitted by Company in this Agreement or on the Site, you may not copy, download, stream, capture, reproduce, duplicate, archive, upload, modify, translate, create derivative works based upon, publish, broadcast, transmit, retransmit, distribute, perform, display, sell or otherwise use or transfer any Content. You may not, either directly or through the use of any device, software, online resource or other means, remove, alter, bypass, avoid, interfere with or circumvent any copyright, trademark or other proprietary notice on the Content or any digital rights management mechanism, device, or other content protection or access control measure associated with the Content.
User content
You may not access or use the Site for any commercial purpose. You are responsible for all Content that you post, upload, transmit, e-mail or otherwise make available on, through or in connection with the Site (collectively, “User Content”). Please choose carefully the Content that you make available on, through or in connection with the Site. Company does not control any Content other than Company Content, and as such you may be exposed to offensive, indecent, inaccurate or otherwise objectionable Content by accessing or using the Site. Company is not responsible or liable for any Content or the conduct of any Site user. If you become aware of any misuse of the Site, please report such misuse immediately to Company at general@amplify.com. Company reserves the right (but has no obligation) to monitor the Site, including for inappropriate Content or conduct, and to remove any Content in Company’s discretion and without liability to you or any third party.
Your proprietary rights
You retain any ownership rights that you have in your User Content. You hereby grant to Company and its affiliates, licensees and authorized users, a perpetual, non-exclusive, fully paid-up and royalty-free, sublicensable (through multiple tiers), transferable (in whole or in part), worldwide license to use, modify, excerpt, adapt, create derivative works and compilations based upon, publicly perform, publicly display, reproduce and distribute such User Content on, through or in connection with the Site and/or any other commercial or non-commercial endeavor of Company or any of its affiliates, including in connection with any distribution or syndication thereof to Third Party Services (as defined below), on and through all media formats now known or hereafter devised, for any and all purposes including promotional, marketing, trade and commercial purposes. The exercise of such rights shall not require any further permission or notice, payment or attribution to you or any third party. Company reserves the right to limit the storage capacity made available for User Content.
You represent and warrant that: (a) you own the User Content made available by you, or otherwise have the right to grant the license set forth in this Section, and (b) the posting of such User Content through or in connection with the Site does not violate the privacy rights, publicity rights, copyrights, contract rights or any other rights of any person or entity. You agree to pay for all royalties, fees and any other monies owing to any person or entity by reason of the use of such User Content.
Use of the site
You agree not to:
- Post, upload or otherwise transmit or link to Content that is: unlawful; threatening; harmful; abusive; pornographic or includes nudity; offensive; harassing; excessively violent; tortious; defamatory; false or misleading; obscene; vulgar; libelous; hateful; or discriminatory.
- Violate the rights of others, including patent, trademark, trade secret, copyright, privacy, publicity, contract or other proprietary rights.
- Harass or harm another person.
- Exploit or endanger a minor.
- Impersonate any person or entity.
- Introduce or engage in activity that involves the use of viruses, bots, worms, Trojan horses, Easter eggs, time bombs, spyware or any other computer code, files or programs that interrupt, destroy or limit the functionality of any computer software or hardware or telecommunications equipment, or otherwise permit the unauthorized access to or use of a computer or a computer network.
- Interfere with, damage, disable, disrupt, impair, create an undue burden on, or gain unauthorized access to the Site or any Account, or Company’s servers or networks;
- Restrict or inhibit any other person from using the Site (including by hacking or defacing the Site). Cover, remove, disable, block or obscure the Site (including advertisements on the Site).
- Use technology or any automated system, such as scripts or bots, to collect user names, passwords, e-mail addresses or any other data from or through the Site, or to circumvent or modify any security technology or software that is part of the Site.
- Send or cause to send (directly or indirectly) unsolicited bulk messages or other unsolicited bulk communications of any kind through the Site. If you do so, you acknowledge you will have caused substantial harm to Company, and that the amount of such harm would be extremely difficult to measure. As a reasonable estimation of such harm, you agree to pay to Company $50.00 for each actual or intended recipient of such communication.
- Modify, adapt, translate, reverse engineer, decompile or disassemble the Site.
- Solicit, collect or request any information for commercial or unlawful purposes.
- Post, upload or otherwise transmit an image or video of another person without that person’s consent.
- Use the Site to advertise, promote or engage in any commercial activity (including engaging in sales, contests or sweepstakes) without Company’s prior written consent.
- Frame or mirror the Site without Company’s express prior written consent.
- Use the Site in a manner inconsistent with any applicable law, rule or regulation.
- Use any robot, spider, site search/retrieval application or other manual or automatic device to retrieve, index, “scrape,” “data mine,” or in any way gather content of the Site or reproduce or circumvent the navigational structure or presentation of the Site without Company’s express prior written consent. Notwithstanding the foregoing, Company grants to the operators of public search engines the permission to use spiders to copy material from the Site for the sole purpose of, and solely to the extent necessary for, creating publicly-available searchable indices of such material, but not caches or archives of such material. Company reserves the right to revoke these exceptions either generally or in specific cases.
- Attempt, facilitate or encourage others to do any of the foregoing.
Company reserves the right to investigate and take appropriate legal action against anyone who, in Company’s discretion, violates this Agreement or attempts to do so, including terminating or suspending a user’s Account or access to or use of the Site, or reporting any User Content or conduct to law enforcement authorities.
You (and not Company) are responsible for obtaining and maintaining all telecommunications, broadband and computer hardware, equipment and services needed to access and use the Site, and for paying all charges related thereto.
User disputes
You are solely responsible for your interactions with other users of the Site, providers of Third Party Services (as defined below) or any other third parties with whom you interact on, through or in connection with the Site.
Purchases
Company may make available products and services for purchase through the Site, and may use third-party suppliers and service providers to enable e-commerce functionality on the Site. You may only purchase products and services that appear on the Site and that are delivered to an address located in the United States. You may only purchase products and services for personal, non-commercial use by you, your educational institution or students of your educational institution. We may limit quantities or refuse any order for any reason or no reason, including if we have reasonable cause to believe an order is for onward sale or resale other than through distribution channels approved by us. We make no promise that products or services available on the Site are appropriate or available for use in locations outside the United States, and purchasing products or services for delivery to or use in territories where their contents are unlawful is prohibited. If you choose to purchase products or services from locations outside the United States, you do so at your own risk. It is your responsibility to ascertain and obey all applicable local, state, federal and international laws (including minimum age requirements) in regard to the possession, use and sale of any product or service made available through the Site.
If you wish to purchase any product or service made available through the Site, you may be asked to supply certain information relevant to your transaction, including your credit card number, the expiration date of your credit card, your billing address and your shipping information. YOU REPRESENT AND WARRANT THAT YOU HAVE THE LEGAL RIGHT TO USE ANY CREDIT CARD(S) USED IN CONNECTION WITH ANY TRANSACTION. By submitting such information, you grant to Company the right to provide such information to third parties for purposes of facilitating the completion of transactions initiated by you or on your behalf. Verification of information may be required prior to the acknowledgement or completion of any transaction. While it is our practice to confirm orders by e-mail, the receipt of an e-mail order confirmation does not constitute our acceptance of an order or our confirmation of an offer to sell a product or service.
Details of the products and services available for purchase are set forth on the Site. All prices are displayed exclusive of all taxes and shipping/freight charges. Available payment methods, methods of shipping and shipping charges (including charges for expedited shipping, if available) are detailed on the Site. Company may also collect and remit sales tax on your purchase as required by United States law. If you are a tax-exempt entity, please enter the appropriate information where requested on your order form and we will not collect sales tax on your purchase.
Generally, credit and debit cards are not charged until we either ship the product(s) or confirm store availability (at which time you will be charged only for the products we have actually shipped along with any applicable taxes and shipping charges). However, we may pre-authorize your order amount with your credit or debit card issuer at the time you place the order, which may have an effect on your available credit line. When paying for a preorder with a debit card, you will be charged at the time you place your preorder. Please contact your credit or debit card issuer for more information. If you ordered a special delivery product, you will be charged once a delivery time is confirmed. For digitally delivered orders, your credit or debit card will be charged at the time that you initiate the download of the product.
All purchases made through the Site are made pursuant to a shipment contract. As a result, risk of loss and title for products purchased through the Site pass to you upon delivery of the products to the carrier. You are responsible for filing any claims with carriers for damaged and/or lost shipments. Please note that all shipping addresses must be compliant with the shipping restrictions contained on the Site.
Products, services and specifications
All products and services described or depicted on the Site, and all related features, content, specifications and prices, are subject to change at any time without notice. Certain weights, measures and similar descriptions are approximate and are provided for convenience purposes only. Packaging may vary from that shown. We make reasonable efforts to accurately display the attributes of our products, including the applicable colors; however, the actual color you see will depend on your computer system, and we cannot guarantee that your computer will accurately display such colors. The inclusion of any product or service on the Site at a particular time does not imply or warrant that such product or service will be available at any time. Occasionally, the manufacture or distribution of a certain product or service may be delayed for a number of reasons. In such event, we will make reasonable efforts to notify you of the delay and keep you informed of the revised delivery schedule. By placing an order, you represent that the products and services ordered will be used only in a lawful manner. All DVDs and similar products are sold for private, non-commercial home use (where no admission fee is charged), non-public performance, or classroom or instructional use only, and may not be duplicated.
Return and exchange policy
Unless otherwise specified in the terms associated with a particular product, you may return or exchange any product purchased through the Site within fourteen (14) days of receipt, by calling our customer service hotline, 1–800–823–1969, in the event that the purchased product is defective or you received the wrong product. Except for the foregoing, you may not return, cancel or exchange any product or service. Certain jurisdictions may provide additional statutory rights. Nothing herein is meant to limit your return or cancellation rights under local law. In the event that a return or exchange is due to an incorrect order or faulty product, we will be responsible for the shipping costs associated with such return. We will ship a replacement product upon receiving your defective or incorrect product and verifying the reason for the return or exchange.
Accuracy of information
We attempt to ensure that information on the Site is complete, accurate and current. Despite our efforts, the information on the Site may occasionally be inaccurate, incomplete or out of date. We make no representation as to the completeness, accuracy or currency of any information on the Site. For example, products or services included on the Site may be unavailable, may have different attributes than those listed, or may carry a different price than that stated on the Site. If an item’s correct price is higher than our stated price, we will, at our discretion, either contact you for instructions before shipping or cancel your order and notify you of such cancellation. Items in your “Shopping Bag” reflect the current price displayed on the item’s product detail page. Please note that this price may differ from the price displayed when the item was first placed in your Shopping Bag. In addition, we may make changes in information about price and availability without notice.
Chemicals, agricultural materials, and other hazardous materials
Certain products made available through the Site may include chemicals, agricultural materials or other material that may be subject to regulations or restrictions with respect to import or export, or to whom we may sell such material or where or how such material may be used. It is your responsibility to read and abide by all warning notices that accompany any products that you purchase. In addition, we reserve the right to request additional information from you, verify your identity, limit sales to certified educational or research institutions, or cancel or delay your order if required by law or if we believe it is necessary or advisable. Due to special shipping and handling requirements, freight companies routinely impose a surcharge on each package of hazardous material shipped. In such event, we will add such surcharge to your order.
Registration and account security
You may have the ability to create an account on or through the Site (an “Account”). If you submit registration information to create an Account, you represent and warrant that all information submitted to Company in connection with such registration is complete and accurate, and that you will update such information if it changes. If you create an Account, you are responsible for all use of your Account, and for maintaining the confidentiality of the information used to access your Account (including user name and password). You agree not to share your user name or password with anyone, or use anyone else’s Account at any time. You agree to notify Company immediately if you suspect any unauthorized use of, or access to, your Account (including your user name and password). You acknowledge that the reuse of your password in connection with accounts on other websites increases the risk that the security of your Account may be compromised.
Third party links and services
The Site may make available, or third parties may provide, links to other websites, applications, resources, advertisements, Content or other products or services created, hosted or made available by third parties (“Third Party Services”), and such third party may use other third parties to provide portions of the Third Party Service to you, such as technology, development or payment services. When you access or use a Third Party Service, you are interacting with the applicable third party, not with Company, and you do so at your own risk. Company is not responsible for and makes no warranties, express or implied, as to the Third Party Services or the providers of such Third Party Services (including the accuracy or completeness of the information provided by such Third Party Service or the privacy practices of any third party). Inclusion of any Third Party Service or a link thereto on the Site does not imply approval or endorsement of such Third Party Service. Company is not responsible or liable for the content or practices of any Third Party Service or third party, even if such Third Party Service links to or is linked by the Site, and even if such Third Party Service is operated by an affiliate of Company or a company otherwise connected with us or the Site
Feedback
Unless we expressly agree otherwise in writing, if you provide us with any ideas, proposals, suggestions or materials (“Feedback”), whether related to the Site or otherwise, you hereby acknowledge and agree that (a) your provision of any Input is gratuitous, unsolicited and without restriction and does not place Company under any fiduciary or other obligation; and (b) any Feedback is not confidential and Company has no confidentiality obligations with respect to such Feedback.. You hereby grant to us a world-wide, royalty-free, fully paid-up, exclusive, perpetual, irrevocable, transferable and fully sublicensable (through multiple tiers) license, without additional consideration to you or any third party, to reproduce, distribute, perform and display (publicly or otherwise), adapt, modify and otherwise use and exploit such Feedback, in any format or media now known or hereafter developed, and you hereby represent and warrant that you have all necessary rights to grant the foregoing license. We may use Feedback for any purpose whatsoever without permission or notice, compensation or attribution to you or any third party. You are and remain responsible and liable for the content of any Feedback.
Privacy
Please review the Privacy Policy for the Site, available at http://www.amplify.com/privacy, to learn about our information collection, usage and disclosures practices with respect to information collected by us through the Site. Please note that certain products or services made available by us, other than the Site, may be subject to different privacy policies. In addition, the Site’s Privacy Policy does not address, and we are not responsible or liable for, the information collection, usage and disclosures practices of any third party or Third Party Service.
Disclaimers
THE SITE, USER CONTENT, THIRD PARTY SERVICES, AND ALL PRODUCTS AND SERVICES SOLD THROUGH THE SITE (COLLECTIVELY, THE “SITE PRODUCTS”) ARE MADE AVAILABLE “AS-IS” AND “AS AVAILABLE” AND COMPANY DOES NOT GUARANTEE OR PROMISE ANY SPECIFIC RESULTS FROM USE OF THE SITE PRODUCTS. COMPANY AND ITS AFFILIATES EXPRESSLY DISCLAIM ANY WARRANTIES AND CONDITIONS OF ANY KIND, WHETHER EXPRESS OR IMPLIED, INCLUDING THE IMPLIED WARRANTIES OF MERCHANTABILITY, FITNESS FOR A PARTICULAR PURPOSE AND NON-INFRINGEMENT. IN PARTICULAR, COMPANY AND ITS AFFILIATES MAKE NO WARRANTY THAT THE SITE OR USER CONTENT OR THIRD PARTY SERVICES, OR YOUR ACCESS TO OR USE THEREOF, WILL BE UNINTERRUPTED, TIMELY, SECURE, ERROR-FREE, ACCURATE OR RELIABLE. UNDER NO CIRCUMSTANCES SHALL WE BE LIABLE FOR ANY CONSEQUENCES OF ANY UNAUTHORIZED USE OF THE SITE PRODUCTS THAT VIOLATES ANY APPLICABLE LAW OR REGULATION. CERTAIN STATE LAWS DO NOT ALLOW LIMITATIONS ON IMPLIED WARRANTIES OR THE EXCLUSION OR LIMITATION OF CERTAIN DAMAGES. IF THESE LAWS APPLY TO YOU, SOME OR ALL OF THE ABOVE DISCLAIMERS, EXCLUSIONS, OR LIMITATIONS MAY NOT APPLY TO YOU, AND YOU MIGHT HAVE ADDITIONAL RIGHTS.
Under no circumstances will Company or its affiliates be responsible for any loss or damage, including property damage, personal injury or death, resulting from use of the Site, Products, problems or technical malfunction in connection with use of the Site, Products, attendance at any Company event or the conduct of any Site users, whether online or offline. Your use of the Site, Products is solely your responsibility and at your own risk. The User Content and Third Party Services do not necessarily reflect the opinions or policies of Company or its affiliates.
Limitations on liability
IN NO EVENT WILL COMPANY OR ITS AFFILIATES BE LIABLE TO YOU OR ANY THIRD PARTY FOR ANY INDIRECT, CONSEQUENTIAL, EXEMPLARY, INCIDENTAL, SPECIAL OR PUNITIVE DAMAGES, INCLUDING LOST PROFIT DAMAGES, ARISING FROM YOUR USE OF THE SITE PRODUCTS, EVEN IF COMPANY OR ONE OF ITS AFFILIATES HAS BEEN ADVISED OF THE POSSIBILITY OF SUCH DAMAGES. NOTWITHSTANDING ANYTHING TO THE CONTRARY CONTAINED HEREIN, THE TOTAL LIABILITY OF COMPANY AND ITS AFFILIATES TO YOU FOR ANY CAUSE WHATSOEVER AND REGARDLESS OF THE FORM OF THE ACTION, WILL AT ALL TIMES BE LIMITED TO THE AMOUNT PAID, IF ANY, BY YOU TO COMPANY FOR THE SITE PRODUCTS.
Indemnity
You agree to indemnify and hold harmless Company, its affiliates, subcontractors and other partners, and each of their respective officers, agents, partners and employees, from any losses, costs, expenses (including reasonable attorneys’ fees), liabilities, claims or demands, due to or arising out of your use of the Site, your breach or alleged breach of this Agreement, your violation or alleged violation of any rights of another, or any Content that you post or otherwise submit on, through or in connection with the Site.
Termination
This Agreement remains in full force and effect while you access or use the Site. If you create an Account, you may terminate your Account at any time, for any reason, by contacting us at general@amplify.com. Company may terminate or suspend your Account and/or your access to or use of the Site at any time, for any or no reason, with or without prior notice or explanation, and without liability. Upon any such suspension or termination, your right to access and use the Site will immediately cease, and Company may immediately deactivate or delete your Account and all files and other information associated with it, and/or bar any further access to such files and other information. Company shall not be liable to you or any third party for any suspension or termination of your Account or of access to or use of the Site or any such files or other information, and shall not be required to make such files and other information available to you after any such suspension or termination. Sections 2, 5, 13, 17, 18, 19, 22, and 26 shall survive any expiration or termination of this Agreement.
U.S. export controls
All software made available in connection with the Site (“Software”) may be subject to United States export controls. No Software may be downloaded from or through the Site or otherwise exported or re-exported in violation of U.S. export laws.
Governing law
The terms of this Agreement are governed by the laws of the State of New York, U.S.A., without regard to its conflicts of law provisions, and regardless of your location.
Arbitration
EXCEPT FOR DISPUTES THAT QUALIFY FOR SMALL CLAIMS COURT, ALL DISPUTES ARISING OUT OF OR RELATED TO THIS AGREEMENT, WHETHER BASED IN CONTRACT, TORT, STATUTE, FRAUD, MISREPRESENTATION OR ANY OTHER LEGAL THEORY, WILL BE RESOLVED THROUGH FINAL AND BINDING ARBITRATION BEFORE A NEUTRAL ARBITRATOR INSTEAD OF IN A COURT BY A JUDGE OR JURY, AND YOU AGREE THAT COMPANY AND YOU ARE EACH WAIVING THE RIGHT TO TRIAL BY A JURY. YOU AGREE THAT ANY ARBITRATION UNDER THIS AGREEMENT WILL TAKE PLACE ON AN INDIVIDUAL BASIS; CLASS ARBITRATIONS AND CLASS ACTIONS ARE NOT PERMITTED AND YOU ARE AGREEING TO GIVE UP THE ABILITY TO PARTICIPATE IN A CLASS ACTION.
Arbitration procedure
Any arbitration under Section 23 above will be administered by the American Arbitration Association under its Commercial Arbitration Rules and Supplementary Procedures for Consumer-Related Disputes (“Supplementary Procedures”), as amended by this Agreement. The Supplementary Procedures are available online at http://www.adr.org/aaa/ShowPDF?doc=ADRSTG_015820. The arbitrator will conduct hearings, if any, by teleconference or videoconference, rather than by personal appearances, unless the arbitrator determines upon request by you or by us that an in-person hearing is appropriate. Any in-person appearances will be held at a location which is reasonably convenient to both parties with due consideration of their ability to travel and other pertinent circumstances. If the parties are unable to agree on a location, such determination should be made by the AAA or by the arbitrator. The arbitrator’s decision will follow the terms of this Agreement and will be final and binding. The arbitrator will have authority to award temporary, interim or permanent injunctive relief or relief providing for specific performance of this Agreement, but only to the extent necessary to provide relief warranted by the individual claim before the arbitrator. The award rendered by the arbitrator may be confirmed and enforced in any court having jurisdiction thereof. Notwithstanding any of the foregoing, nothing in this Agreement will preclude you from bringing issues to the attention of federal, state, or local agencies, and, if the law allows, they can seek relief against us for you.
Employment opportunities
Company may, from time to time, post Company employment opportunities on the Site and/or invite users to submit resumes to Company. If you choose to submit your name, contact information, resume and/or other personal information to Company in response to such employment listings, you are authorizing Company to use this information for all lawful and legitimate hiring, employment and other business purposes. Company also reserves the right, at its discretion, to forward such information to Company’s affiliates for their legitimate business purposes. Nothing in this Agreement or contained on the Site will constitute a promise by Company to review any such information, or to contact, interview, hire or employ any individual who submits such information.
Digital Millennium Copyright Act
The Digital Millennium Copyright Act of 1998 (“DMCA”) provides recourse for copyright owners who believe that material appearing on the Internet infringes their rights under U.S. copyright law. If you believe that any material residing on or linked to from the Site infringes your copyright, please send (or have your agent send) to Company’s Copyright Agent a notification of claimed infringement with all of the following information: (a) identification of the copyrighted work claimed to have been infringed, or, if multiple copyrighted works are covered by a single notification, a representative list of such works; (b) identification of the claimed infringing material and information reasonably sufficient to permit us to locate the material on the Site (such as the URL(s) of the claimed infringing material); (c) information reasonably sufficient to permit us to contact you, such as an address, telephone number, and, if available, an e-mail address; (d) a statement by you that you have a good-faith belief that the disputed use is not authorized by the copyright owner, the copyright owner’s agent or the law; (e) a statement by you that the above information in your notification is accurate and a statement by you, made under penalty of perjury, that you are the owner of an exclusive right that is allegedly infringed or are authorized to act on such owner’s behalf; and (f) your physical or electronic signature. Company’s Copyright Agent for notification of claimed infringement can be reached as follows: Copyright Agent, Amplify Education, Inc., 55 Washington Street, Brooklyn, NY 11201; Facsimile: 212-796-2311; Attn: Legal. Company’s Copyright Agent for notification of claimed infringement can also be reached electronically at: legal@amplify.com. Company reserves the right to terminate infringers’ and suspected infringers’ Accounts or their access to or use of the Site.
Notice for California residents
Under California Civil Code Section 1789.3, California users are entitled to the following consumer rights notice: If you have a question or complaint regarding the Site, please contact us by writing to Amplify Education, Inc., 55 Washington Street, Brooklyn, NY 11201 or by calling us at 212–213–8177 or sending a fax to 212–796–2311. California residents may reach the Complaint Assistance Unit of the Division of Consumer Services of the California Department of Consumer Affairs by mail at 1625 North Market Blvd., Sacramento, CA 95834, or by telephone at (916) 445–1254 or (800) 952–5210.
Other terms
This Agreement does not, and shall not be construed to, create any partnership, joint venture, employer-employee, agency or franchisor-franchisee relationship between you and Company. You may not assign, transfer or sublicense any or all of your rights or obligations under this Agreement without our express prior written consent. We may assign, transfer or sublicense any or all of our rights or obligations under this Agreement without restriction. The failure of Company to exercise or enforce any right or provision of this Agreement will not operate as a waiver of such right or provision. The Section titles in this Agreement are for convenience only and have no legal or contractual effect. References to and mentions of the word “include,” “includes,” “including,” or “e.g.” will mean “including, without limitation.” References to “discretion” will mean “sole discretion.” This Agreement operates to the fullest extent permissible by law. If any provision of this Agreement is unlawful, void or unenforceable, that provision is deemed severable from this Agreement and does not affect the validity or enforceability of any remaining provisions. Without limitation, you agree that a printed version of this Agreement and of any notice given in electronic form shall be admissible in judicial or administrative proceedings based upon or relating to this Agreement to the same extent and subject to the same conditions as other business documents and records originally generated and maintained in printed form. Company will not be responsible for failures to fulfill any obligations due to causes beyond its control.
Please contact us at legal@amplify.com with any questions regarding this Agreement.
Comprehension in Middle School: More Important Than Ever
Thursday, 3pm ET/12pm PT
Reading comprehension is as important as ever in middle school, so how can we prepare our K–5 students to be successful? Hear Deb Sabin detail the relationships between reading, writing, discourse, and comprehension in middle school, as well as how to help students in grades 6–8 thrive as readers, writers, collaborators, and communicators.
Unlock possibility with the Science of Writing
The reality is…writing is hard. It’s hard to learn, it’s hard to teach, it’s hard to do.
Natalie Wexler, author of The Knowledge Gap and The Writing Revolution, says, “Writing is the hardest thing we ask students to do.” Fortunately, we have decades of research that shows us how best to teach and learn how to write, known as the Science of Writing. As an educator your job is to make this hard task easier and more fulfilling for students. And our job is to help you.
Why writing matters: Connection, expression, and better reading comprehension
Without writing, there would be no need for reading, and of course, writing is a part of literacy.
Through writing, students can express their ideas, connect with others, and deepen and communicate their understanding of what they are reading and thinking.
Having strong writing skills ensures students can engage fully in all settings, share their opinions and information, tell stories, and have a voice.
What is the Science of Writing?
Learning to write (and read) isn’t natural but it can be taught—and research shows us how. Like the Science of Reading, the Science of Writing is the collection of research and evidence-based practices that explains how writing develops along with the teaching strategies that help students develop into skilled writers.
Writing proficiency involves mastering the use of a complex set of skills that must be taught explicitly, again just like reading proficiency. The Simple View of Writing breaks down these processes into transcription and composition, and provides us with a framework for guiding instruction.
The relationship between reading and writing
Reading and writing reinforce and support each other. When reading, students are exposed to vocabulary, grammar, and syntax. And when writing, students can get more practice to improve the fluency and efficiency of their handwriting, and apply their knowledge of spelling and their understanding of vocabulary, grammar, and syntax.
Readers use comprehension skills such as summarizing, predicting, and making inferences to help them create meaning as they read. Writers use those same skills to develop a piece of writing that is clear and concise for the reader.
The benefits of applying reading skills and strategies when writing
- If you teach students decoding skills, then they become better spellers.
- If students learn strategies for planning, drafting, and revising during composition, then their reading comprehension improves.
- If students have word and vocabulary knowledge, then they’re better at expressing their ideas in writing.
Oral language and writing
Oral language is the foundation for literacy, and its development begins in infancy. As their oral language develops, children learn how to string words into phrases and sentences, which progresses into telling stories and answering questions in detail. And as they listen to stories, children develop vocabulary and understanding of syntax and grammar. All of these build a foundation for writing.
Discovering the Science of Writing
Explore helpful resources to learn more about the Science of Writing, and the importance of implementing evidence-based instructional practices into your classroom, school, and district.
Books:
Articles:
Webinars:
- The Science of Reading: The Next Chapter
- The Science of Reading + Writing: Turning a New Page Together
- The Writing Chapter: Sparking the Writing Revolution with the Latest Insights and Research
- Writing and the Science of Reading Forum Panel Discussion: How does Writing Intersect with Reading?, Education Week
Welcome to your Amplify Science California pilot!
We’re thrilled to welcome you to the Amplify family, and we look forward to making your experience with Amplify Science California successful from day one.
On this site, you’ll find resources, tips, videos, and other helpful information designed to support you throughout your pilot experience.
Tips for getting started successfully
It takes time to learn any new program and get used to its patterns and flow—time that you aren’t always afforded in a pilot situation. Based on our work with thousands of pilot teachers who are now happy users, we can tell you with 100% confidence that it gets easier. In no time, you’ll be preparing and delivering all your lessons with ease.
Until you become comfortable with the organization of each unit and how one lesson flows into the next, the following resources will be key in helping you prepare to teach your first unit.
Unit Guide
These short and sweet guides provide a big picture overview of each unit’s phenomenon and storyline, the key questions that guide learning, and how the storyline develops from chapter to chapter. We even spoil the big reveal at the end by pointing out ahead of time what students figure out throughout the unit.
Ready to download? Navigate to your grade level using the menu bar above, scroll to the Unit Types section, and then download the appropriate Unit Guide(s).
Lesson Overview
Reading this short summary is a great way to get a quick snapshot of the learning that will take place during the day ahead. It includes a short description of the lesson, student learning objectives, and an at-a-glance list of activities.
Where to find it? Log into the digital Teacher’s Guide and navigate to the lesson you want to teach by following this click path: Grade Level > Unit > Chapter > Lesson. Next, scroll to the Lesson Brief section and click Overview. This same information is also found in your printed Teacher’s Reference Guide.
Material and preparation tips
Also found in the Lesson Brief section of your digital Teacher’s Guide and printed Teacher’s Reference Guide is a complete list of materials that you’ll need to gather as well as step-by-step lesson preparation tips organized by:
- Before the Day of the Lesson
- Immediately Before the Lesson
- At the End of the Day
3-D Statements
Color-coded for easy readability and quick scanning, our 3-D Statements can be found at point-of-use for every unit and lesson, making it easy to pinpoint the exact SEPs, DCIs, and CCCs that will be targeted on any given day.
Where to find them? Log into the digital Teacher’s Guide and navigate to any Unit Guide or Lesson Brief and click the expandable box called 3-D Statements. A complete list of 3-D Statements can also be found in the back of any printed Teacher’s Reference Guide.
Coherence Flowcharts
These are another great tool for helping you visualize the flow of a unit and the connections between the questions that drive students’ experiences and:
- The evidence they gather
- The solutions they figure out
- The new questions they generate
Where to find them? Log into the digital Teacher’s Guide, navigate to your desired unit, scroll to the Unit Guide, and look in the Printable Resources section.
Support is always within reach
Your role as a pilot teacher is important. Your district is counting on you not only to evaluate how Amplify Science California works in your classroom, but also to pick a reliable and supportive long-term partner. We feel confident that we’re that partner, and we look forward to proving that to you during your pilot experience.
Just as it will be when you become a customer, support during your pilot will always be within reach through the following channels.
Pilot support coordinator
Your dedicated pilot support coordinator has extensive experience delivering training, rostering students, answering both pedagogical and technical questions, and delivering demonstration lessons. Said another way, he or she is here to help. So, don’t hesitate to reach out.
Who is my pilot support coordinator? Look for his or her contact information in the pilot support brochure that you received during your pilot implementation training.
Intercom chat
In addition to traditional lines of communication, our Intercom feature gives you the ability to chat with our customer support, technical support, and pedagogical support teams in real time directly from the digital platform. This ensures that issues that arise in the classroom can be addressed as quickly as possible.
Support teams can be reached from 4 a.m. to 4 p.m. PST, Monday through Friday.
Our customer support, technical support, and pedagogical support teams can also be reached by email at help@amplify.com.
Support teams can be reached from 4 a.m. to 4 p.m. PST, Monday through Friday.
A closer look at grades 3–5
Amplify Science is based on the latest research on teaching and learning and helps teachers deliver age-appropriate, high-quality, literacy-rich instruction that enables students to take on the roles of scientists and engineers to solve real-world phenomena every day.
In the 3–5 classroom, this looks like students:
- Collecting evidence from a variety of sources.
- Making sense of evidence in a variety of ways.
- Formulating convincing scientific arguments.
Program structure
Our cyclical lesson design ensures students receive multiple exposures to concepts through a variety of modalities. As they progress through the lessons within a unit, students build and deepen their understanding, increasing their ability to develop and refine complex explanations of the unit’s phenomenon.
It’s this proven program structure and lesson design that enables Amplify Science California to teach less, but achieve more. Rather than asking teachers to wade through unnecessary content, we designed our 3–5 program to address 100% of the California NGSS in just 88 days.
Scope and sequence
Every year of our grades 3–5 sequence consists of 4 units and 88 lessons. Said another way, each unit contains 20 lessons plus two dedicated assessment days (a Pre-Unit Assessment and End-of-Unit Assessment).
Lessons for grades 3–5 are written to last a minimum of 60 minutes, though teachers can expand or contract the timing to meet their needs.
Unit types
Each unit delivers three-dimensional learning experiences and engages students in gathering evidence from a rich collection of sources, while also emphasizing a particular science and engineering practice.
In grades 3–5:
- One unit emphasizes the practice of investigation.
- One unit emphasizes the practice of modeling.
- One unit emphasizes the practice of engineering design.
- One unit emphasizes the practice of argumentation.
Investigation Units
Investigation units focus on the process of strategically developing investigations and gathering data to answer questions. Students are first asked to consider questions about what happens in the natural world and why, and are then involved in designing and conducting investigations that produce data to help answer those questions.
Modeling Units
Modeling units provide extra support to students engaging in the practice of modeling. Students use physical models, investigate with computer models, and create their own diagrams to help them visualize what might be happening on the nanoscale.
Engineering Design Units
Engineering design units provide opportunities for students to solve complex problems by applying science principles to the design of functional solutions, and iteratively testing those solutions to determine how well they meet preset criteria.
Argumentation units
Argumentation units provide students with regular opportunities to explore and discuss available evidence, time and support to consider how evidence may be leveraged in support of claims, and independence that increases as they mount written arguments in support of their claims.
Units at a glance
Balancing Forces
Domain: Physical Science
Unit type: Modeling
Student role: Engineers
Phenomenon: The town of Faraday is getting a new train that floats above its tracks.
Inheritance and Traits
Domain: Life Science
Unit type: Investigation
Student role: Wildlife biologists
Phenomenon: An adopted wolf in Graystone National Park (“Wolf 44”) has some traits that appear similar to one wolf pack in the park and other traits that appear to be similar to a different wolf pack.
Environments and Survival
Domains: Life Science, Engineering Design
Unit type: Engineering design
Student role: Biomimicry engineers
Phenomenon: Over the last 10 years, a population of grove snails has changed: The number of grove snails with yellow shells has decreased, while the number of snails with banded shells has increased.
Weather and Climate
Domains: Earth and Space Science, Engineering Design
Unit type: Argumentation
Student role: Meteorologists
Phenomenon: Three different islands, each a contender for becoming an Orangutan reserve, experience different weather patterns.
Energy Conversions
Domains: Physical Science, Earth and Space Science, Engineering Design
Unit type: Engineering design
Student role: System engineers
Phenomenon: The fictional town of Ergstown experiences frequent blackouts.
Vision and Light
Domain: Physical Science, Life Science, Engineering Design
Unit type: Investigation
Student role: Conservation biologists
Phenomenon: The population of Tokay geckos in a rain forest in the Philippines has decreased since the installation of new highway lights.
Earth’s Features
Domain: Earth and Space Science
Unit type: Argumentation
Student role: Geologists
Phenomenon: A mysterious fossil is discovered in a canyon within the fictional Desert Rocks National Park.
Waves, Energy, and Information
Domains: Physical Science, Life Science, Earth and Space Science, Engineering Design
Unit type: Modeling
Student role: Marine scientists
Phenomenon: Mother dolphins in the fictional Blue Bay National Park seem to be communicating with their calves when they are separated at a distance underwater.
Patterns of Earth and Sky
Domains: Physical Science, Earth and Space Science
Unit type: Investigation
Student role: Astronomers
Phenomenon: An ancient artifact depicts what we see in the sky at different times — the sun during the daytime and different stars during the nighttime — but it is missing a piece.
Modeling Matter
Domain: Physical Science
Unit type: Modeling
Student role: Food scientists
Phenomenon: Chromatography is a process for separating mixtures. Some solids dissolve in a salad dressing while others do not. Oil and vinegar appear to separate when mixed in a salad dressing.
The Earth System
Domains: Earth and Space Science, Physical Science, Engineering Design
Unit type: Engineering Design
Student role: Water resource engineers
Phenomenon: East Ferris, a city on one side of the fictional Ferris Island, is experiencing a water shortage, while West Ferris is not.
Ecosystem Restoration
Domains:Physical Science, Life Science, Earth and Space Science, Engineering Design
Unit type: Argumentation
Student role: Ecologists
Phenomenon: The jaguars, sloths, and cecropia trees in a reforested section of a Costa Rican rain forest are not growing and thriving.
Resources
Welcome, Arkansas educators!
We are excited to introduce Amplify Core Knowledge Language Arts (CKLA) 3rd Edition, now an Arkansas-approved HQIM core literacy program within Amplify’s literacy suite. For more than a decade, Amplify CKLA has transformed classrooms nationwide with its intentional knowledge building and systematic skills instruction.
Rest assured that Amplify CKLA 2nd Edition remains a robust, trusted option, and our high-quality professional development and ever-growing PD Library of resources continue to be available to all CKLA partners.
Whether you’re continuing with the 2nd edition or exploring the 3rd, you’ve chosen a proven and research-based curriculum designed for lasting impact. Together, let’s write the next chapter in the Science of Reading.
A correlation of the Arkansas English Language Arts Standards to Amplify CKLA 3rd Edition is now available!
Amplify ckla servers
150,000+
Classrooms
4,000,000+
students
50+
us states and d.c.
Our approach
Improve outcomes with a program built on decades of research, that meets the strongest ESSA Tier I criteria.
Grounded in the Science of Reading
As the original Science of Reading program, Amplify CKLA puts research into action with explicit, systematic foundational skills instruction and a proven knowledge-building sequence. In collaboration with education experts and practitioners, we provide powerful resources that deliver real results.
Background knowledge drives results for Arkansas students
Amplify CKLA follows the Core Knowledge Sequence, a content-specific, cumulative, and coherent approach to knowledge building. This approach improves reading scores and closes achievement gaps by establishing a robust knowledge base that strengthens comprehension.
In Amplify CKLA 3rd Edition, we’ve enriched our Knowledge Sequence with a wider range of perspectives and high-quality texts in new and enhanced units.
Build foundational skills for long-term success.
Students progress from simple to complex skill development, starting with phonological and phonemic awareness. Instruction in Grades K–2 explicitly teaches the 150 spellings for the 44 sounds of English, following an intentional progression to ensure student success.
In our 3rd Edition, we’ve added dedicated Grade 3 foundational skills instruction that can either support core lessons or function as an intervention, based on student needs.
Daily writing deepens learning.
Grounded in the Science of Writing—the research on how kids learn to write—instruction is explicit, daily, and woven into the curriculum’s rich content. It covers both transcription (handwriting and spelling) and composition (organizing ideas into narratives) with high-impact activities like sentence-level combining and expanding, and pre-writing exercises. Writing and reading instruction are integrated, so students simultaneously strengthen their communication skills, comprehension, and confidence.
High-quality texts
Amplify CKLA students are immersed in a variety of texts—complex read-alouds, decodable chapter books, trade books, and content-rich readers—that reflect varying experiences and backgrounds, and connect to learning goals.
Readers are 100% decodable for Grades K–2, empowering students to directly apply what they’ve learned. Novel Study units for Grades 3–5 offer a mix of contemporary and classic literature, and Culminating Research Units in every grade include a set of authentic texts and trade books.
Reach all learners with differentiated support.
Scaffolds and challenges, developed in collaboration with education experts, make content available to every student—including multilingual and English learners. With strategies embedded right in the curriculum, teachers can deliver in-the-moment, individualized instruction to meet all student needs.
For a dedicated English language development program aligned to Amplify CKLA, explore Language Studio.
What’s included
The comprehensive resources in Amplify CKLA 3rd Edition support effective literacy instruction in every classroom.
Easy-to-use teacher materials
Amplify CKLA teachers are empowered to deliver effective instruction with the following print and digital resources:
- Teacher Guides (K–5)
- Assessment Guides (K–5)
- Authentic texts and trade books (K–5)
- Knowledge Image Cards (K–2)
- Knowledge Flip Books (K–2, digital)
- Ready-made and customizable Presentation Screens (K–5, digital)
- Remediation and intervention resources (K–5)
- On-demand professional development (K–5, digital)
Immersive Amplify CKLA student resources
Amplify CKLA students stay engaged with the following print and digital resources:
- Decodable readers (K–2)
- Student Readers and novels (3–5)
- Student Activity Books (K–5)
- Poet’s Journal and Writer’s Journal (3–5)
- eReaders (K–5, digital)
- Sound Library featuring articulation videos and songs (K–2, digital)
- Skill-building practice games (K–5)
Rich literary experiences
The high-quality texts in Amplify CKLA foster students’ curiosity, reflect the wide variety of their backgrounds and experiences, and help them learn to read with confidence.
- Trade Book Collections (K–5) inspire student research in each grade’s Culminating Research Unit.
- Classic and contemporary literature (3–5) delights students in Novel Study Units.
- Increasingly complex Student Readers (K–5) develop students’ literacy across grades.
Hands-on phonics materials
Multisensory phonics and foundational skills resources engage students with fun, varied approaches that promote mastery and build independence.
- Chaining Folders and Small Letter Cards (K)
- Read-Aloud Big Books (K–1)
- Large Letter Cards (K–2)
- Sound Cards (K–2)
- Image Cards (K–3)
- Blending Picture Cards (K)
- Consonant and Vowel Code Posters and Spelling Cards (1–2)
- Sound Library (K–2, digital)
All-in-one digital platform
Our comprehensive platform simplifies your day-to-day tasks and makes it easier to plan and deliver lessons.
- Ready-made and customizable Presentation Screens
- Auto-scored digital assessments
- Standards-based reporting
- Assignable skill-building games
- Sound Library
- eReaders
Professional Development
We look forward to working alongside our Arkansas partners to build a strong foundation in Amplify CKLA. Our dedicated professional development team will continue collaborating with the ADE to provide job-embedded, on-site support that aligns with the Arkansas ELA standards and the Science of Reading.
A true Science of Reading early literacy suite for Grades K–5
Amplify has combined the critical elements of a Science of Reading system: assessment, core curriculum, personalized learning, and intervention. Based on 20 years of experience with the Science of Reading, this complete system saves you time and aligns your literacy practices.
- Assess with mCLASS®: A universal and dyslexia screener, powered by DIBELS® 8th Edition
- Instruct with Amplify CKLA: Core curriculum to build foundational skills and knowledge
- Practice with Boost Reading: Personalized learning program to extend and reinforce core
- Intervene with mCLASS Intervention: Staff-led Tier 2 and 3 intervention for intensive support
Language Studio: Multilingual and English learner support
Language Studio is Amplify CKLA’s dedicated K–5 program for multilingual and English learners. Through daily 30-minute lessons, it strengthens reading, writing, speaking, and listening skills while reinforcing core instruction. This tailored support empowers students to confidently access grade-level content as they develop academic English.
Explore more programs in Amplify’s literacy and biliteracy suite.
All of the programs in our literacy suite and our biliteracy suite are designed to support and complement each other. Learn more about our related programs:
Get a demo
Fill out this form and your Account Executive Paige Benoy will contact you to set up a demo, send samples, or answer questions about Amplify CKLA.
Paige Benoy
Arkansas Account Executive
pbenoy@amplify.com
Peoria K–5 Science Review
A closer look at grades 3–5
Amplify Science is based on the latest research on teaching and learning and helps teachers deliver age-appropriate, high-quality, literacy-rich instruction that enables students to take on the roles of scientists and engineers to solve real-world phenomena every day.
In the 3–5 classroom, this looks like students:
- Collecting evidence from a variety of sources.
- Making sense of evidence in a variety of ways.
- Formulating convincing scientific arguments.
Program structure
Our cyclical lesson design ensures students receive multiple exposures to concepts through a variety of modalities. As they progress through the lessons within a unit, students build and deepen their understanding, increasing their ability to develop and refine complex explanations of the unit’s phenomenon.
It’s this proven program structure and lesson design that enables Amplify Science to teach less, but achieve more. Rather than asking teachers to wade through unnecessary content, we designed our 3–5 program to address 100% of the NGSS in just 88 days.
Scope and sequence
Every year of our grades 3–5 sequence consists of 4 units and 88 lessons. Said another way, each unit contains 20 lessons plus two dedicated assessment days (a Pre-Unit Assessment and End-of-Unit Assessment).
Lessons for grades 3–5 are written to last a minimum of 60 minutes, though teachers can expand or contract the timing to meet their needs.
Unit types
Each unit delivers three-dimensional learning experiences and engages students in gathering evidence from a rich collection of sources, while also emphasizing a particular science and engineering practice.
In grades 3–5:
- One unit emphasizes the practice of investigation.
- One unit emphasizes the practice of modeling.
- One unit emphasizes the practice of engineering design.
- One unit emphasizes the practice of argumentation.
Investigation Units
Investigation units focus on the process of strategically developing investigations and gathering data to answer questions. Students are first asked to consider questions about what happens in the natural world and why, and are then involved in designing and conducting investigations that produce data to help answer those questions.
Modeling Units
Modeling units provide extra support to students engaging in the practice of modeling. Students use physical models, investigate with computer models, and create their own diagrams to help them visualize what might be happening on the nanoscale.
Engineering Design Units
Engineering design units provide opportunities for students to solve complex problems by applying science principles to the design of functional solutions, and iteratively testing those solutions to determine how well they meet preset criteria.
Argumentation units
Argumentation units provide students with regular opportunities to explore and discuss available evidence, time and support to consider how evidence may be leveraged in support of claims, and independence that increases as they mount written arguments in support of their claims.
Units at a glance
Balancing Forces
Domain: Physical Science
Unit type: Modeling
Student role: Engineers
Phenomenon: The town of Faraday is getting a new train that floats above its tracks.
Inheritance and Traits
Domains: Life Science
Unit type: Investigation
Student role: Wildlife biologists
Phenomenon: An adopted wolf in Graystone National Park (“Wolf 44”) has some traits that appear similar to one wolf pack in the park and other traits that appear to be similar to a different wolf pack.
Environments and Survival
Domains: Life Science, Engineering Design
Unit type: Engineering design
Student role: Biomimicry engineers
Phenomenon: Over the last 10 years, a population of grove snails has changed: The number of grove snails with yellow shells has decreased, while the number of snails with banded shells has increased.
Weather and Climate
Domains: Earth and Space Science, Engineering Design
Unit type: Argumentation
Student role: Meteorologists
Phenomenon: Three different islands, each a contender for becoming an Orangutan reserve, experience different weather patterns.
Energy Conversions
Domains: Physical Science, Earth and Space Science, Engineering Design
Unit type: Engineering design
Student role: System engineers
Phenomenon: The fictional town of Ergstown experiences frequent blackouts.
Vision and Light
Domain: Physical Science, Life Science, Engineering Design
Unit type: Investigation
Student role: Conservation biologists
Phenomenon: The population of Tokay geckos in a rain forest in the Philippines has decreased since the installation of new highway lights.
Earth’s Features
Domain: Earth and Space Science
Unit type: Argumentation
Student role: Geologists
Phenomenon: A mysterious fossil is discovered in a canyon within the fictional Desert Rocks National Park.
Waves, Energy, and Information
Domains: Physical Science, Life Science, Earth and Space Science, Engineering Design
Unit type: Modeling
Student role: Marine scientists
Phenomenon: Mother dolphins in the fictional Blue Bay National Park seem to be communicating with their calves when they are separated at a distance underwater.
Patterns of Earth and Sky
Domains: Physical Science, Earth and Space Science
Unit type: Investigation
Student role: Astronomers
Phenomenon: An ancient artifact depicts what we see in the sky at different times — the sun during the daytime and different stars during the nighttime — but it is missing a piece.
Modeling Matter
Domain: Physical Science
Unit type: Modeling
Student role: Food scientists
Phenomenon: Chromatography is a process for separating mixtures. Some solids dissolve in a salad dressing while others do not. Oil and vinegar appear to separate when mixed in a salad dressing.
The Earth System
Domains: Earth and Space Science, Physical Science, Engineering Design
Unit type: Engineering Design
Student role: Water resource engineers
Phenomenon: East Ferris, a city on one side of the fictional Ferris Island, is experiencing a water shortage, while West Ferris is not.
Ecosystem Restoration
Domains:Physical Science, Life Science, Earth and Space Science, Engineering Design
Unit type: Argumentation
Student role: Ecologists
Phenomenon: The jaguars, sloths, and cecropia trees in a reforested section of a Costa Rican rain forest are not growing and thriving.
Resources
Corona-Norco Unified School District